Addressing Disrupted Learning

The overall MTSS program at Edge focuses on academic and social emotional target data that identifies those students most at risk based on their academic score level and behavioral patterns of attendance and discipline. The MTSS data collection occurs for all students, of which at Edge, over 60% are from low-income families, and as an alternative high school program, over 90% of Edge students enter behind grade level in graduation credits based on their cohort. IXL is used as a primary intervention applied to all Tier 2 and Tier 3 students through a secondary elective course in math and English language arts with additional one on one support, all Tier 1 students (all students at the school) also complete IXL skill development at their identified skill level in their core content class. MTSS and IXL are an approved evidence based intervention.

Base Education curriculum is provided through a direct instruction elective to students most directly impacted by the pandemic as priority students facing Tier 2 and Tier 3 risk levels in attendance and discipline or known out of school instability (unaccompanied youth, students in foster care and known mental health as identified in individual counseling, 504s and IEP review). Base includes pre and post assessments on behavior patterns from each lesson that can be used to track student growth and knwledge as well as tracking attendance behavior patterns.

Summer School - Offering no cost summer school allows participation to all Edge students and prioritizes students impacted by COVID who were unable to complete courses during the school year from attendance loss (illness, caring for family or social/emotional barriers of distance learning). In addition, summer school instruction is provided by Edge teachers who are already connected to students. Both in person and distance learning options will be provided to best support access. The special education aide will also support learning by working directly with students with disabilities.

School Counselor - The onsite school counselor will meet with students to support their social emotional health and identify and support interventions for barriers to academic success. The counselors works directly with identified sub groups of low-income families, students with 504/IEP accommodations for counseling support services, major racial and ethnic groups, students in foster care and students with chronic absenteeism.

Reduction of classroom sizes through the hiring and retention of two staff members as well as an aide to provide small group and 1:1 interventions for students struggling to meet grade level expectations. District is also providing after school tutoring opportunities to students who are struggling to meet grade level expectations which is coming from the district's regular budget. Regular assessments of student's academic, social and emotional needs will take place and will alter the students who we are providing services for. Initial services will be going to economically disadvantaged, students with disabilities and English language learners.

The Grand Canyon Unified School District student body is primarily composed of three ethnic groups, Hispanic, Native American and White in approximately equal proportions. The student body is more than 50% free and reduced lunch eligible, and just over one third of the student body population is on an Individual Learning Plan. Regular assessments show students in some of these categories have been disproportionally impacted and suffered more learning loss than other students.

The school is implementing teacher professional development specifically to address learn loss in key sectors of the student body using other funds. Approximately 26% of the funds in this grant are dedicated to supplemental curriculum resources to support the techniques learned in that professional development, focused specifically on addressing the needs of students who have suffered disproportionate learning loss.

The summer school enrichment program will provide summer support services in addition to the normal academic curricular activities to provide engaging, fun and cross-culturally relevant activities to help address the emotional and social impact of the most affected student populations.

DVA will fund three extra Learning Coaches for the next two years (SY2022 and SY2023) to provide extra small group instructional support for students. This instruction these team members provide can be targeted and aligned to needs identified by Galileo and classroom data, allowing DVA to accelerate learning for students in a targeted and efficient way.

Learning coaches will be using the intervention pieces from DVA's core curriculum, including MyView for ELA and Envision for math. In addition, learning coaches have access to a variety of evidence based programs to utilize based on student need, such as Read Naturally, Phonics for Reading, iStation, Moby Max, IXL, and Galileo.

Learning coaches provide support and instruction for a variety of subgroups, as every student at DVA receives daily small group instruction for ELA and Math (WIN time). Therefore, a learning coach may be providing support for an accelerated math group at one time of day, targeted intervention for an minimally proficient group at another time of day, and ELL support later that day. At DVA, our learning coaches are scheduled all day with various groups across grade levels. The learning coach schedule is driven by student need as determined by current data. The needs are continually changing.

Small groups are held throughout the day. Specifically, each grade level has a designated WIN (What I Need) time with targeted small group instruction for students. The sessions are neither pull out or push in, as all students are in small groups at that designated time. Small groups are held for 30 minutes daily for reading and math.

DVA will also fund an additional administrator for the next three years which will allow us to have one administrator focused entirely on counseling and working with students to promote social, emotional and mental well-being.

DVA implements Project Wisdom via daily announcements and targeted lessons. Also, we utilize the PBIS matrix for discipline, focusing on corrective measures for student behavior rather than punitive discipline. All staff at DVA receive training in SEL. As a character based school, our team weaves in the 6 pillars of character throughout the learning day, whether in class, on the playground, or in the cafeteria. Our educators have also been trained in Playworks, which incorporates SEL through cooperative and fair play. The administrator would support what is already in place and grow our staff through modeling, teaching, and encouraging SEL throughout the campus.

The admin would focus SEL on all students and staff, and discipline would support Tier 1 behaviors while specifically working with students who are displaying Tier 2 and Tier 3 behaviors. The admin would also serve as a bridge to assist teachers/parents/guardians with behavior plans, resources, and connections in the community to support their child/children at home.

