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

Resources for 20% Setaside 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 Use of Set-Aside Funds Response
Gila Bend Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

GBUSD will monitor the effectiveness of the interventions we implement through benchmark testing, both formative and summative assessments, teacher input at regular PLC meetings. Data gathered will be evaluated and studied to make decisions about the effectiveness of the interventions and the impact it has on the loss instructional time, academic, social emotional and mental health needs of all students, and particularly the sub groups impacted by COVID-19.
Hackberry School District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Contracted a reading specialist to provide professional development for staff to provide interventions/strategies in the academic areas of reading and writing. The reading specialist will monitor students progress monthly to determine individual student interventions. Fall, Spring, and Summer School Intersessions have been scheduled for all students to attend if needed. Four teachers and three paraeducators will be employed to meet the specific needs of students. According to the state assessment results for 2020, most students are deficient in reading, writing, and math. District benchmarks are given to monitor student achievement and have the ability to implement appropriate strategies/interventions to support academic growth. A FTE paraeducator was employed to support small group or individual interventions. Students are identified by teachers and the results of their benchmark assessments. A schedule is developed to meet the needs of the students. Teachers and paraeducators will be implementing Positive Actions program within their classrooms. Positive Action is a comprehensive social-emotional learning curriculum that helps students develop self-management skills and encourages responsible decision making. Positive Action meets all the requirements set forth by the US Department of Education Elementary and Secondary Education Act. It offers flexible programs that teachers can seamlessly incorporate into their lesson plans. Positive Action Kits will be purchased to support implementation of program. Middle School bundle for $1,215.00 and Grades 1st and 4th for $400.00 each. An online webinar for $550.00 will be purchased for staff development. Our school district consists of 4 teachers, 4 paraeducators, and 48 students total. Our teacher to student ratio is very small. The largest is 2 staff to 8 students. Sessions will be 30 minutes weekly.
Highland Prep Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

SEL interventions:
School administrators will conduct an evaluation for the effectiveness of our project with the school planning team (Executive Team, Governing Board, Advisory Council) on an annual basis over the two-year period.

Academic learning loss:
Student grades are checked on a daily basis to monitor student progress by the teacher and school administrators will conduct weekly classroom grade checks and review bi-quarterly progress reports to evaluate the effectiveness of the project over the two-year period. Student attendance for before and/or after school tutoring is an important student success factor and will be recorded on a daily basis.

Data gathered will be evaluated and studied to make decisions about the effectiveness of the interventions and the impact they have on the academic learning loss, 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:

School administrators provide weekly communications to all families and stakeholders that include the scope of social and emotional learning services and learning loss services available to all students. The school planning team (Executive Team, Governing Board, Advisory Council) meet regularly to obtain input from all families and stakeholders that include the services that are subject to this project.
Kaizen Education Foundation dba Liberty Arts Academy Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

"The LEA will utilize the 20% set-aside to target practices and interventions that address the academic (summer school, tutoring, reading interventionist) and social emotional (counselor) learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

All student success rates will be monitored by school staff and if progress is not seen, adjustments will be made to instruction and interventions as needed per individual student in order to increase academic achievement All student behavior referral rates will be monitored by school staff, and if needs arise, new Social Emotional supports will be given to reduce behavior incidents and increase academic achievement in classes.

Setaside funds will be used to provide before/after school tutoring and summer instruction in order to address learning loss and create new opportunities for academic growth after COVID shutodwns. In addition, Reading Interventionist services will be provided during the school day as well as the assistance of a school counselor and software to assist for students with disabilities. These services will assist all students including students who have been disproportionately impacted by COVID-19 such as low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care.

Remaining funds will be used similarly for math interventionist and paraprofessional services to address learning loss during the school day. Virus mitigation will be provided by the creation of an outdoor space with shade as well as new HVAC units and air purifiers. Enrollment and recruitment of staff will be improved with recruitment and retention pay as well as community outreach through social media, digital ads, etc. Moreover, part-time administrative staff will be hired to assist with student achievement, grant processing, and marketing.
Kingman Academy Of Learning Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Kingman Academy of Learning will ensure that the interventions it implements will respond to the academic, social, emotional, and mental health needs of all students and particularly those students disproportionately impacted by the pandemic by assessing student academic progress as well as social and emotional health throughout the year using multiple evaluation tools. Kingman Academy will use this assessment to continuous revise methods based on the needs of our students.

