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

Visit the Evidence-Based Practices, Strategies, Programs and Intervention webpage
Search the Evidence-Based Database
Watch the Evidence-Based Research Requirements Training Module and view the PowerPoint
Read the Evidence-Based Tutoring Programs Guidance
Download the Evidence-Based Tutoring Programs Template.
- This template should be completed and uploaded as a Related Document in the ESSER III application to ensure evidence-based requirements are met for tutoring programs that will be supported using the 20% required set-aside to address learning loss.
Download the Evidence -Based Summer School/Learning Template
- This template should be completed and uploaded into related documents or questions answered in narrative box on the 20% Set Aside page.
Selecting and Measuring the Effectiveness of Evidence Based Interventions-RELWEST and Comprehensive Center Network

Resources for 20% Setaside Funds

Read the ESSER III 20% Set-Aside FAQ
Review our Evidence-Based Strategies for ESSER 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 List

LEA	Use of Set-Aside Funds	Response
Littlefield Unified District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Littlefield Unified School District #9 will ensure all students will benefit from the interventions and plans in this grant. The use of a social worker and dean of students will help both the social and emotional development of students as well as the academic progress of the students. PLC will occur at least weekly and the groups will identify students that are in need of extra support. The teams will determine how the student will receive interventions and follow up with the students' progress. We will also offer a summer school program at both our schools where teachers and paraprofessionals will be available to help and instruct students.
Maine Consolidated School District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	All funds will be used to address the academic impact of lost instructional time; will respond to 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, free and reduced populations, English learners, exceptional student services, McKinney-Vento, children in need. Continuous progress monitoring and adjusting by administration in coordination with county and state agencies to best serve students and increase achievement.
Mary C O'Brien Accommodation District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The MCOB District has a robust intervention system to support student learning challenges. At MCOB Elementary students are identified through benchmark, interim, and state assessments to receive intervention from a certified Reading Specialist and a certified Math Specialist. The principal meets bi-weekly with the intervention team to review student progress, adjust the interventions, and make any revisions to interventions as necessary. MCOB Elementary uses small group instruction with the above-mentioned specialist, support from trained paraprofessionals, and online intervention programs (Lexia, Reading Plus, I-Ready) to support student learning loss. Villa Oasis is an approved alternative school with small classes (10 to 1 student to teacher ratio) and provides interventions with a certified Reading Specialist and a Math Intervention teacher. Students at Villa Oasis are typically out of cohort (less than the required credits to graduate), and support is provided for credit recovery. Our district prioritizes support for homeless students, English Language Learners, low-income students, and special education students. Both schools use benchmark data to determine learning loss due to loss learning time and the challenges of the pandemic. We will also use the grant to support the salaries of a full-time counselor/social worker on each campus to support the social/emotional needs of our students. The evidence-based strategies utilized by the counselors is laid out later in this narrative. The MCOB District will fund summer school in June of 2022 and June of 2023. The summer learning program is focused on students that are below grade level and addresses the learning needs of these students with evidence-based strategies. The summer program will run for 4 weeks, 4 full days per week, for a total of 16 summer school days. The district utilizes spring assessment data to determine student needs and the students are assessed throughout the summer session to determine progress towards established academic goals. Special Education students, homeless students, and ELL students are prioritized for support during summer school. MCOB Elementary focuses on students below grade level in Math, Reading, and Language Arts. Foundational skills in ELA and math are the focus using our core curriculums Journey's Language Arts curriculum and Eureka Math curriculum. Small reading groups led by the reading coach are offered daily. On-line interventions (Lexia, Reading Plus, I-Ready) which specifically align instruction to individual student need for reading and math are used daily. Student to certified tutor ratio is 7 to 1. Social/Emotional support will be available from certified Counselor/Social Worker. Villa Oasis High School focuses on credit recovery during summer school and provides small classes and certified teachers to support students in achieving high school credit towards graduation. Student to certified teacher ratio is 15-1 or less for high school students. A certified special education teacher will support special education students. Social-Emotional services are provided by a certified social worker/counselor. Homeless students, special education students, and ELL students are prioritized for inclusion in summer school. Counselors focus on students that are homeless, in foster care, and those identified by teachers and staff that are exhibiting anxiety, poor schoolwork, or any issues at school. Counselors also visit classrooms and provide social/emotional training to students and staff. Evidence based strategies for Villa Oasis High School - Mindfulness-Based Stress Reduction for Teens Program (MBSR-T) (Biegel, 2009a, 2009b, 2014, 2017) in varying forms. Stressed Teens teaches mindfulness skills and provides tools for those in their pre-teen years through latter adolescence and even for young adults. Stressed Teens takes a mind-body approach and focuses on the whole person. Teens often have difficulty with their social skills, emotions, confidence, procrastination, impulsivity, and attention. Stressed Teens can improve a teen's functioning and quality of living socially, physically, and psychologically. MBSR-T is an adaptation of the Mindfulness-Based Stress Reduction (MBSR) program for adults (Kabat-Zinn, 1982, 1990, 2013). The MBSR-T intervention is closely related to the traditional MBSR program created by Kabat-Zinn and colleagues. The MBSR-T program is meant to be a program to use with adolescents and young adults versus the traditional MBSR program for adults. Like MBSR, MBSR-T is based on secular adaptations