Addressing Disrupted Learning

ESSER funds will support our ability to address both the academic impact of lost instructional time as well as respond appropriately to our students' social, emotional and mental health needs. We are basically 100% racial ethnic minority, many students at risk for homelessness, in poverty, and language learners. We needed a comprehensive system that would be able to tackle some of our challenges, and so we relied on stakeholder feedback and on a report from the National Center on Intensive Intervention to better understand how to structure our student interventions. Because of their demographics, our students and families were disproportionally impacted by COVID-19, mainly through job loss or work hours reduction. The MTSS approach is key because it provides interventions that are evidence-based and differentiated to best meet the needs of the individual student, regardless of which demographic is meaningful or impacting their learning (e.g., homelessness, EL, at-risk reader). Interventions are provided in both summer school, after school, and during school. Funds also support stabilization classroom teachers which allows for smaller classroom sizes allowing for optimal learning environments to address learning loss due to the pandemic. It also allows for an improved classroom safety environment, allowing for maximum social distancing, small group desk arrangements in a safe manner and improved airflow in the classroom. In addition, funds are requested for classroom furnishings to support these efforts at the middle school level. The new classroom furniture will enhance learning for MS students by providing, safe, flexible, and ergonomic seating, in order to promote a collaborative learning environment. In a collaborative learning classroom, students frequently interact with others located all around them. This type of seating will offer them more freedom and comfort to be more productive and efficient with their time while also allowing for social distancing. Passenger Transit vans for the safe transport of students to and from after school sporting activities, cultural field trips, Saturday school, intersession classes and special summer programming are requested, In partnership with surrounding charter schools, Academia del Pueblo offers the following sporting and enrichment activities that will require transport: 5th - 8th grade seasonal sports programs; Fall sports - Flag Football and Volleyball, Winter Sports - Boys and Girs Basketball, Spring Sports - Coed Soccer. In partnership with Eagle College Prep and Imagine Schools, the following sport offerings for grades K-5; Saturday Kickball League, youth basketball and youth soccer league. Academia del Pueblo will also offer a performing arts program (Ballet Folklorico), Cheerleading Program and STEM / Robotics program which will require transport to local competitions, clinics and showcase events. Additionally, an Outdoor Education Hiking Club Program will require transport to local hiking trails and camping expenditures and culturally centered field trips and weekend programming will require the safe transport of students to and from events. Academia del Pueblo will also be implementing a new program called Girls Who Code and the program will include weekend community service learning programs which will require safe transport of students. These are some of the interventions implemented to address student academic and EL needs. The school principal and leadership team are charged with overseeing implementation and monitoring/evaluation.

The school will use the funding to pay for partial salary of paraprofessional who will work with students to address the academic impact of lost instructional time, addressing the academic, social, emotional, and mental needs of all students and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from children with disabilities, in foster care, and from major racial/ethnic groups.

GESD is committed to closing achievement gaps by providing all students with equal access to high-quality education. While navigating the challenges of the pandemic, GESD focuses on measurable strategies to make up lost instructional time and support the social-emotional needs of students. In order to develop learning experiences that are relevant and engaging to a diverse student population, GESD will increase opportunities for evidence-based instruction through the implementation of afterschool and summer enrichment programs, the adoption of inclusive and research-based math, science and social studies textbooks for all schools and grade levels, and the continued integration of Social and Emotional Learning (SEL).

Summer learning and enrichment programs will be offered to students to address learning loss. The District will specifically focus on English learners, low-income students, students with disabilities, foster care youth, refugees and students experiencing homelessness as these groups of students faced the most challenges due to language, economic, and other general barriers. There will also be opportunities for students who are at risk in reading and in need of enhanced focus on phonics, high frequency words, and vocabulary.

GESD will conduct ongoing assessments to evaluate student learning and progress. Benchmark assessments, progress monitoring and summative assessments will be used to measure student learning. As a model Professional Learning Communities (PLCs) district, GESD will continue to support teams of teachers, administrators and staff in analyzing data to effectively meet the needs of all students.

GESD prioritizes the full scope of a child's development by creating educational experiences that integrate SEL programming to further strengthen the whole child approach to learning. SEL is a key ingredient to addressing various forms of inequity and empowering people to create safe and healthy communities. To cultivate school and work environments that support learning and social-emotional growth, GESD will allocate funds to develop and expand a structure for the teaching of SEL lessons to ensure meaningful curriculum and instruction. Infrastructure and operations including staffing, SEL curricula and technology to support the implementation of evidence-based SEL programs will be implemented. This student support will help students and families deal with the trauma and loss experienced over the course of the pandemic.

