Addressing Disrupted Learning

The LEA will provide an interventionist to work with Tier III students and struggling populations including but not limited to low-income families, students of color, English learners, children with disabilities, students experiencing homelessness in kindergarten through 8th grade. The K-3 interventionist will receive training and utilize the evidence based program Fast ForWord and work with students on a daily basis in a pull-out model. The interventionists will not pull students during core instruction time, so all students in K-3 attending intervention services will receive additional instruction in reading on a daily basis to address learning loss. The 4th through 8th grade interventionist will receive training and utilize the evidence based program MobyMax and work with students on a daily basis in a pull-out model. The interventionist will not pull students during core instruction time, so all students in 4th- 8th attending intervention services will receive additional instruction in math on a daily basis to address learning loss.

The programs will be monitored for success via data gathered in the intervention groups, progress monitoring data, benchmarking data, and teacher feedback. If areas of concern arise, the program will be evaluated for weaknesses and possible improvement. If the weakness are due to implementation, further professional development will be provided. If weaknesses are due to programs utilized, other research based interventions will be implemented instead.

Phoenix #1 will ensure the interventions we implement will address the academic impact of lost instructional time, and 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, and children in foster care.

Breakdown of Phoenix #1 Student Subgroups: 81% students from low-income families, 2% American Indian, 1% Asian, 10% Black, 18% English Learners, less than 1% Hawaiian/Pacific Islander, 38% Hispanic, 6% White, 12% Students with Disabilities, 1% students experiencing homelessness, less than 1% students in foster care

Phoenix #1 will use data (universal screeners, benchmark testing, progress monitoring, formative assessments, and summative assessments) to identify the academic, social, emotional and mental health needs of our students though our reading interventionists, social workers & MTSS leads. Phoenix #1 Principals and the District Curriculum and Instruction Team meet twice monthly to review and analyze data, so they can support teachers and staff at the school level to understand and use the data to effectively meet student needs. Phoenix #1 teachers and staff will work in Professional Learning Communities (PLCs) run by school and teacher leaders, with district support. These are recurring meetings where teachers work to analyze data with specialists to identify the needs of students and plan intentionally for differentiation and meeting the needs of all students including those students disproportionately impacted by COVID-19.

All Phoenix #1 interventions will be evidence-based and will support student academic, social, and emotional learning and the mental health of our students. ESSER III funds will provide additional teachers to ensure lower student to adult ratios, which will enable teachers to meet the individual needs of their students. We will provide English Language (EL) Interventionists to support our second language learners (EL students) through the implementation of the English Language Development model. Math interventionists will support our subgroup students performing below proficiency in Math through evidence-based small group instruction. Core Reading and Math programs provide individualized learning paths, which are a framework for intervention. The two Psychologists will identify and provide social, emotional and mental health needs of students due to the COVID-19 pandemic. The Psychologists will provide social and emotional support for 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, and children in foster care.

Interventions will be provided through evidence-based practices and programs that promote positive academic growth, behavior, and development of youth social and emotional learning such as: Positive Behavioral Interventions and Supports (PBIS); Multi-Tiered Systems of Support (MTSS); Social Skills training for students; Collaborative for Academic, Social, and Emotional Learning (CASEL);

Phoenix #1 will provide support for families through our Family Education and Empowerment Program. The program will provide education classes to help families create home environments that supports children as students. Ongoing communication at student conferences and Title I family nights, help us communicate grade level expectations, student progress and strategies on how family members can collaborate with teachers to help their children achieve at grade level. The District Family Education and Engagement Coordinator will provide systems and frameworks for the school Family Engagement Specialists to include best practices of family involvement. An emphasis is placed on effective two-way communication, including families as participants in school decisions, empowering parent leaders through parent education opportunities and providing information to families regarding community resources and activities.

