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
BASIS Charter Schools, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

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 sanitize classroom carpets, install touchless bathroom fixtures, install a water bottle filling station, replace air filters, and purchase air purifiers. Additional COVID-19 PPE and other supplies will be purchased, such as rapid tests, N95 masks, hand sanitizer, and disinfecting spray and wipes. We will also focus a portion of the funding on additional learning resources allowing for students to learn 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.

Additional staff 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. Hiring 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. We will also add additional staff that are focused on interventions with 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 Interventionist identify evidence-based techniques and programs best suited to each student.

BASIS Charter Schools will expand the music education program by purchasing additional instruments providing more students the opportunity to participate without having to share resources. The same applies to the drama program at the school. The Every Student Succeeds Act (ESSA) emphasizes the importance of arts and music as part of a well-rounded education.

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. To further support our students academically and socially/emotionally, we will purchase two years of the DeansList software.

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, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

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 replace HVAC unit(s) and classroom carpeting in order to improve indoor air quality. Touchless faucets will be installed to mitigate the spread of COVID-19 in high touch areas. Additional shade structures will be installed outdoors to ensure students have maximum space to be a safe distance from one another while also being shielded from the sun. To further protect our students, we will purchase an automated external defibrillator package to have present during athletic competitions.

ESSER III funding will be used to retain teachers, administrative, and support staff. Maintaining a consistent teacher base will aid in addressing the learning loss for 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. To further support our teachers and staff, we will use ESSER III funding to provide additional compensation to those that consistently step into another teacher's classroom during an absence due to COVID-19. We will purchase laptops to replace old classroom sets allowing access to learning technology programs and additional online resources.

We will hire a Teaching Fellow that will split their time between the athletic department and providing student interventions. The time spent in the athletic department providing sports and extracurricular activities will address the social emotional learning for 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. Participation in sports and extracurricular activities may increase a student's level of engagement, attendance, academic achievement, and the desire to continue their education beyond high school. To address learning loss in our students with the highest need, this position will provide 1:1 interventions. The session frequency and length will be based on need. To further support our students academically and socially/emotionally, we will purchase two years of the DeansList software.

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, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

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 replace carpeting in classrooms and replace the artificial turf outside the building increasing areas for students to safely distance. In order to improve the safety of the exterior of our building, we will have a camera system installed along with increased lighting in the courtyard and student pick-up areas. To further protect our students, we will purchase an automated external defibrillator package to have present during athletic competitions.

Additional staff, such as an Operations Director, 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. Hiring 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. To address the learning loss of 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 offer summer school that will be staffed by teachers compensated using funds from ESSER III.

An additional Dean of Students will be hired to focus on the social and emotional learning of those students disproportionately impacted by the COVID-19 pandemic, as mentioned above. The Dean of Students will use the Learning to Breathe SEL program which focuses on intrapersonal competence through mindfulness. A school counselor will be contracted for on-call consultations with high-need students. They will spend their time with students one-on-one with the frequency based on need. To further address the social and emotional needs of students, extracurricular activities will be provided by teachers that will be compensated for doing so with ESSER III funding. Participation in sports and extracurricular activities may increase a student's level of engagement, attendance, academic achievement, and the desire to continue their education beyond high school. To further support our students academically and socially/emotionally, we will purchase two years of the DeansList software.

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, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

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 replace HVAC units and carpeting throughout the building, as well as, to upgrade and replace security system and cameras. These facility upgrades will promote students learning while at a healthy distance from one another in a safe and secure environment. To further protect our students, we will purchase an automated external defibrillator package to have present during athletic competitions.

Additional repairs to the facility funded by ESSER III funding are as follows: rewire a classroom in order to move the projector to encourage social distancing in the classroom, replace bathroom faucets, outdoor gate repair, and paint in needed areas of the building.
ESSER III funding will be used to compensate teachers and staff that regularly step into a classroom in the absence of the regular teacher. Additionally, a Teaching Fellow will be hired to substitute teach to aid in covering absences due to the COVID-19 pandemic. An additional Teaching Fellow will operate as a Dean's assistant providing student support for academic recovery. To further address learning loss for 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, Summer School will be available at no additional cost to students. Teachers will be compensated with stipends from ESSER III funding for leading the Summer School program. Additional science class supplies will be purchased so that students can learn at a safe distance from one another while mitigating the spread of COVID-19.

