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
Heritage Elementary School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

ESSER III funds will also be used to provide continuity of services including positions such as classified administrator for accounting, Director of Federal Programs, Director and Asst. Director of Business Services, Chief Financial Officer, Fiscal Support Coordinators and Specialists, Buyers, and Position Control and Reconciliation Coordinator. Each of these positions are required to assist with the business service end of opening and operating schools for in-person learning.

There are several ways the LEA 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 and therefore serve the students that were disproportionately impacted by the COVID-19 pandemic.

To meet the academic needs of our students we will:
-Implement summer learning programs - This includes providing extra duty for certified and classified staff to teach using evidence based practices, extra duty for staff to be trained on evidence based practices and resources, and extra duty for staff to coordinate and plan for the summer school program
-Implement comprehensive after school programs - This includes extra duty for certified staff to provide evidence based instruction to students after school during the school year
-Provide additional instructional assts. to work with students in 1st-2nd grade to pull small groups, model instruction for students, and provide support so students can access the curriculum being taught by the teacher.
-Provide acceleration teacher specialists who will provide small group intervention to students and assist schools in providing a MTSS structure for their students so all students can be provided the supports they need to learn at high levels
-Purchase supplemental evidence based online programs such as Moby Max to provide students with opportunities for blended learning and additional learning outside of the school day
-Increase technology in the classrooms to increase engagement, allow teachers to utilize blended learning opportunities, and allow for critical thinking of students
-Purchase supplies/materials so students have access to resources necessary to achieve at high levels
-Provide PD to teachers/staff on evidence based practices including feedback, goal setting, teacher clarity, and collective teacher efficacy

The LEA will also provide support and interventions for students regarding social emotional learning including:
-summer school for 5 weeks using Beyond Textbooks to work in small groups on standards based BT to ensure Learning Loss is addressed.
-Tutoring 4 days a week by teachers using Beyond Textbooks to work with vulnerable populations needing additional one on one instruction
-Salary/benefits for Response to Intervention - Teachers who will work to create a MTSS structure in the area of behavior and social emotional learning. These individuals will work to provide small group and individualize plans for students to ensure they receive the behavior and social skill instruction they need to be successful in the classroom. These individuals will utilize evidence based materials in SEL - "I can Problem Solve".
Highland Free School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Highland will purchase Al's Pals SEL curriculum- to help support the social, emotional, and mental health needs of the students. [As found on "Evidence-based database" document on ADE's ESSER III page as well as Casel.org]. These lessons and resources will address 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 weekly lessons will facilitate large-group interactive discussions and problem-solving experiences to help struggling students (including those disproportionately impacted by the COVID-19 pandemic) navigate difficult/ stressful situations.
Highland will hire an aide to provide support and address learning loss provide additional support for those struggling. Aide will use Lexia Core 5 resources (including individual Lexia Skillbuilders and recommended lessons), STAR CBMS, Freckle tier alerts on standards-based assignments, and ZEARN sprint and alerts to provide additional support for struggling students during independent learning times. Struggling students will be determined in 2 ways: 1) Lexia Core 5, Zearn, and Freckle Math issue alerts based on current student progress. These alerts are not static and depend on current struggles in specific standards-based curriculum in the adaptive online programs. As a result- assistance will be provided on an as-needed basis 2) STAR assessment data (both CBM and benchmark) will be used to determine students who are in Tier 2 and Tier 3. This data will be used to provide more consistently scheduled interventions and support (using rank-listing based on Star Assessment data) including additional practice in reading fluency and comprehension. This targeted one-on-one or small group support will help address learning loss and provide support as needed to students across the curriculum. Subgroups: Highland is a very small school with subgroup populations even smaller (generally smaller than the statistical threshold of 10 that the state often uses) which makes it difficult to target support based on those populations. As a result, vulnerable student populations (including racial and ethnic groups , economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care.) will be a considering factor in when determining rank listings for scheduling this additional support.
IN ADDITION: the aide will also help support learning loss in social studies, science, and writing.
Humboldt Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Humboldt Unified School District (HUSD) will address the academic impact of unfinished learning due to COVID and the resulting closeouts through the adoption of personalized learning. We will respond to the academic, social, emotional, and mental health needs of all students. Data will be used to assess student needs and will ensure that they are met based on where they are at with clear goals to recoup any achievement discrepancies. This will include students in all subgroups, including students from low-income families, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.