Revision #1: 1/10/22 Additional Details added
Summer School - FY22, FY23 & FY24
Kingman Academy of Learning Intermediate School will offer summer school to all enrolled students (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care) each summer from 2022 to 2024. Summer school is held for four consecutive four-day weeks. Students will be given opportunities to work on focused interventions or enrichment in math and ELA. Three teachers and 1 paraprofessional.
Summer school will utilize the following evidence based strategies as found in the ADE Evidence Based data base:
iReady Benchmark assessment and individualized learning plans - Teaching team will utilize benchmark data to create individual reteach/enrich plans for students

Summer School - FY22, FY23 & FY24
Kingman Academy of Learning Primary School will offer summer school to all enrolled students (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care) each summer from 2022 to 2024. Summer school is held for four consecutive four-day weeks. Students will be given opportunities to work on focused interventions or enrichment in math and ELA. Three teachers and 1 paraprofessional.
Summer school will utilize the following evidence based strategies as found in the ADE Evidence Based data base:
iReady Benchmark assessment and individualized learning plans - Teaching team will utilize benchmark data to create individual reteach/enrich plans for students

Summer School - FY22, FY23 & FY24
Kingman Academy of Learning Middle School will offer summer school to all enrolled students (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care) each summer from 2022 to 2024. Summer school is held for four consecutive four-day weeks. Students will be given opportunities to work on focused interventions or enrichment in math and ELA. Three teachers and 1 paraprofessional.
Summer school will utilize the following evidence based strategies as found in the ADE Evidence Based data base:
iReady Benchmark assessment and individualized learning plans - Teaching team will utilize benchmark data to create individual reteach/enrich plans for students
Technology Enhanced Classroom instruction (Edgenuity): Teaching team will utilize technology to assist students in recovering lost credits and to individual instruction to meet student's educational needs.

Summer School - FY22, FY23 & FY24
Kingman Academy will provide transportation for the summer enrichment program to all enrolled students (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care) each summer from 2022 to 2024. This will allow access to this opportunity for our special populations.

REVISION #4: 04/14/22 REMOVED (LETRs Training is a research based professional development for K-2 teachers in the science of teaching reading to support special student populations (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care). Professional development and implementation of LETRS (Language Essentials for Teachers of Reading and Spelling) program designed to expand their literacy knowledge and professional practice to master the essential skills related to the fundamentals of literacy instruction. LETRS will be used to assist in identifying, targeting and servicing special education students while utilizing an inclusion structure in the regular education classroom.) REPLACE THIS ITEM WITH FUNDATIONS: Fundations is a foundational comprehensive program that provides instructional strategies to teaching a research-based, data-supported, structured phonics and spelling curriculum using engaging, multisensory techniques. Teachers will be trained in lesson preparation and content delivery to meet the needs of unique learners. Trainings will focus on the instructional practice following the science of teaching reading to support special student populations (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care. Professional development and implementation of Fundations is designed to expand their literacy knowledge and professional practice to master the essential skills related to the fundamentals of literacy instruction and demonstrate the concepts using visual and kinesthetic strategies. Fundations will be used to assist in identifying, targeting and servicing special education students while utilizing an inclusion structure in the regular education classroom.

FY22, FY23, FY24
Kingman Academy of Learning's academic interventions will be available to all students (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care). iReady and Ready Reading and Math are text series with diagnostic assessment and personalized pathways to meet the needs of all learners. Early detection of developmental difficulties and students performing below their chronological age allows for proactive adjustment of student's instructional plan and timely intervention through Special Education, or Title I qualification. The iReady diagnostic tool has audio support, text tools, symbols and icons used for prompting and cues, and can be adjusted for specific student needs.
Each school will utilize the following evidence based strategies as found in the ADE Evidence Based data base:
iReady Benchmark assessment and individualized learning plans - Teaching team will utilize benchmark data to create individual reteach/enrich plans for students.

