The American Rescue Plan stipulates that 20% of an LEA’s total ESSER III award must be reserved to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs.
All activities and interventions funded through this required set aside must be evidence-based (see below), respond to students' academic, social, and emotional needs and address the disproportionate impact of COVID-19 on vulnerable student populations, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, and migrant status, students experiencing homelessness, and children and youth in foster care.
“Evidence-based” has the same definition as used in the Every Student Succeeds Act (ESSA) for programs such as Title I-A.
Our Evidence-Based Practices, Strategies, Programs and Intervention webpage for more information, training materials and resources – to include tools and external websites that may be used to identify evidence-based resources, programs, practices and interventions
Search an LEA below to review their plan for addressing disrupted learning. Only LEAs whose ESSER III applications have been "approved" (not submitted) are featured here.
| LEA | Use of Set-Aside Funds | Response |
|---|---|---|
| ARCHES Academy | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
ARCHES Academy will monitor the effectiveness of interventions implemented through benchmark testing, both formative and summative assessments, teacher input and regular data meetings. |
| Arizona State School for the Deaf and Blind | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
All of our students are students with disabilities so 100% of the students participating on our afterschool programs will be students with disabilities. 0 of our students are ELL, our students primary language is ASL. Over 70% of our students are free and reduced lunch. Equal participation will be available for all students. Student to teacher ratio will not exceed 5-1 and the tutoring will be done 4 days a week over the course of the school year, occurring after school using the existing approved curriculum for students of the deaf and or blind. Curriculum used was approved with title i funds in previous years. National Geographic - Reach for Reading (K-5) Inside (6-8), Edge (9-12) Go Math! HMH - HOUGHTON MIFFLIN HARCOURT, Pearson Envision Math |
| Arlington Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
THE LEA WILL PROVIDE SUMMER SCHOOL FOR THREE YEARS TO ADDRESS LEARNING LOSS FOR ALL STUDENTS. 8 TEACHERS WITH THE HELP OF 3 PARA PROS WILL DIRECT A 15 DAY SUMMER SCHOOL. STUDENTS WILL BE IN SMALL GROUPS TO ALLOW FOR INDIVIDUALIZED FOCUSED LEARNING. STUDENTS THAT CHOSE AT HOME LEARNING DURING THE PANDEMIC WILL BE TARGETED. THE LEA WAS ABLE TO REMAIN OPEN DURING THE 20-21 SY, ALTHOUGH SOME STUDENTS CHOSE TO PARTICIPATE IN "AT HOME" LEARNING. THE LEA IS RECOGNIZING THAT ENGLISH LEARNERS THAT PARTICIPATED IN "AT HOME" LEARNING FACED THE MOST DIFFICULT CHALLENGE DUE TO LANGUAGE BARRIERS. |
| Az-Tec High School | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
This funding will pay a portion of the salary and benefits for an appropriately certified, highly qualified teacher for FY22 whose primary job is to raise the educational level of all our students who have been impacted by lost instruction time. In addition, this funding will pay a portion of the salary and benefits of a school counselor and school administrator (Principal) for FY22 who will conduct interventions that will focus on the social, emotional and mental health needs of all students and particularly students who have been disproportionately impacted by the COVID-19 Pandemic. Approximately 98% of AZ-Tec students fit the categories stated and are deemed "at risk." AZ-Tec will ensure that the interventions it implements 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 by monitoring the amount of academic credit recovery achieved by our students and how they progress toward meeting graduation requirements. In regard to Social, emotional and mental health of students, all students will be given a brief survey after an intervention activity/meeting which will collect feedback on how the intervention activity helped their social/emotional/mental health. These survey results will be compiled and reviewed periodically by the school counselor and shared with the school administration to assess the overall effectiveness. |
| Career Development, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
We are an Alternative Charter School in a low income area, so approximately 90% of are students are considered "disproportionately impacted by the COVID-19 pandemic." Therefore, our strategies are all aligned to impact those students. The hiring of paraprofessionals and additional ELA teacher allows more time for the teachers and SPED professionals to interact and provide meaningful intervention and support to all students. Staffing and providing transportation to extended day Fridays and intersessions ensures the ability of all students to access meaningful support. Purchase of resources that provide online access such as Edgenuit, Adaptive Curriculum, TransMath and NewsELA, allow student to check out a laptop from the school and work from home, if they need to work or provide care to younger siblings so a parent can work during extended day, summer or intersessions. All students are enrolled in CCR Homeroom, so integrating social and emotional learning modules during CCR is the easiest way to ensure all students are provided with this support and integrating preexisting modules from Edgenuity for the first year ensures the quality of the instruction is consistent. Employing a science teacher with a M.D. allows all students to access quality instruction in science and provides the administration with a valuable resource on reducing the transmission of COVID, benefitting everyone on campus. Finally, continued employment of a learning lab monitor allows a leaning lab to ab available to all students all day so they can work on enrichment and credit recovery classes with professional support and provides students engaged in distance learning with a point of contact to facilitate tutoring and support. FOr the past five years we have used our Title 1 monies to provide free Summer School for all our students, so ESSER III money was not needed in that area. |