HUSD will also leverage funding towards developing Social & Emotional learning programs to focus on the whole child approach. Programs such as Capturing Kids' Hearts, Second Step, and the research on trauma-informed practices will provide additional support for all students. Developing these interventions will allow for a Multi-Tiered System for Supports and facilitate how best to support each student using a strength-based model.

Whether in-person learning or remote learning we will support all students, including those that are disproportionately impacted by COVID:
-Increase access to technology for students to ensure equitable learning continues, and allow teachers to utilize blended learning opportunities.
-Purchase supplemental evidence-based online programs to facilitate and fill in gaps when students are homebound.
-Increase staff and personnel to provide resources across all campuses, including Focus Zone Success Coaches and student behavior supports to develop and maximize student learning.
-Purchase instructional supplies and materials to implement evidence-based teaching practices.

Additional programming will be available for all students, courses will be offered after school and throughout the summer to accelerate and enrich the learning experience for the 21-22, 22-23, and 23-24 school years.
Imagine Prep Coolidge, 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.
- Saturday Academic program focused on providing students with 60 minutes of targeted interventions.
- 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.
- Saturday Academic program focused on providing students with 60 minutes of targeted interventions.
- 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.
- Saturday Academic program focused on providing students with 60 minutes of targeted interventions.
- Counselor- The counselor will help students learn to develop effective collaboration and cooperation skills, to practice perseverance, to develop time management and study skills, and to learn self-motivation and self-direction habits.
- Cadre Teachers - To plan and deliver rigorous, relevant curriculum and to facilitate student participation and
opportunity for mastery to students in assigned classes when the regular classroom teacher is
absent. The primary responsibility of the position is to cover teacher absences. In the event no
coverage is needed, the Cadre Teacher will assist with other instructional capacities as
assigned by the Building Administration.
- Freckle -Continuously adapts for student practice in math or ELA activities, while offering teachers the ability to focus practice on grade-level standards. Increases student growth and proficiency through standards-based skill development in math or ELA, personalized goal setting, and mastery. Cost is $13000 per year. Would use for FY22, FY23 and FY24
Kaizen Education Foundation dba Discover U Elementary School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

The 20% set aside will specifically used to provide counseling services, improved specials offerings with an additional specials teacher, and academic interventions during the school day (paraprofessional) and summer (summer enrichment). Due to the demographics of the LEA, set aside services will be available to all students include those that have been disproportionately impacted by COVID-19 such as low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care.
Kaizen Education Foundation dba El Dorado High School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

All student success rates will be monitored by school staff and if progress is not seen, adjustments will be made to instruction and interventions as needed per individual student in order to increase academic achievement All student behavior referral rates will be monitored by school staff, and if needs arise, new Social Emotional supports will be given to reduce behavior incidents and increase academic achievement in classes.

The two-school LEA operates two schools with unique programs that serve their unique populations.

Glenview College Prep will use setaside funds to provide art classes and social worker assistance in order to provide social emotional learning to all students including but not limited to students who have been disproportionately impacted by COVID-19 such as low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. It will also provide software specifically designed to address academic learning loss for special education and English Learner students. Remaining funds will be used to purchase marketing services to recruit and retain teachers and staff after covid closures (marketing specialist, website hosting), curriculum (HMH Social Studies and Science, ThinkCerca ELA, HMH Math), student technology (chromebooks), other technology (firewall, personal learning program, ACT PrepFactory, GoGuardian), and supplies and services to allow for mitigation of COVID virus spread (outdoor eating area, touchless scanners).

El Dorado High School will use set aside funds to provide summer enrichment and credit recovery / remedial classes for in order to address learning loss for all students including but not limited to students who have been disproportionately impacted by COVID-19 such as low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. iXL and i-Ready software will be purchased to assist in this effort. And Thrively software will be purchased to assist students with social emotional learning loss. Remaining funds will be used to provide marketing services to recruit and retain teachers and staff after covid closures (marketing specialist, website hosting, postcards, banner, search engine ads), curriculum (Discovery Social Studies and Science, ThinkCerca ELA, HMH Math), student technology (chromebooks), and other technology (firewall, personal learning program, ACT PrepFactory, GoGuardian).
Kaizen Education Foundation dba Maya High School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

Setaside funds will be used to provide interventions during the school day for general education students with highest priority given to students who have been disproportionately impacted by COVID-19 such as low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. Students with disabilities will also receive extra interventions from a SPED parapro. Moreover, all students will be offered summer enrichment classes with highest priority given to students who have been disproportionately impacted by COVID-19 such as low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. Finally social emotional support will be provided by our school counselor and social worker who are funded with funds; in addition teachers and staff will implement ESSER-funded Thrively software for additional SEL supports.
Kaizen Education Foundation dba South Pointe Elementary School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

Due to the demographics of the students at the LEA, set aside funds will be used to assist all students, however, highest priority will be given to students who have been disproportionately impacted by COVID-19 such as low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. Set aside funds will be used to purchase supplemental instructional support during the school day with academic paraprofessionals as well as social worker support.

