Addressing Disrupted Learning

By using funds to hire additional para professional who can support teachers by providing interventions and support for at risk and vulnerable populations, teachers are able to divide and conquer so to speak...more small group and individualized intervention is possible with not only the at risk and vulnerable population, but all subgroups and students benefit with additional instruction and intervention. Additional teachers to provide intervention and lower class sizes to address at risk and vulnerable populations, lower class sizes for all populations and that strategy helps all students also. Additional after school and summer school interventions provide additional opportunities for students to get support and additional positions to target at risk and vulnerable populations, lowers intervention class sizes and tutoring counts for other teachers as well, benefitting all populations seeking additional intervention opportunities.

Adding an additional mental health counselor while targeting at risk and vulnerable populations and subgroups, will lower the demand on other district counselors allowing for greater support for all students. Adding counseling services during the summer will help maintain mental health services during the summer months when students otherwise would have to fend for themselves. This gives them support nearly year round, which impacts the overall educational environment in the classroom when all students return and throughout the school year.

Both the additional summer school and summer counseling and summer student leadership opportunities will provide a reason for parents to bring students in to receive summer meals also, this benefits low income families, EL students, possible homeless students, and foster students a great deal.

Funds will also be used to purchase educational resources including ELA teaching units and resources; educational software (Vocabulary.com site licenses); updated vocabulary/grammar textbooks, resources and materials; and updated K-6 reading curriculum, resources, and materials and additional educational materials and supplies to support equity in education and to assist in addressing learning loss or inequities due to Covid-19 related issues.

Funds will also be used to provide professional development in an SEL program and strategies to support SEL needs of students.

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Reading Street, SIPPS and SuccessMaker. We 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, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
We will provide every student summer enrichment opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs(Reading Street, SIPPS and SuccessMaker) and strategies. We will invest in 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.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Provide models such as step-by-step demonstrations or think aloud to work out the problem. Guide student practice by asking good questions and providing feedback. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary.
The strategies that will be practiced are, Sound and Picture Match-Up, Sing-Alongs that teach specific sounds, Movement and Sound Play, Hand-On Letters, Phoneme isolation/ identity/ blending/ segmentation; rhyming, sentence segmenting, syllable blending, name letters and, sounds, formation of all letters along with questioning, word meaning; speed and accuracy of reading: inferring, summarizing, visualizing and decoding. All student performance and progress regardless of grade level or individual capability are measured and monitored formatively using Galileo quarterly benchmark assessments. Progress on social and emotional growth will be documented to ensure that the students are moving towards a healthier progression with their mental health, we will utilize the research based program Second Step.

Student progress reports are sent home monthly to parents so they and their child can monitor learning development, growth, and progress. Report cards are sent home quarterly. All teachers administer weekly in-class assessments and conduct daily quick checks that serves as formal and informal checks for understanding. Progress on social and emotional growth will be documented to ensure that the students are moving towards a healthier progression with their mental health.

Provide necessary professional development to teachers. We will create a strong foundation for students' academic success by prioritizing their social, emotional and mental health through the research based program Second Step. Each day students will engage in SEL lessons. We will take steps to build school communities and support students' social, emotional, and mental health and provide extracurricular opportunities to build school community and advance academic and emotional development of students.

2 FTE para professionals to work with students addressing learning loss through implementation of evidence-based interventions (Reading Street, SIPPS and SuccessMaker) throughout the school day, along with summer learning or summer enrichment, and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups. (Revision 2 3/21/22 reduce 2 FTE to .92 FTE) (Revision 3 05/16/22 increase .92 FTE to 1.11 FTE)

Revision 2 03/21/22:

Add: .08 FTE para professionals to work with students addressing learning loss through implementation of evidence-based interventions throughout the school day, along with summer learning or summer enrichment, and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups from 7/16/20-11/30/20

Add: 2 Interventionists working 1 hour per day x 4 days/week x 35 weeks = 140 Hours x 2 = 280 Hours (Revision 3 051622 reduce from 140 to 127 x 2 = 254 hours)
Interventionist to work with students addressing learning loss through implementation of evidence-based interventions afterschool and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups from 7/01/2021 - 06/30/2022