The admin would provide counseling services as prompted by student needs. For example, the admin may create a small group for students who are struggling with maintaining friendships. Or, the admin may arrange to meet for a daily check-in with a student who is challenged behaviorally. The admin will also meet with teachers who may be struggling with managing behavior needs in the classroom to provide coaching, support, behavior logs, and facilitate meetings between teachers and parents/caregivers. The admin will also create a student leader group and meet regularly with them to recognize, train, and coach them in leadership skills. Sessions will be provided as determined by student need.

The school will monitor the effectiveness of interventions we implement through benchmark testing, both formative and summative assessments, teacher input and regular data meetings.
Data gathered will be evaluated and studied 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.

AMIRA, along with other resources(e.g.: iRead, Math IXL which are not part of this grant) will be utilized to address the academic impact of lost instructional time.

The Responsive Classroom approach to teaching is comprised of a set of well-designed practices intended to create safe, joyful, and engaging classrooms and school communities. The emphasis is on helping students develop their academic, social, and emotional skills in a learning environment that is developmentally responsive to their strengths and needs.

Teachers will provide tutoring will happen in person, virtual, and in the home during the school year and summer. Instruction for students using Achieve3000, Wonders, Rewards, LTERS, Go Math, and Dreambox to support ELA and Math due to learning loss from COVID. Students will be selected using assessment data with a focus on the following student groups: EL, Sped, Hispanic, African American, Title I, and homeless, in groups of 15:1. Student transportation will be provided for all students attending and transportation will be provided to staff who are tutoring in families homes. Students will be required to take a pre and post assessment for both ELA and Math to measure the effectiveness of the program. Student data from district interims, progress monitoring, common formative assessments, and pre and post assessments. All Things EQ curriculum will be used by all teachers with all students during each day of after school tutoring to promote a common vocabulary and value system, which will promote improved social and emotional skills for all students. Students will take assessments through SAEBRS and mySAEBRS to collect data on overall student social and emotional health and wellbeing.

To address the academic needs of our students, MUSD will implement summer school programming, after-school programming, and tutoring services in our 10 schools. Including but not limited to providing stipends, for our teachers and bus drivers above and beyond their normal contracted hours using evidence-based practices for our student populations including economically disadvantaged, ESS, ELL, students experiencing homelessness, students in foster care, and those who are not proficient in ELA, Math and/or Science.
To address academic learning loss and increase opportunities for expanded learning, MUSD will purchase an evidence-based adopted curriculum in the areas of Social Studies.
Revision #3
SET ASIDE 20% Academic Learning Loss
Salaries for additional 14 FTE middle school math and ELA teachers to reduce class size and provide additional math and ELA classes to middle school students to target individual student learning recovery in the areas of ELA and math and support learning loss.
SET ASIDE 20% Academic Learning Loss
Salaries for additional 8 FTE teachers for the Virtual Academy to ensure low-income students at risk of COVID are provided opportunities to eliminate achievement gaps, meet state standards and support learning loss while in a safe environment.
Total = $514,503.00
Set ASIDE Salaries for additonal counselors to address our student's social-emotional needs and provide social and emotional support to our students at our elementary, middle and high schools

New Horizon is addressing the academic, social, emotional and mental health needs of all students in several ways. First, the MTSS is ongoing through tiered levels of support both during the school day and after-school. Second, New Horizon is addressing the social and emotional needs of students by utilizing the Sanford Harmony SEL curriculum. Third, New Horizon will implement Summer School during the 2022 and 2023 summers with a particular focus on meeting the needs of our Hispanic, EL, and low-income students.

Patagonia Union High School (PUHS) is a rural school that has a student population that is derived from Patagonia, AZ and the surrounding towns (areas). The PUHS student population has more than 60% of its student population on the free and reduced lunch, and more than 66% of its students are Hispanic. Currently, core class sizes average 20 students to 1 teacher. For Thrive instruction students are placed in leadership groups of about 10 per teacher. For summer school the average sized classes of about 20 students will be reduced to a maximum of 10 students per teacher to maximize tier 2 instruction for core classes.

Academics
PUHS will provide summer learning by utilizing standards-based assessments from Beyond Textbooks to gauge student understanding and provide the necessary instruction to help students reach the level of mastery needed to advance to the next grade level. Instruction will be provided to students following the guide of Beyond Textbooks and utilizing their reteach model when needed after formative assessments.

SEL
At PUHS all students from 9th-12th grade are provided with instruction in mindfulness by their teachers during their leadership period, using a program called Thrive. The Thrive curriculum is designed for students to dive deeper into how their emotions affect their decision-making and their surroundings. This instruction is supported through the adoption of a school-wide program called, PBIS (Positive Behavior Intervention Supports). This allows for all faculty and staff (including services from a social worker) to reinforce positive behaviors that help students see how their response and reactions affect their decision-making as well as their relationships with others. This will empower students through self-awareness and self-management while increasing their abilities to manage behaviors. The PBIS program also helps to provide adequate interventions to meet the needs of the student(s).