of mindfulness practices with roots in Eastern meditation traditions. MBSR-T is also strongly influenced by mindfulness-based cognitive therapy (Segal, Williams, & Teasdale, 2002, 2013). Mindfulness is noticing your thoughts, feelings, and physical sensations in the present moment without harmful judgement. Mindfulness can be cultivated through both formal and informal mindfulness practices. The formal practices taught are similar to those in adult MBSR, but their duration is shortened to accommodate the attention span of adolescents. Emphasis is also given to mindful qualities of living, informal practice, and developing an awareness of one's thoughts. It appears, through experience in MBSR-T, that teens often benefit from activities that focus on noticing and awareness of self-other judgments, worries, things out of one's control, and pain and suffering. Many mental health difficulties arise from these aforementioned thoughts. Cognitive-Behavioral Therapy (CBT) Cognitive behavioral therapy often referred to as CBT, is a type of psychotherapy that focuses on making connections between thoughts, behavior, and feelings. Psychotherapists who use CBT help people identify and change dysfunctional patterns. CBT is often used with adolescents. It can be effective in treating a wide range of issues including eating disorders, substance abuse, anxiety, and depression Basic Principles CBT is based on the idea that there is a clear link between thoughts, behavior, and feelings.1 Here's an example: Thought: I'm socially awkward Feeling: Anxious Behavior: Teen sits in the corner alone while at a party A teen who thinks they are awkward might avoid eye contact and shy away from the conversation. Then, when they don't have positive social interactions, their belief that they're socially awkward is reinforced. Motivational-Interviewing (MI) Motivational Interviewing is a therapeutic approach that clinicians take when trying to help patients change certain behaviors. Many people assume that when people gain new information about behavior that's unhealthy or dangerous, they'll stop engaging in the behavior based on their new knowledge. However, evidence shows that this is rarely the case. Just because people know they need to change doesn't mean they will change, or they want to change. This is where Motivational Interviewing (MI) comes in. Through a specific, evidence-based method of asking questions and listening nonjudgmentally, the therapist guides the patient through the process of eliminating harmful, risky behaviors - or forming new, positive habits. The goal of MI is to attempt to motivate the patient to change on their own. MI is particularly helpful for patients who are ambivalent, reluctant, or defensive about their problems. Evidence Based Strategies at MCOB Elementary - Create safe boundaries for students' Identified counselor's room as a safe place to go calm down. Kindergarten and first grade have bean bags in the classroom they can go to calm down "Reflection Area." Mindfulness activities such as deep breathing, stretches, and students imagine of a calm and safe Process with students after an incident has happened, problem solve, and identify positive strategies with students. Use the website GoNoodle for many of the mindfulness activities and calming activities. Students use the Zones of Regulation chart to reflect on their feelings for the day and sometimes there is more than one zone/color/feeling. Student are allowed to exercise and walk to calm down. Teach deep breathing exercises in the classrooms and to the students. Teach emotion management and problem-solving skills through games, role plays, worksheets, artwork and social skills stories Complete activities, strategies, and incentives for school motivation and reward their success Teach Character Counts Counselor will facilitate small social Skills groups. Counselor will teach social skills lessons in the classroom. Individual student support as needed Staff members check in with specific students on a daily basis. Student Study Team meetings every Tuesday Through this student learn the following: Self-awareness Self-management Social awareness Relationship skills Responsible decision making
Mcnary Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The McNary Build Back Better Plan will address lost instructional time by implementing a comprehensive support system designed to recapture lost instruction time and to improve student learning outcomes and to remediate learning gaps. The following framework meets WWC minimal strong level of evidence-Vulnerable Population: The vulnerable populations to be served by this project are Native Americans, Low-income (Free and Reduced Lunch) students. Arizona's Multi-Tier System of Support formulates the backbone of this grant. MTSS features accommodate students with varying service demands including high performing students, students academically or behaviorally challenged. All strategies and activities of this grant are designed to provide adequate support for the specific needs of Native American Students. Individual student needs will be met by the establishment of a Site Intervention Team (SIT). The school principal will be the chairperson of the team. Team members will be comprised of the counselor, regular education teachers, and special education teachers. The SIT team will be provide surveillance over all students and will be responsible to ensure students are directed to the appropriate resources needed to remediate or direct needed interventions that will help each student succeed academically and emotionally in school. Project services will be delivered using three Pillars services (1) develop a culture of achievement (academic interventions), (2) develop a culture of support, and (3) develop a culture of evidence. PILLIAR #1- DEVELOP A CULTURE OF ACHIEVEMENT (Academic Interventions): Provide intensive, individualized support to students who have fallen off track and face significant challenges to success. Engages students by offering curricula and programs that connect schoolwork to college and careers. STRAETGY 1-Summer School (20% set aside) Responds to students' academic and social needs. Eligibility: Students performing at C average or below and/or iReady, ACT ASPIRE Assessment scores for this project, eligible students will participate in a 5-week summer school which will be designed to remediate student learning gaps and improve student achievement. Indicators includes test scores and grades. Summer school will be offered in summers of 2022, 2023, and 2024. McNary will use evidence based SAVVAS for Science, Math, Reading, and Social Science. (all purchased with ESSER II funding) for the summer school curricula. PILLAR #2-DEVELOP A CULTURE OF SUPPORT-FAMILY AND COMMUNITY ENGAGEMENT: When schools, community groups and parents (families) work together to support the learning, children are more likely to earn higher grades and test scores, enroll in higher-level programs, be promoted, attend school regularly, have better