To address the social emotional learning needs of students disproportionately impacted by the COVID-19 pandemic, we will hire a School Counselor that will meet with students in small groups and one-on-one, as needed. To further support our students academically and socially/emotionally, we will purchase two years of the DeansList software.

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, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

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. Additional staff 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. Hiring staff, such as the COVID Coordinator/Specialist, 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. ESSER III funds have been designated to an annual HVAC maintenance plan, replace carpeting in classrooms, day porter services, and deep cleaning; these projects will provide for a safe and healthy environment for students to learn. In order to improve the safety of the exterior of our building, we will have lighting installed in pathways, locking crash bars for the gymnasium doors, and additional support in the parking lot during drop-off and dismissal times. To further protect our students, we will purchase an automated external defibrillator package to have present during athletic competitions.

Additional staff, such as Teaching Fellows, Assistant to the Dean, Monitors, and an Instructional Coach, will allow a focus on interventions with 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 Teaching Fellow will identify evidence-based techniques and programs best suited to each student. Summer school will be offered at no additional charge to students to further address learning loss. To further address the learning loss, we will provide additional compensation to existing teachers and staff that provide substitute teaching and academic interventions.

By contracting counseling services, we will address the social and emotional learning of those students disproportionately impacted by the COVID-19 pandemic, as mentioned above.

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, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

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 replace the HVAC unit and have the classroom carpets cleaned in order to improve air quality within the school. Also, updates will be made in the gymnasium to ensure students have maximum space in this area to be a safe distance from one another. Retaining our new and existing staff 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. To further protect our students, we will purchase an automated external defibrillator package to have present during athletic competitions.

To address learning loss for 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 provide a summer school program. ESSER III funding will be used to compensate the teachers that lead the summer program. To further support our teachers and staff, we will use ESSER III funding to provide additional compensation to those that consistently step into another teacher's classroom during an absence due to COVID-19. We will purchase tablets for the 1st and 2nd grade classrooms allowing access to learning technology programs and additional online resources.

BASIS Charter Schools will focus on the social and emotional learning of those students disproportionately impacted by COVID-19, as mentioned above, with the purchase of the Second Step program. This program is rooted in social-emotional learning and can help transform schools into supportive and successful learning environments. A Reading Interventionist will work with students using this program while also providing interventions.

To further address social and emotional learning, a portion of the Athletic Director's salary will be funded by the ESSER III grant award. Sports and extracurricular activities provide students with the opportunity to learn teamwork and a sense of community among their peers. Participation in sports and extracurricular activities may increase a student's level of engagement, attendance, academic achievement, and the desire to continue their education beyond high school.

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.
Benjamin Franklin Charter School - Queen Creek Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Due to the COVID-19 pandemic, Benjamin Franklin students have lost in-person learning time, during both academic years, 2019-2020 and 2020-2021. Out of the subgroup categories, our most prevalent would be: English Learners, low-income families, students with disabilities, and the lesser prevalent groups are homeless, migratory, and those in foster care. Benjamin Franklin is committed to meeting the needs of all students within the aforementioned subgroups. Benjamin Franklin uses the Core Virtues program which is aligned to SEL standards, and teachers set examples for students and teach them through acknowledgement, praise, and role playing. Respect for personal and public property is taught by stressing respect rather than fear of punishment. Respect, heroism, self-discipline, gratitude, generosity, courage, justice, compassion, courtesy, and hope and the meaning of citizenship are taught through the use of the Core Virtues Program. Due to the stressful impact of COVID-19, Benjamin Franklin is responding to the necessary need to increase Social-Emotional Learning by adjusting elementary expectations in terms of social and emotional well-being. Some of the adjustments include interactive Bulletin Boards and book studies in which students demonstrate a solid understanding, a relationship with, or meaningful connections with a specific virtue.
Current Child Find policies and procedures will be reviewed and changes will be implemented, including ensuring identification, location, and evaluation of children who may need special education and related services including underserved groups, such as children experiencing homelessness, migratory children, and highly mobile children. Resources and materials will be provided to aid teachers and staff in accomplishing program goals and work with district staff to develop and encourage participation in programs that support at-risk students. English Language Learners will be supported by consistent monitoring of growth within the EL Program, and will supply targeted professional development for content teachers who have EL students on implementation of strategies to provide meaningful access to the content, to promote English Language development using ELP standards, and to offer language accommodations during instruction using various modes and modalities. Additional professional development will be offered for all teachers on formative assessment strategies to monitor the progress of English learners in content and language instruction.

