Addressing Disrupted Learning

Planting and growing a garden at Coronado Elementary after school and throughout the summer will teach children how to grow their own food. Food harvested will particularly benefit low-income children, foster care youth, and students experiencing homelessness, but will benefit all children with unique needs. Caring for the garden will also provide all students/children with outdoor exercise and social interaction, in addition to building self-esteem that comes with harvesting and eating food they have grown themselves.
Revision #3 5/12/2022: Replace Coronado Elementary with St. Johns High School.

St. Johns High School will offer a summer Woodshop class and a summer Weights class to give students a way for them to learn new skills, keep busy during the summer, socialize with their peers during the summer months, and get much needed exercise in response to improving their social, emotional, and mental health needs. St. Johns High School will offer a summer woodshop and a summer weights class to all enrolled students (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care.

St. Johns Middle School will offer extended day clubs - specifically a culinary club, an art club, and a Battle of the Books club to provide students with after-school enrichment in response to improving their social, emotional, and mental health needs.

New classroom computers to replace 8 year-old hardware that is slow and outdated. This will assist the teachers to access updated software and technology that will benefit all students, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students. New computers will allow teachers to use newer software to combat learning loss in the classroom.

ACT Prep course all eligible students (including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students) can afford to prepare to take the ACT for college entrance and to pay for the test itself to improve their ability to obtain a higher education after high school. Making sure all students have the necessary prep materials for the ACT test without regard to cost alleviates the burden on disadvantaged students taking the test unprepared because they were not able to afford the study materials.

Teacher Study Groups: Reteach for high school students on Fridays during the school year (August-May) (SJHS is currently on 4-day week) to address learning loss in the classroom as a result of Covid-19 using reteach through teacher-directed one-on-one instruction with students via current Board approved curriculum. Math: enVision Geometry, enVision Algebra I, enVision Algebra II, enVision Mathematics Common Core by Savvas Learning Company. Offered to all enrolled students (including all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care). Students are chosen by individual teachers using grades measures, Performance Matters, and ACT Benchmarks.

Freckle will be used specifically for SPED students who need additional math and reading intervention.

Beyond Textbooks will be for all students, but targeted at all disproportionately impacted students who need math intervention.

Due to the low socio-economic status of our area, our schools qualify for the NSLP Community Eligibility Program. All of our students qualify as students from low-income families and have been disproportionately impacted by COVID, and will be eligible for additional services such as Inter-Term/Summer School, Virtual teaching (if not able to return to campus) and Counseling Services.

All student success rate will be monitored by inter-term/Summer School staff. If progress is not seen adjustment will be made to instruction as needed per individual student need.
For Counseling Services, the certified counselor meets regularly with administration to ensure that all student needs are being met.

Due to the fact that the population of the Toltec School District is primarily low income families and rural, the students have been negatively impacted because there is a general lack of technology to assist these students during the pandemic. The school District provided laptops and hot spots to students who needed them during the school shutdown, but the students were still limited in their ability to learn during this time. Many students missed out on large sections of instruction because of this. The pandemic caused a great upheaval in the lives of the students, and this has manifested itself in the need for counseling services to be provided throughout the school District.

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. Student subgroups and populations being addressed by the curriculum include students of all racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, male, female, and non-binary students and migrant students. This is inclusive through our 237 school day calendar.

In conjunction with the ESSA Tier I research-based blended learning instructional model, ADCRR District will use ESSER III funding to pay for tuition towards dual-enrollment college credits from a local community college for high school courses at ASPC Lewis Success Academy.

ADCRR will also utilize Positive Action program's curriculum to respond to the 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 and migratory students.