social skills, have improved behavior, graduate and go on to higher education. This component of the project will create small, personalized communities to facilitate learning, monitor progress and to support the student academically and emotionally. This pillar is based on moderate research evidence which suggests that schools scan build a culture of support by surrounding students with adults and peers who support and sustain their educational aspirations. STRATEGY #1: Tutoring (20% set aside) (see Tutoring Plan Related Documents) Respond to students' academic needs. ELIGIBILITY: Students performing at C average or below and/or iReady, ACT ASPIRE assessment scores indicate needs Tutors will use Khan Academy as a supporting platform and curriculum for small group and one-on-one tutoring instruction targeting student learning gaps. Khan academy was recognized as one of the the twelve "tech innovators who are transforming campuses" by The Chronicle of Higher Education. Through this medium, tutors and students will have access to thousands of short "how to do videos" covering Math, science, reading, and language arts, and other applications to support learning. Students needing remediation will be referred to tutoring. STRATEGY #2: Proactive Counseling (20% set aside) responds to students' emotional and mental health needs. ELIGILIBITY: All students. Counselors will use early warning systems to target eligible students. The warning system will consist of classroom performance measures such as attendance, test scores, report cards and teacher referrals. The counselor will provide assistance and refer each students to the appropriate intervention service or resources and ensure that they receive the help that they need. Proactive counseling/advising is action oriented. Rather than passively waiting for students to make contact with the counselor, the counselor proactively reaches out to students. This system that focuses on identifying the needs of students and offering appropriate intervention services to them. Counseling sessions may occur at the beginning of the school year, at regular intervals throughout the year, after predefined triggering events requiring interventions (i,e, mid-term grades, early alerts from teachers, attendance issues, to communicate important information about upcoming deadlines or activities). An important component of proactive counseling is developing a personal relationship with students. Proactive counseling will be implemented as follow: (A) students will be required to meet with a counselor when registering for classes; (B) an appropriate messaging campaign will be developed to address triggering events. Messages suggesting "action steps" leading students to appropriate interventions services or requiring them to meet with their counselor will be communicated to the teachers and parents; (C) the counselor will maintain regular contact, throughout the entire school year, by targeting students who may need their help to stay on track for promotion and graduation. (D) community volunteers may be recruited to assist. STRATEGY #3: Peer Mentoring Responds to students' academic, social, emotional, and mental health needs. ELIGIBILITY: All students. This project will use the Boomerang Project's Where Everyone Belongs (WEB) peer mentoring curriculum. WEB is a middle school orientation and transition program that welcomes 6th/7th graders and makes them feel comfortable throughout the first year of their middle school experience. During 6th and 7th grade, students are mentored by upper grade students. During subsequent years, these students become mentors to lower grades. Studies show mentoring programs increase student success rates dramatically. PILLAR #3: DEVELOP A CULTURE OF EVIDENE ELIGIBILITY: All students STRATEGY #1: Academic Assessments Responds to students' academic needs. The third pillar emphasizes the importance of each individual student taking personal ownership and responsibility for his/her academic preparation. This pillar promotes a culture of evidence through the use of assessments to determine if students are on track for college. The project will use iReady (previously purchased with ESSER II Funds) and ACT ASPIRE assessment scores to measure academic progress and readiness. These assessments will also be used as "early warning systems" to identify students who are deficient in academic and non-cognitive skills preparation. iReady is a collection of rigorous reading and mathematics instructional resources designed to meet every student's learning needs, accelerate growth and enable all students to access grade-level learning. ACT ASPIRE measures student knowledge and academic preparedness in English, math, reading, and science. It provides longitudinal score reporting for each of these subject areas from grade 3 through 7. Scores are plotted over time and viewed alongside grade level readiness benchmarks to determine if students are on target to meet ACT College Readiness Benchmarks. This project will track grades 5, 6, and 7 performance.
Metropolitan Arts Institute, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The school intends to use these funds to provide additional opportunities for students that are struggling to understand lessons, by hiring a full time tutor for during break periods and after school to address the needs of the most vulnerable groups to close the achievement gap and address the losses that the pandemic made by in home instruction. The school has also purchased a new curriculum that is a two year social emotional curriculum for students to help have more purpose in these trying times and to help students sort out the solitude that has been created by Covid-19.
Morenci Unified District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Morenci Unified School District will ensure that the interventions implemented will address the academic impact of lost instructional time in addition to the social-emotional and mental health needs of all students through observations and assessments conducted by certified teachers, school counselors, academic coaches, and building principals. Following grade-level academic calendars, students will take district formative assessments as well as quarterly benchmark assessments. As an academic team, teachers, counselors, coaches, and principals will meet to discuss data and evaluate and monitor the behavior and social-emotional needs of all students. Professional development interventions will be implemented to ensure the MUSD staff and faculty receive training on evidence practices. All students including but are not limited to those students in each major racial and ethnic group, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and, children and youth in foster care students across the district who demonstrate academic learning loss due to COVID-19 will benefit and be included in all interventions including extended learning opportunities through targeted fall and spring intersessions, tutoring, and summer school offerings.
