Addressing Disrupted Learning

All of our students are students with disabilities so 100% of the students participating on our afterschool programs will be students with disabilities. 0 of our students are ELL, our students primary language is ASL. Over 70% of our students are free and reduced lunch. Equal participation will be available for all students. Student to teacher ratio will not exceed 5-1 and the tutoring will be done 4 days a week over the course of the school year, occurring after school using the existing approved curriculum for students of the deaf and or blind. Curriculum used was approved with title i funds in previous years. National Geographic - Reach for Reading (K-5) Inside (6-8), Edge (9-12) Go Math! HMH - HOUGHTON MIFFLIN HARCOURT, Pearson Envision Math

This funding will pay a portion of the salary and benefits for an appropriately certified, highly qualified teacher for FY22 whose primary job is to raise the educational level of all our students who have been impacted by lost instruction time. In addition, this funding will pay a portion of the salary and benefits of a school counselor and school administrator (Principal) for FY22 who will conduct interventions that will focus on the social, emotional and mental health needs of all students and particularly students who have been disproportionately impacted by the COVID-19 Pandemic. Approximately 98% of AZ-Tec students fit the categories stated and are deemed "at risk." AZ-Tec will ensure that the interventions it implements will address the academic impact of lost instructional time, and will respond to the academic, social, emotional, and mental health needs of all students and particularly those students disproportionately impacted by the COVID-19 Pandemic by monitoring the amount of academic credit recovery achieved by our students and how they progress toward meeting graduation requirements. In regard to Social, emotional and mental health of students, all students will be given a brief survey after an intervention activity/meeting which will collect feedback on how the intervention activity helped their social/emotional/mental health. These survey results will be compiled and reviewed periodically by the school counselor and shared with the school administration to assess the overall effectiveness.

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. All schools within our District are Title I schools and therefore serve the students that were disproportionately impacted by the COVID-19 pandemic.

To meet the academic needs of our students, the Cartwright School District will:
-Implement summer learning programs - This includes providing extra duty for certified and classified staff to teach using evidence based practices, extra duty for staff to be trained on evidence based practices and resources, and extra duty for staff to coordinate and plan for the summer school program
-Implement comprehensive after school programs - This includes extra duty for certified staff to provide evidence based instruction to students after school during the school year (REMOVED REVISION #2 - 3/16/2022)
-Implement extended learning opportunities - The Cartwright School District will provide modems to all households and outsource internet services to Phoenix Union High School District to ensure all students have access to internet at home. This will allow students to utilize evidence based online programs such as Lexia, Freckle, Successmaker, Achieve 3000, etc. after school, on weekends, or during the summer
-Provide additional instructional assts. to work with students in 1st-2nd grade to pull small groups, model instruction for students, and provide support so students can access the curriculum being taught by the teacher.
-Provide acceleration teacher specialists who will provide small group intervention to students and assist schools in providing a MTSS structure for their students so all students can be provided the supports they need to learn at high levels
-Purchase supplemental evidence based online programs such as Lexia and Classkick (ADDED REVISION #2 3/16/2022) & ALEKS (ADDED REVISION #2 3/16/2022) to provide students with opportunities for blended learning and additional learning outside of the school day
-Increase technology in the classrooms to increase engagement, allow teachers to utilize blended learning opportunities, and allow for critical thinking of students
-Purchase supplies/materials so students have access to resources necessary to achieve at high levels
-Provide a Director of Educational Technology and Distance Learning to ensure students that want to continue in Distance Learning have access to evidence based instruction
-Provide an Acceleration Specialist Director to oversee and provide leadership to the Acceleration Specialists and assist schools in creating their MTSS structure to support students
-Provide PD to teachers/staff on evidence based practices including feedback, goal setting, teacher clarity, and collective teacher efficacy
-Purchase headphones for students to utilize evidence based online programs and blended learning
-Outfit classrooms with 75" Interactive TVs or projectors to ensure increased engagement, especially with subgroups 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
-Provide students with modems to use in their house for internet services to provide evidence based learning opportunities after school weekends, and during summer to provide additional instructional time to subgroups disproportionately impacted by the COVID-19 pandemic (REMOVED - REVISION #2 3/16/2022)
-Provide transportation for students (especially those that may not have the opportunity to attend field trips including low-income families, homeless students, or children in foster care) to attend educational field trips and get real-world hands on experiences with the topics they are learning
-Hire consulting companies (i.e. 1 to 1 tutoring) to provide additional intervention and support to our scholars (ADDED REVISION #2 3/16/2022)
-Salary/benefits for a TOSA/Administrator for Immigrant Families to support students with immigrating to a new country (ADDED REVISION #2 - 3/16/2022)
-Purchased services through Educational Services, Inc. to provide personnel support to AIMSweb benchmark testing to identify student academic needs (ADDED REVISION #2 - 3/16/2022)