Academy with Community Partners (ACP) is a Title 1, non-profit, alternative, charter high school that serves at risk students, but we prefer to say, "at hope". We are filled with hope for our students because of their promise, their abilities and their hard work. As a school, we are filled with hope because we firmly believe our Esser III grant projects will address the academic impact of lost instructional time for our students, and will respond to the academic, social, emotional, and mental health needs of all of our students. Since we are a Title 1 school, we are so appreciative that this grant can enable us to best serve all of our students; in particular, the 93% of our student body who are from low-income families, and students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students and and all of our student body who, in one way or another, have been disproportionately impacted by the COVID-19 pandemic.
Academy with Community Partners (ACP)'s project will utilize Esser III grant funds to maintain staffing positions such as a much needed math interventionist teacher, to hire a paraprofessional math interventionist, and tutors (tutors if budget allows). These positions will make a huge impact on our math learners; especially our lower level learners and it will address learning loss for our students. ACP will use Esser III funds to hire an ADE Test Coordinator, and we will also hire a Grant Writer. Esser III funds will allow us to purchase student and staff (teacher) computers, so we can address remote and onsite instructional needs. ACP will use Esser III funds to hire and provide a stipend for an A.O.I. application preparer. This is based on evidence-based needs of our school community to grow our school to one that offers a virtual option on a permanent basis, once H.B. 2862 is finished, a Testing Coordinator, a Grant Writer.
Our students cannot afford school supplies, but they do not have to worry, for Esser III funds will be used to purchase school supplies such as notebooks, paper, pens, pencils, marker, folders for our students, so, we can address remote and onsite instructional needs.
ACP will use Esser III funds to hire and provide a stipend for an A.O.I. application preparer. This is based on evidence-based needs of our school community to grow our school to one that offers a virtual option on a permanent basis, once H.B. 2862 is finished.
Through the Esser III grant funds, ACP will ensure the health of our students by supporting our athletic programs. We will use funds from Esser III to hire a conditioning coach to support physical education and address training and injuries. The position is created to support students impacted by the Covid-19 pandemic. We will also use funds to rent vans to take our athletes to and from practices and games since we do not have our own buses.
ACP will use Esser III funds to hire a full time School Counselor to address social and emotional learning needs for our students caused by the Covid-19 pandemic. A full time counselor will serve the needs of student subgroups and populations of each major racial and ethnic group, economically disadvantaged students, and children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and, children and youth in foster care. A full time counselor will ensure every student will be known and cared for at ACP.
ACP's bathrooms are absolutely refreshed and made safer due to the response to Covid-19 we are taking. ACP will use Esser III funds to address the health and safety needs of our staff and students by updating all our bathrooms and water fountains with touchless, bathroom light switches, touchless toilets, touchless sinks, touchless and water fountains with bottle fillers. ACP will install new sink splash guards and booths (if our budget allows) because the locks are all broken. ACP will install new floors in the offices, and new window blinds throughout the school. This will enable us to sanitize our building and floors properly. ACP will install new ventilation fans in our student bathrooms for better air quality. We can be sure that the safety needs of our school made present through parent/ student surveys, school incidents, and our CNA are being addressed, thanks to Esser III funding.
The stress due to Covid-19 is apparent; thus, we have had more fights this year than ever before. With Esser III's funds, we can ensure our school is safe by accomplishing the following safety measures to provide a safe school atmosphere for our students: We will purchase cameras in and outside of our school to record and provide to the police footage of what has occurred. We will also install vape/smoke detectors in school to ensure proper air quality and safety. We will update and add proper and efficient lighting to our outside lighting to make sure or school is lit up and kept safe at night. We have more student drivers than years before and safety is a great concern as vehicles enter and exit our school. Therefore, we will paint striping in our parking lot, as well as buy traffic safety cones, and speed bumps to line or parking lot with.
All of these efforts, made possible by our Esser III funding, will ensure the best learning experience in a safe, healthy atmosphere for all of our ACP students.

Akimel O'Otham Pee Posh will be offering a comprehensive summer school program to address the academic, social, emotional and mental health of all students. The ESSER III funds will support one component of the disruptive learning/academic loss with the purchase of Achieve 3000 ELA and Math an online technology program. Students will participate in a variety of scientific experiments and collect data using the modulars for each grade level. Four certified teachers will provide the instruction for 3-5. The students will receive a 45-minute lesson per grade level offered between 9:00 a.m. - Noon four days a week. The teacher to student ratio will not exceed 1:20 or 1:10 because of an assigned paraprofessional. All students will have access to this enrichment program and all subgroups represented at the school i.e., special education, ELL, Native American and high poverty students. The costs for the teachers and the Achieve 3000 program are included in the 20% set aside. The Second Step program, part of the 20% set aside, will address the SEL needs of all enrolled students.

Additional funding is being used to provide PD offered by EQQEConsulting, experts in SEL to the Summer School staff in order to implement the Second Step program. This will include a variety of classes and activities related to the social, emotional and mental health of the students. The PD includes the consultants working with the teachers to deliver lessons to the students and collection of feedback for future lessons. The school has a full- time counselor available as well. The students enrolled at Akiimel O'Otham Pee Posh are participating in virtual learning and have been since the pandemic began. The reservation is closed because of the high rates of Covid. It is anticipated by the summer of 2022 the campus will be open again to students. If not, the Achieve 3000 and Second Step programs can be delivered virtually. The impact on the students enrolled in the school have been affected disproportionately by school closure as well as the ACE indicators associated with trauma and stressful childhood experiences. Historically, Native American students have the lowest proficiency rates on high stakes tests i.e., AZ Merit. In addition, the lack of access to the internet and technology (the digital divide) has been particularly challenging for the virtual delivery of instruction. The 20% set aside will support the Summer School program to address academic loss, disruptive learning and the SEL needs of all students. The 80% set aside will address the technology needs of the students in order to have an effective delivery of a virtual learning environment. In addition, the technology is critical to address the disruptive learning and academic loss from Covid 19 and the digital divide on the reservation.

