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
Santa Cruz Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	New intervention with research based curriculums to close the learning loss through implementation of tutoring and curriculum will be used for students due to the impacts of COVID 19 especially to vulnerable populations such as English Language Learners. Students will have after school tutoring with research based curriculum. Additionally, LEA, will hire social worker to work with students and staff individually and in groups to address the social emotional concerns. LEA will apply ESSER III grant funds to address the challenging impacts of COVID-19. LEA has placed safely return to in-person learning procedures, addressing the learning loss, the social emotional impact, and modifications to buildings to ensure the safety of everyone . Allocations have been set aside for the security and safety of all stakeholders and the investment in high research based curriculum and instruction to close academic gaps.
Scottsdale Unified District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	SUSD will use the 20% set aside funds to ensure we are meeting the needs of our most vulnerable populations. Students will have access to several platforms of tutoring service to accommodate their schedules. Students in grades K-12 will be invited to attend summer school to fill in gaps due to the pandemic. Several programs will be offered including one for our Title I students in K-2. Beginning in the 2022-23 school year, our district will hire reading and math specialists to work with students who have the most significant needs. Our Tier 2 students will have access to several types of interventions including iReady and LLI. SUSD will use progress monitoring and benchmark data to monitor the impact of each intervention. School sites will continue to meet as a team approximately every 6 weeks to review the data, gain information from the classroom teacher, and determine best next steps for each student. We will continue to address SEL and behavior through the use of restorative practice strategies and counseling through Jewish Family and Children Services. When looking at the data, we will look for trends and/or outcomes for those students disproportionately impacted by the pandemic and determine interventions and supports to meet their needs. The data analysis will include looking at federally identified sub-groups such as low-income, students of color, English Language Learners, students with disabilities, and homeless/foster care/ migrant students. Should lack of progress be noted, new interventions identified as evidence-based for that sub-group will be implemented. SUSD will contract with Jewish Family and Children Services to provide additional counseling above that of our district counselors and social workers. Our summer school programs will include students most negatively impacted by the pandemic. These interventions will support EL, SPED, Title I, and vulnerable populations to decrease learning loss. This includes a specific Title I K-2 Jumpstart program to be held in our Title I schools.
Sedona Charter School, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	By funding staff for after school and summer enrichment programs, as well as in-school academic intervention, we ensure there are no financial barriers to receiving the benefits of these programs. For the academic interventions, Rennaisance Learning Accelerated Reader will be used. Programming will focus on serving each major racial and ethnic group, gender and migrant status; economically disadvantaged students, children with disabilities, English learners, students experiencing homelessness and children and youth in foster care. We will not charge families for these programs that are funded through the ESSER III grant.
Sedona-Oak Creek JUSD #9	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Addressing learning loss is paramount to moving forward. More than 20% of the ESSER III related budget can address learning loss. More specifically is the addition of instructional aides and quality tutoring for students. We have hired an SEL counselor to respond to the needs of all students PreK-12, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness and children in foster care. Capturing Kids' Hearts professional development package from the Flippen Group. Capturing Kids Hearts will be utilized in addition to the counselor which is not funded by the grant. The counselor will work with students 1:1 and small groups of 3 or less. The targeted subgroups are foster youth and low income students.
Self Development Academy-Phoenix	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The intervention teachers will utilize the data from NWEA to guide their instruction to ensure academic loss is effectively addressed for all students with a focus on students in vulnerable populations. Interventionist will utilize McGraw Hill reading and math interventions and NWEA MAP Accelerator. The interventions will be focused on students in vulnerable populations, including but not limited to SPED Students, EL students, and minorities. The Mindfulness Director will oversee and implement the Mindfulness program in the classrooms to support student social emotional needs for all students with a focus on students in vulnerable populations including but not limited to SPED students, EL students, and minorities.
