Heber-Overgaard Unified District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The district has built in several different strategies to meet the 20% set aside for impact of lost instructional time. The district plans to purchase additional Remedial Software which will be used to reinforce core learning with smaller groups of students and will allow student to move at their own pace. Salaries have been budgeted to pay teachers and staff for Summer school and enrichment programs. Tutoring has been scheduled for 12 Fridays for a hour block to help those students who are struggling. Additional reading books which will be purchased and sent home with the students. Purchase additional math resources to help those students struggling in math. Budget has been set aside for teachers to make home visits to at least 3 of their students. Student Growth AzM2 -Money is being set aside to pay teachers to target and work with those students who scored minimally proficient or partially proficient on the AzM2 assessment by providing those students additional help before school, after school, on Fridays or during the summer.
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Imagine Camelback Middle, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Imagine Schools' teachers continue to provide instruction and learning experiences for students temporarily out of school because of quarantine/close contact or when COVID positive - remotely, as appropriate. Details for providing these interim instructional experiences in the most simple means possible for students/families and teachers can be found in our Imagine Instructional Time model, linked here.
Additional measures we provide to meet the academic needs of students include:
- Increased RTI support for students during the regular school day (including opportunities for targeted support during small group instruction).
- Frequent administering and analysis of assessments to monitor progress of students, inform instruction and identify students that need additional supports/interventions during and beyond the regular school day. (Assessments include: STAR benchmark assessments and quarterly ATI benchmarks in ELA and math, Phonics screeners, EL proficiency assessments, curriculum based assessments specific to each site, and ongoing formative observations on the part of teachers.)
- Embedded time for collaboration for teachers to review Imagine AZ pacing guides to identify most important "priority" standards, engage in instructional conversations, and review student learning data with colleagues and members of site leadership teams.
- Professional Development and onsite coaching and support to better equip teachers to use effective instructional strategies.
- Research based curriculum, "Wonders "to Accelerate Reading with the students due to learning gain loss due to COVID19. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
-Hiring additional para professionals who can support teachers by providing interventions and support for at risk and vulnerable populations to increase learning loss due to COVID 19. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
-Caring School Community SEL Program Caring School Community is a comprehensive, research-based social and emotional learning (SEL) program that builds school-wide community, develops students' social skills and SEL competencies, and enables a transformative stance on discipline.
- Go Guardian Software unifies filtering to combine school engagement, testing integrity, and school mental health tools into a single suite to maximize learning for students in our 1:1 school technology program to improve learning loss due to COVID 19. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
-To purchase a research based curriculum , "Intro to Math " to help accelerate Math learning for the students due to learning loss during COVID 19. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program
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Imagine Charter Elementary at Camelback, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Imagine Schools' teachers continue to provide instruction and learning experiences for students temporarily out of school because of quarantine/close contact or when COVID positive - remotely, as appropriate. Details for providing these interim instructional experiences in the most simple means possible for students/families and teachers can be found in our Imagine Instructional Time model, linked here.
Additional measures we provide to meet the academic needs of students include:
- Increased RTI support for students during the regular school day (including opportunities for targeted support during small group instruction).
- Frequent administering and analysis of assessments to monitor progress of students, inform instruction and identify students that need additional supports/interventions during and beyond the regular school day. (Assessments include: STAR benchmark assessments and quarterly ATI benchmarks in ELA and math, Phonics screeners, EL proficiency assessments, curriculum based assessments specific to each site, and ongoing formative observations on the part of teachers.)
- Embedded time for collaboration for teachers to review Imagine AZ pacing guides to identify most important "priority" standards, engage in instructional conversations, and review student learning data with colleagues and members of site leaders Research based curriculum, "Wonders "to Accelerate Reading with the students due to learning gain loss due to COVID19.
- Hiring additional para professionals who can support teachers by providing interventions and support
- Caring School Community SEL Program Caring School Community is a comprehensive, research-based social and emotional learning (SEL) program that builds school-wide community, develops students' social skills and SEL competencies, and enables a transformative stance on discipline.
- To purchase a research based curriculum , "Into to Math " to help accelerate Math learning for the students due to learning loss during COVID 19. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
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Imagine Coolidge Elementary, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Imagine Schools' teachers continue to provide instruction and learning experiences for students temporarily out of school because of quarantine/close contact or when COVID positive - remotely, as appropriate. Details for providing these interim instructional experiences in the most simple means possible for students/families and teachers can be found in our Imagine Instructional Time model, linked here.
