We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities . Each day students are given the option and opportunity to engage in extracurricular activities 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 off contract pay that are given to the staff to run these essential programs. Programs that are offered but not limited to Book club (1 quarter) , Zearn club (1 quarter) and the Golden Eagle Society (1 quarter). The extracurricular activities are offered to but not limited to disadvantaged students such as 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. Most clubs run on a first come first serve basis. Off contract pay is given to teachers to implement and run extracurricular activities. All activities are offered more for more than 5 weeks. Students are selected to attend the clubs by teacher referrals, if children are displaying mental health distress, and then a first come first serve basis.
Interventionists to work with students addressing learning loss through implementation of evidence-based interventions through pull out interventions during the day and summer programs to ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Reading and math interventionists 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 1:5. Archway Glendale 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 using Read Naturally and Singapore Math curriculum to implemented in the intervention and funding salaries for interventionists 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.