Addressing Disrupted Learning

Return to ESSER III Overview.

The American Rescue Plan stipulates that 20% of an LEA’s total ESSER III award must be reserved to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs.

All activities and interventions funded through this required set aside must be evidence-based (see below), respond to students' academic, social, and emotional needs and address the disproportionate impact of COVID-19 on vulnerable student populations, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, and migrant status, students experiencing homelessness, and children and youth in foster care.

  • Activities and interventions may include:
  • Summer learning or summer enrichment programs
  • Extended day programs
  • Comprehensive afterschool programs
  • Extended school year programs
  • Other strategies (which could be during the regular school day)

Evidence-Based

“Evidence-based” has the same definition as used in the Every Student Succeeds Act (ESSA) for programs such as Title I-A.

Our Evidence-Based Practices, Strategies, Programs and Intervention webpage for more information, training materials and resources – to include tools and external websites that may be used to identify evidence-based resources, programs, practices and interventions

Resources for 20% Setaside Funds


Search an LEA below to review their plan for addressing disrupted learning. Only LEAs whose ESSER III applications have been "approved" (not submitted) are featured here.

LEA Use of Set-Aside Funds Response
Archway Classical Academy Lincoln Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Archway Lincoln We 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.

The academy will provide every student opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs and strategies, and will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the 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.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Guide student practice by asking good questions and providing feedback. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary.

We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of school clubs. Each day students are given the option and opportunity to engage in after school clubs that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Summer intervention program implemented by 1 director and 9 teachers to work with students addressing learning loss through implementation of evidence-based interventions throughout the summer (June and July) and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Our staff effectively analyzes and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. The average class size is about 20 students per class, with a student to teacher ratio of 1:10. Archway Lincoln will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be implementing Singapore Math, RAZ, 95% Group, and Spalding curriculum in the intervention. Stipends will be paid out for 5 lead teachers, 5 TAs and 1 manger to run the summer intervention program. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week and conduct daily quick checks that serves as formal and informal checks for understanding.
Archway Classical Academy North Phoenix Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Archway North Phoenix We 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.

The academy will provide every student opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs and strategies, and will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the 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.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Guide student practice by asking good questions and providing feedback. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary. Interventionist to work with students addressing learning loss through implementation of evidence-based interventions through comprehensive after school programs and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Reading teachers effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. Archway North Phoenix will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be using IXL Math curriculum to implement in the intervention

Archway North Phoenix recognizes the strong connection between a student's social and emotional status and the ability to learn. For many of our students their learning loss may be directly tied to the struggle of 2020 and beyond. A school counselor will address the social and emotional needs of the students, work on and provide strategies to support students in unique living circumstances that impact their adjustment to school, develop and run counseling groups for students identified as having life circumstances that impact academic or social well-being within the educational environment, and work alongside other school mental health staff and school administration to provide crisis supports as deemed necessary at Archway North Phoenix in grades K-5. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care.
Archway Classical Academy Scottsdale Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; We 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.

The academy will provide every student opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs and strategies, and will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the 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.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Guide student practice by asking good questions and providing feedback. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary.