-Saturday Athletic Program focused on providing students with no less than 30 minutes of physical activities aimed at supporting the students social and emotional well being due to COVID-19. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
-Reading Intervention Coaches and Aides will provide one on one and or small group instruction for students that lost learning gains during COVID-19 remote learning times
- Caring School Community SEL Program Caring School Community is a comprehensive, research-based social and emotional learning (SEL) program that builds school-wide community, develops students' social skills and SEL competencies, and enables a transformative stance on discipline.
- Imagine Coolidge Elementary School will hire 6 Highly Qualified Paraprofessionals. These paraprofessionals will support with Tier 2 interventions for reading and math. The paraprofessionals will work with students during small group instruction in the classrooms in Kindergarten-5th grade. Students will be identified based on formative and summative assessments. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
- Imagine Coolidge Elementary School will hire a School Counselor Assistant. There is a need to build a team to provide counseling services for our students. The assistant will support our School Counselor with small group counseling and classroom presentations. The focus will be on supporting our school-wide behavior system and providing Tier 2 behavior interventions. The assistant will collaborate with our classroom teachers and the school counselor to identify needs, plan interventions and implement the supports. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
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Imagine Prep Superstition, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Imagine Schools' teachers continue to provide instruction and learning experiences for students temporarily out of school because of quarantine/close contact or when COVID positive - remotely, as appropriate. Details for providing these interim instructional experiences in the most simple means possible for students/families and teachers can be found in our Imagine Instructional Time model, linked here.
Additional measures we provide to meet the academic needs of students include:
- Increased RTI support for students during the regular school day (including opportunities for targeted support during small group instruction).
- Frequent administering and analysis of assessments to monitor progress of students, inform instruction and identify students that need additional supports/interventions during and beyond the regular school day. (Assessments include: STAR benchmark assessments and quarterly ATI benchmarks in ELA and math, Phonics screeners, EL proficiency assessments, curriculum based assessments specific to each site, and ongoing formative observations on the part of teachers.)
- Embedded time for collaboration for teachers to review Imagine AZ pacing guides to identify most important "priority" standards, engage in instructional conversations, and review student learning data with colleagues and members of site leadership teams.
- Professional Development and onsite coaching and support to better equip teachers to use effective instructional strategies.
- Extended learning opportunities for students including tutoring services available before or after school and Summer School intervention and enrichment (including credit recovery options at grades 9-12).
- Resources (including instructional materials and technology tools) are made available to students to ensure learning from home continues during short term disruptions to in-person learning.
Imagine Schools provides the following measures to meet the social, emotional and mental health needs of students in this context:
- Teachers routinely check in with students and facilitate lessons or experiences to support students' overall social/emotional well-being. Teachers have participated in Social Emotional Learning professional development across the network over the last 20 months.
- Site leadership team members work with SST teams, Gen Ed and SPED teachers, and counselors/social workers to analyze trends in student data/behaviors - and secure additional supports for teachers and classified staff members from our Regional Behavioral Specialist (or others) to positively address and support students demonstrating concerning behaviors.
- Additional supports or services are provided or recommended to students identified as in need (in collaboration and coordination with families, site base counselors, or other community agencies). Services include virtual counseling support available for students at home due to quarantine or illness through the AZ Dept of Education School Safety Grant, which funds school counselors and social workers at many of our Imagine schools.
- School leadership teams promote the importance of social/emotional and mental health - and provide families with resources and contact information to access additional supports for students as may be necessary.
- Newsela Pro: This resource received the Research-Based Design product certificaton from Digital Promise to "Confirm a link between research on how students learn and it's product design..."
- he math specialist work to support students in small groups using the schoolwide evidence based math curriculum, Houghton Mifflin Harcourt Algebra 1, Geometry, and Algebra 2 (AGA), hosted but the EdLearning platform to increase low learning gain lost due to COVID 19.
- School counselor will implement SEL lessons using the Student Success 2.0 curriculum in small groups and or one on one setting as needed by students stuggeling through school due to COVID 19.
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Imagine Superstition Middle, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
- Newsela Pro: This EESA aligned, evidence based resource engages students with thousands of texts on topics they can connect with with standards aligned lessons to support ELA instruction. The resource allows teachers to individualize the student experience with differentiated articles, note annotation, student progress tracking and allows teachers and administrators to look at school wide data which will increase learning gain that were lost during COVID 19. Each major racial and ethnic group, poor students, children with disabilities, English learners, gender and migrant status; students experiencing homelessness; and children and youth in foster care will be part of the program.