Shonto Governing Board of Education, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The Navajo Nation required all Navajo schools to engage in distance learning thus limiting the person to person interaction. However, toward the end of the school year, the COVID-19 cases were decreasing across the Navajo Nation and parents were more inclined to send their student into the building because they know their students did not perform well during throughout the school year. So, a summer school credit recovery program was initiated in the areas of English Language Art and Mathematics. This was also extended to our students who qualified for Extended School Year because to reduce any learning regression. Unfortunately, there were still a number of limitation with in the district and on the Navajo Nation. So, opening the building to our upperclassmen and families who sought out additional support were encouraged to engage in credit recovery and ESY. The student service technician (SST) position is supporting the academic success of all students in the following aspects: (1) be an early intervention support if students grades are starting to drop, (2) be an early intervention support if student start missing class(es), (3) schedule and coordinate with local colleges and universities for our upperclassmen to be informed of their college opportunities, (4) to support students as they fill out scholarships, (5) to support students as they fill out college applications and FASFA, etc. Another aspect of the SST, is to support the social and emotional aspect of the student. During this pandemic, is essential for someone to make special note of the behavior of students and since we did not see student on a day to day basis watch their attendance and work can be manifest itself in declining attendance and grades. When that occurred the SST will reach out via phone call. At times, there have been problems that require counseling services and identification of homeless situation. So, the necessary actions were taken on behalf of the students and family. Therefore, this role is integral for the academic, social emotional and mental well-being of our students. The federal programs coordinator is a support to the High School principal. The federal program coordinator role supports 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, children with disabilities, and students experiencing homelessness to ensure the appropriate funding is available for the school. The federal program accomplishes their role by: (1) applies for the applications under the direction and guidance of the principal, (2) gather necessary documents to verify the action steps are being address to impact students learning, (3) collaborate with the principal to ensure the goals and actions steps are relevant to the learning needs of the school, (4) communicate any updates on an application, (5) communicate opening and closing of applications. Thus, ensuring the day to day operation can seamless occur.
Southwest Leadership Academy	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	SLA service are mostly Hispanic, low-income, special needs, English learners, homeless and foster care students. These are our targeted population. SLA will be holding Enrichment School during Spring Break (March 2022 & March 2023) and also in the summer before school (July 2022 & July 2023) to assist with the loss of learning caused by the pandemic. The teachers and administration will have assess to evidence-based material through Beyond Textbooks, Read 180 and Rosetta Stone. Lesson will target deficiencies identified through Galileo, formal assessments and teacher recommendations. This program will run 4 days a week for 4 hours for 1 week. SLA will be holding Summer School during June 2022 & June 2023 to assist with the loss of learning caused by the pandemic. The teachers and administration will have assess to evidence-based material through Beyond Textbooks, Read 180 and Rosetta Stone. Lesson will target deficiencies identified through failed courses, Galileo, formal assessments and teacher recommendations. This program will run 4 days a week for 4 hours for 4 weeks. SLA will be holding Freshman Academy during July 2022 & July 2023 to assist with the loss of learning and increased student behaviors caused by the pandemic. The staff will have assess to evidence-based material through Beyond Textbooks, Read 180 and Rosetta Stone. Lesson will target deficiencies identified through failed courses, Galileo, formal assessments and teacher recommendations. This program will be for incoming Freshman. This program will also be utilizing the services of SLA's full-time Social Worker to assist with SEL needs of the students. This program will run 4 days a week for 4 hours for 4 weeks. SLA will develop a Teen Parenting program that will allow our students to learning parenting skills, conflict management, SEL, and academic skills. This program will provide them a safe place to bring their non-school aged children with them to school to assist with closing the gap of loss of learning caused by the pandemic. This will also allow them a safe choice for childcare due to the numerous facilities that closed due to the pandemic. This will also include purchasing supplies and textbooks for the program. SLA will purchase a bus to assist students with transportation to school due to many losing their transportation options due to the pandemic. This will assist with continuity of learning and closing the gap on loss of learning caused by the pandemic. SLA will employ elective teachers to assist with elective options caused by several programs having to be closed due to the pandemic. This will increase the continuity of learning and closing the gap on loss of learning caused by the pandemic. SLA will also employ teachers, mentors, tutors and paraprofessionals to assist with the continuity of learning and closing the gap on loss of learning caused by the pandemic. SLA will offer retention stipends to returning staff members to assist with continuity of learning and closing the gap of loss of learning caused by the pandemic. SLA will purchase additional tables and chairs to increase hands-on learning and engagement in the classroom which has been lost due to the pandemic. SLA will purchase masks, hand sanitizer, Lysol (or equivalent) and COVID test kits to assist with the prevention and spread of the COVID virus. This will assist in closing the gap of loss of learning caused by the pandemic by ensuring all measures are in place to keep students in class with a live teacher. SLA will purchase cameras for the classroom as a safety feature to assist with the increased behaviors due to COVID.