The following social and emotional interventions will be available to all students (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care).
Kingman Academy of Learning will utilize grant monies to supply the positive action social emotional learning program. Kingman Academy will research, review, evaluate and purchase a social and emotional evidence based curriculum such as Positive Action. Positive Action is a comprehensive social-emotional learning curriculum that helps children develop self-management skills and encourages responsible decision making. Positive Action has created a program that works at all education levels. Using Positive Action, students develop self-awareness and gain the SEL competencies they need for success in the classroom and beyond. Positive Action implements a proven method for social-emotional learning. Positive Action is a comprehensive social-emotional learning curriculum that helps children develop self-management skills and encourages responsible decision making. Positive Action has strong and moderate evidence to show how lessons build emotional skills in students. Positive Action will be used K-12 and will also include materials for small groups for our counselor. ADEs evidence-based data base practice of Schoolwide Positive Behavioral Interventions and Supports. Positive Action is on the ADEs Evidenced based program list.
Stipends will be offered to show appreciation of teachers giving up their own time for professional development to increase SEL techniques to continue to meet the needs of students and learning loss as well as for retention of experienced staff to continue the dedication to student growth.
Social and emotional health will also be brought through the lens of sports psychology through professional development.
Teacher mentoring professional development training will be used to strengthen new teachers and struggling teachers.
Kingman Academy of Learning will provide professional development through Jostens National Renaissance Conference to focus on building school climate and culture overall in order to positively impact student outcomes in academics, social emotional wellness, and student efficacy.
An administrator will attend the ASBA Law Conference and Pre-Conference and will present the information from the conference on his return to other administrators. This conference will include Educating Students in Poverty: A Day Long Look at the Legal, Financial and Practical Issues in Delivering Opportunities For All and other pertinent legal information needed in these unprecedented times.
Technology resources (hardware, software, and connectivity-related devices) will be purchased and installed to aid increased learning in the classroom and at home.
During the 2022-2023 school year, Kingman Academy High School will investigate and purchase alternative assessment technologies that can evaluate student performance in all subjects to assess learning loss and diagnose student needs in order to plan instruction to effectively fill learning gaps.
Kingman Academy of Learning Middle School will have additional outdoor space for students. Grass will be added to an area to increase the usable outside space for students thus increasing the ability to socially distance and reduce the risk of virus transmission by increasing total area. Additional playground equipment will be added to promote physical health as well as social and emotional health.
Kingman Academy of Learning High School's gym floor will be repaired to correct structural damage and will be replaced with a surface that will reduce the risk of physical injury. This will allow for virus transmission prevention and spread of illness. This will allow the school to continue use of this area for academic classes, activities and events to support social-emotional wellness, physical health activities, and family / school connection events.
Kingman Academy of Learning Primary School will add additional playground equipment for students. Thus increasing the ability to socially distance and reduce the risk of virus transmission by increasing the number of options for students. Additional playground equipment will be added to promote physical health as well as social and emotional health.
Kirkland Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Academic losses will be addressed through additional staff hired, to provide research based intervention for literacy, mathematics, as well as social emotional programs. Staff additions to provide targeted subgroups such as EL, Low Income, and sped populations with small group and one on one support through interventions provided to target literacy, comprehension, math fluency, as well as standards based reteach/enrich. Additionally, social/emotional needs being met by removing whole group pressures for academics and other grade level activities.
Lake Havasu Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

All students will receive a guaranteed and viable curriculum and valid and reliable assessments. The assessments will be used to determine academic gaps which will be addressed through intervention services. These services include intervention groups facilitated by staff, intervention programs (Read 180), after school tutoring and summer school opportunities. School counselors at all schools and an additional school psychologist are available to support the social, emotional and mental health needs of all students through individual sessions, small groups, and referrals to appropriate community providers. In addition they work with staff to identify students in need and determine necessary supports.
Madison Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The interventions provided by ESSER III funds are targeted at providing students with academic, social, emotional, and mental health support. The summer school and after school tutoring programs are specifically targeted to address students' academic needs. Generally speaking, after analysis of NWEA-MAP data, the student groups highlighted above as disproportionately impacted by COVID-19, displayed larger learning gaps than their peers. Because of this data, those students received a higher proportion of the invites to summer school. As invites are provided for the next two summers, it would be expected to see this trend continue. Social, emotional, and mental health support is being provided during summer school and the lead social worker is leading the implementation of a program aimed at supporting all students in their social emotional learning. Due to the Covid-19 pandemic: REVISION 2: MSD's Summer School program will include Health Associates salaries and benefits for student and staff health and safety.
Madison Highland Prep Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

SEL interventions:
School administrators will conduct an evaluation for the effectiveness of our project with the school planning team (Executive Team, Governing Board, Advisory Council) on an annual basis over the two-year period.