-Instruction Aide to provide extra support for students in a one on one setting or small group to help improve learning gains.
- Certified School Counselor to provide services for students using Student Success 2.0 curriculum throughout the school year.
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Kaizen Education Foundation dba Advance U |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
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 summer enrichment activities, specials activities, school counseling, and Thrively software in order to assist with academic and social emotional learning loss experienced due to COVID pandemic. All students will receive these services including but not limited to those disproportionately impacted by COVID-19 such as 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 provide technology-enhanced instruction (ScreenCastify, laptops, i-Ready software, NWEA professional development), supplemental instructional materials (books), and mitigation of COVID spread (outdoor space, tables).
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Liberty Traditional Charter School |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
To meet the academic needs of our students we have created a comprehensive plan:
-Implement summer learning programs - This includes providing extra duty for certified and classified staff to teach using evidence based practices, extra duty for staff to be trained on evidence based practices and resources, and extra duty for staff to coordinate and plan for the summer school program
-Implement comprehensive after school programs - This includes extra duty for certified staff to provide evidence based instruction to students after school during the school year
-Provide additional instructional assts. to work with students in 1st-2nd grade to pull small groups, model instruction for students, and provide support so students can access the curriculum being taught by the teacher.
-Provide acceleration teacher specialists who will provide small group intervention to students and assist schools in providing a MTSS structure for their students so all students can be provided the supports they need to learn at high levels
-Purchase supplemental evidence based online programs such as Moby Ma to provide students with opportunities for blended learning and additional learning outside of the school day
-Increase technology in the classrooms to increase engagement, allow teachers to utilize blended learning opportunities, and allow for critical thinking of students
-Purchase supplies/materials so students have access to resources necessary to achieve at high levels
-Provide an Acceleration Specialist Director to oversee and provide leadership to the Acceleration Specialists and assist schools in creating their MTSS structure to support students
-Provide PD to teachers/staff on evidence based practices including feedback, goal setting, teacher clarity, and collective teacher efficacy
The LEA will also provide support and interventions for students regarding social emotional learning including:
-Salary/benefits for Response to Intervention - Teachers who will work to create a MTSS structure in the area of behavior and social emotional learning. These individuals will work to provide small group and individualize plans for students to ensure they receive the behavior and social skill instruction they need to be successful in the classroom. These individuals will utilize evidence based materials - I can Problem Solve.
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Maryvale Preparatory Academy |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Teachers to provide interventions to work with students addressing learning loss through implementation of evidence-based interventions before school to ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Reading and math teachers 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. Maryvale 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. The student to teacher ratio for reading is 1:5 and the frequency is 4 days a week 1 hour each day plus one hour for lesson planning. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and 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 using Singapore Math and Spalding to implement in the interventions and funding extra work pay for teachers to provide the interventions. 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.
Two full time interventionists to provide interventions to work with students addressing learning loss through implementation of evidence-based interventions during the day to ensure that such interventions respond to student's needs. Reading 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. Maryvale 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. Read naturally and (Revision 1: 05/23/22 added) IXL interventions happen five days per week-three of them are instruction, two are assessment/progress monitoring. Average ratio is 1:5 but varies based on students' levels/needs and is fluid based on data. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in mathematics and 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 using Read Naturally to implement in the interventions and funding salaries for two interventionists to provide the interventions. 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.
Understanding the challenges that our students have faced over the last two years has driven the decision to budget $63,225.00 for the position of a School Counselor for the next three years. Maryvale 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 work with students to 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 Maryvale in grades K-12. 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. The counseling sessions will be a student to counselor ratio of 1:1 and sessions usually run for 1 hour. The students will be selected through a referral basis targeting students that are experiencing high anxiety and depression.
Summer school program implemented by teachers for one month 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. Lead teachers to over see summer school program to help close the learning gap that was caused by the COVID-19 pandemic. Maryvale Prep is a K-12 school, enrollment is expected to be approximately 290-300 students as a result, 2 coordinators are needed. 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. Maryvale Preparatory 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 reading intervention using Read Naturally as their evidence-based program. Extra pay will be paid out to 19 teachers in FY21-FY22, 21 teachers in FY22-FY23 and 23 teachers in FY23-FY24. 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.