Sunnyside Unified District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Sunnyside Unified School District will continue to utilize formative assessment in addition to other student data to target interventions for students. Funds will be used to provide additional Professional Development to staff through the use of recorded lessons to model exceptional instructional practice. Extended learning opportunities have been expanded to all school sites during the school year and summer which will allow for students to receive the extra support they need. The district will offer Transition Programs to ensure support for students returning from school closures, entering school for the first time or transitioning between schools at all K-8 schools. The district will offer High School Summer School/Credit Recovery at the two comprehensive high schools to address learning loss, utilizing Peer Tutoring and Response Groups program. Additional staff such as social workers and social & emotional programs through La Frontera and Liberty Partnership Community Council will help balance the support beyond academic to students and families. All sites will replenish school libraries to help with literacy. Funds will be used to purchase EL Education to help provide support and guidance for best practices to support English Language Learner students. The district will purchase additional as well as refresh the supply of technology devices for all students in addition to software subscriptions and projectors for instruction. Mental health and social emotional support services will be enhanced. Counselors will attend AzSCA conference and use funds to upgrade offices at each school site to create a welcoming space for students to feel comfortable fully utilizing counselor services that address the challenges of the pandemic. Funds will be used to implement mitigation strategies such as mandating mask wearing while indoors, maintaining social distancing and utilizing weekly COVID testing pools to quickly identify positive cases in schools. ESSER III funds will allow us to provide additional supplies and materials such as masks, hand sanitizer and disinfectant sprays. All sites will receive funds to for school furniture, equipment and supplies to assist in maintaining social distancing.
Synergy Public School, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	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. The school will hire additional teaching staff to create smaller class sizes. Smaller class sizes and individual attention have proven to be a successful means to close the achievement gap for all students. Synergy Public School will utilize the Leader in Me system of elementary curriculum that focuses on Social Emotional Learning methods that develop child-learners into well-versed students.
Telesis Center for Learning, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	We are using our set aside funding for summer school for 3 years and adding an SEL component to help with the mental and emotional effect this pandemic has had on our most vulnerable populations. As shown in the Covid related data published recently our English Learners, Special Education students and Title 1 students need intentional interventions to ensure loss of learning is addressed minimially in ELA and math over the next three years. We are focusing on summer school and providing those interventions for our students.
The Boys & Girls Clubs of the Valley	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	MAA is dedicated to providing a superior academic environment. Students will be thoroughly assessed at the beginning of the school year and at regular intervals to ensure that they are making the academic milestones necessary for lifelong success. Students are placed in interventions when needed. Students are progressed monitored regularly using evidenced based assessments. Assessment results are analyzed to determine growth. Our Counselor assesses and prioritizes student's needs. Service delivery may include individual support, small group facilitation, and/or family outreach and referral based on need for resources to support safety and learning (food, supplies, shelter, behavioral health care). For FY 23 we plan to hire 4 full time aides to implement academic interventions and pull small groups in activities designed to promote educational, social, physical, and behavioral growth needed to achieve the skill levels students need to be successful.
The Charter Foundation, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The Charter Foundation recognizes that education includes addressing the whole student, and not just the academics. To this end, we are taking a wholistic approach within the school setting. The presence of a counselor will allow for group activities, such as team building and the development of social skills within peer groups. Access to a counselor also give students a resource to help with adjustments as they return to school with more intensive focus on academics and peer relations. Intervention services offered include expanded access to online programs to help students missing skills, access to tutoring services within the school community. All locations serve student populations with a high Title 1 percentage and EL percentage, and are taking advantage of these additional curriculum and intervention programs. Programs designed to target specific skill deficits for SPED students are being utilized. Data from intervention and assessment programs is being used to identify students with learning deficits, and to address these deficits. Extended summer school offerings will be available at select locations, allowing for smaller instruction groups to meet the needs of students with learning deficits. Students will also have access to expanded enrichment opportunities, such as sports, music, and drama, which will increase social interactions and participation in school-related activities. This will encourage students to want to attend become part of the school community, and to develop confidence in social settings. Social-emotional programs such as PBIS will be implemented in the classroom and larger school community.
