Addressing Disrupted Learning

Off contract pay, for two support staff to promote social-emotional development through the coordination of sports and coaching as a critical space in which students get to learn, grow and develop to achieve personal and collective goals.
Additionally, evidence-based interventions in Math using Carnegie and ELA using READ180 will help address the disproportionate impact of COVID-19 on our Hispanic and low-income students.

Paragon Science Academy will ensure that all students will receive appropriate intervention/enrichment opportunities necessary to improve student academic mastery and success. Learning loss support will be provided across the school. Students will also benefit from a tighter collaborative planning and monitoring system between the classroom teachers and support staff, including shared lesson plans and formative assessment data collection, which will be done weekly. This provides consistent, targeted instruction and aligned interventions. Paragon will continue providing an extended summer school program for students in grades K-12 Students and families will be given the opportunity to attend an orientation session prior to the first day of school.

The school improvement plan will also include expanded tutoring sessions, remediation and intervention opportunities, and the use of a progress monitoring tool to identify, diagnose and assess learning gaps. Paragon uses NWEA and I-Ready Benchmark Assessments to assist teachers in identifying and closing achievement gaps. Additional personnel will be designated to each grade level for the purpose of individualized learning and for reteaching and enrichment purposes.

Paragon is adopting AVID K-12 College & Career Readiness program. AVID addresses learning loss by accelerating learning for all students, which starts with ensuring that school leaders have instilled instruction, systems, leadership, and culture that support raising expectations and high achievement for all. Also, AVID models SEL and relational capacity building for educators so they can model this in the classroom. The AVID Elective equips students with academic and social and emotional learning skills to support them in their core content classes and beyond. AVID equips educators with instructional practices needed to create highly engaging learning experiences in digital, face-to-face, and hybrid classrooms.

Another program we'll implement this school year is Character Strong. Character Strong curricula and trainings are focused on fostering the Whole Child with vertically-aligned lessons that teach SEL and character, side-by-side. SEL Competencies covered in the curricula are Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making.

ESSER funds will also allow our school to implement PBIS with fidelity. The school-wide PBIS provides the framework for promoting social-emotional competencies to improve outcomes for the whole child. The school personnel teaches social-emotional competencies within a PBIS framework to support systematic, school-wide implementation. MTSS is an integral part of PBIS. A Multi-Tiered System of Support (MTSS) is a data-driven, problem-solving framework to improve outcomes for all students. MTSS relies on a continuum of evidence-based practices matched to student needs. PBIS is an example of MTSS centered on social behavior. At Paragon, we will utilize the online DATA tracking system, SWIS, to target those students who will be needing TIER-3 intervention.

Our school will ensure that all students will receive appropriate intervention/enrichment opportunities necessary to improve student academic mastery and success. Learning loss support will be provided across the school. Students will also benefit from a tighter collaborative planning and monitoring system between the classroom teachers and support staff, including shared lesson plans and formative assessment data collection, which will be done weekly. This provides consistent, targeted instruction and aligned interventions. SSA Phoenix will continue providing an extended summer school program for students in grades K-12 Students and families will be given the opportunity to attend an orientation session prior to the first day of school.

The school improvement plan will also include expanded tutoring sessions, remediation and intervention opportunities, and the use of a progress monitoring tool to identify, diagnose and assess learning gaps. SSA-Phoenix has invested in a new academic screening tool (iSTEEP) to assist teachers in identifying and closing achievement gaps. Additional personnel will be designated to each grade level for the purpose of individualized learning and for reteaching and enrichment purposes.

SSA Phoenix will adopt AVID K-12 College & Career Readiness program. AVID addresses learning loss by accelerating learning for all students, which starts with ensuring that school leaders have instilled instruction, systems, leadership, and culture that support raising expectations and high achievement for all. Also, AVID models SEL and relational capacity building for educators so they can model this in the classroom. The AVID Elective equips students with academic and social and emotional learning skills to support them in their core content classes and beyond. AVID equips educators with instructional practices needed to create highly engaging learning experiences in digital, face-to-face, and hybrid classrooms.

Another program we'll implement this school year is Character Strong. Character Strong curricula and trainings are focused on fostering the Whole Child with vertically-aligned lessons that teach SEL and character, side-by-side. SEL Competencies covered in the curricula are Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making.

ESSER funds will also allow our school to implement PBIS with fidelity. The school-wide PBIS provides a framework for promoting social-emotional competencies to improve outcomes for the whole child. The school personnel teaches social-emotional competencies within a PBIS framework to support systematic, school-wide implementation. MTSS is an integral part of PBIS. A Multi-Tiered System of Support (MTSS) is a data-driven, problem-solving framework to improve outcomes for all students. MTSS relies on a continuum of evidence-based practices matched to student needs. PBIS is an example of MTSS centered on social behavior. At SSA-Phoenix, we will utilize the online DATA tracking system, SWIS, to target those students who will be needing TIER-3 intervention.

Sonoran Science Academy Davis Monthan (SSA DM) will ensure that all students will receive appropriate intervention/enrichment opportunities necessary to improve student academic mastery and success. Learning loss support will be provided across the school. Students will also benefit from a tighter collaborative planning and monitoring system between the classroom teachers and support staff, including shared lesson plans and formative assessment data collection, which will be done weekly. This provides consistent, targeted instruction and aligned interventions.