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

All student success rates will be monitored by school staff and if progress is not seen, adjustments will be made to instruction and interventions as needed per individual student in order to increase academic achievement All student behavior referral rates will be monitored by school staff, and if needs arise, new Social Emotional supports will be given to reduce behavior incidents and increase academic achievement in classes.

Due to the demographics of the LEA, setaside funds will provide services for all students including but not limited to those from low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care. These funds will be used to purchase summer enrichment, social worker services, online personal learning program, and software to assist students with dsiabilities.

Remaining funds will be used to purchase student and teacher technology to allow for online learning, social distancing, and technology-enhanced learning. Curriculum will be purchased to address learning loss. HVAC units will be purchased to provide airflow to mitigate COVID spread. Moreover, a marketing campaign to recruit teachers, reenroll students that left, boost summer school and special events enrollment, boost student/family engagement and notify about COVID status and reopening of school (marketing specialist, social media ads, website.

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices. The remaining funds will be used to provide additional services that allow for enhanced learning opportunities, space and technology for social distance, and other items which will enable the school to remain open after the initial shutdowns from the crisis.

All student success rates will be monitored by school staff and if progress is not seen, adjustments will be made to instruction and interventions as needed per individual student in order to increase academic achievement All student behavior referral rates will be monitored by school staff, and if needs arise, new Social Emotional supports will be given to reduce behavior incidents and increase academic achievement in classes.

Setaside funds will be used to provide intervention services with paraprofessionals in order to address learning loss due to COVID-19 as well as services with a social worker to address social-emotional learning loss due to COVID-19. All students will receive services including but not limited to: low-income families, students of all races and genders, children with disabilities, English learners, migratory students, students experiencing homelessness, and children and youth in foster care.

Remaining funds will be used to purchase software and curriculum to address Covid-related earning loss (Personal Learning Plan, Go Guardian, i-Ready, Edge, Prepfactory). The LEA will also purchase HVACs to improve air flow as well as mitigate Covid spread. Moreover a marketing campaign to recruit teachers, reenroll students that left, boost summer school and special events enrollment, boost student/family engagement and notify about COVID status and reopening of school: to include a marketing specialist, social media advertising, web design and digital ads. The school will also provide an ELA Coach, specials teacher, student mentor, and dual enrollment offerings.

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

The academy will provide every student opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs and strategies, and will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the 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.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Guide student practice by asking good questions and providing feedback. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary.
Summer school program implemented by 2 teachers for 8 weeks to work with students addressing learning loss through implementation of evidence-based interventions throughout the summer and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Our staff effectively analyzes and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. The average class size is 15 kids per class and the teacher to student ratio is 1:15. Anthem will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in reading and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be implementing a math intervention using IXL as their evidence-based program. Stipends will be paid out for 2 teachers to run the summer intervention program. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week and conduct daily quick checks that serves as formal and informal checks for understanding

Understanding the challenges that our students have faced over the last two years has driven the decision to budget $68,607.50 for salary and benefits for the position of a School Counselor for the 2022-2023 school year. Anthem recognizes the strong connection between a student's social and emotional status and the ability to learn. For many of our students their learning loss may be directly tied to the struggle of 2020 and beyond. This position will address the social and emotional needs of the students, work on and provide strategies to support students in unique living circumstances that impact their adjustment to school, develop and run counseling groups for students identified as having life circumstances that impact academic or social well-being within the educational environment, and work alongside other school mental health staff and school administration to provide crisis supports as deemed necessary at Anthem in grades K-5. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care.

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

The academy will provide every student opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs and strategies, and will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the 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.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Guide student practice by asking good questions and providing feedback. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary 2 .5 FTE reading interventionists to work with students addressing learning loss through implementation of evidence-based interventions throughout the school day and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Reading Interventionists grades k-5 effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. The average student to teacher ratio is 1:3 in for Tier III and 1:8 in Tier II and the frequency will be 3 days a week. Archway Cicero will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and require strategic interventional student performance and progress regardless of grade level or individual capability are measured and monitored formatively using quarterly benchmark assessments. The LEA will be purchasing 95% Group curriculum to implemented in the intervention and funding the salary for a part time reading interventionist for two years. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week to once a month and conduct daily quick checks that serves as formal and informal checks for understanding.

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. ESSER III will fund the stipends that are given to the staff to run these essential programs.