Addressing Disrupted Learning

Students will be assessed quarterly using NWEA, the scores will determine the level of intervention each student requires .Intervention will include after reading and math intervention during the school day school utilizing Do the Math and Read 180, tutoring and summer school utilizing the reteach models included in district curriculum. SPED teachers are receiving additional pay to ensure SPED students are receiving the services identified in their IEP.

Learning Loss Interventions: The school has planned new ELA and Math Curriculums that will be directly tied to comprehensive benchmark data that we will collect on all students.  The school will monitor the effectiveness of interventions implemented through NWEA benchmark testing 3 times a year, September, December and April. Using the data from NWEA, AzM2, IXL, and Common Lit, teachers  will create specific targets for all students. Moreover, specific attention will be afforded to those students that align with our vulnerable student population. 

The vulnerable population was identified at the beginning of the school year and is currently 55.6% of our students. All grade level team leaders and department chairs will have access to the vulnerable student list.  In addition, the teachers who provide tutoring will have the same benchmark information. During the weekly team meetings, the teachers will review the student level data and use interventions to grow students.  The Special Education team works collaboratively with the grade level teaching teams. They will use the benchmark and progress information to support their case load during push-in class time and small group work, using additional resources or tutoring time as needed. The tracking of all student progress will be summarized by each team and presented to the Department Chairs and Principal; these leaders will determine any changes needed in the program/ resources to support students.  Copy of the school year 2021-22 Learning Remediation Plan available upon request.

SEL Interventions: ASA implemented a new Social Emotional Learning Team to address the SEL needs of all students. This team is comprised of the School Social Worker, SEL Teacher and two (2) Student Support Specialists. These professionals are regular staff members of the school that work directly with the school leadership team. The teaching teams primary function is to create and oversee systems of support to promote student success by teaching adaptive strategies that help students adjust academically, socially, and emotionally as they navigate the school environment. School administrators will conduct an evaluation for the effectiveness of our project with the school planning team (Executive Team, Governing Board, Advisory Council, SEL Team) as needed but no less than annually over the two-year period.

Below is how Pima JTED will ensure that the interventions it implements, including but not limited to the 20% required set-aside interventions 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 for our most vulnerable populations of students. Using a data informed practice, 5 counselors will be paid off-contract in FY22 and FY23 to provide social and emotional support to students (salary and benefits =$30,000). 40 teachers will be paid off-contract to provide extended learning opportunities to address learning loss and improve student outcomes (salary and benefits = $162,500). Below are some strategies to ensure the effectiveness of Pima JTED's interventions.

Pima JTED will track individual student performance and engagement with our instructional system. (supported by MTSS systems research)
Pima JTED will be able to compare student performance data at the individual level. (supported by Differentiated Instruction research)
Pima JTED Student Services will log engagement activities with students to include: engagement type and outcome. (supported by data-informed practice research)
Pima JTED will target vulnerable populations as identified by the data. Empirical evidence would argue that JTED will target low socio-economic populations, students with disabilities, as well as students found in specific racial and ethnic groups.

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Archway Arete We will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.

The academy will provide every student opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs and strategies, and will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the pandemic including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; We will employ a part time .5 FTE reading interventionist to work with students addressing learning loss through implementation of evidence-based interventions throughout the school day and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Reading Interventionist grades k-5 effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. The average student to teacher ratio is 1:3 in Tier III and 1:8 in Tier II. Archway Arete will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in reading and require strategic interventional student performance and progress regardless of grade level. Individual capabilities are measured and monitored formatively using DIEBLS quarterly benchmark assessments. The LEA will be purchasing 95% Group curriculum to implemented in the intervention and funding the salary for a part time reading interventionist for two years. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week/once a month and conduct daily quick checks that serves as formal and informal checks for understanding.

Our Academy will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Programs that are offered but not limited to, are 1st and 2nd grade Book-nics, (offered every Thursdays during the fall) French club, (offered during the winter), gardening club, (Offered every Monday during the fall) history club,(offered every Tuesday during the fall) 5th grade year book club, (offered every Tuesday during the entire school year) chess club, (offered the entire school year) and running club (offered the entire school year) The extracurricular activities are offered to but not limited to disadvantaged students such as students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. Most clubs run on a first come first serve basis. Off contract stipends given to teachers to implement and run the activities

