Chualar Union School District

Despite a lack of preparedness at The District agrees with the finding. Technology - Students had access many levels of government, MCOE, to Leaming Management school districts, and staff responded to Platforms: Google Meet, Google the impact of the pandemic in a timely Classroom, Seesaw, and Zoom manner. meeting. Additionally, they had access to their online accounts through Google Classroom, Accelerated Reader, Get Epic, and other Science and Math curriculum student online accounts. Food Services - Distributed breakfast and lunch to students on a daily basis through a drive-up or walk-up method Further Justification After the school's closure, CUSD's Food Service Department began to immediately distribute breakfast and lunch to students on a daily basis through a drive-up or walk-up method, which has transitioned into our current meal distribution system. CUSD is currently distributing meals to Chualar families once a week each Monday morning, where families can pick up an entire week ofmeals for students (five breakfasts and five lunches). In addition, the district delivers the meals to those families who live outside of town. Finding F9 District Response to the Justification Finding

Monterey County successfully The District agrees with the finding. After going through the MCOE expanded internet connectivity due to SEL training, teachers were the efforts of MCOE, industry partners, able to deliver high-quality grant institutions, the Digital Task distance learning opportunities Force, and school district investment in to each of their students by technology. maintaining personal and individualized contact with each child, and providing a comprehensive learning experience. Further Justification When the shelter-in-place order was enacted, CUSD worked collectively with teachers, site administrators, and the supporting staff to successfully transition to a distance learning platform for students in grades TK/K -8th grade. During the beginning stages of school closure, CUSD provided its teachers with a series of professional development focusing on using the various distant learning platforms available. After going through the MCOE SEL training, teachers were able to deliver high-quality distance learning opportunities to each of their students by maintaining personal and individualized contact with each child, and providing a comprehensive learning experience. Teachers quickly adapted to using technology for imparting instruction, providing blended educational activities, and continuously assessing and providing important feedback to their students. Each week, teachers created learning plans and assignments that were submitted by various distance learning platforms such as Google Classroom, Google Handout, Seesaw, and Class Dojo. These learning plans provided students and parents instructional learning links, instructional tasks, and platforms for work submission and feedback. Teachers monitored student engagement via Zoom conferencing, Google Classroom, Google Meet, Seesaw, and other supplemental programs Finding FlO District Response to the Justification Finding Fl0 There is increased collaboration The District agrees with the finding. Our foster youth and low-income and coordination among agencies that students also received counseling provide services and support, including with our Harmony At Home the MCOE, Monterey County Bullying Prevention Program Behavioral Health, support providers, specialist through class meetings and community groups. that targeted emotional and social health issues. Teachers received professional development about Harmony At Home continued services available during distance learning m whole-class, small group, and individual settings and how to best utilize these services I to meet their students' needs. Further Justification CUSD met the needs of its students by providing access to the curriculum with support through Zoom video conferencing, Google Meet, Google Classroom, Class Dojo, emails, and phone calls by our teachers. Similarly, our foster youth and low-income students were given assistance and ensured classroom teacher instruction through hotspot devices and Chromebook access. Teachers ensured all students had access to their online curriculum, and whenever needed, provided written material packets to students in need. It should also be noted that if a teacher reported a student experiencing any anxiety during the school closure, our Harmony At Home therapist would provide support or prepare referrals for higher levels of service to support students with any social-emotional needs therapy. Our foster youth and low-income students also received counseling with our Harmony At Home Bullying Prevention Program specialist through class meetings that targeted emotional and social health issues. Teachers received professional development about Harmony At Home continued services available during distance learning in whole-class, small group, and individual settings and how to best utilize these services to meet their students' needs. Not only did the specialist share videos and resources with administrators and teachers to use with their students, but they also created a schedule document where teachers could sign up to have the specialist join a virtual class meeting to deliver social-emotional learning sessions directly to the class or group of students. Finding Fll District Response to the Justification Finding

Administrators, teachers, The District agrees with the finding. Our foster youth and low-income parents, and students are all students also received counseling extremely concerned about with our Harmony At Home students' social-emotional issues Bullying Prevention Program arising from COVID-19. specialist through class meetings. Further Justification CUSD met the needs of its students by providing access to the curriculum with support through Zoom video conferencing, Google Meet, Google Classroom, Class Dojo, emails, and phone calls by our teachers. Similarly, our foster youth and low-income students were given assistance and ensured classroom teacher instruction through hotspot devices and Chromebook access. Teachers ensured all students had access to their online curriculum, and whenever needed, provided written material packets to students in need. It should also be noted that if a teacher reported a student experiencing any anxiety during the school closure, our Harmony At Home therapist would provide support or prepare referrals for higher levels of service to support students with any social-emotional needs therapy. Our foster youth and low-income students also received counseling with our Harmony At Home Bullying Prevention Program specialist through class meetings that targeted emotional and social health issues. Teachers received professional development about Harmony At Home continued services available during distance learning in whole-class, small group, and individual settings and how to best utilize these services to meet their students' needs. Not only did the specialist share videos and resources with administrators and teachers to use with their students, but they also created a schedule document where teachers could sign up to have the specialist join a virtual class meeting to deliver social-emotional learning sessions directly to the class or group of students. Finding F12 District Response to the Justification Finding F 12 Administrators, teachers, parents, The District agrees with the finding. The district maintained the and students are concerned about the extended-day program through the learning loss that took place during the pandemic period and instituted an 2020-2021 school year. There is an Intervention Specialist position in urgent need for mitigation of such a order to provide supplemental loss. support to students who suffered the most negative academic impact. Further Justification students continued their daily learning via the extended-day program by their access to the curriculum with support through Zoom video conferencing, Google Meet, Google Classroom, Class Dojo, emails, and phone calls by our teachers. The District also instituted an Intervention Specialist position in order to provide supplemental support to students who suffered the most negative academic impact. Finding F13 District Response to the Justification Finding