The Paideia Academies, Inc	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Paideia Academies will utilize the federal funds to support the needs of all our students impacted by the COVID Pandemic, including students who have been determined with high needs, students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students. The school will hire additional paraprofessionals who will work with impacted students to close the learning gaps, and an additional school counselor to provide social and emotional support to students. Additionally, funds will be used to pay of a portion of financial bond debt service in order to release that amount of money to other necessary spending in the current situation, allowing the school to utilize funds to address the needs of all students affected by the pandemic
Tonto Basin Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Our School District has an 80% percent Free and reduced lunch count with several students with disabilities. The District will assess all the students in ELA and Math through Galileo and informative assessments in the classroom in order to determine learning loss and then rank the students and put them into Tiers. Tier I students will be taught through the general curriculum. ELA will be Ready Gen and Achieve 3000 along with the standards based supplemental instruction through Beyond Textbooks. Tier II students for ELA will be given supplemental curriculum IXL and Achieve 3000. Tier III students for ELA will be given Early Interventions in Reading through Achieve 3000. Math Tier 1 will be given Standards Based Curriculum from Beyond Textbooks. Tier II and Tier III will be IXL and Achieve 3000. The Social Emotional will be provided by a school psychologist and the school psychologist will provide PD for teachers and recommend a Social Emotional Curriculum to help address and Social, Emotional and mental health strategies for improvement in the school setting. Salaries and benefits will be supplemented with these funds
Topock Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	The extended day allows our low income poverty driven demographic students to be given the opportunities to make up time that was lost during COVID-19. This does not to exclude students with disabilities, students experiencing homelessness and children and youth in foster care to be with their peers and to interact with staff to rebuild their social skills. All of the skills such as self-awareness and management, relationship skills, and responsible decision-making are a benefit of the extended day program. The added time allows for reconnecting with their peers and time for beneficial activities to build their work habits. This added time to the day allows students to meet with our counselor. The ratio of student to teacher in each class is as follows: K-19:1, 1st-20:1, 2nd-18:1, 3rd-14:1, 4th-16:1, 5th-7:1, 6th-11:1. The extra time is in the morning when they first arrive at school. The curriculum that is used during this time includes Amplify. Extended school hours along with social, emotional, mental health support.
Tucson Unified District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	There are multiple strategies that will be used to ensure that the interventions address the academic impact of lost instructional time for all students and particularly those students disproportionately impacted by the COVID-19 pandemic. - Every school will ensure that students have access to adequate intervention support (reading, math, RTI), by funding these positions with ESSER funds. - Every school will ensure that students have access to adequate Multi-Tiered Systems of Support (MTSS), by funding these positions with ESSER funds. - Every school will ensure that students have access to adequate counseling support, by funding these positions with ESSER funds. - Every school will ensure that students have access to adequate social worker support, by funding these positions with ESSER funds. - Every student will have access to summer school and the associated intervention at their own school site. - Schools with disproportionately high numbers of students subgroups impacted by COVID-19 will be given priority in hiring key positions such as interventionists, MTSS personnel, counseling support, and social worker support. - Social Emotional Learning curriculum will be provided to all schools and all students. - TUSD will work with Community School programs to ensure that their services are targeted towards high-need communities. - Before/After school tutoring opportunities and summer school will be available at all 88 schools and open to all vulnerable student populations. - Vulnerable student populations include students from each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, and migrant students, students experiencing homelessness, and children and youth in foster care. - Curriculum used includes Reteaching of board approved district curriculum, Eureka Math, Imagine Learning (ELA & Math), IXL, Sound Partners, Read Naturally, Pathways & Pitfalls (Math Pathways Pitfalls), Scholastic Interventions (Scholastic NSGRA), Fontas & Pinnell Interventions (Leveled Literacy Intervention), Prodigy, (STEAM kits, RazPlus) and APEX. - Kindergarten curriculum includes Benchmark Advance (Reading) and Eureka Math Set-Aside Positions - Certified Academic Tutors - RTI Teachers - RTI 6/5 Teachers - Summer School - Math Interventionists - Reading Interventionists - Kindergarten FTE's - Counselors - Social Workers
