Non Title I

We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of school clubs. Each day students are given the option and opportunity to engage in after school clubs 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.

Reading curriculum to accelerate and enrich learning and to address learning loss due to COVID. Considering McGraw Hills' Wonders curriculum or Houghton Mifflin Harcourt's Journeys curriculum. This curriculum is to be utilized by teachers in the course of the normal school day and school year. The targeted group of students is the entire student population as reading and math skills regressed during distance learning.

The lost of in-person learning in the Career Technology Education courses has effected the students hands on training. This is a major problem as we are sending students into the working world or their chosen industry career unprepared with the needed skills to perform the task in a safe and effective manner. The use of the ESSER III funds will be used for remediation in the area of hands on skills training which relate to each CTE program VACTE offers.

We will be deploying our SEAL Team (Social Emotional Academic Learning Team) with the purpose of providing intensive, one-on-one and small group instruction to students in grades K-8. The deployment of this team begins with the Math Specialist, Literacy Specialist, and Learning Coach connecting with each grade level teacher to review testing data from the previous school year and identifying students performing below grade level in each of the Arizona State Standards.

Odyssey will address unfinished learning through the acceleration model by prioritizing grade level content and instructional rigor and depth of instruction with support; maintain the inclusion of each and every learner and identify and address gaps in learning through instructional best practices. Odyssey will use state approved assessments such as AIMSWeb Plus for benchmarking and progress monitoring. Odyssey uses the FastForward program for intervention. It is a research-based reading intervention program approved for use by the State of Arizona.

These funds will be used in order to give free summer school classes to the students and to address the needs of our most vulnerable groups to close learning gaps that were widened by the pandemic. The summer school fees will be waived for FY21, FY22 and FY23.

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; 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.

In support of student learning and safe reopening of school, Scottsdale Country Day School will provide both summer school and after school tutoring activities as well as hire an employee to help monitor students in the lynch room and in afterschool programs.

With ESSER funds, this past summer we offered free summer school courses to all of our students. We had 60 kids participate. We had both academic and SEL staff support during the program which occurred mainly during the month of July. We also implemented, with ESSER funds, legal advice services for our mitigation plan, policies and procedures. ESSER funds also allowed us to create an outdoor playground to both support social distancing and to provide outdoor enrichment activities to meet student SEL needs.