The district held off submitting its ESSER III application in order to complete extensive self assessment and initial planning for the three year period in order to more effectively address the impacts of lost instructional time. The district has developed internally and purchased externally platforms for accessing real time data on student academic progress (using other funding). This is particularly important for assessing the needs of our identified student subpopulations since the application of annual state testing data is somewhat limited. The district identified the need for more informative data at all levels of the organization to better address student needs and in particular the needs of our special populations. The CGUHSD will continue to support the personalized learning of each student to improve performance and post-secondary readiness skills. Staff will receive professional development to strengthen mastery-based learning strategies which support systems of instruction, assessment, grading, and academic reporting based on student demonstration of learned knowledge and skills. This will be particularly important for our struggling students identified in our subpopulation groups. Continuity and quality of services will be supported through a process of review/analysis of data elements related to student academic success and implementation of educational programs. Emphasis will be placed on monitoring student academic performance and the efficiency and effectiveness of current programs. The district will be looking at changes or enhancements to current educational programming as we progress through the grant. For example, the "unit of study" inquiry-based instructional framework might be considered to support students' development as writers. The district is in the process of enhancing its ability to implement its Multi-Tiered System of Supports and is providing additional tools to meet diversified student needs. Teachers will be registering for professional development each year through Modern Classroom Projects to develop innovative, blended, self-paced and mastery-based instructional models that help serve students with highly diverse learning needs. This is a research-based instructional model that responds to each student's individual academic needs. This expenditure is specifically to address learning loss by enhancing teacher instructional practices. The district will also be investing in leadership training through the purchase of books (to be used in a book study) to support the professional growth of school leaders (superintendent, directors, principals, assistant principals and academic coaches) towards implementing a multi-tiered system of supports (MTSS) across the school district. The district wishes to create and maintain a multi-tiered system of supports for all students to address learning loss and accelerate the academic achievement of all students. The district will be using funds to accelerate and enrich learning for students through the purchase of an evidence-based curriculum (Edgenuity). Students will also have access to Concept Coaching provided through Edgenuity which provides real time academic assistance from a live teacher. While students are working in the program on academic content, they may access immediate assistance by clicking a link on the page to receive help completing their academic assignments. Students can access the program regardless of whether they are in-person learning or in a remote learning situation. The district will be using funds to accelerate and enrich learning in Mathematics (through ALEKS) for students through the purchase of an evidence-based curriculum to address learning loss due to the impacts of the pandemic on student achievement. The district will be piloting this program during the winter months of the 2022 school year to determine whether they wish to continue/expand using this software. Many of our subpopulations scored poorly on state testing in the area of Mathematics. This software is able to assess whether a student has mastered a level of math content (or not) and create a completely individualized academic program to address their needs. This software also provides detailed information for the teacher to monitor progress. The district has already purchased the Wi-Fi hot-spots for the 16 longest bus rides and would like to pay for the connectivity charges for each year of the grant. Students have their own devices and would be able to work on their schoolwork and/or receive tutoring services while traveling to and from school. Many students who live in remotely do not have reliable access to the Internet at home (Native American & Migrant students in particular). This strategy will help students complete their daily assignments and promote student educational success as many students are behind in credits due to the negative impacts of COVID. The district will be placing highly qualified tutors on the six longest bus routes home (3 at each school site). The buses will be Wi-Fi enabled and the tutors will be working in conjunction with the school Interventionist and student's classroom teachers to identify students needed assistance and arrange tutoring in a targeted manner. The district will conduct summer school with a focus on both credit recovery and credit enrichment at both CGUHS and VGHS to provide high quality instruction/address learning loss and ensure the continuity of educational services for students. Tuition for summer school will be paid for identified student subpopulations to support their participation. Reading Intervention programs will continue to be provided (with particular emphasis on ELL and incoming 9th graders) supported through other grant funding. The district is requesting annual replacement of lost or damaged headphones so that the program can successfully be implemented in the classrooms. Purchase of access fees for EdPuzzle instructional software as an instructional aid for teachers to create and share video lessons and create formative assessments to determine student learning. Purchase of access fees for Kahoot instructional software as an instructional aid for teachers which is a game-based learning platform that makes it easy to create, share and play learning games to increase student engagement and can also be used as part of a formative assessment of student learning. Finally, the district will be purchasing Bark for Schools which is a digital safety service to keep students safe online and through real time monitoring of school issued accounts for potential dangers and mental health concerns. Bark for Schools will be incorporated into each school's plan to address mental health, safety, and social and emotional learning.

We will accelerate learning to close learning gaps and credit recovery for graduation by funding extra duty pay for teacher salaries and employee benefits as well as purchase fuel for buses for extended learning and summer school programs.