We have proposed a budget that heavily invests in acquisition of learning supports such as 95% Group Core Phonics, Florida Virtual and Canvas to support students in person and online. Additionally, our budget includes funding for a comprehensive summer programming option that will benefit the students in BESD for subsequent years in order to address learning loss, focusing on key subgroups identified through TSI (special education, EL, and african american students). Inclusive of that programming is the addition of a counselor/social worker during the summer school sessions to provide SEL support for students and families. Evidenced-based programming includes 95% Group materials to address phonic and literacy skill development for students as well as core academic programming such as McGraw Hill and Glenco Mathematics (powerpoint uploaded into related documents which reflects research conducted to determine program effectiveness - slides 12 & 16). Additionally, Reading A to Z is included as a support students through an online reading library. The CASEL framework, including CASEL competencies is a basis for SEL programming when looking at student need as well as the 2nd Step Curriculum.

Further support for Social Emotional Learning is targeted through the use of the Aperture System (DESSA mini SEL screener) to collect district-wide data on student SEL needs so that all staff can invest in developing those competencies for students. The DESSA mini is based upon CASEL Competencies and helps us identify student need as related to these competencies. After school intervention/tutoring for students is a key investment in this grant to support learning loss and students who have experienced quarantine and need a boost to support learning. Each school will be allocated tutoring hours on a yearly basis in order to use data to identify students for support. We have also budgeted for training of teachers to ensure they are equipped with the important skills necessary to build relationships with students, provide effective instruction, differentiate instruction using current assessment data and intervene on the needs identified through assessment. Our assessment platform will allow us to disaggregate data for the purpose of identifying struggling students and subgroups.

Canon is 92% free-reduced lunch and Title I schoolwide-3. The YMCA program is offered to all k-5 students. The summer learning program is for all students if they want to do it.
The new curriculums are all on the state evidenced based programs list and will make it easier to do distance learning if need be.
Canon will run a summer 3-4 week program taught by certified teachers. The programs used in the Summer Learning Program are GoMath, Wonders Reading, RAZ kids, and Read Naturally. These programs are on the state approved evidenced based curriculums

New Programs state approved:
Gomath k-8 50,000
Wonders/Study sync 50,000

Low income student, SPED and EL students may be in targeted summer school program.

Summer school will be taught by highly qualified and certified teachers. the teacher to student ratio will be 1:8. Summer school will be the first 3 weeks of summer June 6-June 24th. The evidenced based programs will be GoMath, Wonders and RAZ Kids. There will be project based components using the programs and classroom tech.

A safe place for students on Fridays for K-5. YMCA will provide Friday daycare school is out and many parents still have to work. Finding the right childcare option is essential. The YMCA is here to provide an engaging day for your child. YMCA offers camp experiences during out-of-school days and school breaks. Your child will enjoy their out-of-school days with group games, STEM projects and more! The camp enhances social and emotional development as well as homework help. The camp has one certified teacher and one YMCA staff member.

Providing additional instructional aide support for students to address specific opportunities to accelerate learning based on Galileo data. The instructional aid will be using the intervention pieces from our core curriculum, including MyView for ELA and Envision for math. In addition, learning coaches have access to a variety of evidence based programs to utilize based on student need, such as Read Naturally (Tier 1), Moby Max (Tier 1), IXL (Tier 2) - all resources that are on ADE's evidence-based list - and Galileo by ImagineLearning (formerly ATI) to be used for progress monitoring and intervention planning.

The instructional aide will provide support and instruction for a variety of subgroups, including Hispanic, low SES, and students with disabilities, since every student receives daily small group instruction for ELA and Math, typically in groups of 5-15 depending on need. Therefore, an instructional aid may be providing support for an accelerated math group at one time of day, targeted intervention for a minimally proficient group at another time of day, and ELL support later that day. Our instructional aides are scheduled all day with various groups across grade levels. The instructional aide schedule is driven by student need as determined by current data. The needs are continually changing.