Math interventionist to work with students addressing learning loss through implementation of evidence-based interventions throughout the day and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Math teachers effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. Scottsdale Prep will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. The student to teacher ratio for math interventions is 1:5 and the frequency is 3 days a week. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and reading and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be using Singapore Math to implement in the intervention and funding the salary for an interventionist. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week to once a month and conduct daily quick checks that serves as formal and informal checks for understanding. We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Programs that are offered but not limited to two art clubs (offered for one semester), and 2 friendships clubs(offered for one semester.)The extracurricular activities are offered to but not limited to disadvantaged students such as students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. Students are selected through referrals and then on a first come first serve basis. Off contract stipends given to teachers to implement and run extracurricular activities. All activities are offered more for more than 5 weeks.
Archway Classical Academy Trivium East Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Programs that are offered but not limited to drama club, and arts and crafts (offered for one semester)The extracurricular activities are offered to but not limited to disadvantaged students such as students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. Students are selected through referrals and then on a first come first serve basis. Off contract stipends given to teachers to implement and run extracurricular activities. All activities are offered more for more than 5 weeks.
1 full time interventionist to work with students addressing learning loss through implementation of evidence-based interventions throughout the day and after school programs and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Reading and math teachers effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. Trivium East will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. The student to teacher ratio for both math and reading is 1:5 and the frequency is 3 days a week. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and reading and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be using Singapore Math and Read Naturally Curriculum to implement in the intervention and funding salaries for interventionists plus costs for the curriculum. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week to once a month and conduct daily quick checks that serves as formal and informal checks for understanding.
Archway Classical Academy Trivium West Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Lead teacher to work with students addressing learning loss through implementation of evidence-based interventions through after school tutoring programs and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Reading teachers effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. Trivium West will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. The student to teacher ratio for reading is 1:5 and the frequency is 1 day a week. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and reading and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be using Spalding to implement in the after school tutoring intervention and funding stipends for lead teachers. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week to once a month and conduct daily quick checks that serves as formal and informal checks for understanding. Students are selected through referrals.
We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Programs that are offered but not limited to 8 clubs per semester 4 for K-2 and 4 or 3-5. Music, drama, cooking and athletics/obstacle course. Extracurricular activities are offered to but not limited to disadvantaged students such as students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. Students are selected through referrals and then on a first come first serve basis. Off contract stipends given to teachers to implement and run extracurricular activities. All activities are offered more for more than 5 weeks. Students are selected through a referral basis and then opened to the rest of the student population.
Archway Classical Academy Veritas Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Archway Arete We 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.

The academy will provide every student opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs and strategies, and will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the 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.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; We pay staff off contract stipends to run a summer program addressing learning loss through implementation of evidence-based math interventions and a interventionist that implements a math intervention throughout the school day and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Math Interventionist grades k-5 effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. The average student to teacher ratio is 1:3 in Tier III and 1:8 in Tier II. Archway Arete will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in reading and require strategic interventional student performance and progress regardless of grade level. Individual capabilities are measured and monitored formatively using quarterly benchmark assessments. The LEA will be purchasing Singapore Math curriculum to implemented in the intervention and funding the salary for a part time reading interventionist for two years. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week/once a month and conduct daily quick checks that serves as formal and informal checks for understanding.

Our Academy will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Programs that are offered but not limited to the patriots club and the critter club.The extracurricular activities are offered to but not limited to disadvantaged students such as students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. Most clubs run on a first come first serve basis. Off contract stipends given to teachers to implement and run the activities
Arizona Autism Charter Schools, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Access to the N2Y curriculum and subscriptions for student curriculum and teacher resources to support learning gaps and knowledge attainment. Progress is being monitored on a weekly basis by observations in classrooms on a weekly basis coaching conservations with teacher's biweekly, additional supported determined by quarterly benchmarks with a student ratio of 1:12. The underserved population that AZACS is trying to reach is special education students with a population of some underserved Hispanic and low income families.
Arizona Autism Charter Schools (AZACS) uses strategies grounded in the principles of Applied Behavior Analysis (ABA) to help students minimize maladaptive behaviors such as aggression, elopement and work refusal. Many of these behaviors are associated with the symptoms of autism, such as lack of functional communication, sensory disorders, and developmental delays. To help implement ABA strategies AZACS will use ESSER III funds to pay for summer training and curriculum work to ensure teachers are ready to support students with learning gaps and to promote social and emotional well being in the new school year. This curriculum will provide teachers guidance on how to support students to cope with fears and address social and emotional stress from daily activities and home life during. Progress is being monitored on a weekly basis by observations in classrooms on a weekly basis coaching conservations with teacher's biweekly, additional supported determined by quarterly benchmarks with a student ratio of 1:12. The underserved population that AZACS is trying to reach is special education students with a population of some underserved Hispanic and low-income families.