Success will be measured through formative and summative assessments as well as from monitoring student progress through goal setting in a student's IEP or through the EL Program and from documented teacher feedback. Behavioral and academic interventions will be constantly monitored, analyzed, and evaluated to determine their effectiveness. Benjamin Franklin uses iSTEEP as a tool that helps us identify students who need additional academic support and intervention, including the subgroups of English Learners, students with disabilities, students of color, low-income students, foster, and migratory students.

Students experiencing loss of learning due to COVID-19 or other factors who fall within the subgroup categories will be provided additional instruction and interventions as needed in the following ways: Child Find Process, additional testing, monthly screenings, tutoring, after school intervention sessions, social skills lessons, IEP's and 504 plans.

Setaside funds will be used to transition to implementation of Conscious Discipline SEL. Staff at each school (4 schools) will implement an SEL program based on Conscious Discipline, a trauma-informed, evidence based program that provides Social Emotional Learning based on 4 key components (Conscious discipline brain state model, seven powers for conscious adults, creating the school family, and seven skills of discipline).
Staff members will attend Conscious Discipline Methodology training and will spend 10 hours/week (0.25 FTE) for 3 years both working directly with students to improve SEL skills using this brain-based program as well as providing professional development to teachers that will directly impact how teachers interact with students. All students who need services will benefit from this program including but not limited to students with disabilities, English Learners, students of all races and genders, and students who are low income or otherwise disproportionately affected by COVID-19.

In addition the LEA will purchase iXL software for after school academic interventions to provide remediation for any students who have learning gaps due to COVID closures, including but not limited to tudents with disabilities, English Learners, students of all races and genders, and students who are low income or otherwise disproportionately affected by COVID-19.

Remaining funds will be used to maintain and improve academics after COVID closures. Purchases will include those to improve educator effectiveness (instructional coaching, Spalding training), provide technology-enhanced learning (chromebooks, network switches, PA system, IT staff, iSTEEP benchmarking software, Screencastify), and mitigate virus spread (gym curtains, touchless pickup, COVID leave for employees)
Central Arizona Valley Institute of Technology Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

CAVIT will use ESSER III funding to provide to interventions to staff and students impacted by the COVID-19 pandemic. Ten teachers will be hired to provide summer programming using the Career Academies evidence-based intervention program. This summer program will serve at-risk students that include economic disadvantaged, academic disadvantaged, special populations (IEP/504), and SEL students who need to make up industry certification hours, master CTE technical skills, complete work-based learning internships, and prepare for industry licensure examinations. An additional janitor will be hired to address the increased workload caused by the COVID-19 virus to better support all staff, students, and visitors. The additional janitor will ensure that facilities remain as sanitized as possible to prevent the spread of the COVID-19 virus. All employees will be provided with a $1,500 stipend over the three-year period if they successfully complete the school year. The purpose of the employee stipends is to address retention of staff and is in support of maintaining staffing at needed levels to ensure high quality services to meet student needs. Teachers will receive professional development training over the three year period to develop innovative, blended, and mastery-based models that respond to each student's individual academic needs. The first two trainings are Cooperative Learning I/II that is delivered with scientific research and proven best practices in transforming teaching and learning for students at risk. The third training to be offered is Social-Emotional Learning that delivers strategies for emotion-friendly teaching thereby giving students greater understanding of their own emotions, becoming more skilled controlling their impulses, are better at motivating themselves, resulting in more empathy, and improvement in social skills and relations. A wellness coach will be secured over a three-year period to provide training sessions to address students' emotional learning, mental health, and wellness concerns. The wellness training will modeled on the Michigan Model for Health K-12 curriculum and delivered to students during the regular school day.
Compass Points International, Inc Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Summer school 2023 Instructor pay will be funded through this grant. 4 week program.
Special populations such as low-income (we are Title I qualified), disabled students, students of color, LGBTQ+ and children in foster homes will be prioritized in these learning and growth opportunities. We will use Kahn Academy to support the learning loss and credit recovery.

