Research Based Education Corporation

Paulden Community School consistently serves a student population with 92% (or more) meeting the federal definition of poverty. Therefore, all activities within this grant (ESSER III) will address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth. There are three guiding principles at the core of our ESSER grant application/project: (1) Address the academic needs of our students who have experienced significant learning loss, and thus, require data-driven opportunities for learning outside the traditional parameters of a traditional school day and school year. Flooding classrooms with additional paraprofessionals and tutors who work in collaboration with classroom teachers to provide a double dose of small group instructional support within the regular classroom, extending the school year for the lowest performing and most academically at-risk students through a robust summer program targeting math and reading skills. (2) Address the physical campus and facility regarding deferred maintenance and necessary improvements to prevent and/or mitigate health/safety concerns because of the pandemic: replacing room air conditioning units, installing air purifiers I every room, replacing old flooring, mitigating the effects of water damage due to weather by replacing deteriorated roofing, installing gutters, replacing rotted facia and siding. (3) Address the social, emotional, and physical wellness of our students and staff after nearly 18-months of disrupted academic, social, and physical opportunities. Provide instruction, modeling, classroom norms, and caring attention that promotes students' self-respect, management of emotions, concern for others, and responsibility. The school will accomplish this goal by providing students and staff with access to social workers, counselors, and other healthcare providers as needed. All vulnerable student populations (and all staff) will eligible for these services. Our vulnerable student population includes economically disadvantaged students (95%+ FRLP; Title I School wide), Students with Disabilities, English Learners, and students scoring within the bottom 25th percentile of our NRT benchmark assessments in math and reading (STAR Math & Reading). Internally, the school has adopted and implements the Second-Step SEL program school-wide. Second-Step will be used to support students in the classroom and individually. Students will be referred to to social workers, healthcare providers and counselors through consultations with students, parents, and staff members. Students and parents seeking these services will be referred. Students and parents not directly these services but who may show signs of a need for one or more of these services will be approached by the school's principal and a consultation provided to determine is one or more of the services would be beneficial to student/family.

Our project will include access to counselors, healthcare professionals, and social workers. Furthermore, based on feedback from our students, parents, and community, we will focus reengaging our school community's social and physical wellness through the expansion of our athletic and physical fitness program. The development of unused outdoor space will provide us with the opportunity to provide access to both individual and team sports; an ability to safely social distance during physical activities such as physical education classes; reengage students with positive social skills as many of our students have not been able to develop socially or emotionally during 15 months of remote/isolated learning.