Phoenix #1 will increase learning opportunities by providing Summer School, extended day and summer enrichment, and Jump Start. Highly-qualified, specially trained teachers will provide instruction using evidence-based best practices. Sessions focus on improving academic performance through explicit instruction, based on student assessments. Class sizes will be small to enable teachers to differentiate instruction to meet student needs and build relationships that motivate learning. Teachers will use evidence-based programs for ELA and Math (Read 180, iReady Reading interventions, iReady Math interventions, PEER Assisted tutoring, Benchmark Advance, and LLI) to provide foundational skills and build strategies for student success. We will actively communicate with families, invite them to be involved in the extended learning and elicit their support in maximizing student attendance.

Phoenix #1 will provide an evidence-based tutoring program. Teachers will tutor and instructional assistants will be assisting. Trained instructional assistants will provide tutoring (if needed) under the direct guidance of a teacher. Tutors will spend time for planning and collaboration with classroom teachers. The tutor to student ratio will be no larger than 4:1. Tutoring will be before or after school, Saturdays, and/or during intersessions four days a week, one hour a day, for 10 weeks in the fall and 10 weeks in the spring. Evidence-based practices will include guided, leveled-reading groups, leveled math groups, and differentiated instruction based on data, to meet the needs of individual students. Programs used may include Read 180, iReady Reading interventions, iReady Math interventions and other evidence-based programs. Phoenix #1 will ensure equitable access for all students, and especially for those students disproportionately impacted by the COVID-19 pandemic. Busses will be used to eliminate barriers and ensure all students can attend tutoring. We will also provide a variety of tutoring times, to accommodate individual family needs.

Phoenix #1 will ensure equitable access to extended online learning opportunities by providing Internet connectivity and devices for 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, and children in foster care. All students will have access to evidence-based online learning tools (iReady, Benchmark Advance, Voyager Passport, Heart Math, Freckle, Dream Box, Moby Max, etc.).

To address the loss of instructional time and the negative impacts of the pandemic, Pioneer will provide its students with an intensive summer enrichment program and provide students (particularly low-income and EL identified students) with direct intervention supports during the school day. A school nurse, parental engagement activities, teacher professional development on trauma, and telehealth counseling services are also being requested to support students. The majority of Pioneer students are from low-income families, are students of color, English learners, and a small number are students with disabilities. We will be facilitating a number of interventions for students reading and math through Houghton Mifflin Journeys and Math 180 to address academic needs. Joven Health will be providing 1-1 counseling online for all students. All staff will be going through the SEL training online and through ADE courses through the year.

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.

ESSER III discretionary funds (80%) will be allocated to maintain the operation of and continuity of services specifically to the personnel employed in Sahuarita Unified School District. In addition, Sahuarita Unified School District will set aside 20% of allocated ESSER III funding to address learning loss in the following areas: 1.) Extended day programs - Academic Tutoring, using Beyond Textbooks, Kagan practices, quizzes, and other supplemental resources.2.) Provide tuition based scholarships for District wide summer school programs serving students in Kindergarten through 12th grade, using Edgenuity, CPM, HMH, and iREADY curriculum and 3.) Mental Health/Social Emotional Learning Support Services. Funding will target a two year budget plan and provide the needed financial resources to implement the aforementioned programs to address learning loss. ESSER III set aside (20%) funds will provide inclusive services to address learning loss for all students, that include major racial and ethnic groups, children from low-income families, children with disabilities, English learners, students experiencing homelessness, and children and youth in foster care. All projects funded by ESSER III will end no later than September 30, 2023.

Learning loss due to the pandemic will be addressed through extended learning opportunities such as summer school, Fall and Spring break intersessions and additional reading instruction will be provided through the hiring of a paraprofessional to address reading deficiencies.

The social, emotional and mental health needs of students and those particularly disproportionately impacted by the COVID-19 pandemic, including Native American students, economically disadvantaged, English learners, students with disabilities, and students in foster care, will be addressed through implementation of the Covey program "The 7 Habits of Highly Effective Teens" which is a CASEL-endorsed program that integrates personal behavior and the application of leadership principles.

