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
Portable Practical Educational Preparation, Inc. (PPEP, Inc.) Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Our goal is to retain staff that are key roles towards our student achievement and prevent further learning loss by supporting our families academically and social emotionally. Our Student Success Coaches will support attendance, engagement, and social emotional support for all students including students from low-income families, students of color, English Leaners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students. Additionally, the K-5 Assistant Principals and Lead Master Teachers will work with teachers to address the academic impact of lost instructional time and will respond to academic, social, emotional, and mental health needs of all students. Our Case Managers will support the special education program by working with teachers to manage caseloads, so teachers can maximize their time during instruction.
Sage Academy, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will utilize the funds to provide a data driven curriculum to support our academic, social, emotional and mental health of all students. All students who were impacted by the COVID-19 pandemic including students with the greatest needs to due to their family dynamics and will be provided the opportunity for data driven instruction in an extended school year environment to make up for the lack of in person learning experienced during the school closures. The LEA will be addressing the needs year round of low-income students, students with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.
Santa Cruz Valley Opportunities in Education, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Our para-professional is providing additional instruction to students in grades 1-3 to create a smaller teacher to student ratio and increase support for small group instruction. This paraprofessional will be in the classroom all day, for 8 hours. This class is a combined class for grades 1-3. The evidence based curriculum we use is Montessori as included on the MOWR list. Students are pulled for small groups based on NWEA data.
For After School- This allocation will pay for an after school program to address learning loss during the 2020-2021 school year. Students will receive help in reading and math using Moby Max which is included on the MOWR evidence based list. This program will target their learning needs and provide individualized lessons. Students will be selected to attend based on their NWEA MAP test scores. Students that are not at grade level will be invited first. In addition to academic classes, our after school program will also include enrichment groups in the arts, and in athletic clubs. These enrichment groups are meant to provide social emotional support and will be tied to themes of growth mindset, and connecting feelings to art.
Solomon Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Inventions are targeted to our entire student population that includes Hispanic and non Hispanic ethnic groups, economically disadvantage students, children with disabilities, and children and youth in foster care. As a Title I school all students are provide with all learning material need to succeed. K-3 DIEBELs Testing/assessments done 4x per year. Pre and post test given to assess growth within grade level. Weekly assessments report available to parents.
1. By providing preschool and all day kindergarten so students are giving a foundation for success in the classroom.
2. A reading specialist/tutor and Summer Academic Program will work with students to catch-up and keep them on track for promotion.
3. Part-time counselor will be available to all students as needed.
4. Teachers area available for parent meeting before and after school and for students during prep periods and before and after school.
Somerton Elementary District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

LEA has allocated money to fund teachers, IA's & counselors to address all student's academic and emotional needs and has provided the necessary tools and programs (7 mindsets SEL program, Imagine learning Math & Literacy, and Horizons Reading) to assist them with student's academic and emotional needs.
Tombstone Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The district and site plans include the incorporation of several positions to provide direct focus on loss of learning. These *SET ASIDE* positions include academic support paraprofessionals in Math and English. The development of an afterschool academy (SET ASIDE) at the high school level to work with targeted students to address learning loss, assessment prep, and social and emotional learning. Campuses will be hiring teachers (SET ASIDE) to review and analyze data to offer assistance in the classroom, summer school and afterschool tutoring programs to provide direction when working with targeted students. *SET ASIDE* Additional supplies, course work, and software programs to provide additional instructional support for the targeted students inside and outside of the classroom. The targeted group of students will be determined based on AzM2 scores of 1 or 2, received a failing grade in a high school class (59 or below), or in danger of retention at the elementary level (K-8) in which subgroups can be identified to include social economic status, diverse backgrounds, English language learners, students with special status, and students with disabilities.
Vail Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Additional learning opportunities will be provided before/after school, during Fall and Spring intersession breaks, and during the summer to address the academic impact of lost instruction time. For 8 days during summer break, students will be invited to attend free Summer School for 6 hours a day. Teachers will use Beyond Textbooks as a research-based intervention program to plan instruction and provide students with additional evidence-based interventions and remediation.