Arizona Autism Charter School had staff that taught extended year for one week in July to address learning loss and implementation of Social and Emotional Learning using N2Y curriculum and PEAK. We will be targeting a SPED Population with a subset of Hispanic.
Corrective Reading- SRA materials to be used in K-5th grade for Tier III interventions during the regular school day. Corrective Reading - SRA materials will be used in each K-5 classroom for Tier III interventions during the regular day. The student to teacher ratio in each session is 1 teacher to 3 students. The classroom teacher will be planning and running the intervention sessions that will happen each day. We will be targeting a SPED Population with a subset of Hispanic
Understanding the challenges that our students have faced over the last two years has driven the decision to budget $10,000 for the salary of a school counselor (Rev. #1- 2.18.22 removed .5 counselor to add in 1.0 Social worker) for the 2021-2022 school year. AZACS recognizes the strong connection between a student's social and emotional status and the ability to learn. For many of our students their learning loss may be directly tied to the struggle of 2020 and beyond. This position will address the social and emotional needs of the students, work on and provide strategies to support students in unique living circumstances that impact their adjustment to school, work alongside other school mental health staff and school administration to provide crisis supports as deemed necessary. This includes students who are identified as needing special education services with a subset of Hispanic. The counselor (Rev. #1- 2.18.22 removed .5 counselor to add in 1.0 Social worker) to teacher ratio will be 300 students to 1, but the counselor (Rev. #1- 2.18.22 removed .5 counselor to add in 1.0 Social worker) will have one on one sessions. The counselor (Rev. #1- 2.18.22 removed .5 counselor to add in 1.0 Social worker) will support students with mental health issues as well as support the Social Emotional Learning implemented by the ABA staff.
Bagdad Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

ESSER III funds will be used to provide continuity of education and services including positions such as a new math specialist, providing before and after school intervention for students to remediate and enrich. We will provide additional planning time that provides articulation of Arizona Standards with our scope & sequence to improve classroom instruction. All of our staff will address the learning loss (increasing learning opportunities) for vulnerable populations due to COVID-19 pandemic impact.

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/math 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 recommendations, and parent alerts. These assessments will vary 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. At the elementary 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 school, 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 & math interventions, we want to see growth in students' reading & math abilities and more of a willingness for students to read participate in math activities and enjoy the experience. In our before / after 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.

BASE Education Program, a CASEL approved social emotional program (SEL) for grades 1-12, will be implemented school-wide.
Bisbee Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Programs and instructional adoptions are designed to increase academic performance of the students. ExactPath will be specifically used to identify gaps in learning and provide individualized instruction to closes the gaps. Summer programs will be used to also address the impact of learning loss. Online therapy will be used to provide services to students in need of counseling to address social emotional needs. The monitoring program will assist the district to identify these students. These programs will address all students including economically disadvantaged students, ELL students and ethnic subgroups.

Teaching positions one high school teacher, one middle school teacher and one elementary paraprofessional. Positions will be used to provide support on schoolwide campuses to the Title I Economically disadvantaged students.
Gaggle email and drive monitoring for student safety.
Bowie Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Including Summer School, we have four other interventions we are implementing but we have not included under them as set-asides. They are Friday Academy, Spring Math, After School Tutoring and, AVID. Friday Academy is additional instruction in reading, writing, and mathematics. Our school is on a four-day week and the Friday Academy provides and extra day of schooling to all students including our special needs students, EL students, and our low-income students. We have implemented Spring Math to help students with math fluency in kindergarten through 8th grade. We also have added After-School Tutoring for our students to get additional assistance with their academics. And finally, we are in the process of integrating AVID, which starts with teacher and staff PD.