Setaside funds will be used to provide instructional paraprofessional assistance and social worker services to all students which includes those disproportionately impacted by COVID-19 such as low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care.

Remaining funds will be used to re-engage students after COVID closures, address learning loss, and mitigate COVID spreadh. Funds will be used for tutoring and/or summer school, technology for students and teachers, enrichment activities (including The Gentleman Crew (Etiquette), Culinary Arts, Drama (Acting), Fashion Designer, Photography, Farming, Yoga & Meditation, Life Skills (Etiquette), D.I.Y & Custom Designs, Science, Outdoor, Recreation, Comedy, and Cosmetology) , Thrively social emotional software, and professional development for teachers.
Kaizen Education Foundation dba Tempe Accelerated High School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

All student success rates will be monitored by school staff and if progress is not seen, adjustments will be made to instruction and interventions as needed per individual student in order to increase academic achievement All student behavior referral rates will be monitored by school staff, and if needs arise, new Social Emotional supports will be given to reduce behavior incidents and increase academic achievement in classes.

Setaside funds will be used to purchased additional instructional intervention during the school day ( paraprofessional) and summer (summer enrichment). Personal Learning Program offerings will be provided as well as access to life skills and social emotional learning through Thrively subscription. All students will have access to these services including but not limited to: students from low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. Also, i-Ready software will be provided to students with disabilities.

Remaining funds will be used to cover marketing costs to address loss of enrollment and staff due to COVID closures; expenses will include social media / digital ads, website, search engine marketing, and a marketing specialist. Learning loss will be further addressed as well via ACT Prep software as well as supplemental ELA curriculum (ThinkCERCA). Finally COVID virus spread will be mitigated with the replacement of old HVAC units.
Kaizen Education Foundation dba Vista Grove Preparatory Academy Middle School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

All student success rates will be monitored by school staff and if progress is not seen, adjustments will be made to instruction and interventions as needed per individual student in order to increase academic achievement All student behavior referral rates will be monitored by school staff, and if needs arise, new Social Emotional supports will be given to reduce behavior incidents and increase academic achievement in classes.

Set aside funds will be purchased to address learning loss due to COVID-19 for all students including but not limited to: low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. These funds will purchase activities to engage students in school again after COVID closures (specials teachers in art and PE), provide social/emotional assistance (Social Worker), and provide supplemental digital curriculum (i-Ready and Backbone).

Remaining funds will be used to operate an extensive enrichment program to re-engage students in order to address learning loss due to COVID-19. Program offerings will include a robotics program, and instruction in various STEM & CTE subjects including 3D Printing, Design Software, Computer Programming, and Audio/Visual technologies. This is in addition to enrichment programs for participation in an e-sports league, afterschool sports (soccer, basketball), family events, cricut and cricut shirt design in a maker space equipped with tables, chairs, stools, and shelving. provide a maker space to reengage students after COVID and provide academic enrichment in STEAM, sports, and other activities and marketing to recover lost staff and enrollment due to COVID closures. Moreover funds will be used to improve the general instruction and culture on campus with various professional developments and instructional coach to improve educator effectiveness and positive behavior coaching for students. Finally, COVID virus will be mitigated with a construction project and picnic tables to provide more space for social distance.
Kingman Unified School District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