Mountain Oak Charter School, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Additional classroom assistants in a supportive instructor role during the school day is scheduled for poor and disadvantaged students whose data is showing a significant decrease in performance due to lost instructional time. The loss of enrollment due to the pandemic has created a deficit in finances that would result in a loss of key instructors that support the pedagogy. Intervening in the loss of key special subjects such as handcrafts/arts by retaining a teacher who specializes in this subject supports student academic, social, emotional and mental health needs by sustaining the continuity of the curriculum. The additional hours for the school counselor is critical in supporting social, emotional and mental health needs of all of our students. The addition of personnel to support a food program that supports students ability to function at learning through appropriate resources of food for the school day is a critical intervention for students effected by the pandemic.
Naco Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	We will be running Summer school each year with 8-10 teachers in the future, 8 this summer, 4-6 Paraprofessionals, 5 this past summer and Tech support, cafeteria workers and a custodian to clean up as well as office support and Administrator and SRO officer to help keep everyone safe. The total estimated cost for 3 years of summer school is $49,806.00 and the total mandatory benefits paid for is $ 9,961.20 for a grand total of $59,767.20. This past summer we had 10 days of summer school spread over 4 hours each day and in a 3-week time period because of holidays. we emphasized our ELL and Special education students. Our students are from an extremely rural area, high poverty with about 95% free and reduced rate and we have over 65% of our students in ELL and almost everyone else has tested out of ELL and is bi-lingual. We plan to use a few programs and curriculums to help our students reduce the educational learning gap that exists today. Evidence Based Programs and Curriculum for our students will be as follows, please note the Evidence based information that has been bolded for easier to find access. The two programs we will use are Moby Max for use with ELA and Math skill improvement and the Lexia program to help with vocabulary building and English language skills. The State of Arizona has them are on the ADE approved list of evidence based programs as per the link below: https://www.azed.gov/improvement/evidence-based-practices/ We will also be using a new Phonics program this year, it is new to us, but not new to the Phonics world. It is Saxon Phonics, we like it because not only is it research based but it is very scripted so in adding a new program for both new and very experienced teachers they are all able to begin using it and we have already been able to observe growth and improvement in our younger students' ability phonetically to sound out words, spell and we are even noticing deepened vocabulary in just over 3 short weeks. Our staff is very excited and here is the research based information on Saxon Phonics. Saxon Phonics Studies: https://rdw.rowan.edu/cgi/viewcontent.cgi?referer=https://scholar.google... http://prod-hmhco-vmg-craftcms-public.s3.amazonaws.com/research/Saxon_Ph... https://www.hmhco.com/research/saxon-phonics-and-spelling-research-found... all 3 of the above support our use of the program for our students, especially with the students and their backgrounds and struggles that we see coming into our programs. We also are using the SRA curriculum for our ELL students to allow them to progress at a rate that is beneficial to each individual student and to allow those who want to achieve at a quicker pace to do so. It allows us to have some Individual Educational planning for each of our ELL students while still presenting a solid program for all but weaving in that individual element to help or allow those moving and attaining language at faster pace to do so. Here is multiple studies and different aspects of the SRA program and the evidence based data available for your review. The information is as follows: SRA: The National Reading Panel research fully supports the fundamental concepts and instructional design of SRA Reading Laboratory. The report was published in December 2000 by The National Institute of Child Health and Human Development NIH Pub. No.00-4754. Collins, C. (1991). Reading instruction that increases thinking abilities. Journal of Reading, 34(7), 510-516. Pressley, M., El-dinary, P.B., Gaskins, I., Schuder, T., Bergman, J., Almasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92(5), 513-555. Rosenshine, B., & Meister, C. (1997). Cognitive strategy instruction in reading. In S. Stahl & D. Hayes (Eds.), Instructional models in reading. (pp.85-107). Mahwah, NJ: Lawrence Erlbaum Associates. This report includes research documentation that supports the phonics skills and strategies found in the SRA Reading Laboratories. Examples of cited research include: Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Chall, J. (1996a). Learning to read: The great debate (revised, with a new foreword). New York: McGraw Hill. Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy. (pp. 3-40). Mahwah, NJ: Erlbaum This report includes research documentation that supports the vocabulary skills and instructional practices found in the SRA Reading Laboratories. Examples of cited research include, but are not limited to, the following: Beck, I.L., Perfetti, C.A., & McKeown, M.G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521. Gipe, J.P., & Arnold, R.D. (1979). Teaching vocabulary through familiar associations and contexts. Journal of Reading Behavior, 11(3), 281-285. Kameenui, E., Carnine, D., & Freschi, R. (1982) Effects of text construction and instructional procedures for teaching word meanings on comprehension and recall. Reading Research Quarterly, 17(3), 367-388. McKeown, M.G., Beck, I.L., Omanson, R.C., & Pople, M.T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20(5), 522-535. This report includes research documentation that supports the fluency instruction and practices found in the SRA Reading Laboratories. Examples of cited research include, but are not limited to, the following: Biemiller, A. (1977-78). Relationships between oral reading rates for letters, words, and simple text in the development of reading achievement. Reading Research Quarterly, 13, 223-253. Pinnell, G.S., Pikulski, J.J., Wixson, K.K., Campbell, J.R., Gough, P.B., & Beatty, A.S. (1995). Listening to children read aloud. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education. Strecker, S., Roser, N., & Martinez, M. (1998). Toward understanding oral reading fluency. In T. Shanahan & F. Rodriguez-Brown (Eds.) Forty-seventh Yearbook of the National Reading Conference. (pp. 295-310). Chicago, IL: The National Reading Conference. Wagner, R., Torgesen, J. & Rashotte, C. (1999). Comprehensive test of phonological processes. Austin, TX: Pro-Ed. We are also implementing Reading A-Z for our struggling students and those who need reading materials at varying levels. A-z allows our staff to cover the same story and material with many different reading levels so the children reading at a slightly different level do not need different books. It also allows our staff a great variety of material to try to find something that interests every student. The below links are from Reading A-Z https://www.learninga-z.com/site/what-we-do#What-We-Support https://www.learninga-z.com/site/what-we-do/research-based-instruction. We will also be supplying an after school program for our students, this year that program will not start until after Parent Teacher Conferences in September. This program will allow for some activity every day, a snack and some tutoring time. we will end each day with a new class ranging from Art, to Music to Dance to Scientific activities. We will offer Chess Club, Guitar, Drawing, Painting, folk Dance, modern dance line just to name a few. The classes will last 3-5 weeks depending on the time needed to give the kids a real taste of the activity to keep them interested but not too long that they get bored. Our activities will alternate on difficulty and number allowed with the hope of getting kids to try many different things. We hope to use local artists and sculptures as well as musicians and artists we have on staff. Having the mix of academics, remediation or acceleration depending on the student and new challenges we cannot offer in school is exciting for our staff and students. At this point we have only been able to use current staff so our added expenses are limited to the hourly pay and extra monies we send in for their FICA, etc. We will also be providing transportation home after our activities to those students who need a ride, one of our many reasons for needed a mini-bus was to help with this transportation home so that we remove any roadblocks we can for them to be able to participate and benefit from our afterschool programming and summer school program. The White Mini-bus is very important because having a licensed bus driver available all the time is not possible and making multiple trips with our older school vehicles that are not very dependable and present safety concerns at times makes this possibility almost impossible and then the numbers are greatly reduced by less parents allowing their kids to be part of our programs. This also goes to why we need the white Mini-bus as any licensed driver can drive that bus and provide transportation to our students. The Student to Teacher Ration will be 13 to 1, if we have more than 13 students in the room (14-22) we will supply a fulltime Paraprofessional to that classroom. The frequency of summer school Academic session will be 10 days at 4 hours per day for 3 weeks (One week will be 4 Days) The subgroups targeted will be our ELL student, our Special Education students and our Title students who need extra time. All students who are performing under grade level will be targeted and those with lower reading levels as well if they are not already included. Comprehensive After School Program- Academics We are going to use Lexia & Moby Max and have tutoring time for the Academic portion of our After School Program. The State of Arizona has them are on the ADE approved list of evidence based programs as per the link below: https://www.azed.gov/improvement/evidence-based-practices/ The groups targeted will be the aforementioned, Title students, Special Needs students and our ELL population. We individually invite those populations, but our program is open to all of our students, so we can provide a snack and somewhere safe for them to be for a couple hours following school. Other Evidence Based - Academics- Our targeted subgroup academic usage goes as follows: Lexia is used by our ELL students, our Special Needs students and our Title students to gain better knowledge of vocabulary and English language and grammar. Saxon Phonics is used buy our ELL, students to speak (enunciate)words more correctly, this also helps our Special needs students and the Title students who have recently passed the AZELLA. SRA is used by our ELL students to gain better knowledge and vocabulary for those struggling to learn the English language. Please see the listed evidence based materials pertaining to these programs in the questions prior to this response. Evidence Based Social Emotional- We have trained our entire staff on Responsive classroom, not only our teaching staff but all the paraprofessionals as well. They have all gone through the extensive 4-day training to use the program correctly to most benefit our students and staff How does the Counselor support the program- Our counselor has also been trained and visits students and classrooms.
