Addressing Disrupted Learning

Intervention programs will be included in the LEA Integrated Action Plan. A monitoring and evaluation action step will be determined for each program to include student data analysis in order to ensure programs are meeting the academic, social, emotional and/or mental health needs of students with an emphasis on students disproportionately impacted by COVID-9

Extended Day Programs
Extended day programs (e.g. after school tutoring, summer school program, e-sports program) at PESD school sites will focus on meeting the needs of students significantly impacted by COVID-19 (e.g. EL learners, students experiencing homelessness, students in foster care, students with disabilities, etc.) Data will be collected and analyzed by leadership teams to determine which students would benefit from inclusion in the site extended day program. Extended day lessons are evidence-based and data driven and are designed to meet student academic, social, emotional and/or behavioral health needs. Extended Day plans and progress will be monitored by the building level principal, the Director of Curriculum & Innovation and the Director of School Improvement and Program Development.

Preschool Scholars Program
Teaching Strategies GOLD online assessment portfolios will be utilized to document preschool student growth in 38 research-based objectives aligned with state early learning guidelines in order to determine student needs based on developmentally appropriate milestones. Classroom and individual classroom reports will be utilized to inform instructional changes to support preschool student achievement. Preschool teachers will communicate student achievement to the parents/guardians of preschool students related to developmental milestones through the use of a student portfolio which will include Teaching Strategies Gold assessment results. In addition, the star rating of each school site preschool program will be made public annually and will be posted at the program location and the Quality First website.

All schools within our District are Title I schools and therefore serve the students that were disproportionately impacted by the COVID-19 pandemic. PESD will ensure that the interventions it implements, including but not limited to the interventions within the required 20% set aside (under section 2001(e)(1) of the ARP Act) to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students. PESD will do so by regular communication with all stakeholders during community meetings to include parent luncheon and community breakfast events

Scholars Academy will monitor the effectiveness of interventions we implement through benchmark testing, both formative and summative assessments, teacher input and regular data meetings.
Data gathered will be evaluated and studied to make decisions about the effectiveness of the interventions and the impact they have on lost instructional time, the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students:

Set Aside-TVUSD utilizes the evidence based practice of Professional Learning Communities (PLCs) to ensure we address the needs of all learners. In this process teachers meet at least weekly to plan which includes the following: Instruction will be determined by focus on essential standards, followed by formative assessment. Teachers will analyze formative assessment data to determine learning gaps, need for support, and opportunities for enrichment. The following cycle (PLC cycle) will be utilized in an ongoing manner throughout the year to target instruction for students based on grade level content as well as learning gaps that may have occurred as a result of the pandemic. The district is implementing SchoolCity which is a tool for administering formative assessments as well as district benchmarks. PLC teams will use this tool to analyze data and plan instruction. In addition, the campuses have built in intervention and enrichment times in the school day. Finally, we utilize the evidence-based, Multi-Tiered System of Supports (MTSS) as a means to support students' needs. Flex Teachers and the PLC process as well as the MTSS process will target at risk subgroups including low income students, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth.

Flex Teachers (6) $250,053.13

The district will provide summer school in June of 2022, 2023, and 2024 and after school tutoring during the FY22 school year.
The district has a part-time counselor and a full-time behavioral specialist to support the social, emotional, and mental health needs of all students.

Revision #1: After school tutoring during the FY22 school year: 3 teachers to tutor students afterschool during the 2021-2022 school year. Teachers will tutor one time a week beginning Sept. 15, 2021 and ending on May 11, 2022. District tests (Galileo, AR, and STAR) will be used to determine which students need to additional support. The evidence based programs that will be used will be the board approved curriculums for Math and ELA: SAVVAS Math and SAVVAS ELA and Open Court ELA. Students will be monitored and evaluated based on classroom work and assessments.
Tutoring Plan: Assess the needs of students. Set goals and objectives. Use SAVVAS Math and SAVVAS ELA and Open Court ELA.

Revision #1: The district will provide summer school in June of 2022, 2023, and 2024: 4 teachers to provide tutoring. District tests (Galileo, AR, and STAR) will be used to determine which students need to additional support. The evidence based programs that will be used will be the board approved curriculums for Math and ELA: SAVVAS Math and SAVVAS ELA and Open Court ELA. Assess the needs of students. Set goals and objectives. Use SAVVAS Math and SAVVAS ELA and Open Court ELA. Students will be monitored and evaluated based on classroom work and assessments.