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Math and Science Success Academy, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The school safety plan again outlined procedures to most safely return to instruction, while supporting the increasing academic, social emotional, and other needs of AMS Students. AMS placed an emphasis on supporting the most at risk students by ensuring coverage in event of teacher illness or vacancy, In addition, the site was given Math and ELA Interventionist FTEs to support student learning gaps, provide intervention, and support student learning. The EL Student Population will have an additional EL interventionist to target learning loss in this high risk student group. The LEA offers a long instructional day and there will be more interventionist pull out. The ESSER Funding was allocated to Intercession learning in the form of summer school and off contract time for instructional staff to target low income students/high need students identified by assessments. Interventionists and summer school instruction will use Mc Graw Hill Open court, Saxon math, Corrective Reading, Rewards, and Phonics for Reading- which have been approved by admin in the AMS intervention manual. Also, the counselor will support social emotional learning and academic needs of students at the sites. There has not been a counselor at the site before the school safety and recovery plan.
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MCCCD on behalf of Phoenix College Preparatory Academy |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
We will use the set aside funds for two different reasons. We will use the set aside funds to pay salary/benefits of a social worker and salary/benefits of four FT summer school credit recovery instructors.
Hiring a school social worker will strengthen support in school settings; provide advice and support to students, parents and staff; support earlier identification of children requiring social work intervention; and through this, facilitate better relationships and improve outcomes. Offering credit recovery classes to our high school students, permits students to make up courses that they have previously failed due to excessive absences, inability to grasp the content, or other factors associated with academic failure (Evidence Review and Effective Practices Briefs - https://live-az-ade.pantheonsite.io/sites/default/files/media/Evidence%2...). The expected outcome of the part-time social worker is to oversee family-school relationships and help parents to be better equipped to support their student's learning at home.
PCPA will also use ESSER III funding to employ four certified PCPA teachers in order to provide summer school in person for 5 hours daily (4 days per week) to low-income students with failing grades which will address unfinished learning due to COVID-19. The available courses will be: two Math and two English. Teachers will use benchmark student assessment data (Using Student Achievement Data to Support Instructional Decision Making -What Works Clearing House) to develop their curriculum which will use evidence-based WICOR strategies of writing, inquiry, collaboration, organization, as well as the evidence-based IXL math program and Reading-Plus reading platforms. Curricula will also incorporate metacognitive self-assessment routines into their instruction to promote motivational competency as outlined by Vanderbilt University's various research-based practices (Bransford, John D., Brown Ann L., and Cocking Rodney R. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.). Schoology will also be used as a digital learning platform to support blended learning with student's 1:1 devices (Evidence Review and Effective Practices Briefs - https://live-az ade.pantheonsite.io/sites/default/files/media/Evidence%20Review%20and%20Effective%20Practices%20Briefs_2.pdf). The expected outcome of the summer program will be to bridge the learning gap of students who have fallen far behind due to COVID-19.
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Mexicayotl Academy, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
That is basically the mission of Mexicayotl - we are an elementary school with approximately 80% poverty rate. Our entire program is designed to respond to the academic, social, emotional and mental health needs of all students and particularly those students from low-income families, students of color, ELL, students with special needs, etc. We use a hybrid teaching plan where each class is led by a certified teacher who provides instruction and has school work done on a computer program. When the schools were closed down in March of 2020, our students were ready and prepared to work remotely. Our biggest need for our students are the chrome books that will allow them to work remotely if needed or in the school classroom. Mexicayotl also has classes and programs for the students to participate in that help with social, emotional and health needs of our students such as an after school programs, dance and gardening classes. ESSER funds will also support after school evidence based instruction to students using a variety of evidence-based program curriculum including Renaissance, Study Island, Accelerated Reader, and Accelerated Math. In addition, we will over SEL supports via classroom instruction and individual counseling. The evidence-based SEL program used is Second Step. For both tutoring and SEL supports, our targeted subgroup includes racial/ethnic minorities (primarily Hispanic), students with special needs, ELLs, and economically disadvantaged students.
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Midtown Primary School |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
98% of our children are the population disproportionately impacted by COVID. The entire plan/strategy revolves around recovering their lost instructional time. We have added 3 years with an additional Interventionist including additional space for that team to deliver to a high percentage of kids throughout the day. We have gotten reading & math curriculum that without the grant, we could not have afforded. We have streamlined our student delivery by adding additional assistants (Title I grant), added a daily tech class so a Data Meeting can occur for each teacher once/week (Title I grant). All teachers are tutoring, differentiating, building relationships and implementing PAX. This is a very successful plan and I hope I have succeeded at conveying it to you.
