Addressing Disrupted Learning

In support of student learning and safe reopening of school, Scottsdale Country Day School will provide both summer school and after school tutoring activities as well as hire an employee to help monitor students in the lynch room and in afterschool programs. Additional funded supports to assist with COVID-19 impacts include a contracted school counselor, outdoor climbing structure, and the Leader in Me program to respond to student SEL needs; legal fees related to COVID; support for rental space and outdoor picnic tables; cleaning supplies; and advertising costs to recruit new teachers and students. School leaders will monitor the effectiveness of academic and SEL interventions implemented through benchmark testing, both formative and summative assessments, and teacher/parent/student input.

Data gathered will be evaluated to make decisions about the effectiveness of the interventions and the impact they have on lost instructional time, 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 will be deploying our SEAL Team (Social Emotional Academic Learning Team) with the purpose of providing intensive, one-on-one and small group instruction to students in grades K-8. The deployment of this team begins with the Math Specialist, Literacy Specialist, and Learning Coach connecting with each grade level teacher to review testing data from the previous school year and identifying students performing below grade level in each of the Arizona State Standards. Once these students are identified, the Specialists schedule time with each identified student to conduct further diagnostic testing to pinpoint skill deficits within each State Standard. Once specific skills are identified, the Specialists work with classroom teachers to devise a "pull out" schedule where identified students who have skill deficits of more than one grade level receive intensive one-on-one instruction targeting their specific skill deficits, five days per week. These students are being identified as "Tier 3" students. Students that show skill gaps just below grade level (Tier 2 students) receive small group instruction from the Learning Coach, 3-5 days per week.

Tucson Country Day School will be addressing the needs of "Each major racial and ethnic group, economically disadvantaged students, children with disabilities, English language learners, gender, students experiencing homelessness, and students in foster care" through the use of targeted academic intervention in the areas of ELA and Math. Tucson Country Day School uses ST Math, IXL, and Dibels to assess and monitor the progress of each student identified as performing below grade level. Every week, these students are assessed to gauge academic progress in their identified areas. Identified students are given small group and one-on-one instruction that targets their deficiencies that contributed to their learning loss. Instruction for the following week is determined based on how students perform on their weekly progress monitoring assessments. Student groupings and the skills taught vary, as assessment data, using IXL, ST Math, and Dibels, guides this process.

The Social Emotional Learning Specialist works with each K-8 classroom to provide one-on-one and small group instruction to students using curriculum that targets the Arizona SEL Competencies..

The 20% is impacting with the assisting students with summer school for students that have fallen behind due to at home learning rather than at school learning, along with our ability to hire a social emotional coach who is working with identified students and their families and our staff. ACCLAIM also has implemented an intervention program during the school day to address learning loss in reading writing and math using the Freckle program. Additionally, ACCLAIM will implement Wordly Wise, use of Chromebooks to make curriculum and supplemental materials available at home as well as school. ACCLAIM is providing additional services for students with the hire of fitness instructor, behavior interventionist, social emotional coach, Intervention Teacher, Covid Coordinator and providing summer school (stipends for summer school teachers) for students along with assistance with staff such as our 1st grade teacher, music teacher and Librarian along with their benefits. Wordly Wise program has been implemented to aid in reading and vocabulary. Also providing assistance with student transportation costs, cleaning services, much needed marketing and business consult services, internet/phone service costs, outdoor environment such as running track, assistance with utility costs, bond expenses, HVAC repairs/replacements and shade structures and indirect costs.

20% LEA Set Aside
The Agua Fria Union High School District will ensure that the required 20% set-aside as determined by our community survey will go to summer school costs, extended school year costs and to provide for our students disproportionately impacted with cost-free opportunities to address their credit recovery needs for on-time graduation and learning loss. We are also using a portion of funds to provide online mental health services to our students directly as requested and needed with permission from the student's parent or guardian. A significant portion of the 20% set aside will go towards the improvement of curriculum and learning loss for all students with the purchase of Houghton Mifflin Harcourt's (HMH) ALEK Program for mathmatics and Study Sync for ELA.
80% of Funds
The Agua Fria Union High School District will use the remainder of ESSER III funds to retain educators, supplement the cost of benefits for staff district-wide, provide staffing for our new AOI school that was developed as a result of the COVID-19 Pandemic, and pay the salaries of administrators and staff who directly worked as assigned COVID- 19 personnel tracking our district's COVID data at each school site. Funds will also be used to improve the HVAC on 2 campuses and address other classroom needs for technology to support and supplement students' learning and mastery of academic standards such as the purchase of science supplies, online science calculating tools, gifted & talented assessments online, and headphones for the Read 180 Program & AZELLA testing. We will use funds to support with training opportunities such as ACT training, Women's Leadership Training, and Science PD Training. We will provide on each campus a mental health safe space known as a calming room where both students and staff can go to revitalized their own social-emotional status. Funds will continue to support the purchase of COVID-19 supplies and protocols such as sanitizer and masks. The remaining funds will be used to purchase Chevrolet vans to support our efforts to transport students as result of the decline of bus drivers due to COVID-19

The ESSER III funds will enable AIBT 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. ESSER III will enable us to provide rigorous interventions, keep our students engaged, safe, and to maintain academic growth. Study Island is incorporated to help reduce the academic gap created by Covid-19 and the SPARK Teen Program will work to help students deal with the social and emotional impact of Covid-19. We will continue to use our federal funds as well to support our students and address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth.
Data meetings are held daily, weekly, monthly and quarterly to monitor student progress and make necessary adjustments to help students achieve academic and social/emotional success.

