Academic Leaders Look to Curtail the Learning Deficits Amplified by COVID-19

Photo by Sharon McCutcheon (Retrieved from Unsplash)

Imagine being a student with a learning disability. Now imagine that you have been relegated to online learning, losing your normal support system spear-headed by your school’s Special Education Department. Add the dynamics of English Language Learners or the absence of parental figures because of work, and you will find a previously manageable learning gap, has fearfully ballooned. According to the Texas Education Agency (TEA), there were 605,043 students identified to have a learning disability in the 2020-2021 school year. According to an Education Week article on identifying students that could qualify for services under the Individual with Disabilities Education Act, there is a fear that many students may have fallen through the cracks due to COVID-19.

COVID-19 Ramifications

Since the start of Spring 2019, the State of Texas has experienced an onslaught of uncertainty. For a student struggling with a learning disability, uncertainty is one of the greatest foes the student will ever face. Structure and support are a thriving state of circumstances and COVID-19 robbed many students of those circumstances. For example, the Present Levels of Academic Achievement and Functional Performance tool (PLAAFP) was a tool implemented to set a baseline for the Individual Education Program (IEP) for students. The basis of utilizing this tool for optimal success hinged on the observation of general education teachers in varying subjects. Observations with verbal, non-verbal cues, interactions with peers, handwriting, and reading and math exercises among others were observed; they were then recorded and synthesized by general education teachers and special education teachers teaming together to set a foundation for the student's IEP. According to Education Week article, there is a fear that many students may have lost the opportunity to be assessed; conversely, there may be an overreaction to qualify students for Special Education services when they may not have a learning disability, but rather a learning gap.

What Are Academic Leadership Doing to Support All Involved

In speaking with academic experts, Leticia Carrejo-Buenrostro of Natalia Independent School District talked about her role and challenges as the Executive Director of Academic Services. Evidently, the whole academic landscape has very real challenges ahead. However, Carrejo-Buenrostro feels there are solutions in place within her district and throughout the State of Texas to make those academic gains and identify students with learning disabilities efficiently. The Response To Intervention (RTI) protocols has three tiers of emphasis. It is Carrejo-Buenrostro’s belief that Tier 1 is essential in identifying students in need of support.

The Tier 1 instruction controlled by the general education teacher is vital in the process. “How much rigor is there? How are they actually looking at the benchmarks,” explains Carrejo-Buenrostro. This strategy led by general education teachers is essential in identifying students with learning gaps. The last two years has been limited on testing and data but starting the process early this coming school year and establishing benchmarks to evaluate at the close of the first semester will be critical to identifying students in needs and discovering students with learning disabilities. Carrejo-Buenrsotro believes helping teachers understand data at the district level and classroom level will help elevate the Tier 1 efforts.

An example that Carrejo-Buenrostro mentioned regarding Tier 1 instruction is with elementary; throughout the State of Texas, phonics and early reading strategies are critical components of Tier 1 instruction; if you lack in those basics, there is potential of creating a false reality when kids are being screened later for dyslexia.

“The reality is, if we would have taught phonics, if we would have taught all these things, so that we would have had early readers, then we wouldn’t have had all these issues,” emphasizes Carrejo-Buenrostro.

Michael Rodriguez, Deputy Superintendent of Curriculum and Instruction at Uvalde Consolidated Independent School District, expressed the urgency in this coming school year. “Funding for our district is going to be tied to on-campus students; we will not receive funding for online learners,” explained Rodriguez. One of the goals expressed by Rodriguez is to build the trust of parents to allow their kids to return to on-campus learning. Carrejo-Buenrostro echoes that statement pointing to TEA and Natalia ISD having parent initiatives in place to build on the trust and comfort so that parents are decisively involved. Consequently, this will give all Special Education and General Education teachers an advantage to evaluate based on the previous system in place with the PLAAFP guidelines.

Marry District and Campus Initiatives

District and Campus level outlooks are often revealing a disconnect. Whether it is software purchased, strategies adopted, or consultants utilized, it can be a revolving door. Rodriguez reveals this can be problematic if District and Campus initiatives are misaligned. Providing appropriate professional development and appropriate tools to teachers to be successful is proactively avoiding the feeling of disconnect.

“Most districts in my opinion don’t do enough to take care of their teachers, they don’t set up their teachers for success,” explains Rodriguez.

Often, Rodriguez states that professional development is a one-and-done experience for teachers with no follow-through; if there is a follow-through, it comes from administration who are not necessarily the experts in that training. “I think it is vital that the consultant revisit periodically all teachers to coach-up their teachers rather than being a one-and-done training,” shares Rodriguez. There is a heighten sense of stress that is manifested through the teacher when district and campus administration don't play nice, subsequently affecting the proper services for the students. It is essential for leadership on both levels to maintain fidelity to the partnership, which is easier said than done depending on the size of your district.

What can coaches do to help?

In a macro-lens, the challenges before all educators seem to be insurmountable. For coaches, there seems to be a cheat-code available to the campus through their coaching leadership. Carrejo-Buenrostro hints at the appreciation she has for all coaches; the relationships coaches build is the best in the business. She urges coaches to use this gift and help in the process of rebuilding.

“They can see the value of education through your eyes,” expresses Carrejo-Buenrostro.

Success in the education world may hinge on the value of a coach. “Gone are the days where you can leave class for a game with no consequence to the kids,” expresses Rodriguez. Coming to class as prepared as you are in the sport you coach is going to be pivotal for the students to rebound and close the achievement gap. Servant Leadership as a coach has the potential to elevate everyone involved. Doug Burford, Offensive Coordinator and Special Education Teacher at South San Antonio High School professed, "X's and O's are going to take a backseat this year. We as coaches have to be experts in the Social and Emotional piece." This is the year that will truly reveal if you are in it for your community.

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