The LEA will also provide support and interventions for students regarding social emotional learning including:
-Salary/benefits for Response to Intervention - Behavior specialists who will work to create a MTSS structure in the area of behavior and social emotional learning. These individuals will work with the school counselors to provide small group and individualize plans for students to ensure they receive the behavior and social skill instruction they need to be successful in the classroom. These individuals will utilize evidence based materials such as Second Step and Boystown practices. RTI-Bs will also provide professional development to all staff regarding behavior management, behavior intervention, and social emotional learning
-Purchase GoZen! SEL curriculum for counselors to use with students to strengthen social emotional learning.
-Salary/benefits for a Social Emotional Learning Specialist to work with schools on helping students and families find resources and small group instruction to deal with emotional trauma and mental health.
-Salary/benefits for a Social Sciences, Equity, and Global Readiness Specialist to ensure a focus on social emotional learning and equity of subgroups through small group instruction and teacher professional development (ADDED REVISION #2 - 3/16/2022)

Data will be the driver of our intervention program success. We will monitor our data and make instructional adjustments for all students, including those with special needs, ELL students, low income and minority students. It will be important for us to receive feedback from families as we deal the the underlying social and emotional impacts of the pandemic.

COCSD will ensure that the intventions implemented will address the academic impact of lost instructional time, social, emotional and mental health needs of all students by assessments conducted by certified teachers, MTSS Coordinators (multi-tiered system of supports) and school councelors. Assessement in academic needs will be done each quarter and teachers will meet to discuss data in PLC meetings each month. MTSS coordiantors and school councelors will evaluate and monitor behavior and SEL needs of students.

FUSD 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. FUSD will do so by regular communication with all stakeholders. This has already occurred in community meetings with all stakeholder groups where we have presented our response, and obtained feedback from families on the perceived needs of their students. FUSD has started an equity committee that includes parents, staff members, and board members who will help to design processes to ensure that disproportionately impacted groups are addressed.

Mission Heights is offering both a summer program as well as additional classroom aides to make sure that students have the ability to recover credits so that they can graduate on track with their peers. Mission Heights is designed with an AVID program and has always reached out to students who may not have had college as a plan. Mission heights serves a population that is 308 economically disadvantaged and 24 ESS and actively outreaches to the community to serve students who are either desiring a college education and/or need an opportunity to recover credits so that they can become a HS graduate.

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 set-aside funds will be used to reimburse instructional interventions with paraprofessional, social-emotional interventions with School Counselor and Thrively software, and instructional support with multiple software purchases targeted to the specific needs of students in order to address learning loss due to COVID-19.

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. Purchases will include expansion of learning space for social distance, technology (computers and firewall) to enable technology-enhanced learning, and a marketing campaign to recruit teachers, reenroll students that left, boost summer school and special events enrollment, boost student/family engagement and notify about COVID status and reopening of school (recruitment / retention pay, marketing specialist, search engine marketing, website hosting and redesign).

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.

La Tierra Community School will address the academic impact of lost instructional time by hiring Special Education Instructional Aides to work with students in a one-on-one or small group setting in grades K-3. New teacher laptops will be purchased to facilitate technology related instruction for all students in the classroom to further address learning gaps. All teachers at LTCS will implement Conscious Discipline to address the social and emotional needs of every student in the classroom.