To promote social and emotional wellbeing of students, we have biweekly art classes for all of our K-8 students. Students will attend the class once every other week for full day. Students will be taught art skills and techniques.
CAFA, Inc. dba Learning Foundation and Performing Arts Alta Mesa Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

ESSER III will pay for the partial salaries due to COVID classroom reductions, Staff stipend for completion of contract, director of student services, site director, Special Education teacher, grant consultant, Speech Therapy, district business director, 1 bus and 1 van plus bus/van drivers, Galileo student assessment program, and indirect cost . Funding will be used to address 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:
Casa Grande Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The Casa Grande Elementary School District will ensure that interventions address the academic impact of lost instructional time and respond to academic, social, emotional, and mental health needs of all students. All schools within our District are Title I schools; we serve students who were disproportionately impacted by the COVID-19 pandemic due to family income levels.

ESSER III funding will be used in the following ways to address the ACADEMIC impact of lost instructional time:

SUMMER SCHOOL---Summer School is offered to all kindergarten-8th grade students. Outreach efforts will be made to ensure participation by economically disadvantaged students, children with disabilities, English learners, students experiencing homelessness; and students in foster care. Funding is used for teacher and coordinator salaries and benefits; and transportation.

INTERSESSION LEARNING OPPORTUNITIES---Intersession learning opportunities will be planned and scheduled for the second week of Fall Break and Spring Breaks. Site coordinators will be responsible for coordination of staff and students to ensure that
programs are fully staffed and the maximum number of students are enrolled; and responsible for coordinating transportation services and snacks or meal services through our transportation and nutrition services departments. Funding is used for teachers and coordinators salaries and benefits; and transportation.

EMPLOYMENT OF EDUCATIONAL ASSISTANTS FOR ACADEMIC INTERVENTION: We will hire educational assistants(working under the direction of certified teachers) to provide direct instruction to address specific academic needs in reading and math, as determined by the school's intervention or leadership team. The frequency, size, and duration of the groups will vary from site to site depending on student academic needs. Targeted students will be those at academic risk.

EMPLOYMENT OF PERMANENT GUEST TEACHERS--- Permanent Guest Teachers; salary and benefits, to support sites due to lack of qualified substitutes in the employment pool; and to provide academic consistency in interventions for students. Guest Teachers will be full time school employees, participating in staff in-services and training alongside their school site staff. They are critical to the success of our intervention programs; allowing teachers and support staff to implement daily interventions, which are otherwise cancelled when staff have to cover for unfilled vacancies.

IREADY ASSESSMENT AND PERSONALIZED INSTRUCTION--- In order to know what academic gaps exist, we need an assessment system that is robust enough to dig deep into the needs of each student as well as differentiated supports to move these students to where they should be in their grade level. Funding will be used to purchase I-Ready Math & Reading Site Licenses for Assessment and Personalized Instruction for all twelve schools, and to pay for the associated professional development for implementation.

SCIENCE KITS--- Purchasing Science Kits will allow us to engage students in hands-on learning opportunities that will give them experiences with the application of literacy and math in science content to accelerate learning. This will supplement our adopted curriculums and support students who are struggling with abstract content, by providing hands-on, engaging experiences. Funds for kits, and printing costs.

READING MATERIALS FOR SMALL GROUP AND INTERVENTION IMPLEMENTATION---Small group instruction and reading intervention will be enhanced through the purchase of leveled text sets and guided reading books for student use.

NEARPOD ONLINE INSTRUCTIONAL PLATFORM---This platform supports learning through lesson libraries, activity banks, live annotation capabilities, interactive slides and videos; for teacher paced and student paced instruction. Funds will purchase site licenses for all of our 12 schools.

DIGITAL LEARNING COACH---In order to support staff who have transitioned from traditional classroom setting to permanent online teachers at our CGOLA (Casa Grande Online Learning Academy), we will hire a staff member to serve as the Digital Learning Instructional Coach. This coach will plan, model and co-teach effective lessons K-8 integrating technology in the classroom and/or online; and provide support with implementation of best practices in educational technology. Funding for salary & benefits.