Page Unified District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The 20% set aside will be used to support after school, before school, and summer school programs as we work collectively to re-imagine quality engaging learning opportunities that meet the needs of ALL learners but also target our most vulnerable student populations including American Indian students (80% of our student demographic), students with special needs, ELL's, and economically disadvantaged. A Director of Academic Enrichment was hired to support development of outside of school programming as well as enhancing our existing AVID system to promote effective use of WICOR engagement strategies during both in and out of school programming. The development of programs was based around "The Four I's of Summer Learning": Time for Improvement, Time for Integration, Time for Innovation, and Time for Impact. Structuring programs in this format allows us to: provide both students and staff opportunities to learn, develop community partnerships that last all year long, a chance to try out and measure new ideas before scaling them into regular school day/year, and a chance to model building caring communities through hands on experiential learning. After school programs and summer school programs will focus on student academic and social emotional needs. In addition to our reading and math academies, high dosage tutoring practices from Varsity Tutors will be utilized beginning with our Geometry students. (See plan in related documents). AVID STEM Academies will be part of the enrichment program during Summer School. Capturing Kids' Heart was first introduced to our leadership team in January 2022. Training and full program implementation will begin in Summer 2022 to address the social and emotional needs of students after COVID. PUSD has and will continue to prioritize the following using ESSER monies: providing students access to technology, addressing food insecurity, developing opportunities for learning, fostering social and emotional well-being, and maintaining student equity. Providing students access to technology was a primary goal during the 2020-2021 SY. Within ESSER III we have budgeted for technology insurance costs and the hiring of two new Technology Integration Specialists so we can maximize the learning potential of our students through effective use of technology. License extensions for technology programs will be funded through ESSER to align with additional learning opportunities for students. ESSER monies will be used to fund a social worker position to help with this important work as well as supporting social emotional needs of our students, teachers, and families. As part of the PUSD retention plan, we were able to retain dean of student positions with this funding. These roles are being reinvented to be more restorative in nature to best support SEL needs. Counselors will also be available during our summer programming to support students. In alignment with IAP needs, schools have been asked to think about their programming from the lens of providing students access to a well rounded education with a focus on STEAM for both in school and outside of school learning opportunities. Re-imagined media centers at both elementary schools have combined technology and library into one course. ESSER monies will be used to create these spaces including flexible seating and the purchase of culturally relevant books to further support the needs of all learners.
Park View School, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Summer School June/July 2022 Hire 4 teachers to teach 1 summer session each of ELA and math. 2 sessions of each to be taught to enable students who have fallen behind due to covid to catch up. Students will be selected using the data from NWEA. The evidenced based programs are: ELA-Achieve3000 and for Math-Freckle. The vulnerable student population being targeted are economically disadvantaged students. Tutoring Hire teachers to tutor students in a 1:1 to 1:4 ratio after school in math and ELA. Students will be selected using the data from NWEA. The evidenced based programs are: ELA-Achieve3000 and for Math-Freckle. The vulnerable student population being targeted are economically disadvantaged students. Who is teaching the tutoring groups? Teachers will be tutoring the students. What is the tutor to student ratio? The ratio will be between 1:1 to 1:4. When will tutoring take place? Tutoring will take place after school. What is the frequency and session length. During the FY22, and perhaps into FY23. Each session will consist of 1-2 hours of instruction, 2-3 times per week. What evidence-based practices, program/curriculum be used? ELA-Achieve3000 and for Math-Freckle. How will equitable accessibility/attendance be ensured for all students needing learning support due to COVID? Based on the NWEA data, we will be able to ascertain the students most in need of support to address their learning needs after COVID. Intervention Pay 10% of 4 teachers' salaries to provide math and ELA interventions to students who's learning has been affected due to COVID restrictions. The curriculum will be Beyond Textbooks, and the vulnerable student population being targeted are economically disadvantaged students. Teen Connection Purchase the Teen Connection program through Wyman National Network, for implementation in FY22 and FY23. To ensure that youth have opportunities for supportive peer and adult connections and to boost the success of young people. The program is designed to enhance teens' social and emotional skills by empowering them to build supportive peer groups and healthy relationships, and then spread those messages to their peers. Student population being targeted are economically disadvantaged students. Lessons will be provided by teachers during the school day on a regular day.