AJUSD will use funds to provide Academic supports to all students through additional curriculum, tutoring, summer school, academic support from additional staff, student wellness supports to ensure that non-academic factors do not affect the academic performance of students, invest in after school programs, and provide additional staff to oversee the effective implementation of all programs to ensure students are receiving all needed supports, academic and student wellness to ensure success. All services, programs, and supports that are implemented will support students in all grades including each major racial and ethnic group, economically disadvantaged, children with disabilities, English learners, gender, migrant status; homeless; and children and youth in foster care

Summer school, after-school programs, and extended day programs will be designed as a comprehensive program to meet all student academic, social-emotional, and mental health needs which will incorporate evidence-based practices during the implementation, such as differentiation, inquiry-based learning and cooperative learning. Some of the evidence-based curricula that will be utilized in all programs include APEX for credit recovery, and PD to support teachers with implementation. The Second Step curriculum and professional development will be purchased and will provide weekly lessons to teachers to address social emotional needs of students. Counselors will be hired to address academic and social emotional needs of students, and collaborate with teachers to ensure student needs are met. The use of BUSD assessment data will drive interventions and target at-risk groups- low-income students, students with disabilities, students experiencing homelessness, and children in foster care. The budgeted allocation will cover the total cost of the programs for approximately three school years.

- Due to COVID 19 - hiring 4 additional para professionals who can support teachers by providing interventions and support for at risk and vulnerable populations in a 1:3 setting using Wonders ELA and Engage NY Math. Teachers are able to divide and conquer so to speak...more small group and individualized intervention is possible with not only the at risk and vulnerable population, but all subgroups and students benefit with additional instruction and intervention. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
- Forming a task force to investigate an evidenced-based Social & Emotional curriculum and proving professional development to impact 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, and children in foster care.
$49,582.18 - School Counselor
- Counselor to work with students and families to find resources and small group instruction to deal with emotional trauma and mental health that has set on due to COVID 19. Counselor will pull students in small groups and or one-on-one sessions as needed. Students will be referred by teachers, a staff member or a family member for counseling services. Counselor will also assist staff to staff regarding behavior management, behavior intervention, and social emotional learning. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.

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To address the disproportionate impact on our students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students due to the effects of the coronavirus related to academic struggle, social implications, and emotional needs. We have devised a three-tiered system to support students at all levels. Strong relationships are the foundation for which learning occurs. These relationships are the student's first line of support fostered by our academic coaches and educators. These adults foster positive relationships with students that focus on a growth mindset empowering them to take ownership of their learning. After relationships have been established, teachers and interventionist utilize progress monitoring through our LMS, curriculum, formative, and summative assessment using data to identify targeted areas of need based on academic progress. Identifying and analyzing trends in student achievement. Teachers will meet this identified area of need first with differentiated lessons. Differentiated lessons will be on identified misconceptions of specific standards. Followed by teacher-supported tutoring on the specific skills and standards in addition to their scheduled class time. Ensuring students grasp the standards being taught and assessed. If students still struggle after differentiated instruction and teacher tutoring opportunities the student will then move to our second tier of intervention.

Our second tier of intervention is monitored and facilitated by our Math and ELA interventionists. These interventionists track not only academic progress throughout a course but also course completion progress. Many of our students are nontraditional and have taken breaks in their learning. Many come to us with deficits. Our intervention team looks at the courses they have taken and the courses they should take. A plan is developed to ensure students are successful and will complete courses with a depth of knowledge. In addition, interventionists will provide scaffolded instruction through the utilization of IXL. The implementation of this intervention will fill academic gaps that have transpired due to the coronavirus, life events, social and emotional well-being, and many of the various challenges these students face. Our interventionist team will be using the IXL diagnostic to identify specific areas of student need. We will be using data to drive our intervention process first with small group instruction focused on standards and skills identified in the diagnostic as an area of need. Following the small group instruction will be independent student practice and continual assessment and progress monitoring. As students gain skills and mastery of the standards, we will provide enrichment opportunities to build upon that understanding. These interventions will run in two seven-week term intervals. With data-driven small group instruction and targeted individual support, student deficiencies will decrease. Students who do not make progress will then move to our third and final tier of intervention.

The third and final tier is a collaborative discussion and a recommendation for additional support from our Exceptional Student Services team. If a student has received differentiated instruction, teacher tutoring opportunities, intervention support from our Mathematics and English Language Arts Interventionists through the implementation of small group instruction, and individualized support. The team will then provide next-step recommendations for that student in addition to the ones previously tried. The team will discuss the data, tried interventions, teacher input, student input to see if they may have academic needs that should be addressed through the use of special education services.

Our school counselor identifies students in need of social emotional support and provides services to identified major racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care as needed.

The school counselor identifies students in need of social emotional support through observation, student self-identification, school referral, and parent referral. The school counselor will provide social and emotional support services to those students in need for approximately 30 hours per week.

The school counselor uses evidence-based practices that include: 1) Strength-based approach that is used to support students' social and emotional learning. The strength-based approach includes motivational interviewing; reflective questioning and reflective conversations as well as the use of SMART Goals to guide and measure student learning and monitor and adjust student services. 2) Restorative Practices that include SEL skill building to support students' academic, cognitive, and social-emotional growth; their physical and mental health and well-being; promotion of their distinct individual identities; and learning to identify, express and manage emotions. 3) Trauma-based practices that help the students feel supported and connected; explore their strengths and identities; develop meaningful, positive relationships with adults and peers; build confidence and have access to the mental health support they need.