Who is teaching the tutoring groups? Each lead teacher and some highly qualified para pros
· What is the tutor to student ratio? Usually 1:1, 1:3 max
· When will tutoring take place? the tutoring is done either before or after school depending on student availability
· What is the frequency and session length? Tutoring is minimally scheduled1 day/week, sometimes 2 days for each grade. Students work with the teacher for about 20 minutes, 30 max.
· What evidence-based practices, program/curriculum is used? We use Acadience Reading/Math Assessments to deduce needs.
We use Go Math, and HMH resources to support students.
· How will equitable accessibility/attendance be ensured for all students needing learning support due to COVID? We schedule tutoring sessions around parent needs and also make use of after-school club time for tutoring. We also offer IXL and Moby Max for at-home practice if needed.
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Mingus Union High School District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The SAP program is open to all Mingus students. The video/audio enhancement will impact all classrooms; therefore it impacts all Mingus students too. The instructional and Avid coaches will impact teaching and learning for all teachers and students. The bilingual parent advocate will provide translation services and build the partnership between Mingus and our Spanish speaking families. The ReTeach model will be designed to serve any student who has not mastered their content standards. Harcourt Outlines, Inc. window graphics will increase safety on campus schoolwide. Retrofit of science lab to include new lab tables will allow distancing as will flexible seating furniture for classrooms. Website upgrade will assist with communication to parents and students. Orchestrate energy management system will control air conditioning and heating units to allow better air flow.
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Mohave Valley Elementary District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The COVID pandemic has made a significant and lasting impact on our society, particularly with our youth. The full extent of this impact is not even yet fully known, however, research and data show that the pandemic's effects include loss of learning, academics, social skills, emotional stability, and mental health. MVESD will apply the much-needed ESSER III funds to programs, innovations, and resources that will aid in closing the gaps experienced by our students.
MVSD has set aside funds to facilitate at least four years of Summer School for the district. This provides learning outside the regular calendar year to provide targeted instruction and assistance to continue closing learning gaps in perpetuity. Funds have also been set aside to upgrade our curriculum across the district to a current and research-based curriculum. This will ensure that students are receiving the most modern content to compliment best instructional practices. Further set asides, and funds within the budget, are being utilized to fund an Arizona-recognized online learning option through Mohave Valley Connections Academy as an alternative to students and families in Arizona who are not yet comfortable attending in-person instruction. The final amount of set aside is earmarked for a certified School Counselor and the programs that accompany the position. The scope of this role will be to provide ongoing support to the vast emotional and mental health needs of our youth that have been exacerbated by the COVID pandemic.
Closing gaps of learning loss caused by the COVID pandemic is at the forefront for MVESD. Experienced and highly qualified teachers and staff are the most effective instructional resources of a school district. In order to better ensure that these professionals stay with the district, ESSER funds will be utilized to provide three years of retention incentives to district employees. To supplement this objective MVESD will also apply these monies to the costs of hiring an additional certified teacher, as well as the cost of substitutes and substitute roles played by existing staff. As a measure to continuously improve and refine instructional practices, funds from ESSER III will be spent toward developing a teacher mentor system within the district. This includes a district level mentor leading mentors at each school site, who aid in supporting new teachers as well as refine the instruction of teachers equipped with all levels of experience.
Though learning loss and mental health are of critical importance to MVESD, student physical health and safety protocols are significant. The district has applied ESSER III funds to a certified HVAC technician to ensure reliable maintenance, repair, and replacement of HVAC units in an efficient and timely fashion. This will provide cleaner, better filtered air in conjunction with more comfortable room temperatures for learning and positioning. Along these lines, MVESD has also applied funding to three years of the costs of maintenance staff and PPE's recommended by the CDC. Included PPE's are thermometers, face masks, disinfectants, signage, and gloves. These efforts better ensure a safe, clean learning environment and mitigation of spreading COVID and other infectious pathogens.
The world is innovating at a rapid pace. In association, MVESD is innovating accordingly. As the district addresses innovation and a response to COVID, it is maintaining a 1:1 ratio of students equipped with a Chromebook. ESSER III assistance will provide protective cases and repair kits to ensure students may retain access to a Chromebook at all times. Beyond the hard technology, MVESD also utilized funds to purchase three years of the Google Suite. All this access to technology allows students to access lessons and academic content outside of their schools.