Pathfinder Charter School Foundation	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Imagine Schools provides the following measures to meet the social, emotional and mental health needs of students in this context: - Teachers routinely check in with students and facilitate lessons or experiences to support students' overall social/emotional well-being. Teachers have participated in Social Emotional Learning professional development across the network over the last 20 months. - Site leadership team members work with SST teams, Gen Ed and SPED teachers, and counselors/social workers to analyze trends in student data/behaviors - and secure additional supports for teachers and classified staff members from our Regional Behavioral Specialist (or others) to positively address and support students demonstrating concerning behaviors. - Additional supports or services are provided or recommended to students identified as in need (in collaboration and coordination with families, site base counselors, or other community agencies). Services include virtual counseling support available for students at home due to quarantine or illness through the AZ Dept of Education School Safety Grant, which funds school counselors and social workers at many of our Imagine schools. - School leadership teams promote the importance of social/emotional and mental health - and provide families with resources and contact information to access additional supports for students as may be necessary. - The school will provide academic assistant and intervention for struggling students with a ratio of 1:5 teachers to students in math and ELA in a pull-out program for both FY 22 and FY 23 to improve learning loss due to COVID19. 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. - Intervention curriculum will be used with the Interventionist during pull out program with a 1:5 teacher: student ration to increase learning loss due to COVID19. 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. During a revision, the selected curriculums will be added after the adoption process -Physical Education Curriculum and Equipment - There is a need to update the curriculum and equipment for our physical education classes. Using Shape America resources aligned with Casel Social and Emotional Learning Core Competencies PE classes will guide children to take responsibility for their own behavior and learning during games and exercise, thus promoting healthy lifestyles with class sizes of 1:25 one day a week for 60 minutes. Physical Education is an important piece of addressing social and emotional well-being of our vulnerable population during COVID. 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 In addition, to maintain safe and healthy classes we need to purchase additional equipment to allow for social distancing, cleaning and separation of items among students. - K-5 Math Curriculum Adoption - Curriculum to be determined as task force is currently researching options that will be evidence based. There is a need to update resources to better mirror AZ Standard and best instructional practices and approach to teaching math. Current curriculum is outdated and does not address unique needs of vulnerable student populations due to lack of evidence based teaching strategies. This curriculum will be used to address learning loss due to 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. During a revision, the selected curriculums will be added after the adoption process
Phoenix Advantage Charter School, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	LEA will use ESSER funding to address pandemic related learning loss in a variety of ways. This includes continued support of our teaching staff and 2 interventionist (math and reading) to provide students with individualized learning. Our interventionist will use a number of supplemental materials including SAXON Math, Reading A to Z, Early Interventions to Reading, Illuminate/FastBridge w/Dyslexia screener, and MobyMax. ESSER funds also support two counselors to support students socially and emotionally. This extended learning opportunity is designed to support students in transition to in-person learning and address the academic impact of lost instructional time. Our student body has a number of students who were disproportionately impacted by COVID , including students from low income families, students of color, English learners, children with disabilities, and students experiencing homelessness or in foster care. Our interventions were developed based on feedback from key stakeholders, the majority who requested instructional supports for student learning. The site principal and school leadership team are responsible for monitoring and evaluating the extent to which the interventions meet the academic, social, and emotional needs of our students.
Pima County	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The overall MTSS program at PVHS 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 PVHS, over 90% 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. Renaissance Freckle Math and Star Reading is used as a primary intervention applied to all Tier 2 and Tier 3 students through a secondary intervention course in math and English language arts with additional one on one support with contracted teachers. MTSS is an approved evidence based intervention. Panorama connected with school behavior and School Connect SEL curriculum is provided through a direct instruction course 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). 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.
Pima Prevention Partnership dba Pima Partnership Academy	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Building Resilience in Students Impacted by Adverse Childhood Experiences teacher texts are designed to teach teachers SEL lessons and provide lesson plans that support healthy problem-solving, conflict-resolution, confidence-building, and connecting to the school community as well as the larger community. Lessons can be individually selected for specific situations and can use the activities to build on each other. Activities are used to enhance and support other curricula/academics and help to support learning losses and SEL issues that have risen due to isolation during COVID outbreaks. ELA teacher has small classes that focuses on Latino/Hispanic economically disadvantaged students, foster and YOTO students, EL students, and Exceptional Education students who have learning losses and are struggling with adjusting to being on campus and working with productively with peers. Teacher addresses learning loses for each student and provides individual learning plans. Interventions include Summer School and after-school tutoring which also focuses on Focus is on Latino/Hispanic economically disadvantaged students, foster and YOTO students, EL students, and Exceptional Education students who are not prepared for high school or have learning losses due to COVID and are struggling with adjusting to being on campus and working with productively with peers. FY23 Summer School FTE costs with benefits and instructional resources and FY23 Tutoring will be provided for learning losses related to COVID through ESSER III.
Red Rock Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	LEA will offer an extended day program with an emphasis on Reading and Math to students K-8 who have experienced learning loss and are falling below grade level due to the COVID-19 pandemic. The extended day program will be offered beginning in the Fall of 2022 and end in the Spring of 2023. Ten certified teachers will tutor twice a week for one hour and work with students in small groups while focusing on intense Reading and Math interventions. Students will have the opportunity to get one-on-one instruction during this time. The curriculum used during the extended day program will be an extension of the school day curriculum to ensure student academic success in the classroom. LEA will continue to employ a part time school counselor and hire a full time school counselor to work with all students in grade levels K-8 who are dealing with increased mental, social and emotional stress due to the COVID-19 pandemic. LEA will also hire a part time Reading Specialist to work with all students K-8 during the school day, who are falling below grade level in Reading. The Reading Specialist will work in small groups while providing intense instruction, especially with the primary grade levels to ensure they successfully reach grade level reading by the third grade. LEA will make sure all students including students in subgroups are receiving equitable services through our programs. Teachers will use evidence-based programs/curriculum to measure student growth throughout the year; programs/curriculum such as Houghton Mifflin Harcourt (HMH) and SAVAAS, IBELS/MAP (Tier 3), Reading A-Z, Moby Max (Tier 2) and State Mandated assessments. Students from various subgroups such as economically disadvantaged students, children with disabilities, English language learners, gender, homeless children and children in foster care will be considered. LEA will provide retention and appreciation stipends to all employees certified and classified for their continued dedication amidst the COVID-19 pandemic; their dedication has made it possible for our LEA to continue to operate successfully.