DYSLEXIA DESIGNEE TRAINING STIPENDS---The legislation in A.R.S -15-704 is designed to help identify students with characteristics of Dyslexia so interventions can be in place. As required by ARS 15-211 (revised by SB1572), school districts must ensure that at least one K-3 teacher in each school is a Dyslexia Training Designee (DTD). Once trained, the DTD will be a resource for colleagues and other educators on the campus for reading instruction, intensifying instruction or intervention strategies and the characteristics of dyslexia. The Dyslexia Training Designee will support all educators, in instructional practices and interventions to support all readers, including those that may show characteristics of dyslexia. Funding for stipends and benefits.

ESSER III funding will be used in the following ways to address the SOCIAL AND EMOTIONAL impact of lost instructional time:

BOYS & GIRLS CLUB--- Providing summer supplemental learning and support services for 50 students attending Cottonwood, Palo Verde, and Mesquite Elementary schools; three elementary sites with our highest poverty rates. Outreach efforts will be
made to ensure participation by economically disadvantaged students, children with disabilities, English learners, students experiencing homelessness; and students in foster care. The costs cover a student's enrollment fees.

SEL PROFESSIONAL DEVELOPMENT FOR SCHOOL COUNSELORS--- 90 minute virtual Happy for No Reason (HFNR) presentation that will provide an overview of key HFNR concepts, including the Foundation, and the Pillars of the Heart and the Mind. (These are key concepts from Marci Shimoff's HFNR book and her inner home for happiness.) Second presentation TBD or group coaching and/or 1:1 coaching/support based on the needs of school counselors. Funding for training and pd books for counselors.

SEL BOOKS & MATERIALS FOR COUNSELORS to support student SEL interventions---We will support our counselor's SEL instruction by purchasing books and instructional materials for their programming that can be used in class lessons, group instruction, or individual
counseling sessions.

SEL INTERVENTIONIST--- The majority of our school sites have been able to secure a qualified school counselor; however, candidates were lacking for Desert Willow Elementary. We will fund a SEL Interventionist for their site; salary and benefits.
Challenge School, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

COVID-19 has greatly disrupted our children's learning and therefore to increase learning opportunities, meet students at their level, and accelerate achievement, we will increase available staff to reduce class sizes and provide targeted evidence-based interventions creating a continuum of individualized support and interventions. Keeping cohort sizes smaller also helps with mitigation and creates more individualized attention for our students increased academic, social, and emotional needs.
To best determine progress towards standards-based objectives and instructional needs, Challenge Charter School will invest in NWEA, a high-quality progress monitoring and instructional tool to precisely measure growth and proficiency-and provide insights to help tailor instruction and address disrupted learning. Teachers will be empowered to use these tools with related professional development, have immediate access to results/data, and combine with a variety of frequent classroom evaluation methods.
The school maintains a central database that includes each student's academic data, placement information, demographic information, attendance, behavior indicators, and other variables and indicators useful to teachers. Parents and teachers refer students in need of more social and emotional support and based on the unique COVID-19 needs, additional resources are included in this plan for are additional psychological services.
Chandler Preparatory Academy Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Programs that are offered but not limited to 1 club per semester. The Marcus Aurelius Society teaches students to apply philosophy to their lives, create life plans, and make good decisions. Extracurricular activities are offered to but not limited to disadvantaged students such as students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. Students are selected through referrals and then on a first come first serve basis. Off contract stipends given to one teacher to implement and run extracurricular activities. All activities are offered more for more than 5 weeks. Students are selected through a referral basis and then opened to the rest of the student population.
1 full time interventionist to work with students addressing learning loss through implementation of evidence-based interventions during the day and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Math interventionists effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. Chandler Prep will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. The student to teacher ratio for reading is 1:10 and the frequency is 3 days a week. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and reading and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be using Moby Max to implement in the interventions and funding the salary of 1 full time interventionist. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week to once a month and conduct daily quick checks that serves as formal and informal checks for understanding.
Cortez Park Charter Middle School, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Imagine Schools' teachers continue to provide instruction and learning experiences for students temporarily out of school because of quarantine/close contact or when COVID positive - remotely, as appropriate. Details for providing these interim instructional experiences in the most simple means possible for students/families and teachers can be found in our Imagine Instructional Time model, linked here.

