Addressing Disrupted Learning

ESSER III will support our academic and social emotional learning gaps/needs that have occurred since Covid-19 became a part of our students' lives as well as creating safe and healthy learning environments.
The 20% set-aside funding will be significantly aimed at the academic and SEL gaps/needs of our students. This includes the hiring of two additional classroom aides at .80 FTE or a total of 1.6 FTE; as well as an on-site counselor 1 day/week..
However, we will focus attention specifically on those who are 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.

Professional development scheduled so far:
a. Trauma Sensitive Principals for Educations (3 staff at $60.00 each) = $180.00
b. Responsive Classroom Virtual Trainings - 4 days training (4 Teachers at $829.00 each) = $3316.00
1 day intro-training (7 teachers at $199.00 each) = $1393.00
1 day intro-training (5 classroom aides at 199.00 each) = $995.00
1 day Advanced Workshops (10 teachers at $249.00 each) $2490.00
c. College Preparatory Mathematics Training - 1 day training (1 Teacher at $400) = $400
3 day training (2 teachers at $300
d. Teachers College Columbia University: The Reading & Writing Project (pending Fall 2021 Schedule) - 4 teachers - estimate $1500

Our extended day tutoring will provide additional academic support in math to all K8 students, but especially those groups adversely affected by the pandemic: SPED, EL and low-income.

ACA utilizes research and evidence-based curriculum, assessments and instructional strategies to support ALL students to achieve grade level proficiency (Tier 1). ACA has also adopted robust, research-based intervention curriculum and assessments that are used by intervention teachers, tutors, and interventionists to provide acceleration support and to aide in the identification of individual students and sub-groups of students most impacted by the pandemic to address the academic impact of lost instructional time. Our intervention teachers work with core content teachers to to help close the gap for our students. School and district leaders provide intervention teachers/tutors with regularly updated data to drive Tier 2 and 3 student rosters which identify the students receiving intervention support, in what specific area. These data are also regularly analyzed to determine the impact that support is having on individual and groups of students, and instructional decisions are made in response.
ACA is implementing a robust tutoring program that consists of acceleration tutoring. Intervention teachers/tutors provided Tier 2 and Tier 3 support to identified students during an acceleration period. This period is built into the master schedule so no student will lose out on other instructional time and/or social-emotional learning time including electives, recess, etc.

A variety of staff provide direct support to intervention teachers/tutors to ensure fidelity of implementation, including ACA's Instructional Coaches. Coaches, along with administrators and academic consultants, lead weekly PLC that focus on the implementation of individual, grade level and school wide strategies to meet the needs of ALL students. Additionally, Instructional Coaches meet with intervention teachers/tutors individually after reviewing acceleration plans, conducting observations, reviewing progress monitoring data to ensure that they have the resources and support needed to implement targeted and differentiated strategies.
Specific supports include:
- ACA has hired highly qualified interventionist teachers/tutors to accelerate and provide intervention to close academic gaps in ELA and mathematics.
- Tutors provide minimum of three sessions per week with up to five sessions. Each session will be a minimum of 30 minutes up to 60 minutes with groups of five or less students based on need.
- Acceleration times are built into ACA's daily schedules for all students' grades K-8, allowing tutoring to be provided during the day during identified acceleration period.
- ACA supports students in tracking their own progress towards closing identified achievement gaps and in their own social-emotional growth, high-quality assessments, both diagnostic and formative to provide timely information for each student.
- Every student has access to a computer device in order to access digital software identified to accelerate learning and provide support in developing social-emotional support, increased student engagement.

In addition to the academic support and intervention that is taking place, ACA is also supporting all students with a comprehensive social/emotional program that includes 1) built in time during the school day for 100% of students to participate in check-ins and time to reflect and discuss any needs or areas of concern going, 2) daily implementation of Positive Action, a social-emotional curriculum approved by the What Works Clearing House, in grades kindergarten through fourth grade on a daily basis and 3) a daily block of Bulldog Empowerment for students in grades 5-8 which focuses on current and relevant social/emotional issues and lessons. Additionally, students track their own progress towards closing identified achievement gaps and in their own social-emotional growth.

ACA's Director of Behavioral Health and Wellness provides direct student services through 1) short term behavioral and emotional support to stabilize emotional crisis, including counseling to K-8 students, 2) in-school 1:1 behavioral coaching, provided through a partnership from an outside agency, 3) providing psychoeducational presentations for students and staff on a variety of timely and relevant topics.