Ridgeline Academy, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Ridgeline Academy will provide every opportunity along with Identifying gaps in student academics and provide intervention opportunities with research-based programs and evidence-based strategies to address lost instructional time, especially for students most impacted by the 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. Through our summer school program, we will ensure that all interventions we implement address the academic impact of lost instructional time and learning loss by using our research based programs; EnVision Math and Reading Street. We will monitor the effectiveness of our tutoring interventions through benchmark testing, both formative and summative assessments, teacher input and regular PLC data review meetings. Baseline data is collected and evaluated to assess instructional needs of students and to provide specific intervention strategies to reduce impact of lost instructional time. Student attendance and review of grades will also be used to monitor academic progress. Ridgeline Academy will respond to the 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 utilize our social worker to address the issues the pandemic has caused by helping students, families, and teachers address problems such as truancy, social withdrawal, overaggressive behaviors, rebelliousness, and the effects of special physical, emotional, and economic problems. Parent and guardian involvement is critical to the overall success of our academic and SEL interventions and all applicable faculty, including administration, teachers, nurse and social worker will be involved and in regular contact with the student's parent/guardian.
Riverside Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	To address the learning needs of our students, we are funding a variety of instructional positions and supplies as well as offering summer school to address learning loss. We have a high number of ELL and racial/ethnic minority students. We have less than 15% SPED students (contracted SPED para and contracted SPED services) and approximately 1% of our students are experiencing homelessness. We are partnering with our community partner, YMCA, to help support our students experiencing homelessness. We are also purchasing academic training for teachers using National Geographic materials and Reach for Reading materials. A variety of positions are also providing and supporting student and family engagement and marketing/recruitment activities. Other funding to help support the impact of COVID-19 on our campus and students including instructional supplies, PPE supplies, insurance, grant-writing, and substitute teachers. Using a formative evaluation cycle, the Associate Superintendent of Instruction and the district-level administrative team are charged with ensuring that implemented interventions and support materials are adequately addressing student academic SEL needs.
Round Valley Unified District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	We are confident that our interventions that we will have with the students will benefit them. All schools will have the students come to the summer school portion in order to catch up on their learning. We will provide additional education with academic, social, and emotional health in order to help them in this time of need. The teachers will focus on helping them in their learning and using the curriculum the the team will purchase to help them We are not sure what the outcome will be but are willing to try. We have a counselor that will help us to evaluate specific needs for those students who are struggling. As we seek to find the curriculum we feel that these interventions will provide the education to our students in the difficult times. The Capturing Kids Hearts, that is evidence based, will provide students the training and learning that will help the emotionally overcome the difficulty that they are facing. This will greatly affect their attitudes. We will focus on the lower income families as they are the ones that seem to struggle the most with these times. We will also focus on those who miss school a great amount in hopes to give them the education that they need to overcome the obstacles that they face. The curriculum that we choose along with the beyond textbooks that we have in place will help to provide the support for the lower income students. We feel that these interventions will help to serve all students as well as those targeted. Purchases will include Retention Stipend for all staff, Summer Programs for 2022,2023,2024, Tutoring after school with teachers,
Sacaton Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Due to the low socio-economic status of our area, all of our students qualify as students from low-income families and have been disproportionately impacted by the COVID-19 pandemic and will be eligible for additional services such as Summer School and Spring Intercession opportunity as applicable. Supplies will be provided to all students such as notebooks, pencils, paper, manipulatives, books, etc. as needed. Additionally, classroom teachers, content interventionists, and other various district staff (Reading Interventionists at the ES and MS, Math Interventionist at ES and MS, Media Specialist at ES and MS, District Literacy and Math Specialist, and special area teachers) will collaborate together to create and implement plans and strategies of targeting areas of focus for students' progress and growth in both academic areas and social-emotional areas, as well - implementing the SEL curriculum of Capturing Kids Hearts and providing staff with professional development to effectively implement strategies and methods into instruction and interaction with students. Curriculum refresh and supplements will also provide an insight into what students targeted needs are in terms of intervention and enrichment opportunities within the classroom, if an alternative curriculum better suits the needs of our students - it will be explored and considered. All student success rate will be monitored by all district staff. If progress is not seen adjustment will be made to instruction as needed per individual student need.
Saddle Mountain Unified School District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The district is addressing the academic impact of lost instructional time and responding to the academic, social, emotional and mental health needs of all students including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students in the following manner. 1. Hiring an additional Counselor for 1.5 years to have coverage in all district schools to assist students in scheduling and other class needs as well as addressing social, emotional and mental health needs. 2. Hiring an additional Psychologist for 1.5 years to ensure the district addresses the social, emotional and mental health needs of all students in all the district schools. 3. Hiring a Psychologist Intern for 1.5 years to ensure the district addresses the social, emotional and mental health needs of all students in all the district schools. 4. Purchasing an additional 48 passenger specialized bus for special needs students to assist in social distancing and shortening the ride times for students with special needs/disabilities. 5. Purchasing 3,782 chromebooks over three fiscal years to ensure access to technology is available to all students regardless of social/economic level to allow access to curriculum during potential school closures and quarantines. 6. Implementing a recruitment and retention payment to recruit and retain certified staff and support staff to provide in-person instruction, additional academic intervention, additional social-emotional support and non-instructional support services necessary due to the COVID-19 pandemic during fiscal year July 1, 2021 through June 30, 2022.