The lost of in-person learning in the Career Technology Education courses has effected the students hands on training. This is a major problem as we are sending students into the working world or their chosen industry career unprepared with the needed skills to perform the task in a safe and effective manner. The use of the ESSER III funds will be used for remediation in the area of hands on skills training which relate to each CTE program VACTE offers. The teachers and industry purchased service specialist will work on weekends so the student can be training in real life situations for skills attainment. The students will benefit from the hands on training and be able to take an industry certification test which will help with entry level of approve employment in the future. Several of the students come from low economic families and the need for a skills students to enter the workforce to provide for the family has been determined to be of high need in our school district. They use of summer school and weekend will allow the students to focus during the week on their academic courses and the academic part of the CTE program. The extra training on the weekends and during the summer will give them a real perspective and hands on training for their future career or jobs.  The student ethnic background is not an issue all of the students need hands on training so they can perform in a safe and reasonable manner once on a job site. We believe this is a strong solution to meet the needs of the students in the Verde Valley and Sedona. Several groups from all race and economic backgrounds has given VACTE feedback on what the funds should be used for.

Odyssey will address unfinished learning through the acceleration model by prioritizing grade level content and instructional rigor and depth of instruction with support; maintain the inclusion of each and every learner and identify and address gaps in learning through instructional best practices. Odyssey will use state approved assessments such as AIMSWeb Plus for benchmarking and progress monitoring. Odyssey uses the FastForward program for intervention. It is a research-based reading intervention program approved for use by the State of Arizona. It is designed to help pre-readers, struggling readers, students with IEP's, and ELL students. This uniquely designed program begins by improving the underlying cognitive skills associated with reading struggle and delivers personalized intensive practice across a wide range of language and reading tasks to help scholars make rapid improvement. The program provides the English phonics training, intensive grammar, vocabulary practice and oral speaking necessary to build both basic and English proficiency. Support staff work directly with identified scholars as they move through the program identifying where they continue to struggle and provide offline support through targeted lessons.

Odyssey uses a combination of research based instructional methods that include whole group tier 1 instruction, utilizing benchmark data to assign scholars to small groups for Tier 2 or 3 intervention based on their needs. Scholars may be identified based on socio-economic status, ELL status, and/or Special Education status. Significant small group instruction time is implemented into the schedule daily. Classroom teachers, paraprofessionals, and special education teachers are all involved daily in the organization and implementation of structured support during small group and whole group instruction. Odyssey utilizes instructional methods such as "think-pair-share", cooperative learning, Socratic seminars, hands-on activities using manipulatives, real world experiments, and other best practice instructional activities daily. Scholar growth is monitored through bi-weekly progress monitoring by data collected through a variety of evaluation methods. Data is recorded and analyzed frequently by teachers and administration. Instruction is then adjusted where necessary to continuously address gaps in foundational skills.

An outsourced School Counselor will provide additional support to both special education and general education scholars identified as having a need for additional social-emotional support in the educational setting. Scholars will be identified by teachers and other educational stakeholders who work with them on a regular basis within the classroom. Scholars will be referred to the School Counselor when interventions and classroom supports have been tried but found to be not successful. The School Counselor will provide both individual and small group sessions to teach scholars skills related to their social-emotional learning such as: self-management, self-awareness, social awareness, emotional regulation, problem solving, responsible decision making, career development and planning, as well as helping scholars learn to build positive peer relationships and social interactions using evidence-based practice resources to guide the therapeutic interventions.
The School Counselor is trained in research-based approaches through her clinical education, professional organizations, and through continuing education to maintain her state certification. In addition, the school counselor will support the use of the evidence-based programs utilized by the School including CASEL (https://casel.org/programs-resources/). The School Counselor will keep regular notes, consult with teachers, and track changes in scholar behavior related to their responses and interactions in various social situations in the classroom. Based on this tracking, additional supports and teaching can be adjusted for each individual scholar.

Other non-grant funded support includes:
-our counseling team providing extensive community outreach support through email, phone, Zoom and in-person communication with families
-partnering with The City of Buckeye to provide an on-sight School Resource Officer who is engaged in daily community outreach as well as in-classroom support
-annual state-mandated suicide prevention training to all K-12 staff and follow-up training throughout the year
-Odyssey teachers participating in weekly professional development training that emphasizes effective strategies for working with all scholars including those in vulnerable communities

A variety of evidence-based strategies will be utilized including classroom and systems interventions as found in PBISworld and through the MTSS process, addressing academic as well as social-emotional needs. Counseling strategies will include the instruction of mindfulness strategies, Cognitive Behavioral Therapy, and other trauma-informed practices at the individual and small group level of intervention. The population at Ash Fork Joint Unified School District includes students with special needs, many low-income and homeless families, English learners, and migrant/ranch families. Ash Fork is a small rural community with limited access to technology, internet, therapy, and medical services. School Psychologist services will help address pandemic-related needs by attempting to fill in the gap between needs and available resources.

Our main intervention during the school day is the creation of transitional classrooms. Students in transitional classrooms, with a maximum of 18 students, are those who are not far enough behind to be retained, but are not academically ready for the next grade level. Teachers were chosen for transitional classrooms with the goal to assist students to reach at least one and one half years' growth. Benchmark and progress monitoring data from Galileo, DIBELS, and classroom assessments will be used to monitor the progress of our students in transitional classrooms. Our administrators and instructional coaches will observe classrooms and provide coaching and feedback to increase teacher effectiveness in the classroom.