In respect to facilities, ESSER funds are assisting in the innovation of lighting, climate control, furniture, and security (i.e. cameras, vape sensors, alarms). Cameras on buses were also upgraded to improve student safety in transit. MVESD is also innovating the library at the junior high school by the way of transforming it into an Innovation Lab. Funds were spent here by adding interactivity through touch-screen televisions, robotics, video productions, 3-D printing, Egaming, and flexible seating. Current and interactive technology will increase student interest and participation in learning. As the district innovates space, MVJH will also be adding an outdoor learning space to catalyze additional learning opportunities and promote safe distancing and ventilation. A further space receiving innovation is the junior high school's gymnasium, which will be receiving an upgraded, wooden floor. This upgrade is expected to add interest and participation in physical activity and sports, which was significantly suppressed during the COVID pandemic.
Mohave Valley Elementary School District recognizes that the COVID pandemic had, and will continue to have, a momentous effect on our youth. In recognition that the impacts extend beyond academics, MVESD concentrated efforts on responding accordingly, by caring for the whole child.
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Mohawk Valley Elementary District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Parapro hired for intervention program implementation will work with all students as needed to address making up for learning lost due to the pandemic. Special consideration will be given to students who are economically disadvantaged, children with disabilities, and English learners. Students will be selected for intervention based on data taken from benchmark testing. These students will continue to be monitored through on-going assessments in adopted intervention curriculum. The extra help from the parapro will address academic needs as well as social and emotional needs through the relationships built and the extra attention they will receive as they work to improve academic skills lost. The evidence programs are Moby Max and Imagine Learning Inc.
A social worker has been hired part-time to address with social-emotional needs of students due to the pandemic. Targeted sub population is first, special education students and 504 students and any other subgroup population as necessary. The social worker will work with individual students, in small groups, and works with students within the regular classroom as necessary.
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Montessori Academy, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Academic Interventions: Montessori Academy will identify gaps in student academics and provide intervention opportunities with research-based programs and evidence-based strategies to address the learning loss due to lost instructional time caused by the pandemic, 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.
Through our school day math tutoring program, we will ensure that our interventions address the learning loss by using our research-based math program, Dreambox Math. We will monitor the effectiveness of our tutoring interventions through benchmark testing, both formative and summative assessments, progress reports, grades, teacher input and regular meetings. Baseline data is collected and evaluated to assess instructional needs of students and to provide specific intervention strategies. Since our tutoring takes place during the school day, attendance can be ensured for all students identified in need of additional math assistance. In addition, teachers and school leadership will stay connected with parents/guardians to address any concerns and provide progress reports for students receiving tutoring.
SEL Interventions: Montessori Academy will 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 experiencing homelessness, children in foster care, and migratory students. We will utilize our school counselor to identify students in need and help them address issues that arise during the school year including social withdrawal, overaggressive behaviors, rebelliousness, and the effects of special physical, emotional, and economic problems. School administrators will conduct an evaluation for the effectiveness of our project with the school planning team (Executive Team, Governing Board) on a semi-annual basis over the two-year period.
Parent and guardian involvement is critical to the overall success of our academic and SEL interventions and all applicable faculty, including administration, teachers, nurse and school counselor will be involved and in regular contact with the student's parent/guardian.
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Paramount Education Studies Inc |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The school will monitor the effectiveness of interventions we implement through benchmark testing, teacher input and regular data meetings. Data gathered will be evaluated and studied to make decisions about the effectiveness of the interventions and the impact they have on lost instructional time, 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 migratory students.
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Pensar Academy |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
ESSER III funds are being used to pay for salary and benefits of highly qualified teachers for FY22 who are charged with raising the educational level of all our students who have been impacted by lost instruction time. Funds are also requested to pay a .25FTE school counselor in FY23 and for two passenger vans that allows students to participate in after school enrichment activities. The vast majority of our students (93%) are from low-income families, so transportation is a barrier. Our targeted population includes approximately 90% of students within a racial/ethnic minority group with the highest percentage being Hispanic (74%) African American (9%), and Native American (6%). In addition, approximately 14% of the student population are English learners and 11% are SPED students.
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Phoenix International Academy |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The entirety of the population at Phoenix International Academy qualifies as students disproportionately impacted by the COVID-19 pandemic. As such, all interventions will surely impact these students. Interventions will be measured by performance in benchmark and subsequent testing, as well as gauged on a social-emotional level by the school counselor, who will be working directly with students to address difficulties they face in both school and home settings.
As over 95% of the student population qualifies as impoverished, that is a key subgroup that will be targeted by these interventions. The same portion of students are also students of color, and so those students will be focused on, especially English language learners and children with disabilities will have additional time and effort devoted to them through these programs.
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