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

The cost of the additional instructional aide breaks down as follows: $28,000 per year = $56,000 total; $28,000 annual salary x 20% $5,600 for ASRS and FICA, plus $6,400 per year for medical, dental, vision, and basic life insurance. Total of = $12,000 per year = $24,000 total for benefits. $80,000.

Implementation and Professional Development on SEL curriculum and instruction to be provided by Edmentum in support of the BASE curriculum and subsequent instruction. Students in all subgroups, including Hispanic, low SES, and students with disabilities, will be working through the curriculum as a regular class on their schedule. The overall program provides a social-emotional learning curriculum and assessment rooted in mental health and wellness principles and underscored by clinical research. BASE is designated as 'promising' for being well-designed and demonstrating evidence of efficacy according to CASEL's criteria. The implementation will be monitored by the administrator performing walk-throughs of the classrooms. The principal sees every class everyday, so he will be able to closely monitor the program to ensure students are benefiting from the implementation of the program. Administration will monitor behavior referrals and student surveys to determine efficacy of the program. Cost of implementation training & virtual coaching is $3,000.

This funding will pay the salary and benefits for an appropriately certified, highly qualified teacher for FY22 and FY23 whose primary job is to raise the educational level of all our students who have been impacted by lost instruction time. In addition, this funding will contract a school counselor for FY22 and FY23 who will conduct interventions that will focus on the social, emotional and mental health needs of all students and particularly students who have been disproportionately impacted by the COVID-19 Pandemic. Approximately 90% of Cholla students fit the categories stated and are deemed "at risk." We will ensure that the interventions implemented will address the academic impact of lost instructional time, and 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 by monitoring the amount of academic credit recovery achieved by our students and how they progress toward meeting graduation requirements and continue into post secondary opportunities.. In regard to Social, emotional and mental health of students, all students will be given a brief survey after an intervention activity/meeting which will collect feedback on how the intervention activity helped their social/emotional/mental health. These survey results will be compiled and reviewed periodically by the school counselor and shared with the school administration to assess the overall effectiveness.

Our LEA plans to enhance and expand our STEAM and technical trades programs to include after school clubs and events for families and the community. These programs demonstrate a rationale or tier IV according to ESSA guidelines. Four instructors and one coordinator will be hired to facilitate these programs and events. The after school clubs will include carpentry, engineering, drama and fencing to help close the achievement gap in math among a diverse student population with a hands on real life approach to the Arizona state standards for math and to work on SEL skills. Each club will be offered once a week for an hour after school. Students will also attend field trips that extend past the one hour a week. Supplies will also be purchased to help facilitate these clubs and after school events for families and the community. These programs will service a diverse student population group that includes 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.

The district's ESSER III funding is being used to assist our schools in navigating the challenges presented by the COVID-19 pandemic. Funds have also been allocated to address the significant learning loss experienced by students over the last 18 months. These will take the form of online interventions and additional staffing geared toward reducing the gaps in individual student learning. These interventions are both online and in-person in order to teach to individual student modalities. Funding will also be used to address the Social Emotional needs as they return to school after a difficult year in which they not only experienced challenges to their learning but many also experienced illness and loss in their families. FUSD Staff has received training in the Canvas Learning Platform that will allow for consistency in monitoring student progress whether that be in person or remote learning. Staff also received training in Restorative Practice and Suicide Prevention to help support emotional growth and stability in the lives of our students. Each student in FUSD has an iPad that allows them to access the curriculum. Hot spots were provided to any student with limited or no access to WiFi. By closely aligning our funding to our LEA"s Integrated Action Plan and Mitigation Plan our district is poised to help students and staff achieve our goal of a full year of in person learning in which we successfully close learning gaps and deal with the trauma and loss experienced last school year.

The required 20% set aside will be used to provide classroom paraprofessionals to all elementary classrooms to assist teachers in instruction and implementation of schoolwide PBIS program.
Set aside also to include funding for before school programming to provide extra tutoring using the Spalding Program for phonograms, spelling, and decoding (including Title I, SPED, and ELL learners).