Maricopa County Regional School District

Hope and Esperanza staff will provide summer school for the students at both campuses. They use integrated and project-based learning units that are cross-curricular and multi-grade with the intent of closing the gaps of the learning loss of our students that were experienced due to COVID. Part of the curriculums to be used will be Wilson Reading and iReady at Esperanza and IXL for Math at Hope.

This will support students during the summer by providing continuity of curriculum and thus will drive greater academic achievement for all students. The vulnerable sub-population to be addressed is economically disadvantaged students, students with disabilities as well as English learners by being able to provide summer learning opportunities.

Please see the link below that provide evidence-based documentation for providing summer learning opportunities.
https://www.azed.gov/improvement/evidence-based-practices

Reach Associates (paraprofessionals) will help with social distance in class and provide one on one classroom instruction to help support the academic achievement of all students. The Reach Associates will work with all students to help identify learning gaps and then use evidence-based programs to help close those gaps that may be a result of COVID. The Reach Associates will use such curriculums as iReady for the elementary students and IXL at the high school.

The vulnerable sub-population to be addressed is economically disadvantaged students, students with disabilities as well as English learners by being able to provide more individualized instruction and support.

Please see the link below that provide evidence-based documentation.
https://www.azed.gov/improvement/evidence-based-practices

Flexible seating for students will be used at the campuses. This will support social emotional connectedness within the daily classroom and thus will drive greater academic achievement for all students. The vulnerable sub-population to be addressed is economically disadvantaged students, students with disabilities as well as English learners by being able to rearrange and regroup those populations more quickly.

Flexible classroom furniture allows teacher leaders to reconfigure their spaces for health concerns, group work, individual learning spaces, and greater flexibility for the project-based learning we are developing. Having flexible classrooms will allow us to create safer, more effective areas that are easier to clean and will better serve students and staff moving forward. Replacing static classroom furniture with flexible furniture that rolls and stacks allows the space to be quickly and constantly reconfigured and more efficiently and thoroughly cleaned.

In addressing students' social and emotional needs, flexible furniture helps create spaces for quality interactions to address prior knowledge gains and gaps while allowing for student relationships to promote academic dialogue. Flexible environments give teacher leaders the needed space to deliver private, actionable feedback to support students in self-selecting learning targets, self-monitoring progress, and self-assessment which directly impacts the social and emotional needs of students.

Please see the links below that provide evidence-based documentation for flexible seating.
https://csusmdspace.calstate.edu/bitstream/handle/10211.3/197401/Comaian...
https://www.wested.org/wp-content/uploads/2017/03/resource-journey-to-pe...
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=3109&cont...