Kindergarten Instructional Aide Salary to address student learning needs during the school day.
1 FTE Kindergarten Aide for the 2021-22 school year. 1 aide x $22,916 average salary = $22,916.00 plus ERE benefits: $2,292.00 = $25,208.00

Middle Grades Math teacher to address learning loss during the school day.
.59 FTE Middle Grade Math teacher for the 2021-22 school year. 1 aide x $19,742 average salary = $19,742.20 plus ERE benefits: $1,974.22 =$21,716.42
TOTAL: ($21,716.42 + $25,208.00) = $46,924.42

Student subgroups/population addressed academically are as follows: economically disadvantaged, students with disabilities, English learners, students experiencing homelessness. The other subgroups not mentioned and identified in the description are currently not enrolled but will be served if they are present at the school.

Evidence Based Practices used are from ""Evidence Review and Effective Practices Brief" and include: Pg.7

CORE FUNCTION: Curriculum, Assessment and Instructional Planning.
EFFECTIVE PRACTICE: Assess Student Learning Frequently.
INDICATOR:
-The school assesses each student at least 3 times each year
to determine progress toward standards-based objectives.
-The school provides all teachers timely reports of results
from standardized and objectives-based assessments.
-The school maintains a central database that includes each
student's test scores, placement information, demographic
information, attendance, behavior indicators, and other
variables useful to teachers.
-All teachers assess student progress frequently using a
variety of evaluation methods and maintain a record of the

Frequent assessment of student mastery through formative assessment approaches is well supported by research (e.g., Hattie, 2016).

La Tierra contracted with the Yavapai County Education Service Agency to provide a school social worker to address the social and emotional needs of our students. The social worker provided additional services throughout the SY 2020-2021 using other funds.

Student subgroups/population social and emotional needs are as follows: economically disadvantaged, students with disabilities, English learners, students experiencing homelessness. The other subgroups not mentioned and identified in the description are currently not enrolled but will be served if they are present at the school.

Evidence Based Practices used are from ""Evidence Review and Effective Practices Brief" and include: Pg.18
CORE FUNCTION: Personalized Learning: Social/Emotional Competency
EFFECTIVE PRACTICE: Provide instruction, modeling, classroom norms, and caring attention that promotes students' self-respect, management of emotions, concern for others, and responsibility.

INDICATOR:
The School Community Council ensures that all parents understand social/emotional competency and their role in enhancing their children's growth in
(1) understanding and managing emotions,
(2)setting and achieving positive goals,
(3) feeling and showing empathy for others,
(4) establishing and maintaining positive relationships, and
(5) making responsible decisions. The School Community Council ensures that all volunteers understand social/emotional competency and their roles relative to its
enhancement in students. All teachers and teacher teams plan instruction with a curriculum
guide that includes objectives for social/emotional competency. All staff conducting co-curricular programs fulfill the purposes of the programs including appropriate elements of social/emotional competency.

The school selects, implements, and evaluates evidenced-based programs that enhance social/ emotional competency. The school's key documents explain the value of social/ emotional competency and how it is enhanced through specific roles and relationships. The school promotes social/ emotional competency in school rituals and routines, such as morning announcements, awards assemblies, hallway and classroom wall displays, and student competitions.

All teachers teach and reinforce positive social skills, self-respect, relationships, and responsibility for the consequences of decisions and actions.

All teachers establish classroom norms for personal responsibility, cooperation, and concern for others.

All teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.

All teachers use cooperative learning methods and encourage questioning, seeking help from others, and offering help to others.

Our 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 by:

1.Hiring Credit Recovery teachers for the purpose of delivering sound instruction in a variety of modes and mix traditional classroom instruction with online delivery of instruction and content, including learning activities completed outside the school, granting the student a degree of control over time, place, pace, and/or path. The Credit Recovery Teacher will address learning loss (increasing learning opportunities) for vulnerable populations due to COVID-19 pandemic impact.

2. Hiring a school counselor to provide instruction, modeling, classroom norms, and caring attention that promotes students' self-respect, management of emotions, concern for others, and responsibility.