Additional measures we provide to meet the academic needs of students include:
- Increased RTI support for students during the regular school day (including opportunities for targeted support during small group instruction).
- Frequent administering and analysis of assessments to monitor progress of students, inform instruction and identify students that need additional supports/interventions during and beyond the regular school day. (Assessments include: STAR benchmark assessments and quarterly ATI benchmarks in ELA and math, Phonics screeners, EL proficiency assessments, curriculum based assessments specific to each site, and ongoing formative observations on the part of teachers.)
- Embedded time for collaboration for teachers to review Imagine AZ pacing guides to identify most important "priority" standards, engage in instructional conversations, and review student learning data with colleagues and members of site leadership teams.
- Professional Development and onsite coaching and support to better equip teachers to use effective instructional strategies.
- Extended learning opportunities for students including tutoring services available before or after school and Summer School intervention and enrichment (including credit recovery options at grades 9-12).
- Resources (including instructional materials and technology tools) are made available to students to ensure learning from home continues during short term disruptions to in-person learning.

Imagine Schools provides the following measures to meet the social, emotional and mental health needs of students in this context:
- Teachers routinely check in with students and facilitate lessons or experiences to support students' overall social/emotional well-being. Teachers have participated in Social Emotional Learning professional development across the network over the last 20 months.
- Site leadership team members work with SST teams, Gen Ed and SPED teachers, and counselors/social workers to analyze trends in student data/behaviors - and secure additional supports for teachers and classified staff members from our Regional Behavioral Specialist (or others) to positively address and support students demonstrating concerning behaviors.
- Additional supports or services are provided or recommended to students identified as in need (in collaboration and coordination with families, site base counselors, or other community agencies). Services include virtual counseling support available for students at home due to quarantine or illness through the AZ Dept of Education School Safety Grant, which funds school counselors and social workers at many of our Imagine schools.
- School leadership teams promote the importance of social/emotional and mental health - and provide families with resources and contact information to access additional supports for students as may be necessary.
-Physical Education Curriculum and Equipment - There is a need to update the curriculum and equipment for our physical education classes. Physical Education is an important piece of addressing social and emotional well being of our vulnerable population during COVID. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program In addition, to maintain safe and healthy classes we need to purchase additional equipment to allow for social distancing, cleaning and separation of items among students.
-School counselor on our campus to address the many SEL needs of our students who are in the vulnerable population created by COVID19.Caring School Community SEL Program Caring School Community will be used during the session it is a comprehensive, research-based social and emotional learning (SEL) program that builds school-wide community, develops students' social skills and SEL competencies, and enables a transformative stance on discipline. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
-6-8 ELA Curriculum Adoption - Into Literature. There is a need to update resources to better mirror AZ Standard and best instructional practices and approach to teaching literacy
-6-8 Math Curriculum Adoption - Into Math. There is a need to update resources to better mirror AZ Standard and best instructional practices and approach to teaching math
-Instructional Salaries -HQ teachers for push in/pull out groups to address learning loss due to COVID 19 using Into Literature and Into Math curriculum. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program
Deer Valley Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

DVUSD will provide free summer intervention to decrease learning loss and athletic camps to support social emotional learning (I.e. cognitive regulation, emotional competencies, and social and interpersonal skills.) Title I/McKinney Vento, EL, SPED, and all DV students will options for additional small group instruction in areas that present challenges for them.  Course recovery will be an option for our high school students through Jumpstart and other evidence based online options. Lunch will be provide during summer school to all students in attendance.
DVUSD will also provide free extended day programs all campuses. This will provide all Title I/McKinney Vento, EL, SPED, and all DV students will options for additional small group instruction in areas that present challenges for them.  Transportation will also be provided for students in order to reduce barriers.
Through the use of evidence based programs - both academics and SEL, DVUSD will be focused on providing support to our families.  We will utilize resources already in place, i.e counselors, social workers through other grants to provide out reach and ongoing supports.