| Cartwright Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
There are several ways the LEA will ensure that interventions address the academic impact of lost instructional time and respond to academic, social, emotional, and mental health needs of all students. All schools within our District are Title I schools and therefore serve the students that were disproportionately impacted by the COVID-19 pandemic. To meet the academic needs of our students, the Cartwright School District will: The LEA will also provide support and interventions for students regarding social emotional learning including: |
| Chino Valley Unified District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
We have worked closely with our district homeless liaison, our EL Coordinator, our Director of Special Services, our Foster Care Liaison, our school counselors, administrators, governing board members, parents, students and community members to develop a plan that ensures that all students, especially those disproportionately impacted by COVID-19 are identified for services of many types. We have developed a plan for learning loss both during summer and throughout the school year. We have worked to see how we could best leverage funds from multiple sources to accomplish these goals over a multi-year period. This has resulted in an unprecedented number of students signed up for summer school and tutoring programs. (Tutoring is offered virtually and in-person.) Further, we have worked to invite students and educate parents of low-income families, students of color, English learners, students with disabilities, homeless students and students in foster care about all the ways we are prepared to help children succeed. We are tracking students by sub-group with pre/post tests, attendance, attendance in supplemental programs, and for academic progress both in summer school and throughout the school year. Our assistant superintendent reviews data on a weekly basis to make sure that we are best meeting the needs of all children and especially those most at risk. We are offering summer school for two years, providing instructors for remediation including teachers and paraprofessionals, are offering opportunities for credit recovery, and are providing social/emotional/physical support. |
| Clarkdale-Jerome Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Data will be the driver of our intervention program success. We will monitor our data and make instructional adjustments for all students, including those with special needs, ELL students, low income and minority students. It will be important for us to receive feedback from families as we deal the the underlying social and emotional impacts of the pandemic. |
| Coolidge Unified District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The focus of the Coolidge Unified project is to close the achievement gap of our students with smaller class sizes, highly qualified interventionist, research and evidence based assessment and skill based intervention for individual students. The initial focus in on our K-3 students and bringing in additional para support to lower class sizes and remediate the transition of students who lost at least a years worth of learning in the critical first years of learning to read and develop number sense. Nearly 90% of CUSD students are categorized as low-income so the district focus has been on Teaching with Poverty in Mind. In addition, all unique populations (students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students) have an advocate at the district level who will be monitoring their data and attendance and reporting it monthly to the Director of Curriculum, charting it in a data room and reporting to the school board. |
| Cottonwood-Oak Creek Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
COCSD will ensure that the intventions implemented will address the academic impact of lost instructional time, social, emotional and mental health needs of all students by assessments conducted by certified teachers, MTSS Coordinators (multi-tiered system of supports) and school councelors. Assessement in academic needs will be done each quarter and teachers will meet to discuss data in PLC meetings each month. MTSS coordiantors and school councelors will evaluate and monitor behavior and SEL needs of students. |
| Crane Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Our ELA Coordinator will oversee the Academic Specialists and deliver intervention to address the learning loss for all students. Screeners will be given to all at-risk students and an intervention plan will then be developed and implemented. The school principals in conjunction with the teachers will identify students who need social and emotional support due to returning to in-person learning and plans will be developed and implemented for those students. These strategies will address 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. |