HUSD #3 has set-aside 20% of ESSER III funds to address learning loss which include after school tutorial, summer school/programs, mentoring programs, credit recovery programs, zero hour/8th hour academic programs, in-school social and emotional support programs (counseling/mental health specialists), college and career readiness activities, after school clubs, and distance learning platforms for 24/7/365 learning opportunities. All of these programs will target our vast population of students that were impacted by COVID-19 over the past two years including Native American & Hispanic populations, low income families, students with disabilities, English language learners, children with disabilities, students identified as homeless or in foster care and any students not current achieving at their academic grade level.

Communication strategies with parents are addressed through success coaches, the Apptegy communication system, Google platforms and tech support as needed. Each student's academic progress is being analyzed and interventions will be implemented to mitigate learning loss and address any social and emotional needs for each child.

- Summer and Saturday School for students who are in the approaches and below category as defined by the STAR and Galileo assessment. The targeted summer school will expand the existing summer school offered to the student.
- Tutoring sessions will occur outside of contract hours by a highly qualified staff member with a ratio of 1:3 and will utilize evidence based practices as identified and vetted by the What Works Clearinghouse. Tutoring sessions will primarily be in the areas of Math and English Language Arts.
- Reading Interventionist and Cadre Teachers to work with students in small groups and or one on one to improve learning gains lost from COVID 19. 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. 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.

The Imagine Desert West Intern Cadre participants will be paired with a current classroom teacher for the purpose of developing them into an effective teacher, with a classroom of their own, for the upcoming school year. The selected interns are either currently in a teaching program or are new to the teaching profession (with two or less years of experience). Participants of the Imagine Desert West Intern Cadre be part of a team teaching classroom that will allow them to receive experience and support:
Teachers will receive observations and feedback from the Academic Team (i.e. principal, Dean of Academics, and Academic Coach)
The Academic Team will develop individual professional development plans based on classroom observations and the self-assessments of the Interns.
Professional development plans will be structured to help teachers deliver sound instruction in a variety of modes (The Center of Innovations on Learning, p 61)
The goal of the program is to develop teachers that have limited teaching experience to become effective prior to them having their own classroom. The Center on Innovations of Learning has identified, "[there are positive impacts on teachers who receive] feedback through self, peer, and principal classroom observations (e.e., see Kane, Gehlback, Greenberg, Quinn, &Thai, 2015; Steinberg & Sartain, 2015). Hattie's research additionally show strong effect sizes for "micro-teaching", which includes teachers' reviewing their lessons for evaluation purposes" (The Center of Innovations on Learning, p5)"
- Caring School Community SEL Program Caring School Community is a comprehensive, research-based social and emotional learning (SEL) program that builds school-wide community, develops students' social skills and SEL competencies, and enables a transformative stance on discipline.
This CASEL SELect program promotes positive behavior through direct teaching of responsibility, empathy, and cooperation, creating settings where students feel heard, known, and cared for. Students become intrinsically motivated to contribute productively to a community they feel invested in, and where they know they matter.

- Additional instructional aide to support small group interventions to address learning loss due to COVID19 using Fundations curriculum for phonics and reading and Eureka math curriculum.
- Large interactive mounted display screens for all English and Math classrooms to enhance engaging and personalized math and English instruction using Fundations and Eureka Math curriculum
- Instructional Coach to progress monitor and work with students in reading and math utilizing the Galileo Benchmark Assessment tool, Eureka math curriculum
- Caring School Community SEL Program Caring School Community is a comprehensive, research-based social and emotional learning (SEL) program that builds school-wide community, develops students' social skills and SEL competencies, and enables a transformative stance on discipline.
-Online learning software (Powerschool) for students to engage in additional learning opportunities outside of the core instruction
to increase engagement, learning opportunities and allow students to work from home when quarantined or isolated due to the Covid-19
Pandemic.

- 36 Dell Laptops needed to support the Edgenuity software for 7th and 8th grade students.
Additional middle school English specialist to increase student interventions and student and teacher support.

-Off set lease rate for school building.

-Classroom supplies/materials-8th grade - ELA - multiple books/novels ordered

-Classroom supplies/materials -$865.00-Aqua Phoenix(Science-Chemical Reactions/Contact Forces) - Science materials for in class
experiments and hands on learning for students.