Academic learning loss:
Student grades are checked on a daily basis to monitor student progress by the teacher and school administrators will conduct weekly classroom grade checks and review bi-quarterly progress reports to evaluate the effectiveness of the project over the two-year period. Student attendance for before and/or after school tutoring is recorded on a daily basis.

Data gathered will be evaluated and studied to make decisions about the effectiveness of the interventions and the impact they have on the academic learning loss, 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:

School administrators provide weekly communications to all families and stakeholders that include the scope of social and emotional learning services and learning loss services available to all students. The school planning team (Executive Team, Governing Board, Advisory Council) meet regularly to obtain input from all families and stakeholders that include the services that are subject to this project.
Marana Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

There are several ways the LEA will ensure that interventions address the academic impact of lost instructional time and respond to academic, social, emotional, and mental health needs of all students. Acadeince Data will be used to determine which students need additional support for students in grades K-3. Synergy Assessment Data and State Assessment Data will also be used to determine which students need additional support. This will include students in all sub groups, including students from low-income families, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.

To meet the academic needs of our students the district will use Acadience Data, Synergy Assessment Data and State Assessment Data, to provide:
-summer learning programs - This includes providing pay for certified and classified staff to teach using evidence based practices, pay for staff to be trained on evidence based practices and resources, and pay for staff to coordinate and plan for the summer school program.
-comprehensive after school programs.
- targeted tutoring during the school day.

To support all students, including those students disproportionately impacted by the COVID-19 pandemic, we will:
-Increase staff to support primary students in literacy at our five highest needs elementary schools based on Acadeince Data.
-Purchase supplemental evidence based online programs to provide students with opportunities for blended learning and additional learning outside of the school day. This will allow students to utilize evidence based online programs such as DreamBox, i-Ready Reading and Math, etc. after school, on weekends, or during the summer.
-Purchase instructional supplies/materials to implement evidence based teaching practices including but not limited to decodable readers, books to build classroom libraries, word work materials and Literacy Footprints sets for grades K-2 for all elementary schools and grades 3-6 for seven highest needs elementary schools.
-Increase technology in the classrooms to increase engagement, allow teachers to utilize blended learning opportunities, and allow for critical thinking of students.
-Add for 4 additional Counselors or Social Workers to work with schools on helping students and families find resources and small group instruction to deal with emotional trauma and mental health.
-Increase small group counseling support for at-risk populations including foster youth.
-Increase Student Behavior Supports staffing to support the development and implementation of student behavior plans to maximize student learning.
New World Educational Center Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

New World will use the results of formative assessments as well as teacher/parent input in order to determine students who are in need of extra help due to lost instruction time. We will offer 3 intercession tutoring sessions that will be led by classroom teachers. These are broken into small groups(5 or less) in order for the teacher to focus on student growth. Growth will be measured at the end of each session.
Noah Webster Schools - Mesa Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Noah Webster Schools will ensure that the multi-tiered interventions that take place before, after and during school hours address the academic, social, emotional, and mental health needs of all students by appropriately using data, administrative leadership oversight and visual observation and feedback to respond to the needs of all the students. We will also be utilizing the appropriate staff and contracted providers to ensure summer school is available to those students identified with special needs.

Noah Webster Schools' Academic Improvement Team will monitor the interventions regularly to ensure they are meeting the academic, social, emotional, and mental health needs of all our students with a continued focus on those most impacted by the COVID pandemic. This oversight includes review and feedback on academic intervention lesson plans, analysis of student achievement data as students progress though the interventions and real-time observation of the interventions in place and conducted with students. This will also consist of an ongoing review and observation of the social emotional interventions in place at the school; such as, the Social Emotional Learning (SEL) integration in the general education curriculum, the widely implemented Friend Fence and use of the school counselor to support student's mental health needs.