ACA Director of Diversity Equity Inclusion Belonging works in collaboration with the Director of Behavioral Health and Wellness to provide students, parents, teachers, and staff training, coaching and support on social/emotional learning as well as creating a culture of inclusion, equity and belonging. ACA collects student and staff feedback through surveys, including professional development evaluations and a School Culture and Climate survey to determine critical areas of need, opportunities for targeted support.

These programs and supports generate valuable, real-time data that is used by ACA staff to identify and support students' emotional needs and mental health. Classroom teachers, instructional support personnel and administrators are trained in utilizing social/emotional check in data, anonymous reporting via an easily accessible form on ACA's website, as well as parent alerts to drive identification. The Director of Behavioral Health and Wellness utilizes this data to implement supports to students who need it.

Specific supports include:
- All students (K-8) have built in time during the school day to provide regular check-ins for students and set aside time to reflect and discuss any needs or areas of concern going on for students.
- ACA implements Positive Action, a social-emotional curriculum approved by the What Works Clearing House, in grades kindergarten through fourth grade on a daily basis.
- Bulldog Empowerment, a district-created program, is set aside for students in grades 5-8, focuses on current and relevant social/emotional issues and lessons.
- ACA is developing ways to reduce the stigma of mental health needs by sharing educational resources, talking about mental health and letting students know they are not alone.
- The Behavioral Health and Wellness Director, Student and DEIB Director provide individual, small group and class sessions based on recommendations from students, current data trends and requests from parents and teachers.
- ACA implements PBIS, a school-wide system to promote and develop positive behaviors, reduce discipline incidents and a focus on keeping all students in the classroom.

We found that during the COVID-19 pandemic students who came from low-income families, were English learners, and who had other struggles lacked sufficient practice and access to digital resources that supported their learning beyond the direct instruction of the teacher. By updating our curriculum to include digital resources, students will be able to have the teacher model how to use the resources during direct instruction and have access to the same resources outside of the classroom. They no longer will have to use different resources in and out of the classroom due to availability. This consistency will better support student achievement and help address the learning loss that many students had during the pandemic. Having updated, research-based resources for the teachers that specifically address struggling learners, EL learners, and are better aligned to current state standards will provide a more consistent learning opportunity and multiple options of support for all students. Curriculum purchased includes: Savvas MyView Literacy for K-2, HMH Intro Reading 3-6, Savvas Envisions Math 7-12, HMH Into LIterature for 7-8, Savvas My Perspectives ELA 11-12.
Additionally, the purchase of evidence based SEL curriculum for our staff to use with students will help us better and more consistently address diverse student needs. This program is called Character Strong. The addition of another counselor will allow us to have a school counselor placed at each school building to more quickly address student needs.
Some students will be remaining in a distance learning environment for multiple reasons to include health, social emotional concerns, and a more suitable learning environment for them. It is for this reason we want to be able to provide a consistent experience for these students too.

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Trivium Prep 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 2 teachers for one month 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 enrollment is about $13,700 students. Trivium Preparatory 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 reading intervention using Read Naturally 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.
Lead teachers 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. The average student to teacher ratio is 1:15. Trivium Preparatory 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 Read Naturally curriculum to implemented in the intervention and funding stipends for teachers and lead teachers for three 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 to once a month and conduct daily quick checks that serves as formal and informal checks for understanding.

Victory Collegiate Academy will use the Federal Funds to provide summer school (teachers and transportation), hire paraprofessionals to provide intervention strategies during the regular school day, , purchase and implement SEL curriculum to respond to the social and emotional impact of COVID, and pay down a portion of the debt service. These programs and hires will increase the academic achievement of our students, including each major racial and ethnic group, economically disadvantaged students, children with disabilities, English learners, gender, migrant status, students in transition, children and youth an foster care, that have been negatively impacted by the COIVD pandemic.

AES' school structure and the outlined interventions are designed to address lost learning time and the affective needs of students. Interventions, provided through high-impact tutoring are planned using benchmark assessment results that have pinpointed missing skills. This targeted instruction meets the student where they are, and fills in critical gaps that were impacted by lost instruction time. Success in learning is a critical component to student mental health.

AES' general academic programming is available to students in their homes, and is not subject to interruptions that may be found in a brick and mortar setting. Students can access their courses at any time, and can adjust their pacing within the semester to meet their individual goals. We offer daily, synchronous and asynchronous instructional sessions that are hosted by content teachers in both group, and individual settings. These sessions are designed with intentional student interaction and content to address social, emotional, and mental health needs. Language learners and students with disabilities are provided with additional instructional sessions to ensure they have continuous access to services and school.