We also created an EL teacher position at each of our elementary schools to provide targeted instruction. An additional School Counselor position was created for one school currently without a counselor on staff to provide services to students, teachers and families. Galileo and DIBELS data will be used to monitor student progress. The "end" indicator will be AZELLA results. REVISION 2 (5/10/2022) ADD: WE added two EL teachers to this line item.

The need for each school site to have a School Counselor is recognized through discipline incidents, student self-regulation, and emotional health of both students and teachers. We added a school counselor position for one of our schools which does not have a counselor at this time. Counseling logs will be reviewed to monitor effectiveness, as well as the notes from safety team meetings. Student discipline reports will also hep to determine if interventions are effective.

Our after school programs were increased with more teachers who will use district approved programs to offer interventions to students. We also will provide enrichment activities to increase students' interests and social skills. Benchmark and progress monitoring data from Galileo, DIBELS, and classroom assessments will be used to monitor the progress of our students. The results will also be used to determine who needs to attend tutoring, as we want the groups to be fluid throughout the year.

Summer school programs for the next 2 summers are enhanced by extending School Counselor contracts to provide services to students during summer school. We also will have two special education teachers and two special education paraprofessionals at each school prepared to work with students on their IEP goals throughout summer school. Special education students will monitored by data collected on IEP goal progress. Counseling logs will document the need for School Counselors in the Summer, as well as disciplinary records.

Additional technology will be purchased to support students in and out of the classroom. We will purchase 1000 Chromebooks to allow for 1-1 in the classrooms, which will increase student access to our educational programs for practice, intervention, and enrichment It will also assist us should we need to quarantine classrooms, as we will have enough devices to send home with students. 40 ActivPanels will be purchased and installed in classrooms to increase student engagement in learning and enhance instruction. Classroom walk-throughs monitoring engagement and effective use of technology in classrooms will be used to determine the need for professional development or individual coaching to increase effectiveness. Usage reports from our educational programs will also be used to ensure our approved technology programs are being used to support students.

Programs such as Second Step, DIBELS mCLASS, Reading, and Intervention, IXL, and NewsELA are supports we will offer to transition teachers and those working with students during after school program and summer school. Usage reports will be monitored as well as student data to determine effectiveness.

We will also purchase professional development to train our educators to effectively support our students' academic and social emotional wellness. Surveys following professional development will assist us in knowing if training was helpful to staff. Classroom walk-throughs will help monitor the implementation of professional development topics/skills, and student data including benchmarks, attendance, and discipline will show the effectiveness of our implementation and if adjustments need to be made.

Training provided by an ADE Approved Dyslexia presenter for 30 K-3 classroom teachers in FY22 and 20 K-3 classroom teachers in FY23. Virtual training will consist of six full days of training. For FY22, training days are March 4 & 5, March 25 & 26, and April 22 & 23. Training is provided by Barbara Steinberg from PDX Reading. trained teachers will support colleagues with implementing teaching strategies to support our struggling readers, especially those identified through our Dyslexia screener as exhibiting possible characteristics of dyslexia. Effectiveness will be measured through DIBELS mCLASS with dyslexia screener. We will also have TAT meeting notes to document interventions provided to students who are being considered for a CST meeting.

Our district plans to build a teacher housing complex to assist in recruitment and retention of teachers/staff. We have lost staff members due to a lack of affordable housing in the district and/or having their rentals sold by the owner leaving them with nowhere to live. Even new staff cannot find affordable housing and have to decline or break their contracts. This leads to open teaching positions, rotating substitute teachers in classrooms, and larger class sizes due to the need to combine classrooms. This is not healthy for the students academically or with social/emotional wellness. By providing a lower cost option for our staff, we hope to not only recruit qualified staff, but retain them in our district.

All students, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students, will participate in our reteach/enrich program. Teachers will enter formative assessment date into Performance Matters. Grade level teams will determine which students need to be re-taught and which ones can go on to enrich. Academic programs are developed to meet the reteach and enrich needs. Post formative assessments will be given to see if reteach increased academic attainment. Students who fail to meet grade level expectations consistently will be placed on the Student Support Team monitoring. The Student Support Team will look at academics, attendance, social emotional concerns, socioeconomic status, etc to attempt to address any barriers to student success at school. Student Support Team will also implement Tier 2 interventions which could mean small group instruction, alternative curriculum, counseling, behavior management plans, etc. If after Tier 2 interventions, the student continues to make inadequate progress, they will be referred to an evaluation process to determine if the student has a disability. Students with disabilities most often continue to go to Tier 1 and Tier 2 interventions, however, they get additional specialized help from the ESS department. For social emotion concerns, we are purchasing remote counseling in addition to a full-time on campus counselor. Some students would prefer to talk to an anonymous counselor rather than one they know from our small town. Our instructional programs and practices align with the Arizona Department of Education's evidence based activities for academic improvement.