All student in Kingman USD have been adversely impacted by the pandemic, therefore, all students will have access to out-of-school time interventions and enrichment opportunities. Students will be assigned opportunities based on their academic data and feedback from student-centered teams that identify needs. Students that belong to unique populations will be given additional, alternative options including one-on-one targeted tutoring and social emotional development. While it is not necessarily funded in ESSER III, the district's social emotional learning initiative is funded in ESSER II. Feedback from the program led to the creation of the Attendance Teams that will comprehensively address chronic absenteeism and by default the learning loss associated with it. Baseline data will be established in an effort to develop SMART goals related to these interventions, and quarterly tracking of progress will occur through the student-centered teams.
Kingman USD will provide 3 week summer learning opportunities to all students districtwide. All brick and mortar schools will have 6 teachers and 1 paraeducator. Elementary and middle school will offer summer interventions for 4 hours each day Monday through Thursday for the 3 week period. The online schools will have a combined total of 10 teachers and 2 paraeducators available for all online students Kindergarten through 12th grade. Teachers will be paid $32 and hour and paraeducators will be paid $16 an hour reflecting the Board-approved rates for off-contract interventions. A coordinator for each campus will also be available to oversee the daily operation and to track and archive student achievement data. The coordinator will be a certified teacher paid $32 an hour and will be required to work 1 extra hour each day of the 3 week period.
USD will provide after school intervention opportunities for all students district-wide. All brick and mortar sites will have 300 hours available for after school interventions to be facilitated by certified teachers. Intervention sessions will be for 1 to 1.5 hours and occur immediately after regular day instruction commences. Teachers will be paid $32 and hour reflecting the Board-approved rates for off-contract interventions.
Kingman USD will offer 8 days of intersession intervention opportunities. 4 days in the fall and 4 days in the spring. Each brick and mortar school will have 6 teachers and 1 paraeducator. The online schools will have a combined total of 10 teachers and 2 paraeducators for all online students Kindergarten through 12th grade. Elementary and middle schools will have 4.5 hours each day Monday through Thursday. High school will have 9 hours each day. Teachers will be paid $32 and hour and paraeducators will be paid $16 an hour reflecting the Board-approved rates for off-contract interventions.
Kingman USD will provide Friday school opportunities for all students district-wide. Each brick and mortar school will have 4 teachers plus 1 special education teacher, and 1 paraeducator plus 1 special education paraeducator that will offer 4 hours of interventions for 25 Fridays of the school year to be determined at each school. Teachers will be paid $32 and hour and paraeducators will be paid $16 an hour reflecting the Board-approved rates for off-contract interventions.
Kingman USD will provide Personalized Learning through Digital Learning opportunities for students that opt to enroll in the Kingman Online Learning Academies. 4 certified teachers and 1 certified special education teacher for secondary students, and 1 certified teacher and 1 special education teacher for elementary students will be available to provide instruction during the school day for the school year.
Kingman USD will hire and retain a social worker for secondary and a social worker for elementary. They will work together creating the "Attendance Team" to specifically identify root causes for chronic absenteeism. The team will determine if the causes are related to barriers that can be countered with resources such as transportation, or if evidence-based social-emotional interventions to address aversion and disengagement are needed.
Leading Edge Academy Maricopa Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The school 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. Highly Qualified Paraprofessionals will be used in small group settings no larger than 1:5 to address targeted interventions for students that fall into needing Tier II-Tier IV intervention support. The core Reading Program, Into Reading (K-5) and Into Literacy (6-12), and the core Math program SAVVAS EnVision (K-12) also have integrated support within the program that is assigned by the teacher and implemented in a small group (1:5) setting. We also utilize Lexia for on-going assessment and diagnosis in ELA. This program is used and reacts to students in real-time. As students struggle an individual intervention lesson is created for that student and a paraprofessional administers the lesson on an as-need basis. For Math, we use IXL at all of our campuses so students and teachers can get both immediate and reactive feedback. Targeted lessons are then assigned through IXL to address a student's specific needs.

Staff who work directly with students (Teachers, Paraprofessionals, Office Staff, Administrators, etc.) will be trained in Responsive Classroom. A select group of staff will attend the Responsive Classroom training PD.
Lincoln Preparatory Academy Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Summer school program implemented by 4 teachers for 5 weeks to work with students addressing learning loss through implementation of evidence-based interventions throughout the summer 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 14 to 15 students and teacher to student ratio is 1:15. Lincoln 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. 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 or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be implementing a math intervention using IXL and reading using Rosetta Stone as their evidence-based program. Stipends will be paid out for 2 teachers 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.
ESS Coordinator work with students addressing learning loss through implementation of evidence-based interventions throughout the day to 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.
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.
Masada Charter School, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

This funding application seeks to address a few issues that Masada Charter School has faced as a result of the COVID-19 pandemic. The school endured a drop in enrollment that negatively impacted their total state funding. ESSER funds are being requested in order to provide financial support for instructional salaries that address student learning loss. The instructors provide a personalized learning and multi tier system of supports for students. Masada's academic model is structured so that students are receiving interventions based on their level of need. Teachers provide personalized learning. All teachers at Masada provide interventions and programs based on personal needs identified from an individual data analysis of the student. The intervention levels for MTSS ranges from Tier 1 to Tier 3 with the majority of Masada's instructional efforts occurring at the Intensive Intervention (Tier 3) level using student data, iterative adaptations, and expert teacher/coach guidance.

