Addressing Disrupted Learning

Wilson School District is committed to creating safe learning environments for students (in-person and virtual), addressing learning losses caused by the pandemic, and supporting students' mental health. We will utilize funding to prepare and respond to COVID-19, address and prepare for virtual learning, address learning loss, and provide mental health support. To prepare and respond to COVID-19, Wilson School District will make school facility repairs and improvements to lower environmental health hazards and reduce the risk of viral transmission. In addition, we will modify common areas and outdoor spaces to increase outdoor learning opportunities and improve the air quality in school buildings. To address and prepare for virtual learning, Wilson SD will acquire new digital tools to assist in teaching, scheduling, and collaboration, and will train staff to use them. We will support teachers in modifying curricula for virtual learning. In addition, we will improve and update our technological infrastructure and purchase new educational technology. To address learning loss, Wilson has carefully selected evidence-based strategies to support ALL students, including low-income students, students with disabilities, English learners, students experiencing homelessness, and children in foster care. Wilson will provide reading and math interventionists to ensure targeted, small group instruction using evidence-based curricula. We will provide summer and after-school learning and enrichment opportunities using evidence-based curricula designed to focus instruction on learning loss, while scaffolding learning to grade level. We will implement and utilize digital tools to improve student attendance and engagement. To provide mental health support, we have designed classrooms and other in-school spaces to promote relationship building and mental wellness. In addition, we will hire personnel to offer mental health support and triage for returning students, including grief counseling. Wilson School District is proud to remain a steadfast supporter of our students, staff, and Wilson community to ensure all our students are learning at high levels every day.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes supportive academic staffing for interventions and small group learning by an ELL instructor and a Teaching Fellow. The extended leaning opportunities are designed to support students transition to in-person learning and addresses the academic impact of lost instructional time. Our ASUP student body has a number who were disproportionately impacted by the COVID-19 pandemic, including English learners and children with disabilities. Our interventions were developed based on feedback from key stakeholders, the majority who requested instructional supports to ensure student learning. Additional instructional support via a STEM teacher and school-based support staff such as a security guard are being hired to help support safe and efficient school operations. The Teaching Fellow will receive SEL training via the RULER institute. These efforts are all designed to ensure that the site is able to meet academic, social, and emotional needs of our students. The site principal and school leadership team are responsible for monitoring and evaluating the extent to which the interventions meet the academic, social, and emotional needs of our students.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes:
1.) Summer school intensive session, and
2.) Supportive academic staffing for interventions and small group learning as well as Coaching

The extended leaning opportunities are designed to support students transition to in-person learning and addresses the academic impact of lost instructional time. Our ASUP student body has a number who were disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, and students experiencing homelessness or in foster care. Our interventions were developed based on feedback from key stakeholders, the majority who requested instructional supports to ensure student learning. The site principal and school leadership team are responsible for monitoring and evaluating the extent to which the interventions meet the academic, social, and emotional needs of our students.

ASU Prep will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes tutoring and other academic interventions provided by Teaching Fellows, Learning Facilitators, and Interventionist. The extended leaning opportunities are designed to support students transition to in-person learning and addresses the academic impact of lost instructional time. Our ASUP student body has a number who were disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, and students experiencing homelessness or in foster care. Our interventions were developed based on feedback from key stakeholders, the majority who requested instructional supports to ensure student learning. The site principal and school leadership team are responsible for monitoring and evaluating the extent to which the interventions meet the academic, social, and emotional needs of our students.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes:
1.) Summer school intensive session, and
2.) Supportive academic staffing for interventions and small group learning as well as Coaching
3.) PD on SEL skills for selected staff
4.) a School Counselor for SEL supports
The extended leaning opportunities are designed to support students transition to in-person learning and addresses the academic impact of lost instructional time. Our ASUP student body has a number who were disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, and students experiencing homelessness or in foster care. Our interventions were developed based on feedback from key stakeholders, the majority who requested instructional supports to ensure student learning. The site principal with monitor, review, and evaluate implementation to ensure that the academic and SEL interventions meet the needs of our students.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes a ELL teacher and a teaching fellow to provide students with interventions and small group learning. This extended leaning opportunity is designed to support students transition to in-person learning and addresses the academic impact of lost instructional time. It also includes a Learning Success Coach who will spend their time providing individualized support to students based on identified risk factors including academic, socio-emotional, and other potential issues, and help to develop individual plans for success. The Learning Success Coach will attend a RULER training on SEL strategies for students. Our ASUP student body has a number who were disproportionately impacted by the COVID-19 pandemic, including students from low-income families, English learners, and children with disabilities. Our interventions were developed based on feedback from key stakeholders, the majority who requested instructional supports to ensure student learning. The site principal and school leadership team are responsible for monitoring and evaluating the extent to which the interventions meet the academic, social, and emotional needs of our students.