Additional learning opportunity instruction will be offered by a certified teacher and with research based instructional strategies. Additional learning opportunities and supports during the school day will be increased through the addition of Remediation and Acceleration Paraprofessionals. Students will be selected for these school day and additional learning opportunities based on the impact that the COVID-19 pandemic had on their academic progress. A District Remediation and Acceleration Coordinator has been created to provide district leadership and support in this area.

All students will receive instruction from a new Character Education curriculum, and will benefit from the systems created in our Positive Behavioral Intervention and Supports to address their social, emotional, and mental health needs. In addition, district leadership and support has been provided by the creation of a District Lead Counselor, site PBIS positions, and PBIS coaches/consultants.

The addition of a District Family Resource and Community Coordinator will provide families with direct access to support for students who are low-income, experiencing homelessness, in foster care, and/or in need of out of school mental health services.
Valley Union High School District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Edgenuity's Courseware programming provides all students, including all demographics, the opportunity to earn credits towards graduation due to COVID issues, being economically disadvantaged, or other issues that would lead to a student falling behind. It provides to a small degree an alternative high school for our students without them having to leave our district. This allows those students to remain with their grade level peers, without dropping out, and continue to work on grade level requirements towards graduation.
SEL-Students being able to remain in a familiar school setting with their peers will assist students with their emotional and social well being. If students are to drop out of our high school, there are no nearby, local, opportunities for them to finish up their coursework towards graduation. Since many of these students are already economically disadvantaged, the possibility of online school or traveling the 30 plus minutes to an "alternative" high school is not possible. With the high school providing this credit recovery option, students are allowed to remain on our campus, with their peers and complete the coursework that will not be done otherwise. The social/emotional effect that being able to catch up to grade level and graduate with peers cannot be denied.
Additionally, the high school works to keep class sizes small in the English Language Arts and Mathematics to additionally help students complete the required coursework and receive individual attention from the teachers.
District will hire a part time counselor to also work with students to ensure their social emotional needs are being met.
Washington Elementary School District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

WESD will utilize evidence-based Multi-Tiered Systems of Support (MTSS) to identify targeted needs and track each student's response to data-based, targeted interventions for each student and identified sub-groups of students. Data-utilization within MTSS will ensure that interventions in our plan, [such as summer school (including teachers, training, instructional assistants, social workers, health techs, coordinators, transportation), full-time social workers in each school, crisis response social workers, reducing class sizes, supplemental reading and math intervention curricular resources, and district instructional coaches] will address the academic impact of lost instructional time and respond to the academic, social, emotional and mental health needs of all students, particularly those students disproportionately impacted by the Covid-19 pandemic, including students from low-income families, students of color, English Learners, students with disabilities, students experiencing homelessness and students in foster care.
Willcox Unified District Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The district will plan and provide summer learning for identified students to provide accelerated instruction due to COVID-19 learning loss. In addition, the needs of low-income students, SWD, English learners, students experiencing homelessness and students in foster care will be addressed during summer learning. Engaging, differentiated instruction will be provided aligned to evidence based instructional strategies and activities. Multiple data points, using a variety of high-quality assessments will be utilized to determine the comprehensive needs of students. Additionally, these assessment data points will be analyzed to determine student's learning gains and ultimately change instruction to meet student's learning needs. Parent Liaisons will provide information and assistance to parents and families to ensure students attend summer learning as well as provide specific information as needed on how to support the student at home.

The district will plan and implement activities for supplemental afterschool programs. In addition, the needs of low-income students, SWD, English learners, students experiencing homelessness and students in foster care will be addressed during the after school program and during tutorials. Accelerated instruction based on evidence based instructional strategies and activities will be utilized.
Leman Academy of Excellence, Inc. Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The allotted funds will be utilized for a comprehensive approach to combating the needs of our scholars and families that have resulted from the pandemic. While our school district enrollment continues to grow, we are seeing needs that have been amplified in all populations as a result of local school closures during the pandemic. Interventions (Summer School, Math Interventionists, Social Workers) that address the social, academic, emotional and mental health needs of students as included in the Set-Aside. We are expanding our intervention programs to include Math Interventionists, implementing a comprehensive MTSS/RTI software (Branching Minds), adding 5.0 additional social workers, and enhancing our summer program offerings. We will be utilizing an evidence-based, web-based, standards-aligned, adaptive program for our summer and Intervention programs called SuccessMaker. Our goal is to partner with our families from all angles, whether it be academics, social, emotional or mental health. We have thoughtfully considered the needs of our scholars and families and do believe these additional services will provide the platform to make whole child gains in our program. The benefits from the additions discussed will benefit all scholars including those identified by universal academic screeners, those that are demonstrating trauma, those that have had adverse childhood experiences, are in crisis or have been identified through a needs survey. This includes all racial groups, economically disadvantaged scholars, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care.
Montessori Education Centre Charter School Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will ensure the interventions of the ESSER III Plan are continuing to address the academic impact of lost instructional time due to Covid-19 by:

* Continuing to make the Safe Return to School Plan publicly available on the website with updates as they occur and in a language all can understand.
* Continuing to engage in meaningful dialogue and consultation with school officials, students and their families and leaders, administrators, the Board (at least quarterly)and take their input into account
* Responding to any parent requests for revisions or translations of the Plan
* Continuing to monitor the Comprehensive Needs assessment of the LEA as well as analyzing data and interventions to gauge effectiveness of programming put in place with the grant funding
* Tracking individual student data and growth percentages obtained after each summer school session and at least quarterly during the school year.
* Continuing to assess the need for continuity of services going forward
Pointe Schools Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

All activities relate to increasing the amount of time available for students to receive additional learning opportunties in a variety of ways. Our focus in on providing vulnerable populations additional ways and time to spend on areas of need. In addition, by increasing teachers' capacity and skills in both academics and social/emotional learning, teachers will be able to effectively provide support. Teachers are provided additional support through professional development and the instructional support from the instructional coach.

By increasing the amount of time students can spend on academic activities both after school and in summer school, along with additional home learning opportunties the educational impact of lost instructional time is remediated. By implementing evidenced based academic (AVID, Edmentum) and social/emotional learning (teacher book studies, Be Kind Project, and 7 Mindsets) the needs of those disproportionately effected by COVID-19 will be addressed.
American Charter Schools Foundation d.b.a. Alta Vista High School 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 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.

Due to the demographics of the student population, setaside funds will be used on programs for all students, but highest priority will be given to 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. These programs will include instructional paraprofessional learning opportunities, school counselor, and implementation of Thrively software.
American Charter Schools Foundation d.b.a. Crestview College Preparatory High Sc Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

The LEA will ensure that the interventions it implements, including but not limited to the interventions within the required 20% set aside (under section 2001(e)(1) of the ARP Act) to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
American Charter Schools Foundation d.b.a. Estrella High School 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 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.

Setaside funds will be used to reimburse teachers for their work during summer enrichment in order to address learning loss, social worker to assist students with trauma and social/emotional issues due to COVID. Due to the demographics of the LEA, all students will receive this assistance, but highest priority will be given to 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. In addition, the LEA will use set aside funds to assist students with disabilities (iReady) and English Learners (Edge).

Remaining funds will be used to provide access to dropout prevention specialist, college career advisor, ACT PrepFactory, SEI Edge in order to assist students with finishing high school and making plans for their future. Technology and curriculum will be provided through an online personal learning program as well as HMH Into Math, IXL, ThinkCerca, i-Ready and chromebooks. Student and teacher enrollment and staffing loss due to COVID-19 will be addressed with services from a marketing specialist, social media and digital ads, postcards mailers, website hosting, and search engine marketing.
American Charter Schools Foundation d.b.a. Sun Valley High School 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 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.

Due to the demographics of the LEA, setaside funds will purchase programs that all students will have access to; however, highest priority will be given to 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. Setaside funds will be used for academic (paraprofessional) and social emotional (Social Worker, Thrively) during the school day. Curriculum for math and ELA (HMH Into Math and Think CERCA) will also be purchased. Moreover, students with disabilities will be supported with new software (i-Ready) and ELs will be supported with the purchase of new curriculum (Edge). Finally students will have the opportunity for online learning and credit recovery via a Personal Learning Program.

Remaining funds will be used to recover student enrollment and staff that was lost during covid closures (marketing specialist, social media ads, website hosting/design, postcards, search engine marketing) as well as a clerk and data specialist to assist in implementation of the grant. Moreover software will be purchased to enable technology-enhanced instruction. And finally, funds will be used to create an outdoor eating space to mitigate covid spread.
American Charter Schools Foundation d.b.a. West Phoenix High School 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 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 for Instructional Support Specialist to provide coaching, modeling, and feedback to teachers in order to improve educator effectiveness in assisting students in subgroup populations with academic and social/emotional loss experienced during COVID pandemic; Paraprofessional to assist struggling students and provide pullout interventions with particular attention to the needs of children in subgroups that have historically struggled due to the COVID pandemic. The paraprofessional will provide instruction in academic subjects (math, ELA, social studies, science, etc). as well as social emotional learning; Special Education Paraprofessional to assist struggling students and provide pullout interventions (academic and social-emotional) with particular attention to the needs of children in the disability subgroups that have historically struggled due to the COVID pandemic; Teachers and staff required to provide summer enrichment classes in order to address learning loss experienced by students who have been disproportionately impacted by COVID-19 such as low-income families, students of color, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care; "SEI Edge Software to provide supplemental instructional curriculum to address learning loss for English Learner subgroup population; and i-Ready Math Assessment and i_Ready Reading Assessment.
Aprender Tucson Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

LEA is anticipating and responding to emotional and mental health needs of all students, and particularly those disproportionately impacted by the COVID-19 pandemic, by implementing the following strategy:
1. Social emotional learning coaching and certification program with year long support for 5 staff members, to help identify at-risk students and manage mental health issues that interfere with learning. This will help equip the school to recognize and support student emotional and mental health needs.

The following interventions will support teachers and students in maximizing in-person learning to address the academic impact of lost instructional time and meet all students academic needs in core subjects of reading and math:
2. Evidence based math and reading curricula with teacher PD for upper elementary and junior high grades;
3. Math coach to support best instructional practices and improve student performance in all grades.
Teachers examine student assessment data derived from formative and summative benchmarks in PLC and department meetings to monitor student progress towards academic goals and adjust instruction as needed based on student performance.

These additional interventions will be implemented to target and meet the academic needs of low performing and subgroup students disproportionately impacted by the pandemic:
1. Summer school (required for students at risk of retention) and after school tutoring interventions (teachers collaborate with parents to help ensure greatest possible participation among low performing students) to help minimize learning loss among low performing students;
2. JH Interventionist to reinforce instruction and provide academic support for low performing students;
3. Two teachers to provide supplemental instruction for ELs.

Teachers will continue to monitor student performance and progress through progress monitoring and benchmarks, as well as parent satisfaction in weekly meetings to identify gaps and determine effectiveness.
Ball Charter Schools (Dobson) Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19

Dobson Academy will hire a Director of Academics and Behavior Analyst to address students' social emotional and academic needs. In addition, all staff will participate in professional development in social emotional learning tools and identification of students needing additional support.

A behavior analyst and a behavior technician will be added to staff and implement Zones of Regulation. Zones of Regulation is a metacognitive framework which teaches students the skills for emotional regulation. It is based on social-emotional theories and is shown to be effective with typical students as well as students with executive functioning disorders including ADHD and Autism. Student subgroups and populations being addressed by the interventions include students of all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, migrant students, and students experiencing homelessness and children and youth in foster care. In addition, it integrates best practices of Trauma Informed Care and mental health support aligning with the Collaborative for Academic, Social, and Emotional Learning (CASEL) core competencies. It integrates the evidence-based best practices of Central Coherence Theory, Cognitive Behavior Management, and Systemizing Theory. A literature review of The Zones of Regulations can be found here.

The use of a board-certified behavior analyst (BCBA) is effective in addressing the behavior needs of students whose education and stability have been adversely impacted due to the COVID-19 pandemic. A behavior analyst is trained in assuring that quality interventions are used in shaping the behavior of students who often use negative behaviors to communicate their needs. BCBA's are skilled in conducting functional behavior assessments (FBA) which are systematic sets of strategies used to determine the underlying function or purpose of a behavior, so that an effective intervention plan can be developed. FBAs meet evidence-based criteria with studies across all ages of students, as well as in the domains of behavior and communication.
Zones of Regulation curriculum is also included which is comprised of a book for each teacher and training will be done by the Behavior Analyst and Director of Student Support Services.
The success of the Behavior Analyst will be monitored through behavior referrals and behavior assessments conducted during FY22 and FY23 A pre and post Behavior Assessment will be documented to assess the effectiveness of the Behavior Analyst.

Behavior Analyst at 1.0 FTE $80,000 divided between Dobson, Hearn and Val Vista Academies. =
Salary prorated FY22 $80,00X .45 = $36,000
Benefits FY22 $36,000 X .3 = $10,800
TOTAL $46,800

Dobson students identified as having learning opportunities will participate in potentially two sessions of summer school in June 2021 and July 2021. Summer sessions are also being planned for summer of 2022 and summer of 2023. Vulnerable populations including minorities, low socio economic students, foster youth, migrant youth, special education students will be identified and learning gaps noted. Each "workshop" will be staffed with teachers who will identify the evidenced based program and/or resources to utilize to serve the students attending their workshops .Dobson Academy students will continue to be identified through AzM2 year-end assessments, Performance Matters Pre-tests and teacher feedback. The students will participate in summer learning workshops to provide individual instruction to support student proficiency in standards student may not have achieve in the past school year. The instruction will be delivered by classroom teachers across the school grades K-8 in both Math and Language Arts. Summer learning workshops will meet four days a week for two summer session in the summer of 2022 and 2023. For the workshops, teachers will utilize resources from Savvas Learning Companies for Math and ELA, and Fundations. Each workshop will have a student to teacher ratio of approximately 15:1. The effectiveness of the program will be monitored using student academic performance in the classroom as well as student test scores on Performance Matters as well as pre to post assessments of student individual education plan.

Dobson Academy will plan and implement targeted comprehensive after school academic programs for the 2nd, 3rd and 4th quarters of the 2021-2022 and 2022 and 2023 school years. 8 staff will be identified and recruited to provide targeted academic support during each 9 week quarter for one hour after school, 4 days per week. Students will be identified based on prior year AzM2 results, FY22 pretests and other assessments to identify learning losses. Vulnerable populations including low socio economic, major racial and ethnic groups, children with disabilities, English learners, homeless students, and youth in foster care will be identified and evidence research based interventions will be utilized during the afterschool workshops. Dobson Academy students were identified through Spring 2021 AzM2 year-end assessments, 2021 Performance Matters Pre-tests and teacher feedback. The students will participate in workshops to provide individual instruction to support student proficiency in standards student may not have achieve in the past school year. The instruction will be delivered by classroom teachers across the school grades K-8 in both Math and Language Arts. Workshops will meet between two to four days a week. For the workshops, teachers will utilize resources from Savvas Learning Companies for Math and ELA, Fundations.. These workshops will take place between 45-60 minutes before or after school. Each workshop will have a student to teacher ratio of approximately 15:1. The workshops will either be full year or half year. Full year programs will begin no later than the first week of October and run for about 15-18 weeks. Half year programs will extend until the end of March at the earliest and the end of April at the latest. The effectiveness of the program will be monitored using student academic performance in the classroom as well as student test scores on Performance Matters as well as pre to post assessments of student individual education plan.