Tucson Youth Development/ACE Charter High School	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	All ESSER III-funded interventions will be actively monitored by LEA and school administration to ensure they address learning loss, provide the intended additional credit recovery, and provide supports to students for their mental health and social/emotional wellness. Our LEA is comprised of students from low-income, and/or minoritized populations, and/or English Learner households. Our efforts at all times, but particularly during the recovery from COVID-19, must therefore be focused on the wellbeing of these populations. Social-emotional learning (SEL) is supported through ESSER III funding with the LEA hiring qualified interventionists to assist students with their academic learning (which includes social-emotional learning/wellness). Prior to the COVID-19 pandemic, social-emotional learning was a point of emphasis for the LEA. The pandemic has only exacerbated this need. In addition to supporting SEL, the LEA will host summer school opportunities for students during summer 2022, summer 2023 and summer 2024. These summer school opportunities will address learning loss by providing credit recovery opportunities for students. As with SEL, credit recovery opportunities were a point of emphasis for the LEA's students. The pandemic has only increased the significance of these opportunities.
Vista College Preparatory, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Vista College Preparatory will utilize ESSER III funds for SEL training provided to staff in order to help economically disadvantaged students address emotional issues arising from the COVID-19 pandemic (Evidence: https://poweredbycompass.org/compass-circles/). Further, intervention specialists will be hired to provide assistance to economically disadvantaged students experiencing academic deficiencies resulting from the pandemic. Interventionist will use Lexia Core5 curriculum. A mentor program has been implemented to assist economically disadvantaged middle school students transitioning to high school and experiencing social-emotional needs due to the pandemic (job description attached in Related Documents). Lastly, additional teachers will be hired to increase each school's ability to maintain small classrooms for economically disadvantaged students experience learning loss due to COVID. Teachers will use Lexia Core5 curriculum.
Wenden Elementary District	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	An evidence based, extended school year program will be implemented to address learning loss interventions. This program will ensure that such interventions will respond to students' academic, social, and emotional needs and address students who are experiencing homelessness. These students who are new to the district have been to as many as 7 schools in 2 years. Students are and have been as much as 2.5 years behind academic levels due to lack of attendance. This forces schools to develop a program to include RTI to address individual student needs along with addressing social and emotional needs through activities and teacher created materials. The district has set-aside 20% of the grant allocation for our subgroups with students still experiencing trauma after affects from experiencing homelessness and still being away from their parents, with some being away from their parents as much as 6 years. The district will hire a classified employee who will assist with science and math instruction for grades 6th-8th grades for two days a week to address learning loss. They will implement engaging lessons and hands-on experiments after school during our STEM Program. This program will also require additional service through after-school activity support and bus driving. Student projected outcome for grades 6th-8th grades will be to receive a stronger math and science inquiry and engagement with the natural world to assist with learning loss. Students will also develop increased social and emotional capacities as well as academic enrichment that will increase student achievement in STEM related areas.
West Gilbert Charter Elementary School, Inc.	Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19	Imagine Schools' will use ESSER III Funds on the following: - A large part of our plan includes purchasing K-8 evidence-based curricular materials in ELA to provide the most impactful instructional/ learning experiences for students -- thereby increasing academic achievement. - To respond to requests of our families and teachers to create flexible, virtual opportunities for students to continue their learning over the summer - we will purchase engaging, online curricular materials to provide targeted instruction, virtually, in 3 week intervals. - To respond to learning loss/COVID's impact, we will hire an interventionist to pull groups of students (virtually) to provide targeted instruction and support to our most struggling and underperforming students -- as identified by data and teachers' observations. - 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. - One of the purchases will be for the Engage NY workbooks which are important for students to fully engage in the summer and after school programs. Without the workbooks, intervention will not be as effective. This will help in the increase of learning gains 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.