-Charging cart to easily store, maintain and charge Chromebook needed for increase student learning loss due to COVID-19.

-Teachers to attend The Ron Clark Academy House Con Professional Development focused on engagement and teaching
strategies to create a sense of belonging for students and families and support teaching in increasing engagement to increase student learning
and encourage academic excellence. 13 teachers x $995.00 registration for each teacher.

Teacher's Aide to provide support for students in math and or reading work to support students in 1:3 ration of small groups using the evidence based curriculum, Houghton Mifflin Reading and Harcourt Math Algebra 1, Geometry, and Algebra 2. 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.

Teacher's Aide to provide support for students 1:3 ratio in math and or reading during the school day. Aide will us the evidence based curriculum, Houghton Mifflin Reading and Harcourt Math Algebra 1, Geometry, and Algebra 2. 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.

Saturday School teachers to tutor 1:1 student with homework, classwork or preparing for exams. Teachers will use the evidence-based curriculum, Houghton Mifflin Reading and Harcourt Math Algebra 1, Geometry, and Algebra 2. 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.

Ten appropriately certified teachers to teach summer school with at 1:10 ratio of students. Teachers will use the evidence-based curriculum, Houghton Mifflin Reading and Harcourt Math Algebra 1, Geometry, and Algebra 2. 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.

Odyssey software for students to use for math intervention throughout the school year. 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.

Two Teacher's Aides to provide support for students in math and or reading work to support students in 1:3 ration of small groups using the evidence based curriculum, Houghton Mifflin Reading and Harcourt Math Algebra 1, Geometry, and Algebra 2. 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.

Caring School Community SEL Program Caring School Community is a comprehensive, research-based social and emotional learning (SEL) program that builds school-wide community, develops students' social skills and SEL competencies, and enables a transformative stance on discipline.

Integrity Education Centre will use the ESSER III funds to support mental health services for students and staff by contracting with E-Therapy to address mental health needs resulting from the pandemic. The E-Therapy counselor will work directly with identified subgroups of low-income families, students with 504/IEP accommodations, and students with chronic absenteeism. The counselor will meet virtually with students to identify and support interventions for barriers to academic success. The director will work with the teachers to ensure that students who have been disproportionally impacted by the pandemic will have their academic needs met through assessment and differentiating instruction. All staff will be provided development to support the social-emotional well-being of the staff members themselves as well as the students.
ESSER III funds will provide students with a.25 FTE HQT virtual math instructor contracted for the 2021 through 2023 school years focusing on meeting the needs students' subgroups and populations being addressed by pd include students of all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, both male, female, and non-binary students, migrant students, and students experiencing homelessness, and children and youth in foster care.
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ESSER III funds will also be allocated to replace an outdated copy machine with a new copy machine that includes a 3-year maintenance service. The new copy machine will have improved performance and efficiency over the old one producing higher quality prints, copies, and scans. Thus, a new copy machine will contribute not only to in-person learning but virtual learning as well.

Integrity Education Centre will implement Summer School during the 2022 summer break with emphasis on meeting the needs of our subgroups. Two teachers will be hired to work with the students and director to plan and implement the summer program. Our current evidence-based Edmentum programs will be applied in the summer school program for individual learning to support the different needs not just for students in our subgroups but for all students. Counseling, a .25 FTE HQT virtual math instructor, summer school, and updated copy machine will be monitored through per/post assessments, evidence-based curriculum/programs/intervention through SY23.

The evidence-based practices, strategies, and curriculum/programs/intervention being used include the following Edmentum online programs: Courseware, Exact Path, and Study Island.

Kaleidoscope School are using the interventions it implements to address the academic impact of lost instructional time. This was done through academic, social, emotional, and mental health.

Academic
Kaleidoscope has and will continue to benchmark test all students. From the benchmark, Kaleidoscope has set up tier 2 and teir 3 interventions from those students that have been targeted. That includes using i-Ready and paraprofessionals to pull out into small groups. This data will be used to provide interventions for the students from low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care and migratory students. Kaleidoscope will use paraprofessionals to have a 1 to 5 ratio with students academically struggling.

Social, Emotional, and Mental Health
Kaleidoscope has also invested in a counselor to help those students with trauma due to the pandemic. The counselor will work with students who have struggled both emotionally and socially throughout the pandemic. Students are offered counseling if it is deemed that the child needs services. The school has also invested in 30 minutes daily to a social/emotional curriculum.