Additionally, as the team reviews the internal data dashboard after each set of interventions and rounds of benchmark assessments, close attention will be focused on monitoring the effectiveness of the interventions with our students most in need; such as those including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
Noah Webster Schools-Pima Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Noah Webster Schools will ensure that the multi-tiered interventions that take place before, after and during school hours address the academic, social, emotional, and mental health needs of all students by appropriately using data, administrative leadership oversight and visual observation and feedback to respond to the needs of all the students.

Noah Webster Schools' Academic Improvement Team will monitor the interventions regularly to ensure they are meeting the academic, social, emotional, and mental health needs of all our students with a continued focus on those most impacted by the COVID pandemic. This oversight includes review and feedback on academic intervention lesson plans, analysis of student achievement data as students progress though the interventions and real-time observation of the interventions in place and conducted with students. This will also consist of an ongoing review and observation of the social emotional interventions in place at the school; such as, the Social Emotional Learning (SEL) integration in the general education curriculum, the widely implemented Friend Fence and use of the school counselor to support student's mental health needs.

Additionally, as the team reviews the internal data dashboard after each set of interventions and rounds of benchmark assessments, close attention will be focused on monitoring the effeteness of the interventions with our students most in need; such as those including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
Painted Desert Demonstration Projects, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The majority of the ESSER III funds allocated to STAR School will be used to pay salaries and benefits for the Interventionist, School Wide Substitute Teacher and Summer Reading Camp Teacher. In Year 1, ESSER III funds will be used to purchase ELA curriculum for 1st-5th grade classrooms and special education. In all three years, supplies will be purchased for the Summer Reading Camp.

Because our school received a 5 year School Climate Transformation Grant (SCTG) that has a heavy emphasis on SEL, we are not using ESSER III funds for these programs. Our SEL-related SCTG programs include evidence-based strategies such as trauma-based counseling and the 4Rs. We hired a second school counselor with SCTG funds who provides equitable access to services for students in the low-income, SPED and Native American subgroups.

The budgeted expenses that are directly related to addressing student learning loss as a result of the pandemic have been identified. These expenses include the salaries for the Interventionist and Summer Reading Camp Teacher as well as curricula and supplies for the Summer Reading Camp. The total for the expenses related to learning loss is $248,635.71, which is 60.2% of our total ESSER III award amount, far exceeding the required 20% set aside.
Palo Verde Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

To support local recovery needs and efforts in response to COVID-19, these new funds will be used to accelerate and enrich learning and increase learning opportunities - particularly for our most vulnerable students. Twenty percent of the funds will be dedicated to address learning loss due to the pandemic.
Students will be given Benchmark tests every quarter to see how they are progressing through the content of their current grade level and assessed by teachers. Students will be monitored every quarter with a survey to measure their class growth with social, emotional, and mental learning..
Patagonia Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

At Patagonia Elementary School all students from K-5 are provided mindfulness instruction every other day through the service of a social worker. The mindfulness instruction is supported by the rest of the faculty through the utilization of various character programs such as the Character Counts Program and Kelso's Choice. The school has also adopted a program called PBIS (Positive Behavior Intervention and Supports) where the teachers support the social worker's mindful instruction by reinforcing positive behaviors that help students see how their emotions affect their decision making and their relationships with others. PBIS also helps to provide adequate interventions to meet the needs of the students.

For the upper elementary grades of 6th-8th, the students will be utilizing a program called Thrive that dives deeper into how their emotions affect their decision-making and their surroundings. The upper elementary will also utilize Kelso's Choice and the PBIS program to help steer students into mindful decision-making and/or provide interventions unique to the student's needs.

