Non Title I

BASIS Charter Schools will use the allocated ESSER III funding to support our teachers and students in addressing learning loss, both academically, socially and emotionally, as a result of the COVID-19 pandemic. We will continue to provide students with a safe and healthy place to learn by improving the facility. ESSER III funds have been designated for facility upgrades to include the replacement of carpet in classrooms, replacement of turf outside where students gather, and the purchase of a large curtain divider for the gym area.

BASIS Charter Schools will use the allocated ESSER III funding to support our teachers and students in addressing learning loss, both academically, socially and emotionally, as a result of the COVID-19 pandemic. We will continue to provide students with a safe and healthy place to learn by improving the facility. ESSER III funds have been designated to hire additional staff, such as a Monitor and Operations Director, to assist with COVID-19-related duties, such as contract tracing, reporting COVID-19 cases, and substitute teaching.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes four FTE Interventionists that will provide students with interventions. This extended leaning opportunity is designed to addresses the academic impact of lost instructional time. In additional an on-site counselor will be working directly with students to provide SEL supports. Our interventions were developed based on feedback from key stakeholders, the majority who requested instructional supports to ensure student learning.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes a ELL teacher and a teaching fellow to provide students with interventions and small group learning. This extended leaning opportunity is designed to support students transition to in-person learning and addresses the academic impact of lost instructional time.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes instructional staff that will provide students with tutoring, interventions and small group learning. This extended leaning opportunity is designed to addresses the academic impact of lost instructional time. Our ASUP student body has a number who were disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, and students experiencing homelessness or in foster care.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes supportive academic staffing for interventions and small group learning by an ELL instructor and a Teaching Fellow. The extended leaning opportunities are designed to support students transition to in-person learning and addresses the academic impact of lost instructional time. Our ASUP student body has a number who were disproportionately impacted by the COVID-19 pandemic, including English learners and children with disabilities.

ASUP will use ESSER III funding to address pandemic-related learning loss in a variety of ways. This includes instructional staff that will provide students with interventions and small group learning. This extended leaning opportunity is designed to addresses the academic impact of lost instructional time. Our ASUP student body has a number who were disproportionately impacted by the COVID-19 pandemic, including including SPED and ELL students (14% and 1% respectively). .

Learning Loss Interventions: The school has planned new ELA and Math Curriculums that will be directly tied to comprehensive benchmark data that we will collect on all students.  The school will monitor the effectiveness of interventions implemented through NWEA benchmark testing 3 times a year, September, December and April. Using the data from NWEA, AzM2, IXL, and Common Lit, teachers  will create specific targets for all students. Moreover, specific attention will be afforded to those students that align with our vulnerable student population. 

AES' school structure and the outlined interventions are designed to address lost learning time and the affective needs of students. Interventions, provided through high-impact tutoring are planned using benchmark assessment results that have pinpointed missing skills. This targeted instruction meets the student where they are, and fills in critical gaps that were impacted by lost instruction time. Success in learning is a critical component to student mental health.

ADCRR will ensure that our district supports targeted interventions and instruction in all core academic areas utilizing the ESSA Tier I research-based blended learning instructional model. This blended learning practice will utilize teacher directed instruction along with Aztec individualized computer-based curriculum to address the specific academic needs of students who lost instructional time caused by the COVID-19 pandemic.