Discovery Program-training for full implementation
The Discovery Program, which is an SEL program designed lessen anxiety, and provide a smooth transition back into the face to face world. Discovery encourages growth in students' social-emotional skills, which are necessary to be responsible and effective in school, home, and work environments, and within the larger community. This program gives the students equal footing on which to develop their own behavioral responses to redirection, problem-solving, conflict resolution, and anger management. This training and program gives unique populations the keys to the communication kingdom, and allows, through a common language, concrete and specific strategies to maintain mental wellness, and/or ask for help when needed. Once teachers are fully trained in this program, students will be instructed in an advisory class (Crew) daily for 40 minutes. During this time, teachers will provide lessons and guidance from the Discovery Program training to encourage social-emotional wellness, and proactive communication. Special populations such as low-income (we are Title I qualified), disabled students, students of color, LGBTQ+ and children in foster homes will be prioritized in these learning and growth opportunities. We will use Kahn Academy to support learning loss and credit recovery. See related documents for Evidenced BasedsPrograms

School Year 22-23 Teacher and Paraprofessional Tutoring--Kahn academy will be the Evidenced Based Program used-12 weeks. Special populations such as low-income (we are Title I qualified), disabled students, students of color, LGBTQ+ and children in foster homes will be prioritized in these learning and growth opportunities. We will use Kahn Academy to support learning loss and credit recovery.
Edkey, Inc. - Sequoia School for the Deaf and Hard of Hearing Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

All students in our LEA are considered special education. Because of this, having the opportunity to have summer school for the students to make sure they increase their learning help them with what has been lost during the pandemic. Summer school will also give our students the opportunity to have 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 purchased instructional supplies for summer school and provide transportation and lunch for the students, so there are less barriers to attending the summer school program.
Hermosa Montessori Charter School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The Governing Board renewed our commitment to teach Social-Emotional Learning concepts by designating a member of the teaching staff to attend the PAX training (The Paxis Institute) and to train other key personnel how to implement the PAX Good Behavior Game curriculum. The Board approved the allocation of two staff members' time to teach this curriculum weekly, and to provide additional "push in" SEL services on various topic areas. The PAX Good Behavior Program will be taught to all students, with additional time given to students with disabilities and students from low-income families.

The Board approved the hiring of one new full-time Intervention Specialist to assess and address the  learning loss that resulted from mandated school closure and distance learning. This loss is evident in the general education population and especially apparent in the population of students with special needs. Hermosa will also pay the partial salary for the Social Emotional Learning designated specialist to provide instruction to help students deal with mental health, particularly students who have been disproportionately impacted by the COVID-19 Pandemic.

The Governing Board also approved the addition of a School Psychologist who is certified to conduct assessments of students that meet the qualification for assessment, and to conduct reevaluations for students who were not able to be evaluated during school closure and distance learning.

Hermosa has also considered the need to upgrade the use of assisted technology and to purchase new Chromebooks to replace outdated equipment. The Board considered allocating these new devices to the middle school population for the 2022-2023 school year. This will allow the use of additional software as well as enable students to easily transition to distance-learning as the need arises, as we continue to be faced with distance learning during periods of Covid quarantine. Students in low-income families will be allowed to borrow these devices to use at-home in case of Covid quarantine periods.
Horizon Community Learning Center, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The school will allocate and commit about 90% of ESSER III funds to address learning loss, retain current staff, and provide training to all staff that will support the social emotional needs of all students and staff as a result of the pandemic.