| Florence Unified School District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
FUSD will ensure that the interventions it implements, including but not limited to the interventions within the required 20% set aside (under section 2001(e)(1) of the ARP Act) to address the academic impact of lost instructional time, 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. FUSD will do so by regular communication with all stakeholders. This has already occurred in community meetings with all stakeholder groups where we have presented our response, and obtained feedback from families on the perceived needs of their students. FUSD has started an equity committee that includes parents, staff members, and board members who will help to design processes to ensure that disproportionately impacted groups are addressed. |
| Gadsden Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Our LEA will ensure that the interventions it implements, including but not limited to the interventions within the required 20% set aside (under section 2001(e)(1) of the ARP Act) to address the academic impact of lost instructional time, 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 by: Revision #4: March 8, 2022 Removing this item 1.Offering opportunities for students to participate in Kinder Jump Start and ELL Bootcamp summer programs address learning loss (increasing learning opportunities) for vulnerable populations due to COVID-19 pandemic impact. 2. Hiring 7 Reading Interventionist to support struggling students using MTSS model. 3. Purchasing evidenced-based Social & Emotional curriculum and proving professional development to impact 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: |
| Kaizen Education Foundation dba Mission Heights Preparatory High School | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Mission Heights is offering both a summer program as well as additional classroom aides to make sure that students have the ability to recover credits so that they can graduate on track with their peers. Mission Heights is designed with an AVID program and has always reached out to students who may not have had college as a plan. Mission heights serves a population that is 308 economically disadvantaged and 24 ESS and actively outreaches to the community to serve students who are either desiring a college education and/or need an opportunity to recover credits so that they can become a HS graduate. 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 set-aside funds will be used to reimburse instructional interventions with paraprofessional, social-emotional interventions with School Counselor and Thrively software, and instructional support with multiple software purchases targeted to the specific needs of students in order to address learning loss due to COVID-19. 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. Purchases will include expansion of learning space for social distance, technology (computers and firewall) to enable technology-enhanced learning, and 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 (recruitment / retention pay, marketing specialist, search engine marketing, website hosting and redesign). 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. |
| Kyrene Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Priority placement in Summer and out of the school day programs will be given to students experiencing homelessness, Native American students, Foster Care youth, English learners, students with disabilities and other high need sub-groups. We will coordinate with local tribal nations to provide targeted, culturally responsive programs and remove barriers for our students expiring homelessness. Additionally, we will offer programs to meet the needs of students with disabilities through programs designed to meet the individual needs of students, whether those needs be academic, behavioral, or social emotional. |
| La Tierra Community School, Inc | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
La Tierra Community School will address the academic impact of lost instructional time by hiring Special Education Instructional Aides to work with students in a one-on-one or small group setting in grades K-3. New teacher laptops will be purchased to facilitate technology related instruction for all students in the classroom to further address learning gaps. All teachers at LTCS will implement Conscious Discipline to address the social and emotional needs of every student in the classroom. Kindergarten Instructional Aide Salary to address student learning needs during the school day. Middle Grades Math teacher to address learning loss during the school day. Student subgroups/population addressed academically are as follows: economically disadvantaged, students with disabilities, English learners, students experiencing homelessness. The other subgroups not mentioned and identified in the description are currently not enrolled but will be served if they are present at the school. Evidence Based Practices used are from ""Evidence Review and Effective Practices Brief" and include: Pg.7 CORE FUNCTION: Curriculum, Assessment and Instructional Planning. Frequent assessment of student mastery through formative assessment approaches is well supported by research (e.g., Hattie, 2016). La Tierra contracted with the Yavapai County Education Service Agency to provide a school social worker