All programs will provide small group instruction, collaboration, and one-on-one support as needed for students attending each program - Read Better Be Better, APEX., Do the Math, Amplify Reading, iLit, Math XL, Reading Horizons, . (Please see Evidence Review and Effective Practice Briefs p.61-70) Boys Town and Panaroma will support our SEL interventions.
Double Adobe Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Reduction of classroom sizes through the hiring of 1 classroom teacher and retention of one staff member as well as an aide to help provide small group and 1:1 interventions for students struggling to meet grade level expectations. District will also be providing July learning opportunities to students who are struggling to meet grade level expectations. Regular assessments of student's academic, social and emotional needs will take
place and students who we are providing services for will be flexible and based on data from assessment. Initial services will be going to our economically disadvantaged, students with disabilities and English language learners.
In addition, a part time counselor and BASE program to support the social-emotional needs of our students will be implemented.
Freedom Academy, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Moby Max. We 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.
We will provide every opportunities along with Identifying gaps in their academics and provide intervention opportunities with research-based programs. We will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the 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. School counselor will also be provided to support the social and emotional needs of students.1full time math interventionst to work with students addressing learning loss through implementation of evidence-based interventions throughout the school day to ensure that such interventions respond to students' academic needs and address the disproportionate impact of the coronavirus on the student subgroups. The interventionist will use a pull-out system and pull students that are struggling out into small groups with the student to teacher ratio of 1:5. Freedom Academy will focus on students who receive and require specialized services and supports to achieve and surpass grade level goals and expectations set by the learning intentions of Arizona's College and Career Readiness Standards (AZCCRS). Freedom Academy has budgeted $55,000 for salary and benefits for the position of a school counselor for the 2021-2022 school year. We recognize the strong connection between a student's social emotional status and ability to learn. For many of our students their learning loss may be directly tied to the struggle of this year. This position develops and manages the social emotional program at Freedom Academy for students in grades K-5.
Glendale Preparatory Academy Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

8 teachers that will be over-seen by a lead teacher to provide interventions to work with students addressing learning loss through implementation of evidence-based interventions after school to ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. The lead teacher will ensure that the interventions run smoothly, provide oversight for the lead teachers, create the program and lesson plans for the interventions. Reading and math teachers effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. Glendale Prep will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. The student to teacher ratio for reading is 1:5 and the frequency is 4 days a week 1 hour each day. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and reading and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be using Read Naturally and Moby Max to implement in the interventions and funding stipends of 8 lead teachers to provide the interventions. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week to once a month and conduct daily quick checks that serves as formal and informal checks for understanding. For the lead teacher this is additional pay beyond contract hours for additional work and his/her beyond contract hours he/she will contribute 4 hours to oversite and 2 hours for planning. In FY23-FY24 the 8 teachers extra pay will be paid out of another funding source.
Understanding the challenges that our students have faced over the last two years has driven the decision to budget .5 ($25,000) for salary and benefits for the position of a School Counselor for the 2022-2023 school year. Glendale Prep recognizes the strong connection between a student's social and emotional status and the ability to learn. For many of our students their learning loss may be directly tied to the struggle of 2020 and beyond. This position will address the social and emotional needs of the students, work on and provide strategies to support students in unique living circumstances that impact their adjustment to school, develop and run counseling groups for students identified as having life circumstances that impact academic or social well-being within the educational environment, and work alongside other school mental health staff and school administration to provide crisis supports as deemed necessary at Glendale Prep in grades 6-12. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. The counselor will work one on one with students and students will be selected through a referral basis.
Glendale Union High School District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

By having additional summer school, GUHSD will ensure students are able to master the content they missed. Students will be able to attend summer school and work on the areas that they are yet to be proficient in. Funding will be used to will be used to pay GUHSD teachers to teach these summer programs.