The effectiveness of the extended learning opportunities and the SEL program will be monitored by credits earned.

REV 1 2/4/22 REPLACING / REALLOCATING SAME SET-ASIDE DOLLAR AMOUNT OF $115,160.50 ORIGINALLY REQUESTED FOR EXTENDED SCHOOL YEAR/MODIFIED CALENDAR WITH SUMMER PROGRAM DESCRIBED IN SEPERATE SUMMER LEARNING SECTION: SCV35 is preparing for a transition to a modified school calendar that would include extended holiday breaks while providing immediate and timely interventions for both remediation and enrichment for all struggling and/or vulnerable students in each major racial and ethnic group, economically disadvantaged students, children with disabilities, English Learners, gender and migrant status, students experiencing homelessness; and children in foster care who are not achieving in ELA and math at proficiency levels. During this time, to help students address learning loss due to COVID teachers will use digital programs by Edgenuity such as: MyPath Reading and Math for K-5, Digital Libraries, Math, ELA Science, Social Studies, AP , electives for MS and HS.
SCV35 has long-employed a 12-month review cycle by which each site involves multiple stakeholders in completing a needs assessment, identifies corrective strategies, and develops and implements an Integrated Action Plan to address needs. Plans address the academic impact of lost instructional time through a variety of strategies, including before and after school tutoring (using evidence-based programming to support learning), master schedule revisions to incorporate social and student-engagement, co-curricular activities both within and after the school day, and additional training for all staff on the awareness of student mental health issues. All of these strategies are intentionally inclusive of all 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. District Administration provides oversight of the SIAP on a quarterly basis. Steps taken with ESSER funds are incorporated into those plans (and the review cycle) and will thus be reviewed and revisited across all sites on a scheduled basis.
Specific strategies within this process to be funded with ESSER include fully funding our pre-school program to ensure our youngest students receive the earliest possible interventions for their academic growth and providing calendar intersession instruction targeting both our most academically deficient students as well as our most advanced. Both tutoring and enrichment activities will be provided during this time. ESSER funds will also support a full-time elementary reading teacher to provide direct instruction to struggling readers, a K-5 Distance Learning teacher to provide direct support to students and families enrolled in our elementary distance learning program, and a high school enrichment lab teacher to provide direct support to students seeking either to obtain credits either for graduation or for enrichment elective credit (also for graduation). Lastly, a College and Career Readiness Coordinator will be hired to work with counselors across campuses and grade spans to ensure all students and parents have a personalized plan for their own academic success (see description of PCBL below).
Resources to be funded with ESSER include Edgenuity Pathblazer licensing which provides the adapted level activities for students based on their individual assessment (MAP) scores and Achieve 3000 Actively Learn which provides enrichment literature for grade levels 6-12. One of our key assessments for identifying the needs of students is the Amplify MClass Dyslexia assessment which identifies both reading deficiencies and screens for dyslexia.
Finally, ESSER funds will be used to fund teams of teachers, K through 12, to visit high-performing schools that are employing a Personalized, Competency-based Learning (PCBL) model of instruction. This model has demonstrated a rationale for being of particular benefit to disadvantages students by creating a personalized, data-driven and competency-based path for them to reach or exceed grade level proficiency. Related to this model, flexible seating is needed to meet the needs of various learning styles among the student population.

St. David Unified School District #21 has implemented prevention and mitigation strategies in order to continuously reopen and operate it's schools for in-person learning. By utilizing the funding to ensure students and teachers have access to individual Chromebooks and laptops, there is a greatly reduced need for sharing the equipment. Having access to Chromebooks and laptops also allows students and staff to bring them home in the event of a quarantine caused by COVID-19 or a shut down. Reducing class sizes not only allows for teachers to meet students individualized needs, but also helps reduce the amount of students potentially exposed should there be a COVID-19 outbreak. St. David Unified School District #21 has implemented interventions to address the academic impact of lost instructional time, as well as respond to the academic, social, emotional, and mental health needs of all students. The District has done so, and will continue to do so, by reducing class sizes, offering summer school, and ensuring that teachers have the necessary provisions in place to meet their needs.

