Non Title I

Students will be thoroughly assessed at the beginning of the school year. Teachers will analyze data at all levels: student level, class level, grade level, and schoolwide level. Recovery strategies will be discussed and implemented based on the findings. Teachers will be trained in identifying and reacting to emotional and mental needs for both adults and children. Student mental and social health will be supported with the use of uplifting, meritorious lessons and literature.

Students will be thoroughly assessed at the beginning of the school year. Teachers will analyze data at all levels: student level, class level, grade level, and schoolwide level. Recovery strategies will be discussed and implemented based on the findings. Teachers will be trained in identifying and reacting to emotional and mental needs for both adults and children. Student mental and social health will be supported with the use of uplifting, meritorious lessons and literature.

All activities relate to increasing the amount of time available for students to receive additional learning opportunties in a variety of ways. Our focus in on providing vulnerable populations additional ways and time to spend on areas of need. In addition, by increasing teachers' capacity and skills in both academics and social/emotional learning, teachers will be able to effectively provide support. Teachers are provided additional support through professional development and the instructional support from the instructional coach.

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).

NPA has developed and implemented a comprehensive response to address the impact of COVID on its operations and to support the academic, social, emotional, and mental health needs of all students. The overall response has been funded by ESSER I, ESSER II, and ESSER III grants, as well as from NPA general funds.

It should be noted that the activities and measures described below refer to those components funded in our ESSER III grant, and therefore do not include the entirety of our efforts which have also been supported by previous ESSER I and ESSER II funds.

After school programs will be established to respond to the loss of learning. Students will have the opportunity to work on CTE lab/skill training, CTE industry certifications and CTE technical skill assessments preparation. These activities will help prepare the student with getting industry certified and ready for entering the workforce or other life path after high school.

Due to Covid and the absences and transition from hybrid /online to in person, the lost instructional time has impacted student learning. To fill in the gaps, we have implemented Saturday school, extended out of class assistance, and increase the summer school options.

We are also providing counseling sessions for students that have been referred by a parent or teacher, One on one sessions are 40 minutes and will be twice a month for 2022-23 school year. Peer groups with no more than 8 students will have a twice a month 50 minute sessions.

The LEA will ensure the interventions of the ESSER III Plan are continuing to address the academic impact of lost instructional time due to Covid-19 by:

Students impacted by COVID will have the opportunity to attend summer programs with one-to-one tutoring and software programs to close the academic gaps. Specific attention will be given to students with special needs and economically disadvantaged students. Students will be assessed at the end of the summer session and throughout the following school year in courses to determine proficiency and subject area competency. Results from state testing assessment and ACT testing will also be used as a measurement of reaching academic targets.

Social workers at both campuses will be able to help with the social emotional needs of vulnerable student populations. The vulnerable populations (ex. low income) will be identified by teachers and those will receive services first and then the social workers will be available to all students on campus as support is needed.