ESSER Funds are needed for continuity of services to continue instruction by paying for teachers salaries. Evidence Based programs are: For ELA Programs are: Lindamood Phoneme Sequencing (LIPS) listed on the ESSA website and Amplify Reading. For Math Programs are: Saxon Math for struggling Learners and SAVIS Math. The vulnerable populations to be targeted are economically advantaged and special education.

To support student social and emotional needs a .25 school counselor will be provided for student services. The vulnerable populations to be targeted are economically advantaged and special education.
Miami Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

There are several ways the LEA 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 (including low-income students, students with disabilities, EL, migrant, homeless, and foster care students).. All schools within our District are Title I schools and therefore serve the students that were disproportionately impacted by the COVID-19 pandemic.

To meet the academic needs of our students, the Miami Unified School District will:
-Provide additional instructional assistance to work with students in K-3 grades to pull small groups, model instruction for students, and provide support so students can access the curriculum being taught by the teacher.
-Purchase supplies/materials so students have access to resources necessary to achieve at high levels

The LEA will also provide support and interventions for students regarding social emotional learning including:
-Salary/benefits for a Social Emotional Learning Specialist to work with schools on helping students and families find resources and small group instruction to deal with emotional trauma and mental health.
Mohave Accelerated Elementary School, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

- IXL online academic program purchased for three years to support student online learning Math, English, and Science.
- Teacher aides were provided opportunity to attain a Substitute certificate.
- Teachers had applied training time to learn additional online resources.
- Packets provided for students without technology support from home.
- Used computers purchased for students without computers at home. Community provided free
internet for a few months for students.
- the Continued use of "Positive Action" program for student social, emotional, mental health needs.
- Counselor/s available for students.
- .5 FTE teacher supporting social emotional learning through kinesthetic/tactile physical activities.
New Horizon High School, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

PHS will use these funds to address learning loss as well as social and emotional support by hiring a student intervention staff/student support staff to provide social, emotional and behavior interventions as needed. To help fund salaries for staff in order to keep classroom counts low.
These funds will also pay a portion of the cost of a school counselor that will conduct interventions that will focus on social, emotional and mental health needs. These strategies will address all students including students from low income, disadvantage and at-risk students, children with disabilities, children experiencing homelessness and children in foster care. PHS will also offer summer school to address academic learning loss and the purchase of an SEL program to meet the SEL needs of our students.
North Phoenix 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 2 club per semester, SEL club and Student Service Organization both teach students to cope with stressful situations, 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 per club 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.
Reading and math interventionist to provide interventions to work with students addressing learning loss through implementation of evidence-based interventions during the day to 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. North Phoenix 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 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 Read Naturally and IXL to implement in the interventions and funding a full-time interventionist 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.
Osborn Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Osborn School District #8 will address the academic impact of lost instructional time by offering summer school, reducing classroom sizes and offering our Osborn Community iSchool as an additional instructional option to families. Osborn SD is allocating the required 20% set-aside to cover summer school for three consecutive years. Summer school tutoring will take place for 4 weeks and certified teachers will be delivering instruction throughout the summer program. The student to teacher ratio is intended to be 15:1, with instructional assistant supports. The tutoring will take place during the summer school day from approximately 8am-1pm from Monday through Friday. Programs and curriculum that are ADE approved according to the "Evidence based database" will be used including but not limited to Achieve3000, Conscious Discipline, iXL, and Nearpod. By extending our students learning opportunities, we aim to address the academic impact of the lost instructional time. Summer school will include behavior assistants to work with students on social emotional skills using the Conscious Discipline curriculum. Additionally, funds have been earmarked to cover the salaries of 5 MTSS Interventionists who will support in the assessment administration and disaggregation of data to support in targeting students for interventions and afterschool programming. An ELL para professional and a Native American parent liaison/education assistant have also been hired as a result of these funds to support in addressing those unique populations and mitigating barriers for those students and families.
Pinon Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Pinon USD plans to hire additional teacher assistants for our school sites to help teachers with classroom instruction. We opened more classrooms for our in-person students to safely attend school. The teacher assistants will work directly with students as part of the academic intervention process. Our students need additional support to get them back at grade level after a year of distant learning. Not all of our students were able to access wifi to attend online classes last year. This created a gap in learning for our students and it is an area we plan to focus on to help our students get back on track.
We are also looking at different programs that will target the social and emotional learning needs of our students. Our ESS department is assisting the schools in identifying and providing the necessary supports to our students.