Thrive and Mindfulness Instruction will occur in small group settings of about 10 students to 1 teacher.
Payson Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Additional teachers and Para-professionals to work with students struggling academically (reading and math interventions), SEL teacher and Para-Pro focused on SEL supports for students in-need and providing SEL/mental health supports to student body,. IXL software, Edgenuity distance learning curriculum, and preschool expansion. .Friday additional learning days in collaboration with the University of Arizona. Summer school sessions in 2022 & 2023. All noted in Set-Aside.
Pearce Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

District is using summer school and after school tutoring to assist students in reaching grade level standards. District is also reducing the size of a large multi grade level class into two separate grade levels.
District will also use Base Education SEL program to help support the social emotional needs of students .District will focus on students who are economically disadvantaged, English language learners, migrants and children with disabilities. These students seemed to struggle the most during distance learning and the previous year.
Pomerene Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

In all of our interventions, academics (reading, writing, and mathematics) and social emotional are our main focus. In school, intersession, and after-school tutoring, we will use our students' grades formative data in math and ELA, and our benchmarks to identify the students who are most in need. As students go through these interventions, we continue to collect data on these identified students to monitor progress. We will use our counselors to promote strong mental health for our students and our community. Finally, we will use our Character Strong program to guide students in their overall character development.
Portable Practical Educational Preparation, Inc. (PPEP, Inc.) Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

For several years we have endeavored to create a culture that develops the teacher-as-mentor within our schools. The pandemic of 2020 and '21 demonstrated the need for that mentor model to take a central role. As an alternative school our at risk students represent a singularly vulnerable population, frequently with the most tenuous connection to their educations. The kinds of strong student/teacher relationships the develop when a teacher adopts the role of advocate, guide and trusted adult in a student's education have a profound impact on educational outcomes. The ongoing training of mentors by the mentor coach improves the teachers' effectiveness in that role. Mentoring programs, implemented with fidelity, are strongly associated with positive educational outcomes and with other indicators of social/emotional development, such as resilience, self-regulation and academic persistence.
In addition, professional, on-site social workers will provide behavioral support, develop character and resiliency education opportunities and help students to access wraparound support services available to them within the community. The pandemic took a particularly dire toll upon our students, many of whom were forced to become additional or even sole economic providers for the families. As members of an alternative school, they entered the pandemic year already at risk of becoming permanent dropouts; the dislocations of 2020 - 21 have only thrown new barriers into their paths and many will require assistance from trained professionals to integrate the elements of their personal lives and find their way back into the community of learners.. Research indicates that this also is a powerful tool for improving educational outcomes.
As an alternative LEA, we serve a disproportionally high percentage of low-income students, migrant students, EL students and students struggling with housing instability. The COVID 19 pandemic has amplified many of the challenges already experienced by these students resulting in loss of learning time, disrupted routines and disengagement. We need new tools, like Mathspace and Schools PLP, to identify, track and ameliorate the learning loss and confusion caused by these disruptions. These resources support mathematical modeling, data-driven instruction and increased learning time to offset learning losses and to reengage students teetering on the edge of becoming permanent dropouts. We will support these strategies with updated electronically-delivered curriculum resources.
We will also employ ESSER III funds to assist the construction of a new facility for the Cesar Chavez Learning Center in San Luis, AZ. The new building will used to safety deliver instructional services, while meeting CDC mitigation guidelines, to high school students in San Luis, AZ, significant percentages of whom are economically-disadvantaged, EL, or migrant students. Limited space, poor ventilation and limitations of a property lease agreement prevent meaningful upgrades to the physical space of one site, making it impossible to effect improvements that will reduce virus transmission and support student health needs. Therefore, we must build a new facility incorporating the upgrades allowing for mitigation measures while keeping students on-site for in-person learning. Design limitations and constraints within a lease agreement necessitate the construction of a new space, allowing for the implementation of public health protocols and alignment with CDC guidance for safe reopening of the school. The existing school site is small, crowded and inadequately ventilated to allow the implementation of mitigation strategies in the building. This building is connected to other structures and the LEA is prevented from performing significant alterations of the space or ventilation system by the characteristics of the structure and the limitations of the lease. Building a new site will allow the LEA to design the learning space with mitigation strategies and the most recent CDC guidance in mind. This will allow for more in-person learning hours for every student while keeping teachers and staff safe.
Finally, staffing shortages in Arizona public schools are at historic levels and this condition is exacerbated by a significant increase in teachers choosing to leave the profession in the dangerous and difficult months of the COVID-19 pandemic. To retain quality, experienced staff we will provide a retention bonus to staff members who continue to serve our students throughout the school year.