to address the social and emotional needs of our students. The social worker provided additional services throughout the SY 2020-2021 using other funds. Student subgroups/population social and emotional needs are as follows: economically disadvantaged, students with disabilities, English learners, students experiencing homelessness. The other subgroups not mentioned and identified in the description are currently not enrolled but will be served if they are present at the school. Evidence Based Practices used are from ""Evidence Review and Effective Practices Brief" and include: Pg.18 INDICATOR: The school selects, implements, and evaluates evidenced-based programs that enhance social/ emotional competency. The school's key documents explain the value of social/ emotional competency and how it is enhanced through specific roles and relationships. The school promotes social/ emotional competency in school rituals and routines, such as morning announcements, awards assemblies, hallway and classroom wall displays, and student competitions. All teachers teach and reinforce positive social skills, self-respect, relationships, and responsibility for the consequences of decisions and actions. All teachers establish classroom norms for personal responsibility, cooperation, and concern for others. All teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary. All teachers use cooperative learning methods and encourage questioning, seeking help from others, and offering help to others. |
| Nogales Unified District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
As described above, since 98 percent of all NUSD students fall into one or more category of subpopulations listed, all students will benefit and will be included in the extended-time learning opportunities through targeted tutoring and summer school offerings, as well as being provided computing devices and supplemental online programs to enhance academic proficiency. All students will benefit from the services of the Mental-Social Emotional Health coordinator at their site, all students will benefit from the Covid mitigation strategies, and all students will benefit from having teachers with computing devices that are up-to-date and of equal value for synchronous and asynchronous learning. The plan itself is updated every six months or more often depending on CDC guidance. NUSD will be conducting ongoing data and student progress monitoring meetings throughout the school year to monitor student attendance and grades as well as formative benchmark assessment and classroom data. By viewing this data at not only the school and grade level, but also drilling down to the classroom and student levels, these data meetings will strengthen each school's ability to provide specific and timely interventions, including during school interventions, before-or-after school tutoring and summer schools for each individual student.. All of the ELOs implemented will be data-driven and structured to align with student needs as identified through benchmark results. |
| Nosotros, Inc | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Our LEA will ensure that the interventions it implements, including but not limited to the interventions within the required 20% set aside (under section 2001(e)(1) of the ARP Act) to address the academic impact of lost instructional time, 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 by: 1.Hiring Credit Recovery teachers for the purpose of delivering sound instruction in a variety of modes and mix traditional classroom instruction with online delivery of instruction and content, including learning activities completed outside the school, granting the student a degree of control over time, place, pace, and/or path. The Credit Recovery Teacher will address learning loss (increasing learning opportunities) for vulnerable populations due to COVID-19 pandemic impact. 2. Hiring a school counselor to provide instruction, modeling, classroom norms, and caring attention that promotes students' self-respect, management of emotions, concern for others, and responsibility. |
| Open Doors Community School, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
These funds and the ESSER III plan for Open Doors will support mental health services for students by hiring a social worker/counselor to address mental health needs brought up by the pandemic. This position will also address needs of families and students with special needs such as low income, students of color, and children with disabilities. The Director of Instructional Support will work with teachers to assure that students who have been disproportionally impacted by the pandemic will have their academic needs met through assessment and differentiating instruction. This position will work with the teachers and aids on the plan laid out in the ESSER project to deliver evidence-based curriculum including Amplify curriculum and IXL. This will address lost instructional time and address the needs of all students. One instructional aid will be hired to address in the classroom for part of the day, and then to work in the afterschool program and provide tutoring and academic support to students in order to address learning loss. |
| Painted Pony Ranch Charter School | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
WCC's interventions will address the academic impact of lost instructional time, 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, and children with disabilities in several ways: |
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