Evidence based practices and resources such as NWEA, require the collection of data to support informed decision making. The review of quantitative and qualitative student data by teacher teams and school leadership teams on a monthly basis will focus on current priorities, action steps and needs. This information will be used to determine next steps in providing staff support and coordinating efforts to strengthen implementation based on student need.
A summative evaluation will occur at the end of the school year analyzing school-wide behavior, academic, and attendance data along with feedback from a staff and community survey to determine strengths, growth areas, and program needs for the upcoming year.
Horizon Community Learning Center, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The school will allocate and commit about 90% of the funds to address learning loss, retain current staff, and provide training to all staff that will support the emotional needs of all students and staff as a result of the pandemic.

Evidence based practices and resources such as NWEA, require the collection of data to support informed decision making. The review of quantitative and qualitative student data by teacher teams and school leadership teams on a monthly basis will focus on current priorities, action steps and needs. This information will be used to determine next steps in providing staff support and coordinating efforts to strengthen implementation based on student need.
A summative evaluation will occur at the end of the school year analyzing school-wide behavior, academic, and attendance data along with feedback from a staff and community survey to determine strengths, growth areas, and program needs for the upcoming year.
James Madison Preparatory School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Purchase IXL (SY 22-23) to provide services in math and reading support during the school day. Students will be identified by benchmark assessments. Teachers/para professionals will oversee student IXL groups. The targeted sub groups will be SPED, ELL, homeless, fostered, economically disadvantaged.

.5FTE (SY 22-23) campus psychologist to provide SEL support for students in targeted sub groups will be SPED, ELL, homeless, fostered, economically disadvantaged.
Keystone Montessori Charter School, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The school will use the funding to pay for contracted services related to academic assessments and counseling to support children negatively affected academically and socially-emotionally by COVID, including students from children with disabilities, in foster care, and from major racial/ethnic groups.
Khalsa Montessori Elementary Schools Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Khalsa Montessori Elementary School is committed to maintaining pre-COVID staffing levels which will minimize the learning loss associated with COVID. Khalsa will conduct benchmark testing reading skills of all students 3 times per year to assist in the identification of learning loss. Early intervention tutoring will be offered to any student who is identified with a need. Particular attention will be given to students in vulnerable populations. When students do not respond to the targeted tutoring, referrals will be made to assist with the possible identification of a learning disability or need.
The Montessori curriculum focuses on the social/emotional well being of students through intentional community building activities. Students who experience COVID related social/emotional strains will be supported by a school counselor in addition to working as classroom communities to build social and emotional skills. Classroom presentations by the school psychologist will target specific issues that arise within classroom communities such as understanding differences or disruptions and how they may impact individuals and the group as a whole. The goal is to provide students tools to build social and emotional resilience in the face of COVID challenges and beyond. Cognitive Behavioral Therapy will be used when a specific student has a diagnosis identified by the school psychologist that requires one-on-one counseling sessions.
The replacement of the HVAC unit will support the schools intention to provide learning spaces that mitigate the spread of COVID and other air-born illnesses.
Maricopa County Regional School District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Social workers at both campuses will be able to help with the social emotional needs of vulnerable student populations. The vulnerable populations (ex. low income) will be identified by teachers and those will receive services first and then the social workers will be available to all students on campus as support is needed.
Maricopa County Regional School District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Hope and Esperanza staff will provide summer school for the students at both campuses. They use integrated and project-based learning units that are cross-curricular and multi-grade with the intent of closing the gaps of the learning loss of our students that were experienced due to COVID. Part of the curriculums to be used will be Wilson Reading and iReady at Esperanza and IXL for Math at Hope.

This will support students during the summer by providing continuity of curriculum and thus will drive greater academic achievement for all students. The vulnerable sub-population to be addressed is economically disadvantaged students, students with disabilities as well as English learners by being able to provide summer learning opportunities.

Please see the link below that provide evidence-based documentation for providing summer learning opportunities.
https://www.azed.gov/improvement/evidence-based-practices

Reach Associates (paraprofessionals) will help with social distance in class and provide one on one classroom instruction to help support the academic achievement of all students. The Reach Associates will work with all students to help identify learning gaps and then use evidence-based programs to help close those gaps that may be a result of COVID. The Reach Associates will use such curriculums as iReady for the elementary students and IXL at the high school.

The vulnerable sub-population to be addressed is economically disadvantaged students, students with disabilities as well as English learners by being able to provide more individualized instruction and support.

