Addressing Disrupted Learning

Afterschool tutoring is supporting learning loss for poor and disadvantaged students whose parent will allow attendance in the afterschool program. Additional supportive instruction during the school day is scheduled for poor and disadvantaged students whose data is showing a significant decrease in performance due to lost instructional time. The software program (Imagine Learning) is being used to maximize resources of personnel and time so that support teachers can serve higher numbers of students showing loss of learning.
The loss of enrollment due to the pandemic has created a deficit in finances that would result in a loss of key instructors that support the pedagogy. Intervening in the loss of key subjects such has foreign language, music, movement and the arts by retaining teachers who specialize in these subjects supports student academic, social, emotional and mental health needs by sustaining the continuity of the curriculum. The additional hours for the school counselor is critical in supporting social, emotional and mental health needs of all of our students.

As a school district and learning community, RSD is committed to providing and addressing the needs of all of our students. Our district qualifies for the NSLP Community Eligibility Program. All of our students qualify as low-income families and have been disproportionately impacted by COVID. Our goal to address the academic impact of lost instructional time and address the social, emotional and well being of the needs or our students. Implementation of evidenced based academic practices and SEL interventions, particularly addressing the needs of our student subgroups based on data is at the forefront. Instructional goals will encompass meeting the needs of students through data desegregating, analysis, progress monitoring and evaluation of student progress. Evidenced based materials and supplies will be purchased that support enrichment and learning loss instruction. Professional development is aligned, planned for sustainability and offered to a number of stakeholder groups with an emphasis on evidenced based practices, programs and curriculum. Virtual online learning academy, extended day tutoring programs, summer school is planned for and will address the needs of student learning loss and social emotional well being. Additional staff will support meeting the needs of our students, reducing class size and addressing Tier I,II and III interventions for all students and including those students disproportionately impacted by COVID-19.

To address the needs of our vulnerable student populations - all ethnic groups, children from low-income families, children with disabilities, English language learners, migrant students, students experiencing homelessness, and children in foster care our school will:

Academic: Provide a summer learning program by utilizing standards-based assessments from Galileo to gauge student understanding and provide the necessary instruction to help students reach the level of mastery needed to advance toward graduation. Instruction will be provided to students using Lexia for reading and Khan Academy for math, and utilizing Galileo assessment data, state test data, and teacher referral to guide identification of learning gaps to begin to close the learning gap caused by the pandemic.

SEL: All RSD students in grades 9-12 are provided with a weekly session called i-Time that is part of the school's Building Assets, Reducing Risks (BARR) program (ESSA rated program, which is included on the CASEL Program list as evidence based). Their teachers, the school counselor, and the student engagement coordinator provide group sessions on topics related to resiliency, leadership, emotional strength, effective decision making, and other topics faced by teens during these unprecedented times. These sessions drive the SEL program for our whole school which is called Building Assets, Reducing Risks (BARR). Through the BARR program we are able to focus on the needs of the whole child and conduct risk reviews on our students most in need. The faculty/staff participate in this program holistically to surround each student with a team of adults that is focused on their individualized success.

Summer school will run for 5 hours Monday-Thursday during the months of June and July, during the summer of 2022. Students will be encouraged to attend based on Galileo assessment data (academic), teacher/parent referral, counselor referral, or at-risk status as identified through weekly BARR- Building Assets, Reducing Risks, risk review meetings for SEL.

San Tan will use funds to cover debt service payments. Academic support will be provided with summer intervention programs through the Wonders Program services by Therapy Grove LLC. Social and Emotional covered by Positive Action.

Skull Valley Elementary School District is a small and rural district with 34 students in K-8 and 8 preschool students at an on site location. After stakeholder consultations, it was determined that the best way to address learning loss and provide effective instruction was to modify the grade structure from two large classrooms (K-3 and 4-8 ) to three classrooms (K-2, 3-5, and 6-8 ) grade levels. This modification reduces class sizes and offers more effective instruction. Prior to COVID 19, there were only two classes. The classroom instruction was challenging for the teachers and the students. Since the beginning of this school year, SY 2022, an additional teacher was hired. Based on data from this year, student achievement has increased and both the students and teachers are finding this arrangement to provide a more conducive learning environment.