The school improvement plan will also include expanded tutoring sessions, remediation and intervention opportunities, and the use of a progress monitoring tool to identify, diagnose and assess learning gaps. SSA DM uses internal benchmark Assessments to assist teachers in identifying and closing achievement gaps. Additional personnel will be designated to each grade level for the purpose of individualized learning and for reteaching and enrichment purposes.

SSA DM will adopt AVID program. AVID addresses learning loss by accelerating learning for all students, which starts with ensuring that school leaders have instilled instruction, systems, leadership, and culture that support raising expectations and high achievement for all. Also, AVID models SEL and relational capacity building for educators so they can model this in the classroom. The AVID program equips students with academic and social and emotional learning skills to support them in their core content classes and beyond. AVID equips educators with instructional practices needed to create highly engaging learning experiences in digital, face-to-face, and hybrid classrooms.

Another program we'll implement this school year is Character Strong. Character Strong curricula and trainings are focused on fostering the Whole Child with vertically-aligned lessons that teach SEL and character, side-by-side. SEL Competencies covered in the curricula are Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making.

ESSER funds will also allow our school to implement PBIS with fidelity. The school-wide PBIS provides framework for promoting social-emotional competencies to improve outcomes for the whole child. The school personnel teaches social-emotional competencies within a PBIS framework to support systematic, school-wide implementation. MTSS is an integral part of PBIS. A Multi-Tiered System of Support (MTSS) is a data-driven, problem-solving framework to improve outcomes for all students. MTSS relies on a continuum of evidence-based practices matched to student needs. PBIS is an example of MTSS centered on social behavior. At SSA DM we will utilize the online DATA tracking system, SWIS, to target those students who will be needing TIER-3 intervention.

Destiny School will use funds for class size reduction for smaller class sizes, intervention staff, high-quality after school, Friday, and summer school to provide intervention services for students experiencing learning loss, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students. See tutoring plan in related documents for specific details. Programs used for Tutoring and Summer school will include Saxon Math, Raz Plus, Beyond Textbooks and IXL Reading and Math. The Second Step program will be used for Social-Emotional Learning.

Intervention, after school, summer school, & counseling programs at Edison School will focus on meeting the needs of students significantly impacted by COVID-19 (e.g. EL learners, students experiencing homelessness, students in foster care, students with disabilities, etc.) Data will be collected and analyzed by leadership teams to determine which students would benefit from inclusion in each program.

Edison School is a Title I school and therefore serves the students that were disproportionately impacted by the COVID-19 pandemic. Edison School will ensure that the interventions it implements, to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.

We are purchasing curriculum (Lexia, Dreambox, Voyager Sopris, and Houghton Mifflin) to help our students increase their learning, especially what has been lost during the pandemic. We have summer school to help our students with extra learning and socialization. We've purchased assessment tools (Moby Max, USA Test Prep, Amplify Learning, Scenario Learning) to help teachers use data better so they can help their students grow academically. We've hired extra paraprofessionals to give students extra attention to help with learning loss. We're purchasing camera equipment for our Video Photography class so the students have a chance to interact socially. We've purchased curriculum (Character Strong) to teach in summer school to help the students with their emotional growth.

The ESSER III funds will enable EdOptions to address the learning gaps created due to the pandemic. We allocate Title I, Title II, and IDEA grants to support our underserved and academically unprepared. We maximize our funds to support our students in intervention programs and school continuous improvement efforts. Our goal is to eliminate barriers that negatively impact academic proficiency by providing embedded intervention during the school day, after school, and during the summer. We will continue to use our federal funds to support our students, ESSER III will enable us to provide rigorous interventions, keep our students engaged, safe, and to maintain academic growth.
Data meetings are held daily, weekly, monthly and quarterly to monitor student progress and make necessary adjustments to help students achieve academic success. In addition, the school staff will focus on the social and emotion needs of the students, their safety, self-worth, and academic confidence. The team will collaborate to best help the needs of the student. The school staff will assist all other school staff, students, and their parents in providing support to any barriers to academic success. Some of the responsibilities will be to actively support the administration at the local sites, assist families to understand their children's educational needs and resources, maintain open communication between the school and community agencies, and so on. The school staff will provide extra supports to our most vulnerable subgroups and underserved populations.

The teachers will provide academic summer school additional instructional support for students to eliminate achievement gaps caused by Covid-19.
The evidence-based curriculum being used for ELA is Open Court/McGraw Hill (on MOWR List). For Math- Envision Math and Singapore math.
2 teachers for continuity of teachers in Math and Reading for SY23 This will allow for small class sizes for economically disadvantaged students' academic decline.
The evidence-based curriculum being used for ELA is Open Court/McGraw Hill (on MOWR List)
For Math- Envision Math and Singapore math.
The school counselor will help address the various social-emotional needs of students by teaching social-emotional learning, facilitating intervention groups, and providing crisis prevention interventions using Sandford Harmony. Students will be met with daily. Students are provided whole group as well as one-on-one small group sessions. A referral process is in place in the school for seeing the counselor. The targeted population of students being addressed is economically disadvantaged students.