Please see the link below that provide evidence-based documentation.
https://www.azed.gov/improvement/evidence-based-practices

Flexible seating for students will be used at the campuses. This will support social emotional connectedness within the daily classroom and thus will drive greater academic achievement for all students. The vulnerable sub-population to be addressed is economically disadvantaged students, students with disabilities as well as English learners by being able to rearrange and regroup those populations more quickly.

Flexible classroom furniture allows teacher leaders to reconfigure their spaces for health concerns, group work, individual learning spaces, and greater flexibility for the project-based learning we are developing. Having flexible classrooms will allow us to create safer, more effective areas that are easier to clean and will better serve students and staff moving forward. Replacing static classroom furniture with flexible furniture that rolls and stacks allows the space to be quickly and constantly reconfigured and more efficiently and thoroughly cleaned.

In addressing students' social and emotional needs, flexible furniture helps create spaces for quality interactions to address prior knowledge gains and gaps while allowing for student relationships to promote academic dialogue. Flexible environments give teacher leaders the needed space to deliver private, actionable feedback to support students in self-selecting learning targets, self-monitoring progress, and self-assessment which directly impacts the social and emotional needs of students.

Please see the links below that provide evidence-based documentation for flexible seating.
https://csusmdspace.calstate.edu/bitstream/handle/10211.3/197401/Comaian...
https://www.wested.org/wp-content/uploads/2017/03/resource-journey-to-pe...
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=3109&cont...
Northeast Arizona Technological Institute of Vocational Education Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

After school programs will be established to respond to the loss of learning. Students will have the opportunity to work on CTE lab/skill training, CTE industry certifications and CTE technical skill assessments preparation. These activities will help prepare the student with getting industry certified and ready for entering the workforce or other life path after high school.
Clubs such as HOSA, SkillsUSA and FCCLA that provide academic success, career exploration, foster teamwork, communication and social interactions that students have been lacking due to COVID and the pandemic will provide with Social and Emotional support. These after school clubs will also offer opportunities for travel, camps, leadership conference and state competitions. NATIVE is located in a rural community in rural AZ with a Native American student base with a majority of the students being economically disadvantaged.
Northland Preparatory Academy Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

NPA has developed and implemented a comprehensive response to address the impact of COVID on its operations and to support the academic, social, emotional, and mental health needs of all students. The overall response has been funded by ESSER I, ESSER II, and ESSER III grants, as well as from NPA general funds.

It should be noted that the activities and measures described below refer to those components funded in our ESSER III grant, and therefore do not include the entirety of our efforts which have also been supported by previous ESSER I and ESSER II funds.

With respect to the academic needs of students, NPA has taken the following steps with the support of ESSER III funds:

>> NPA purchased Chromebook laptop devices to provide students, especially those whose socio-economic background may preclude ready access to computers, with the means to fully participate in remote learning during the earlier remote phase of instruction in place between March 2020 and March 2021 as well as after the return to in-person instruction. All students who need to check out a device from the school for regular use across the school year can do so.

>> NPA purchased hotspot devices and data access for those hotspots to provide internet access to students, especially those whose socio-economic background may preclude reliable access to the internet. While separate ECF funds are expected to fund data access in 2021-22 and beyond, ESSER III funds were used to purchase the hotspot devices and provide line access during 2020-21.

>> NPA purchased diagnostic assessment software to allow for benchmark and diagnostic testing of students in math and language arts, to better identify which students have been impacted by COVID-related learning disruption and to what degree. The data gathered from these assessments is used to inform remediation approaches on both an individual level and a class/grade level.

>> NPA has created a full-time Math Specialist position to address student needs in math success and remediation. When math teachers and/or Special Ed. Teachers determine that a particular student is at risk of falling behind or failing in math, the student is scheduled for time with the Math Specialist, who works with students mostly in one-on-one sessions but also in some small group reteaching opportunities. Students also self-initiate requests to see the Math Specialist for assistance as needed on problems or in advance of assessments. Students meet with the Math Specialist during their study periods, so they do not miss their regular math lessons or their other core periods. Currently, the Math Specialist is working with a caseload of approximately 30 students and seeing those students on average 1 to 3 times per week. Sessions typically range from 30 minutes to an entire 50-minute period.