The school uses Beyond Textbooks for their curriculum with supplemental resources as needed to meet student needs. There are daily interventions conducted by the SPED and Title I teacher one-on-one with students. Classroom teachers practice differentiated instruction and the instructional team follow individualized interventions for academic achievement. Students receive high quality, equitable, effective instruction.

Equitable services high quality academic instruction, social, emotional, and mental health needs are available to all students including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.

A new 1 FTE teacher as of SY 2021-2022 to restructure multi-grades classrooms and reduce class sizes. This restructure was instigated to address learning loss and provide students with more effective instruction with less grade spans and smaller class size. Additional contracted days for social and emotional counselor to work with students is being funded with ESSER III funds.

As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students. Teachers will utilize Renaissance Star, an academic Benchmarking assessment system for both ELA and Math, which feeds assessment data into Freckle, an evidence-based learning intervention program. Teachers will use these systems to assess the academic needs of students and provide personalized, targeted academic interventions to combat learning loss due to the COVID-19 pandemic. Additionally, Teachers will provide Social/Emotional learning and intervention using The Leader in Me, an evidence-based program based on the CASEL SEL framework. ESSER III funds will provide these academic and social/emotional learning and intervention opportunities for students in the School's student subgroups including Hispanic/Latino, African American and Economically Disadvantaged students.

As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students. Teachers will utilize Renaissance Star, an academic Benchmarking assessment system for both ELA and Math, which feeds assessment data into Freckle, an evidence-based learning intervention program. Teachers will use these systems to assess the academic needs of students and provide personalized, targeted academic interventions to combat learning loss due to the COVID-19 pandemic. Additionally, Teachers will provide Social/Emotional learning and intervention using The Leader in Me, an evidence-based program based on the CASEL SEL framework. ESSER III funds will provide these academic and social/emotional learning and intervention opportunities for students in the School's student subgroups including Students with Disabilities, African American students, and Economically Disadvantaged students.

The Tempe Union High School District is purposefully implementing interventions that will create opportunities for all students to address loss of instructional time and will ensure that each intervention addresses the social and emotional needs of all students, especially those students disproportionately impacted by the COVID-19 pandemic by committing to the following: 1) That there is no charge to students associated with the implementation of the strategies. Interventions will be free so students who have the most need are not negatively impacted by having to pay for services. By not charging students and providing district transportation where needed will remove all barriers associated with access to the interventions and prevent undue stress on students and families. 2) The addition of Care 7 mental health youth specialists, behavioral interventionists, parapros, additional counselors, and other strategies such as summer school, tutoring, class size reduction, and freshmen MTSS supports will be designed to address the academic, social and emotional needs of all students. 3) Monitoring and evaluating all strategies will be addressed each semester by the ESSER III committee to ensure that the interventions are providing the necessary balance and effectiveness that we expect to see by examining data on all our subpopulations that participate in each intervention, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students. 4) Plans will be developed when students who most need the help are not taking advantage of the strategies implemented across the district or when the strategies are not responding to the academic, social, emotional, and mental health needs of all students in the way the intervention was intended.

As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students. Teachers will utilize Renaissance Star, an academic Benchmarking assessment system for both ELA and Math, which feeds assessment data into Freckle, an evidence-based learning intervention program. Teachers will use these systems to assess the academic needs of students and provide personalized, targeted academic interventions to combat learning loss due to the COVID-19 pandemic. Additionally, Teachers will provide Social/Emotional learning and intervention using The Leader in Me, an evidence-based program based on the CASEL SEL framework. ESSER III funds will provide these academic and social/emotional learning and intervention opportunities for students in the School's student subgroups including American Indian / Alaska Native and Economically Disadvantaged students.