We offer a robust course catalog, which includes access to credit recovery, and a large variety of classes that meet state standard and graduation requirements. We provide these courses during our summer school sessions, which allows students to continue learning, and engaging with teachers and peers. Students who may have credit deficits are able to use this time to get back on track. Engagement is closely monitored. Teachers and advisors regularly communicate with students and their families to discuss progress in courses, areas of strength and need, student social/emotional status, and progress towards student goals. Students who may be off track can be referred to the MTSS team. They plan for and guide students into appropriate interventions for both emotional and academic concerns.

Check and Connect is a systematic SEL approach to student support. Students are assigned a mentor who builds a strong relationship with them through open communication and trust. The mentor completes monitoring of student performance variables (attendance, grades, social/emotional needs, and behavior referrals). Interventions are designed to provide support tailored to individual student needs, based on the student's level of engagement with school, and associated influences of home and school. Mentors partner with parents/families functioning as liaisons between home and school and striving to build constructive family-school relationships.

With these ESSER funds, students will also receive SEL supports from their Intervention Teacher. Interventionists are trained to utilize SEL lessons as part of the Nearpod curriculum. Nearpod SEL provides explicit instruction for the skills students need for life in and beyond school. Nearpod SEL covers a range of topics such as identifying emotions, relationship building, analyzing situations and building empathy skills. Each lesson contains an SEL theme/concept which is introduced to the students. Then they engage in discussion, collaboration and demonstration of skills learned during the specific SEL lesson, and concepts are reinforced throughout the week in other live instruction sessions and during Check and Connect touchpoints.

Students in disaggregated groups such as homeless, Low Income, LEP, Native American, Black, Hispanic, Multi-racial are targeted for this support in addition to other students who qualify for intervention and/or need engagement help.

Students that qualify for intervention sessions will join daily 30-45 minute zoom sessions with their small group (5-7 students) and Interventionist to focus on their learning goals. Additional one-on-one sessions with students can be scheduled as requested by the student and/or the Interventionist.

Happy Valley School will wholistically address the academic and SEL impact, especially for students disproportionately impacted by COVID-19 through tutoring, summer school, reading intervention and introducing a new SEL program (Hallway Heroes) for students.

Happy Valley School will monitor the effectiveness of in-school interventions and after school interventions through benchmark testing, both formative and summative assessments, teacher input and regular PLC data review meetings.  Baseline data is collected and evaluated to assess instructional needs of students and to provide specific intervention strategies to reduce impact of lost instructional time.  Student attendance and review of grades will also be used to monitor academic progress.

In addition to the academic intervention support, an SEL program is designed to respond to the social-emotional and mental health impact on all students and particularly those students disproportionately impacted by the COVID-19 Pandemic.  Students will periodically be administered a survey after intervention activities to assess how our program helps the social/emotional needs of our students. The program is designed to provide students with strategies and resources to support their needs.  Survey results will be shared with teachers, nurse, and administrator to assess overall effectiveness of program.

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.

.5 Reading Interventionist and .25 math 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. 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 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 IXL 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. Understanding the challenges that our students have faced over the last two years has driven the decision to budget $15,000 in extra pay for the position of a School Counselor for the 3 years. The counselor will support extra group sessions to meet the high demand and intensifying social and emotional issues. Scottsdale 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 Scottsdale Prep. The groups will meet once a week with a student to counselor ratio of 1:5. 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. Students are selected through a referral basis.

Concordia Charter School has a very high percentage of students that fall into one or more vulnerable populations, which includes, but is not limited to students who are economically disadvantaged, ELL, or SPED. Roughly 74% of grant funds will be used to provide support of salaries for two classroom paraprofessionals. The paraprofessionals will work alongside the classroom teachers during small group instruction and intervention times. All students receive 30 minutes per day of reading intervention via Fast ForWord. In addition, select students participate in a minimum of 30 minutes per day in small group instruction working on specific Fly Five (Responsive Classroom) SEL lessons as identified by individual student data collected through Fly Five SEL needs assessment and teacher input. An intervention schedule and small group schedule have already been created to ensure the needed time is carved out of the daily schedule to ensure it is being completed. The remaining 26% of funds will be used to purchase a program license for Fast ForWord that will be used by all students.  Fast ForWord is a research-based computer reading program. It is intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program will be used for 30 minutes a day, five days a week.