BASIS Charter Schools will use the allocated ESSER III funding to support our teachers and students in addressing learning loss, both academically, socially and emotionally, as a result of the COVID-19 pandemic. We will continue to provide students with a safe and healthy place to learn by improving the facility. ESSER III funds have been designated to hire additional staff, such as a Monitor and Operations Director, to assist with COVID-19-related duties, such as contract tracing, reporting COVID-19 cases, and substitute teaching. Additionally, ESSER III funds will be used for facility upgrades to include the replacement of carpet in classrooms, gym floor refinishing, replacement of turf outside where students gather, and HVAC maintenance. These facility upgrades improve air quality and promote students learning while at a safe and healthy distance from one another. To further protect our students, we will purchase an automated external defibrillator package to have present during athletic competitions.

To address learning loss for those students that have been disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students, we will hire a Teaching Fellow that will substitute teach and provide interventions, when needed. This will allow our teachers dedicated time to lesson prep and focus on students. Additional intervention curriculum - MobyMax and DeltaMath - will be purchased to aid in addressing learning loss of students in this area. Select teachers will attend the Advanced Placement Summer Institute. Textbooks will be purchased to replace worn books and to add more stock so that students do not have to share. Tablets will be purchased for 1st and 2nd grade students to provide them access to online learning resources. Summer school will be provided as an option to high-need students and teachers will be compensated with ESSER funding.

To address the social and emotional learning loss in students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students, we will purchase the Second Step program. This program is evidence-based and approved by Every Student Succeeds Act (ESSA). Additionally, we will purchase DeansList software to assist in tracking behavior and build a positive school culture.

BASIS Charter Schools will continue to utilize federal funding to appropriately address the academic, social, emotional, and mental health needs of all students. We will not deny or limit the ability of any student to participate in, or benefit from, any BASIS school program on the basis of race, color, religion, national origin, sex, age, disability, gender identify or expression, or any other classification protected by law.

BASIS Charter Schools will use the allocated ESSER III funding to support our teachers and students in addressing learning loss, both academically, socially and emotionally, as a result of the COVID-19 pandemic. We will continue to provide students with a safe and healthy place to learn by improving the facility. ESSER III funds have been designated to retain teachers. The retention of our existing staff to maintain a full workforce will allow us to continue reporting all known COVID-19 cases to the local health department as well as on our health dashboard made available to the public on the website. Staff that are dedicated to contract tracing and providing these updates allows our teachers to focus on learning while our administrative team can focus on making decisions based on the ever-changing climate of COVID-19. On the exterior of the building, we will replace turf in play areas maximizing outside space for students to safely play at a distance from one another. An awning will also be installed in the student pick-up area to minimize the exposure to direct sunlight.

We will use ESSER III funding to provide additional compensation to our existing teachers that consistently step into another teacher's classroom during an absence due to COVID-19. Evidence shows that a consistent school environment support positively affects student academics and behaviors. By providing additional compensation for teachers going beyond their usual duties shows a positive trend in retaining those teachers. To further address the learning loss of those students disproportionately impacted by the pandemic, we will offer summer school that will be staffed by teachers compensated using funds from ESSER III. Additionally, we will purchase tablets for the 1st and 2nd grade classrooms allowing access to already purchased learning technology programs and additional online resources. Lexia Core 5 is a program that will be purchased and accessed using tablets.

A portion of the funding will be allocated toward the compensation of the BASIS Short Term Online Program teachers, staff, and administrative team. This is an alternative option of learning for students not taking part in in-person learning this school year due to the pandemic.

To support the social and emotional learning (SEL) of those students disproportionately impacted by COVID-19, we will purchase the Second Step program. This program helps students to gain confidence, set goals, make better decisions, collaborate with others, and to navigate the world more effectively. This program will be implemented by the Dean of Students.

BASIS Charter Schools will continue to utilize federal funding to appropriately address the academic, social, emotional, and mental health needs of all students. We will not deny or limit the ability of any student to participate in, or benefit from, any BASIS school program on the basis of race, color, religion, national origin, sex, age, disability, gender identify or expression, or any other classification protected by law.

BASIS Charter Schools will use the allocated ESSER III funding to support our teachers and students in addressing learning loss, both academically, socially and emotionally, as a result of the COVID-19 pandemic. We will continue to provide students with a safe and healthy place to learn by improving the facility. ESSER III funds have been designated for janitorial services, maintenance service for the HVAC units, and to have the carpets replaced in classrooms; all projects will improve the health and safety of the students and staff by improving air quality and providing maximum space for social distancing. Many of our administrative staff have taken on additional duties as it relates to COVID-19, and we will use a portion of this funding to retain them.

To address learning loss for those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students, we will hire an Interventionist. The Interventionist will provide interventions and monitor academic progress. A Math Specialist will be hired using ESSER III funding to intervene with students struggling with math specifically. Summer Interventionists will be hired for summer school to further address learning loss. Additionally, tablets will be purchased for 1st and 2nd grade classrooms allowing access to learning technology programs and online resources.

To address the social emotional learning needs of the students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students, we will hire a Behavior Specialist. The Specialist will work with students in small groups, large groups, and one-on-one, as needed. The focus will be on social emotional learning using the, already established, Second Step program and supporting the character education program, Character Strong.

BASIS Charter Schools will continue to utilize federal funding to appropriately address the academic, social, emotional, and mental health needs of all students. We will not deny or limit the ability of any student to participate in, or benefit from, any BASIS school program on the basis of race, color, religion, national origin, sex, age, disability, gender identify or expression, or any other classification protected by law.