Phoenix Elementary District

Phoenix #1 will ensure the interventions we implement 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: including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, and children in foster care.

Breakdown of Phoenix #1 Student Subgroups: 81% students from low-income families, 2% American Indian, 1% Asian, 10% Black, 18% English Learners, less than 1% Hawaiian/Pacific Islander, 38% Hispanic, 6% White, 12% Students with Disabilities, 1% students experiencing homelessness, less than 1% students in foster care

Phoenix #1 will use data (universal screeners, benchmark testing, progress monitoring, formative assessments, and summative assessments) to identify the academic, social, emotional and mental health needs of our students though our reading interventionists, social workers & MTSS leads. Phoenix #1 Principals and the District Curriculum and Instruction Team meet twice monthly to review and analyze data, so they can support teachers and staff at the school level to understand and use the data to effectively meet student needs. Phoenix #1 teachers and staff will work in Professional Learning Communities (PLCs) run by school and teacher leaders, with district support. These are recurring meetings where teachers work to analyze data with specialists to identify the needs of students and plan intentionally for differentiation and meeting the needs of all students including those students disproportionately impacted by COVID-19.

All Phoenix #1 interventions will be evidence-based and will support student academic, social, and emotional learning and the mental health of our students. ESSER III funds will provide additional teachers to ensure lower student to adult ratios, which will enable teachers to meet the individual needs of their students. We will provide English Language (EL) Interventionists to support our second language learners (EL students) through the implementation of the English Language Development model. Math interventionists will support our subgroup students performing below proficiency in Math through evidence-based small group instruction. Core Reading and Math programs provide individualized learning paths, which are a framework for intervention. The two Psychologists will identify and provide social, emotional and mental health needs of students due to the COVID-19 pandemic. The Psychologists will provide social and emotional support for 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, and children in foster care.

Interventions will be provided through evidence-based practices and programs that promote positive academic growth, behavior, and development of youth social and emotional learning such as: Positive Behavioral Interventions and Supports (PBIS); Multi-Tiered Systems of Support (MTSS); Social Skills training for students; Collaborative for Academic, Social, and Emotional Learning (CASEL);

Phoenix #1 will provide support for families through our Family Education and Empowerment Program. The program will provide education classes to help families create home environments that supports children as students. Ongoing communication at student conferences and Title I family nights, help us communicate grade level expectations, student progress and strategies on how family members can collaborate with teachers to help their children achieve at grade level. The District Family Education and Engagement Coordinator will provide systems and frameworks for the school Family Engagement Specialists to include best practices of family involvement. An emphasis is placed on effective two-way communication, including families as participants in school decisions, empowering parent leaders through parent education opportunities and providing information to families regarding community resources and activities.

Phoenix #1 will increase learning opportunities by providing Summer School, extended day and summer enrichment, and Jump Start. Highly-qualified, specially trained teachers will provide instruction using evidence-based best practices. Sessions focus on improving academic performance through explicit instruction, based on student assessments. Class sizes will be small to enable teachers to differentiate instruction to meet student needs and build relationships that motivate learning. Teachers will use evidence-based programs for ELA and Math (Read 180, iReady Reading interventions, iReady Math interventions, PEER Assisted tutoring, Benchmark Advance, and LLI) to provide foundational skills and build strategies for student success. We will actively communicate with families, invite them to be involved in the extended learning and elicit their support in maximizing student attendance.

Phoenix #1 will provide an evidence-based tutoring program. Teachers will tutor and instructional assistants will be assisting. Trained instructional assistants will provide tutoring (if needed) under the direct guidance of a teacher. Tutors will spend time for planning and collaboration with classroom teachers. The tutor to student ratio will be no larger than 4:1. Tutoring will be before or after school, Saturdays, and/or during intersessions four days a week, one hour a day, for 10 weeks in the fall and 10 weeks in the spring. Evidence-based practices will include guided, leveled-reading groups, leveled math groups, and differentiated instruction based on data, to meet the needs of individual students. Programs used may include Read 180, iReady Reading interventions, iReady Math interventions and other evidence-based programs. Phoenix #1 will ensure equitable access for all students, and especially for those students disproportionately impacted by the COVID-19 pandemic. Busses will be used to eliminate barriers and ensure all students can attend tutoring. We will also provide a variety of tutoring times, to accommodate individual family needs.

Phoenix #1 will ensure equitable access to extended online learning opportunities by providing Internet connectivity and devices for 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, and children in foster care. All students will have access to evidence-based online learning tools (iReady, Benchmark Advance, Voyager Passport, Heart Math, Freckle, Dream Box, Moby Max, etc.).