Our emphasis in grade K-8 will be literacy and reading. Our target audience will be Native American, economically disadvantaged, children with disabilities, homeless, male and female and children in foster care. Students will be prioritized based on highest academic needs. We will implement the American Reading Company (ARC Core) 100 Book Challenge program and Foundational Toolkits, using the Independent Reading Level Assessment (IRLA) to progress monitor and assess student learning. Summer School will occur 4 days per week for 4 weeks, 6 hours per day and extended learning will be 4 days per week for 32 weeks for up to 2 hours per day.
Our emphasis at our high school will be credit recovery to close the gap that has occurred in our graduation rate as a direct result of school closures. Our target audience will be Native American, economically disadvantaged, children with disabilities, homeless, male and female and children in foster care. Students will be prioritized according to need to recover credits in order to graduate from high school. We will utilize our research proven APEX program to provide these academic services. Summer School will occur 4 days per week for 6 weeks, 6 hours per day and extended learning will be 4 days per week for 32 weeks for up to 2 hours per day.

We will provide SEL learning and work to inspire motivation through the implementation of our Why Try supplemental curriculum. Our target audience will be Native American, economically disadvantaged, children with disabilities, homeless, male and female and children in foster care. Students will be prioritized based on highest social emotional needs. The WhyTry curriculum uses ten visual metaphors to teach important life skills. Themes include but are not limited to: 1) Decisions have consequences; 2) Dealing with peer pressure; 3) Obeying laws and rules; 4) Plugging in to support systems. The visual metaphors are reinforced with relevant music, videos, learning activities, and journals. The WhyTry curriculum engages all major learning styles, including visual, auditory, and body-kinesthetic. Summer School will occur 4 days per week for 6 weeks, 6 hours per day and extended learning will be 4 days per week for 32 weeks for up to 2 hours per day.

Smaller class sizes will allow even more support to effectively provide necessary services based on a child's IEP. In addition to the child's identified goals in their IEP, Special Educaiton students will benefit from small group and individual intervention programs using the following curriculum programs: Math in Focus (K-5), myView ELA (K-5), Renaissance Freckle Math (K-5), Renaissance myOn & myOn News (ELA K-5) which all have built in differentiation and supplemental lessons. Special Education services will be monitored by the Special Education teacher and our certified evaluator by reviewing lesson plans, classroom observations and staff, student and parent feedback. Smaller class sizes will allow even more support to effectively provide necessary services for identified homeless students. Homeless students will benefit from small group and individual intervention programs using the following curriculum programs: Math In Focus, myView, Renaissance Freckle and Renaissance myOn & myOn News all have built in differentiation. Homeless services will be monitored by the Homeless Liaison and our certified evaluator by reviewing lesson plans, classroom observations and staff, student and parent feedback.

A school social worker will be hired to meet specific student and family related needs. The school social worker will also provide social emotional learning lessons in the classrooms.

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, set aside funds will be used to provide supports 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 all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. These supports will include reading interventions during the school day, summer enrichment program, and school counselor support.

Remaining funds will be used to provide students with access to technology enhanced education (chromebooks, firewall), recover students and staff that left during covid closures (marketing specialist, website development, search engine /social media / digital advertisement, banner), and reduce and mitigate COVID spread (remodeling project to create space for social distance and HVAC replacement to improve air flow). Other supports will ensure educators and counseling staff are able to provide supports needed to address learning loss due to COVID (professional developments and AVID membership).

We plan to hire additional instructors which will reduce our class sizes. This will allow for additional social distancing opportunities within the classroom.

Purchasing enough laptops to provide 1:1 technology to our students will allow for continuous learning if we are to move back to a hybrid or remote learning situation. It will also provide students the opportunity to log in to a virtual classroom when they are quarantined at home due to COVID-19.

Upgrading the computer systems in 5 of our classrooms will allow teachers to teach students who are learning remotely due to COVID-19 via webcam.

GWECHS will ensure that the implemented interventions will address the academic impact of lost instructional time and will respond to the academic, social, emotional and mental health needs of all students and particularly students disproportionally impacted by COVID-19.

GWECHS will pay Bayless Integrated Healthcare to have certified counselors come to campus to provide group support to students over the course of 2 years to address social, emotional and mental health needs of all students. This will be especially important for all of our students as 100% of our students are from low-income families.

GWECHS will hire a Reading Specialist, Math teacher and ELL teacher to help reduce class sizes and further assist students at their academic level. This will be especially important in helping those students disproportionately impacted by the COVID-19 pandemic in order to address their learning loss.

GWECHS will purchase laptops so that students can continue learning during school closures as well as during remote learning, hybrid learning and/or while in quarantine.

GWECHS will be extending the school day by 1 hour during which teachers will provide tutoring to any students who need academic assistance.

GWECHS will provide summer school in order to increase classroom learning time and to decrease summer learning loss.