Administrators, teachers, parents, The District agrees with the finding. The district maintained the and students are concerned about the extended-day program through the learning loss that took place during the pandemic period and instituted an 2020-2021 school year. There is an Intervention Specialist position in urgent need for mitigation of such a order to provide supplemental loss. support to students who suffered the most negative academic impact. Further Justification students continued their daily learning via the extended-day program by their access to the curriculum with support through Zoom video conferencing, Google Meet, Google Classroom, Class Dojo, emails, and phone calls by our teachers. The District also instituted an Intervention Specialist position in order to provide supplemental support to students who suffered the most negative academic impact. Finding F13 District Response to the Justification Finding F13 There is the potential for significant fiscal The District agrees with the finding. Without the support of COVID emergency disruption with the continuing loss of ADA and the funding, the District faced a fiscal challenge end of additional federal funding occurring at the of trying to retain the intervention and same time. extended wellness services Further Justification In our efforts to deliver high quality distant learning platforms and to strive to reduce learning loss, teachers observed the learning efficiency of all students throughout the use of these platforms, and willingly modified them if needed. Teachers reinforced concepts in core content areas by scaffolding, small group Zoom meetings, and individualized support. The means of communication between our teachers, supporting staff, and families amplified the efficiency of our distance learning platforms. Teachers effectively utilized Zoom conferencing, Google Classroom, Google Meet, and Seesaw to deliver long distance learning. Additionally, teachers were encouraged to attend ongoing coaching sessions, webinars, and/or professional development opportunities being offered by the Monterey County Office of Education (MCOE) to continue developing and improving their distance learning instruction and best practices. RECOMMENDATIONS Recommendation Rl District Response to the Justification Finding Rl School districts maintain a The District intends to maintain a The District is currently providing minimum level of one behavioral minimum level of one behavioral wellness counseling and bullying support staff member at each school support staff member at each school prevention opportunities via two site until the end of the 2025-2026 site until the end of the 2025-2026 professionals provided by the school year. school year. Harmony at Home programs. Further Justification It should also be noted that if a teacher reported a student experiencing any anxiety during the school closure, our Harmony At Home therapist would provide support or prepare referrals for higher levels of service to support students with any social-emotional needs therapy. Our foster youth and low-income students also received counseling with our Harmony At Home Bullying Prevention Program specialist through class meetings that targeted emotional and social health issues. Teachers received professional development about Harmony At Home continued services available during distance learning in whole-class, small group, and individual settings and how to best utilize these services to meet their students' needs. Recommendation R2 District Response to the Justification Finding R2 School districts maintain School district intends to maintain Teachers effectively utilized Zoom learning loss mitigation programs learning loss mitigation programs conferencing, Google Classroom, and extended learning opportunities and extended learning opportunities Google Meet, and Seesaw to until the end of the 2025-2026 until the end of the 2025-2026 deliver long distance learning. school year. school year. With the support of COVID funding, the District acquired a Literacy Specialist and established a comprehensive extended-day program that currently houses over one hundred students. The extended-day program is planned to go through the 2025-26 school year and beyond. Further Justification In our efforts to deliver high quality distant learning platforms and to strive to reduce learning loss, teachers observed the learning efficiency of all students throughout the use of these platforms, and willingly modified them if needed. Teachers reinforced concepts in core content areas by scaffolding, small group Zoom meetings, and individualized support. The means of communication between our teachers, supporting staff, and families amplified the efficiency of our distance learning platforms. Teachers effectively utilized Zoom conferencing, Google Classroom, Google Meet, and Seesaw to deliver long distance learning. With the support of COVID funding, the District acquired a Literacy Specialist and established a comprehensive extended-day program that currently houses over one hundred students. Teachers were scheduled to attend ongoing coaching sessions, webinars, and/or professional development opportunities being offered by the Monterey County Office of Education (MCOE) to continue developing and improving their distance learning instruction and best practices.

There is the potential for significant fiscal The District agrees with the finding. Without the support of COVID emergency disruption with the continuing loss of ADA and the funding, the District faced a fiscal challenge end of additional federal funding occurring at the of trying to retain the intervention and same time. extended wellness services Further Justification In our efforts to deliver high quality distant learning platforms and to strive to reduce learning loss, teachers observed the learning efficiency of all students throughout the use of these platforms, and willingly modified them if needed. Teachers reinforced concepts in core content areas by scaffolding, small group Zoom meetings, and individualized support. The means of communication between our teachers, supporting staff, and families amplified the efficiency of our distance learning platforms. Teachers effectively utilized Zoom conferencing, Google Classroom, Google Meet, and Seesaw to deliver long distance learning. Additionally, teachers were encouraged to attend ongoing coaching sessions, webinars, and/or professional development opportunities being offered by the Monterey County Office of Education (MCOE) to continue developing and improving their distance learning instruction and best practices.