Benson Unified School District

BUSD will ensure that the interventions implemented will address the academic impact of lost instruction time, social emotional and mental health needs of all students by assessments conducted by our preschool teachers, our reading specialists, and by site principals and their teachers and paraprofessionals.

Students who are selected for these programs are based on their classroom academic performances, intervention assessments, formative assessments, quarterly benchmarks, students emotional needs and metal health, teachers and principals "red flags" , and parent alerts. These assessments will very in their timing. With preschool, assessments are done daily and through Gold; students' progress are charted and students' needs are addressed per the data. When it comes to our reading specialist, formal assessments are completed at the beginning of the school year and during each quarter with a final assessment completed at the end of school year to denote the overall students' progress. Finally, with our summer school programs, data and assessments are collected in different times and ways depending on students' grade levels. At the primary school, students will be evaluated on their progress through project based assessments. At the middle school, it will be more traditional assessments through formatives, quizzes, unit tests and some project based assessments. At our high schools, these students are geared more toward recovering credits towards graduation. Assessments and monitoring will be very similar to regular school with completion of assignments, quizzes, unit tests, and finals.

Throughout the school year and into the future, principals and district level administration will collect the identified data from each intervention and chart students overall success who have participated in our interventions to determine the overall effectiveness of each program. It is our hope that students who participate in our preschool will be more prepared for kindergarten than students who have not. For students who are in our reading interventions, we want to see growth in students' reading abilities and more of a willingness for students to read and enjoy the experience. In our summer school programs, we want all students to grow socially and emotionally through daily activities with students and teachers and build stronger academic foundations in our students, so they will be more confident when it comes to school. Finally, to give students who have been left behind in their academics because of COVID and school closures and/or a lack of academic exposure, a chance to catch up.

We will use evidence based programs used for summer school to include Beyond Textbooks supported Math and Language Arts, Scott Foresman/Journeys was an additional support for ELA. Our screening tools such as STAR and iSteep supported our assessment as well as Beyond Textbooks. Character Strong/Purpose-Full People supported Social/Emotional Health was implemented. Instruction was/will be 2 hours of Project Based Learning Math/Science per day; 2 hours of Project Based Learning ELA/Social Studies per day; 2 hours of Activity based learning in Music, Art, Physical education, and Technology; Math small group intervention services; Title I reading services; 30 minutes of Mindfulness such as Yoga, Meditation, or Character Strong/Purposeful People instruction.