The summer school programs will be available for ALL student populations including special education and EL students. This would include our largest subgroup populations of Hispanic and Black students that are in need of additional interventions. Furthermore, any student experiencing homelessness along with foster care will be able to attend.

Evidence-Based Practice = Extended Learning Opportunities for Students. See evidence-based form in related documents. Evidence-Based: Learning loss will be supported by Read 180 and ACT Test Prep (ELA / Math) for Gen Edu students. System 44 will be used for Special Education and Rosetta stone will serve to support EL students

Besides summer school our extended day opportunities, our instructional teams will review the results of unit pre-/post-assessments to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of extra help and students needing enhanced learning opportunities because of their early mastery of objectives will be invited to these opportunities. If needed, students will receive interventions during after school hours. This could also include offering additional online courses to students as part of a night school program. Funding will be used to pay teachers to teach these opportunities

Besides needing teachers and instructional assistants to support student mastery of content, we will need someone to help organize all of these opportunities. Funding will pay for a Coordinator to coordinate these extended learning opportunities on the different campuses. This would also include helping organize different teachers to run different enrichment activities or coaches to run additional sports programs. Example enrichment activities could include the arts, STEM, or different club activities. The coordinator would also help with interventions. We understand the more students are involved in enrichment and sports activities the better their social and emotional state. GUHSD Teachers will be hired. Evidence-Based Practice = Extended Learning Opportunities for Students. See evidence-based form in related documents.

Additionally, we will employ instructional assistants. These Instructional Assistants will help support the extended learning opportunities of students. They will help support the instructional teams by helping review the results of unit pre-/post-tests to help support decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of interventions or extra help and students needing enhanced learning opportunities because of their need for early mastery of objectives).
By having our schools open later into the evening and summer additional supplies including utilities will be needed. We will also need additional paper, pens, pencils, etc. All above programs would be available for ALL student populations including special education and EL students. This would include our largest subgroup populations of Hispanic and Black students that are in need of additional academic supports.
GUHSD expects all students to participate in activities to develop skills outside of the classroom (e.g., service learning, athletics, enrichment, internships). Funds would help to cover the pay for coaches, assistant coaches, and enrichment coordinators to run our before, after, and summer sports and enrichment programs and camps. The more students are involved the better their social and emotional state. Students feel connected to something outside of school. This also allows for more peer and adult interactions.
We would once again hire GUHSD Coaches and teachers to run these activities.

Additionally, we would hire Assistant Coaches to help support the coaches during these opportunities. Supplies would be needed to run the open gym, camps, and enrichment activities. Supplies would include any equipment related to these activities. This would also include the Utilities/Water/Supplies to run the programs. These extended sports and enrichment programs would be available for ALL student populations including special education and EL students. Any student wanting to participate would be allowed. This would include our largest subgroup populations of Hispanic and Black students wanting to participate. Furthermore, any student experiencing homelessness along with foster care students would be included.

Furthermore, by having additional Contracted Social Workers Services we would be able to support additional outreach services for our identified Tier III intervention students. Contracted social worker services would support students in need. Currently, GUHSD has a social worker at all sites, but we understand that there will be an increased need for more supports. By utilizing contracted social worker services, we can pull back services in order to ensure sustainability when grant funds run out. These would be students that our employed social workers believe are in need of additional supports and are referred with parent permission. This could also include an outside agency coming onto campus and providing additional supports.
All students experiencing additional needed services would be included in those receiving additional supports. As teachers, counselors, and social workers identify students needing additional supports, these services would be provided. This would include special education, EL, homelessness, foster, and our largest subgroup populations of Hispanic and Black students.

Besides offering supports during the school day, social worker supports would be added to our Extended Day and Summer School programs. Students who are identified through a referral process would be connected with our social workers during these times.
All students experiencing needed services would be included in those receiving additional supports. As teachers, counselors, and social workers identify students needing additional supports, these services would be provided. This would include special education, EL, homelessness, foster, and our largest subgroup populations of Hispanic and Black students. This would include any supplies that were needed