Learning Continuity and Attendance Plan and Data Collection
The transition to distance learning from traditional instructional models necessitates changes to data collection and monitoring practices. Typical data points such as summative annual assessments, daily student attendance, and school culture and climate, among others, may not be available or relevant in a distance learning environment. Additionally, the need to ensure that all students' needs are met, especially our underserved and high-need populations, requires that intermediate and short-term data are collected and monitored as soon as possible.
Identifying potential metrics provide critical information regarding the transition to and implementation of distance learning in their local contexts. Metrics focus requirements in the Learning Attendance and Continuity Plan on the following essential categories:
- In-person instructional offerings
- Distance learning
- Pupil learning loss
- Mental health and social and emotional well-being
- Pupil engagement and outreach
- Student nutrition
Collecting data for these essential categories allows districts and schools to measure, monitor, and evaluate the effectiveness of their transition to, implementation of, and next steps in distance learning. These metrics must be collected to ensure that all students have the necessary access and support to engage in distance learning and to complete the Learning Continuity and Attendance Plan by Sept. 30.
Here are a few links for assessments:
