Addressing Disrupted Learning

RTI has now become a system at Berean Academy. This summer, the PLC lead teachers worked on building an RTI Manual that outlines the processes and procedures that lead all teachers and parapros to understand the RTI system and how we are to work together to ensure that all students who are low-income, students of color, English language learners, children with disabilities, homeless children, children in foster care or in migratory situations are experiencing learning in the classroom, and if they are not, what are we doing about it and how are we tracking it. All of these things are outlined in the manual that we have designed and all teachers are following it at this time. We are working on an SEL handbook now. The SEL handbook will have the same sorts of information so that we can continue to track and mark the progress of the students who may need SEL and how they have made progress.

EESD will ensure that all activities and 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 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.

LEA will ensure that interventions implemented will address the academic impact of lost instructional time, respond to academic, social, emotional and mental health needs of all students, particularly those disproportionately impacted by COVID-19, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care and migratory student by providing on-demand tutoring for all K-12 students, additional summer K-12 learning opportunities that include social-emotional curriculum, and an updated 7-12 evidence based ELA curriculum.

Purchase of 95% Phonics Core Classroom Program and systemically implement a research-based phonics program and supports the learning loss initiative resulting from the COVID pandemic. This program will be implemented across all nine elementary schools to address the needs of all students in particular those disproportionately impacted by COVID-19 including English learners, children with disabilities, students experiencing homelessness, children in foster care and migratory students.

Additionally, district elementary schools have access to Tier 2 and Tier 3 intervention programs (Reading A-Z, Lexia, etc.) that provide opportunities for students who need additional support to receive intensive double-dosed interventions.

Summer school will address the lowest 25% of our students. District benchmark data will be collected towards the end of the year. A strategic plan will be developed to invite those students with the greatest need based on data. Teachers will be given focus standards based on the data and focus on those skills during summer school. Professional development for the summer school teachers will also be offered.

Data benchmarks/assessments (Acadience, CBAS) will be used to determine which students would benefit from additional interventions. These same assessments will be used to progress-monitor student progress towards mastery of state standards. Additionally, schools embrace the PLC process and use Common Formative Assessments to regularly measure student progress and make needed adjustments to instruction in a timely manner.

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 to provide counseling students and supplemental instruction during the school day (paraprofessionals) and the summer (summer enrichment). These services will be provided to all students including but not limited 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.

Set Aside funds will be used to improve educator effectiveness (instructional support specialist), provide SEL (school counselor), and extended learning opportunities (summer enrichment). These items will be offered to 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 color, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. The LEA will also purchase ESS instructional supply (iReady) for use with students with disabilities.

Remaining funds will be used to provide improved educator effectiveness via educator coaching, a marketing and employee retention program to reenroll students and teachers (recruitment/retention pay, website, social media ads, digital ads, search engine marking), and technology enhanced instruction (technology, IXL, Beyond Textbooks).

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 summer enrichment (using Beyond Textbooks and IXL) as well as for social emotional interventions with the Social Worker. The PBIS Coach will support SEL interventions directed by the Social Worker. ELteachers will use SEI Edge software to provide language interventions and instruction. SPED students will receive interventions via the iREADY software.

Remaining funds will be used to provide services to mitigate COVID spread (HVAC replacement, and outdoor space) as well as enrichment activities to address both academic and social-emotional learning loss. Funds will also be used to purchase marketing strategies to reengage the community, students, and staff. Moreover, students will be given access to curricula that address learning loss.

Appropriately qualified teachers will teach and provide student support during summer school for students identified as academically affected by the COVID pandemic. The teacher/student ratio is unknown at this time, and will depend on the number of students who show an achievement gap based on benchmark testing and recommendation. All students and those students in all sub groups and populations (each major racial and ethnic group, economically disadvantaged students, children with disabilities, English learners, gender, migrant status, students in transition, children and youth an foster care) will be tracked throughout utilizing formative and summative assessments, benchmark testing, state assessments and invited to attend summer school sessions if the data shows that they have achievement gaps. AMIRA and LEXIA supplemental programs for both Reading and Math, along with extended resources found in the core curriculum are the evidence based items to be utilized.
AMIRA and LEXIA Learning assessment platforms to address learning loss through the implementation of evidence-based interventions to respond to students' academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups (major 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)

Additionally the school will have Responsive Classroom professional development along with Positive Action SEL curriculum which will address the SEL needs of all students at the school.

To address lost instructional time MPS will be using ESSER III funds to support Summer Academy programming to remediate and enrich student's learning. During the school year, funds will be used to employ math coaches to support teachers in demonstrating quality teaching practices and addressing individual student needs. An On-demand Tutoring platform will be provided for all students in their academic courses that need additional support beyond the classroom setting. Students will be able to access this resource by choice or by assignment as determined by their teacher. Materials and training will be provided for elementary teachers to implement Wilson Fundations Phonics program for all students K- 3 to support and promote literacy. The social emotional needs will be supported by the additional counselors and social workers. The transition programs will support students social emotional needs in helping students orient themselves to their new campus.

The set aside for Mesa Public Schools will address the needs of low income students, students who are behind in credits or standards as seen in benchmark testing and students who exhibit need for social and emotional support as identified by teachers and administrators.
Summer academies will specifically target gaps in learning and the adopted core and supplemental curriculum for core areas will be used to address the needs of each student specifically. Fundations is our program to address the needs of readers and our need to focus on the science of reading. This resource gives our teachers an evidence based tool to better set the foundation of reading skills for our young learners.
Research tells us that one teacher cannot meet the needs of all students alone. We are adding social workers and math coaches to the team in order to better support teachers in supporting students. The social workers will use the standards set forth by educational social workers and the plans we supply our social workers from our office of Opportunity and Achievement to create systems of support for students and families. Students who have their basic needs met are better prepared to be engaged and healthy learners. Math coaches will use the newly adopted math curriculum (spring 2022) to train and support teachers in the implementation of the new resources. Upon adoption of new curriculum, revision to grant will be done to identify.

Revision 1: 3/9/22: School psychologists use their advanced training in human development, behavior, and mental health to help students excel in the school environment. School psychologists work to improve their students' lives across a number of acres, including helping with academic achievement and performance, boosting social skills and functioning, working to resolve behavior issues, and supporting emotional health. They provide important professional learning to teachers in the implementation of systems of intervention (MTSS). While our principals are the instructional leaders of a MTSS we strongly support a system where the school psychologists works in tandem with the principal to develop and deploy school wide systems. Our school psychologists are poised to partner in this critical work to ensure students have access to academic and behavioral support so they may achieve their fullest potential.

Revision 1 3/9/22: S.P.I.R.E to address the needs of our children with disabilities.

SPIKE Prime Lego sets to expand alignment to Mesa's Portrait of a Graduate and address learning loss. SPIKE Prime will engage students in a more authentic problem solving process. While engaging in the robotics curriculum, students will identify the root challenge, establish constraints, determine the root cause of a problem, create various prototypes and evaluate solutions based on the challenge and constraints. This will also allow students to explore a greater range of challenges because students aren't limited to a small number of designs/prototypes. Having more room to design a prototype opens the way for students to identify challenges they would like to solve.

Due to COVID creating increased social, emotional, and mental health needs of students, a school counselor will be added to staff. The school counselor will identify students in need of social emotional support and provide services to each identified major racial and ethnic group, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care as needed. The counselor will provide SEL support, small group and individual counseling to mitigate the effects of students being separated from each other in the traditional learning environment. SVA will host various parent and student activities on campus to reengage and further mitigate the impact of COVID-19.

Before and after school tutoring will also be added to address the academic impact of lost instructional time.