Taking Care of Her ‘Babies’: How One LAUSD Principal Provides Pandemic Recovery to Vulnerable Kids
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Amidst the pandemic, teachers at Los Angeles Unified’s Ninth Street Elementary School observed that their students were attending virtual classes from cramped and noisy shelters, or living with over ten family members in a small space.
Ninth Street Elementary, situated in one of Los Angeles’ most impoverished neighborhoods, enrolls students from the Fashion District adjacent to Skid Row. Approximately 24% of their students are homeless, and 51% are English Learners.
Due to their family circumstances, Principal Jeanette Reyes of Ninth Street realized that many of her students were attending school on empty stomachs. As a first-year principal, she found a solution.
"My cafeteria is open all day in case my students are hungry," Reyes stated. "They can come and have a meal."
The pandemic, coupled with food insecurity and other challenges, contributed to significant learning setbacks in at least 100 LAUSD schools with similar student populations to Ninth Street. As a result, the district is implementing targeted assistance to aid in the schools’ recovery.
Ninth Street Elementary was chosen by LAUSD as part of this initiative due to the school’s low state test scores, ranking among the lowest performing schools in the district.
After a challenging year of remote learning, the students at Ninth Street who began kindergarten in the 2019-20 school year and returned to in-person classes for second grade were among those who experienced the greatest academic losses.
Vanessa Estrada, a second-grade teacher at Ninth Street Elementary, mentioned that many of her students were unable to write their first and last names, a skill usually taught in kindergarten.
"[They] missed out on all of those experiences," Estrada remarked. "It’s not the same on the computer as it is in person."
Ninth Street students were particularly affected because most of them lacked the necessary resources, such as laptops and reliable wifi, to engage in remote learning.
"Having the camera on and seeing that there are ten different people in the same room. Young children and older children," Reyes explained. "That was extremely challenging."
Preschool and kindergarten students endured difficulties during the pandemic as they were essentially "pandemic babies." Being confined at home without the opportunity to experience attending school impacted their adjustment.
"We’re a close-knit community. We’re all here with the same purpose, which is our students’ success. Every piece of the puzzle is vital in completing it," Reyes emphasized, noting that most of the teachers at Ninth Street had less than two years of experience.
Here are several key strategies that Ninth Street implemented to facilitate students’ recovery from the pandemic:
1. Extended tutoring
For the first time, Ninth Street Elementary introduced summer school and Saturday school for the second consecutive year.
Reyes applauded her teachers’ dedication, highlighting that all of the staff members scheduled to work on those days were present and enthusiastically participated, despite many of them being new to teaching.
"I couldn’t ask for more," Reyes expressed.
2. Establishing support systems with families
Numerous teachers stressed the importance of parent involvement and communication in their children’s success.
"That’s one of my priorities – communicating with parents regarding their children’s academics," shared Estrada, who collaborates with parents of first-grade students.
To facilitate communication with parents, teachers utilize platforms like Class Dojo, especially for younger students. They share photos, videos, and provide translations in multiple languages.
"We discuss areas where your child needs assistance… that’s where we have extensive conversations about educational standards, your child’s progress, and the steps we need to take to help them succeed," said Guerro.
The school has also introduced initiatives like "coffee with the principal" and organized parent workshops to foster relationships between parents and school administrators.
Most recently, Ninth Street established a book club specifically for fifth-grade parents. These parents read the same books as their children to support them in their academic journey.
Parent Center Room Bulletin Board: Differentiated Learning and Assessment
Ninth Street Elementary School has implemented a system called DIBELS (Dynamic Indicators of Basic Early Learning) to effectively track students’ progress and identify specific areas where they need improvement.
Based on their DIBELS scores, students are categorized into four groups: Intensive, Strategic, Benchmark, and Challenge.
Acknowledging a decline in academic performance, Principal Guerro expressed the school’s dedication to enhancing educational outcomes.
Supporting students in need of technology, essentials, and emotional assistance.
Reyes, a teacher at Ninth Street Elementary, emphasized the struggles faced by her students and how the school has implemented resources to address food and housing insecurity.
Reyes further highlighted the importance of providing essential resources like shoes, backpacks, and emotional support to students.
To prioritize mental health, a dedicated social worker visits classrooms to deliver lessons on mental well-being.
Reyes, who grew up as an inner-city student in South L.A., shared her personal journey to inspire her students. She emphasized that they can achieve anything they set their minds to, as evidenced by her own success story.
Ninth Street Elementary School is committed to nurturing a supportive environment that empowers students to reach their full potential.
This article is a collaborative effort between and the USC Annenberg School for Communication and Journalism.
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