A. All of the interventions we are implementing address the needs of low-income students, children with disabilities, racial and ethnic minorities as our student population are these children. Our current population is 61.2% Hispanic, 24.5% Native American and 14.3% Caucasian. Approximately 95% of our students qualify for free/reduced lunch. Las Puertas' prevention and mitigation strategies that are being funded by the ESSER III grant are as follows:

The pandemic created a situation in which students need additional support and resources in order to achieve academic goals established by the State Standards. This may include but is not limited to additional curriculum resources, tutoring, additional instructional support using innovative and creative methods. Purchased technology will be used to support and prepare our students as they work to achieve and exceed grade level expectations.

Funding used for these strategies which are part of the LEA set-asides:
*In FY23, the renewal of evidenced based curriculum which were initiated in FY22 with positive outcomes. These include:
McGraw Hill ELA 1year internet based Curriculum grades 6-10 FY23
McGraw Hill Math 1year internet based Curriculum grades 6-10 FY23

* A Learning Center will be developed in FY22. The goal is to establish a well-stocked library with the variety of resources which includes textbooks, reference books, non-fiction and fiction books as well as periodicals which include educational, recreational and fun articles, digital resources, computers for researching, and a safe and comfortable environment in which to learn. The Learning Center will be open during the after school program for students and families.
*An after school program which includes tutoring as well other SEL activities such as a Yearbook Committee and a league co-ed Volleyball team (league & membership fees, tee shirts, volleyballs and salary and mileage for the Coach also included in grant).
*Crucial to both The Learning Center and the After School Program is having available transportation. Our students come from various areas of Tucson and would not have access to our school or the after school program without it being provided for them. Many of our families are unable to transport their children so an after school program has not been possible in the past. Currently, Las Puertas provides transportation to and from school in a 16 passenger bus. Initially, we planned to purchase a used 38-45 passenger bus in order to conduct morning and afternoon bus service. However, Las Puertas had a bus donated which needs some repairing: new tires, all fluids and hoses replaced and filled, lights checked and replaced as needed, air conditioning checked and tuned, etc. As a result, rather than using ESSER III funds to purchase a bus, Las Puertas will use these funds for repairs to get the bus in good operating condition as well as on-going maintenance and parts for the newly donated bus as well as the bus we currently own. These funds will also be used for the insurance for both buses as well as gasoline needed for daily use. Without these buses, our enrollment would shrink drastically. In addition, a part-time bus driver will also be hired (new 0.25 FTE), a 43.5" X 11" black beltline sign for sides of newly acquired bus: Las Puertas Community School for bus X2 (each side of bus) will be purchased and fencing will be installed in the school's parking lot in order to protect it from vandalism. A illuminated, free standing Marquee to drive enrollment to the school. Monthly service for Attendance cell phone.

*An important component of the Learning Center and the after school program is tutoring. Tutors were hired for both programs with funding through the Acceleration Academies grant in FY22 and will be retained in FY23 due to ESSER III. An after school program coordinator will be hired for the program to begin in August 2022 (new Position 0.25 FTE) with ESSER III funding.

B. Social and emotional needs
Funding used for these strategies which are part of the LEA set-asides:
* As our Licensed Certified Social Worker is developing a schedule to enhance her availability to students and families, she is also making herself more available to staff to determine their social, emotional and mental health needs.
*a 5.25 hours/day BSW counselor is was hired for both FY 22 and FY23 (new position)
* For the mental and physical health of our staff: in-school massages.

FY22 the school's enrollment is diminished by approximately 40% between FY21 and FY22. The grant is enabling us to maintain one teaching staff position in FY23 and three part-time tutors.

Contractual Financial Services for COVID grants and reporting.