In providing tutoring service, the Math Specialist regularly consults with the regular math teachers of the students. This occurs through a live (private) document where regular classroom teachers identify areas of concern and content strands where reteaching and reinforcement is needed for each student partaking in the tutoring.

The Math Specialist employs a variety of instructional techniques and effective practices, including but not limited to the following: regular sessions; explanation of what regular classroom teachers are looking for so students understand why they are doing the problem; making real-world connections; example problems; guided problem-solving followed by student practice and quizzing; explanation and examples of alternate ways to solve problems; visual explanations including graphs and animated programs; and seeking direct input from students about how they feel about the material and how well they feel they understand.

The Math Specialist of course ends up utilizing some materials from the main course curriculum (Pearson's Common Core Math enVision series and Prentice-Hall's Middle Grades Common Core Courses 1, 2, and 3) utilized by the teachers of the regular math courses taken by the students (when students bring up particular problems from their classwork), and also employs additional graphic and visualization tools and videos such as ones available at desmos.com, geogebra.org, and mathisvisual.com.

The fact that the tutoring occurs during the school day assures that no students who may have afterschool scheduling or transportation issues are denied the opportunity to participate and receive assistance.

>> NPA initiated a Jump Start summer program for the summer of 2021 (with 2022 and 2023 to follow). The program provides academic support to students identified by teachers and/or self-identified by students/parents as likely to benefit from additional time and remediation to solidify skills and/or content mastery as they prepare for the coming school year. Teachers identified students who could benefit from remediation opportunities. Parents were notified of the opportunity and invited to have their children participate. For three weeks, (7/12/21-7/30/21) approximately 25 middle school students attended half-day day sessions staffed by NPA teachers in Language Arts and Math remediation. For four weeks of half-days (7/12/21-8/6/21), approximately 22 high school students worked through subject-specific modules for credit recovery in courses where they struggled in the prior school year, with direct in-person instruction for math courses and remote teacher supervision and support for other courses. Special Education staff was also in place to assist those students with need for accommodations.

A positive benefit derived from the summer program is the ability to provide additional assistance and access to some student sub-populations within the school. The student population served by the summer sessions consisted of higher percentages of students of color, students from lower income households, and students with learning disabilities than are present in our overall population (33% vs. 24% nonwhite, 9% vs. 2% FRL-eligible, and 36% vs 9% IEP).

>> Starting with the 2021-22 School Year, NPA is providing a supervised after school setting for middle school students to complete homework and get assistance with homework. Currently staffed by one of our special education paraprofessionals, these after school study sessions run for 1.25 hours per day on Mondays, Tuesdays, and Thursdays, and for an extended 3-hour session on Wednesdays when the school has early dismissal for staff development activities. The sessions are open to all middle school students but have been more frequented by students nominated by teachers for catch up time and by students whose home situations may be less conducive to completion of schoolwork (for example, students with several younger siblings who may be expected to care for those siblings upon arrival at home). Our Counseling and Special Education departments have nominated and invited students to attend these sessions. We have observed that some of our Native American students make up a greater proportion of the students who attend most regularly than the proportion represented in our overall school population, which has been fostered by the fact that the regular facilitator of the sessions is herself Native American.

With respect to the social, emotional, and mental health needs of students, NPA has taken the following steps with the support of ESSER III funds:

>> Within the context of the Jump Start summer program described above, NPA is providing enrichment in the form of a physical education component within each day, during which they participated in a variety of activities to boost physical fitness, self-esteem, and motor skills, while interacting socially with other students in a less structured setting relative to classes and their prior school year experience.

>>Whereas the extended period of remote learning between March 2020 and March 2021 represented a mental health challenge for students, on top of the pandemic-induced emotional stress faced by youths and adults alike, NPA arranged for all staff members who regularly interact with students to take part in an all-day staff training on Youth Mental Health First Aid. According to its developer, the National Council for Mental Wellbeing, "Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations." Building upon prior internal activities related to mental health awareness and reporting protocols, this grant-funded training day has better equipped NPA's staff to be aware and responsive to students who may be at risk or in crisis.