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 |
|---|---|---|
| Picacho Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
In order to address the academic impact of lost instructional time, the LEA will offer a Summer School Program. Teachers will offer support in Reading and Math to all eligible students through the use of the LEA's Ready Classroom Mathematics program, Into Reading/Literature program, and online instructional tool, i-Ready. To maximize and target instruction, each appropriately certified classroom teacher will be limited to 10 students. Paraprofessionals will be placed in the classrooms with the highest need. Student learning will be monitored by teachers bi-weekly. A pre- and post-assessment, along with participation surveys, will allow administrators to evaluate the effectiveness of the program. Summer School will run for 16 days [4 hours a day, 4 days a week, for 4 week]. [20% SET ASIDE] Salary for 4 FTE TIQ summer school teachers in FY22, FY23, & FY24 (8 half day teachers to be paid at a rate of $100 a day for 16 days). In order to address the social and emotional needs of all students, the LEA will purchase and implement a new program. Second Step is a classroom-based program designed to increase students' school success and decrease problem behaviors by promoting social-emotional competence and self-regulation. Each homeroom teacher will plan and teach a weekly SEL lesson. Each teacher will participate in mandatory training prior to implementation. Program effectiveness will be monitored through observations, data collection, and professional development. The LEA qualifies for the Community Eligibility Program due to the high poverty rate within the district. Due to this, all students fall into the category of economically disadvantaged students that are highly impacted by COVID-19 and are eligible to participate in the Summer School and SEL Programs. It is this Student Subgroup that is being addressed. |
| Pima Prevention Partnership dba Pima Partnership School, The | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The site is an alternative school which supports students who are both on-track with graduation, and students lacking graduation credits (which is the norm). The site serves low-income families, Hispanic/Latino students, English learners, students with disabilities, students experiencing homelessness, YOTO students, and students in foster care. Tutoring FTE with benefits and Summer School FTE with experienced teachers that target students who are behind in credits and have significant learning losses for multiple reasons. FTE costs with benefits will be provided for learning losses through ESSER III. School bus to provide transportation from Tutoring and to and from Summer School as transportation is a key issue with our students and parents can be hesitant to allow their students to travel on city busses. Student Success Skills Classroom Manual ESEA SEL approved that provides lessons and strategies to develop healthy habits, caring relationships, and encouraging classroom communities. This is in response to address students' social and emotional needs/deficits due to COVID restrictions. To ensure that students have opportunities to make-up loss of instructional time, the school offers credit recovery classes both online and in-person as part of the after school tutoring and during summer school. ELA teachers in ESSER III focus on Latino/Hispanic economically disadvantaged students, EL students, and SPED students who are behind in credits and/or have learning losses. Classes are in-person with a ratio of 20 students to 1 teacher to provide extra support for students typically are retaking a class (most previously failed from their previous school or had severe attendance issues). Teachers are well-prepared, experienced teachers who has previously worked with high-risk students. Approximately 75% of ELA students are below grade level in reading. For SEL staff will use Student Success Skills Manual. Curriculum SAVVAS (formerly Pearson) that is research-based and aligns on the Arizona State Standards for English (myPerspectives) and Math (enVisionmath2.0) grades 6-12 Read 180, which is ESEA approved, is used for the Exceptional Education students. Edmentum (Courseware) is used for online credit recovery classes available during school and at student's convenience, and teacher tutors provide support tutoring after school. |
| Pine Forest Education Association, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Afterschool tutoring is supporting learning loss for poor and disadvantaged students whose parent will allow attendance in the afterschool program. Additional supportive instruction during the school day is scheduled for poor and disadvantaged students whose data is showing a significant decrease in performance due to lost instructional time. The software program (Imagine Learning) is being used to maximize resources of personnel and time so that support teachers can serve higher numbers of students showing loss of learning. |
| Ray Unified District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The professional development interventions are required for staff to ensure they receive the training for implementation of evidence-based resources and SEI programs are utilized with students throughout the school year. The district has purchased out of the grant a 3 year site license for Edmentum/BASE - Social Emotional Program ($10,222.08) This program is used district wide. Teachers provide the program daily for 20 minutes, whole group (1/14) Targeted group are low income & at-risk. Counselors are provided for targeted groups. The grant is also allowing the district to purchase a new social studies program and ELA curriculum adoption for grades 7-12. The Summer School program intervention and credit recovery programs will provide learning loss opportunities through instruction and use of evidence-based programs. Instructional staff and School Administration will monitor student's attending the Summer School program for student intervention acceptance. Instructional staff and School Administration will continuously monitor all intervention efforts to ensure the described interventions address the academic impact of lost instructional time with response to the academic, social, emotional, and mental health needs of all students. |
| Roosevelt Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
As a school district and learning community, RSD is committed to providing and addressing the needs of all of our students. Our district qualifies for the NSLP Community Eligibility Program. All of our students qualify as low-income families and have been disproportionately impacted by COVID. Our goal to address the academic impact of lost instructional time and address the social, emotional and well being of the needs or our students. Implementation of evidenced based academic practices and SEL interventions, particularly addressing the needs of our student subgroups based on data is at the forefront. Instructional goals will encompass meeting the needs of students through data desegregating, analysis, progress monitoring and evaluation of student progress. Evidenced based materials and supplies will be purchased that support enrichment and learning loss instruction. Professional development is aligned, planned for sustainability and offered to a number of stakeholder groups with an emphasis on evidenced based practices, programs and curriculum. Virtual online learning academy, extended day tutoring programs, summer school is planned for and will address the needs of student learning loss and social emotional well being. Additional staff will support meeting the needs of our students, reducing class size and addressing Tier I,II and III interventions for all students and including those students disproportionately impacted by COVID-19. |
| Rosefield Charter Elementary School, 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: |
| RSD Charter School, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
To address the needs of our vulnerable student populations - all ethnic groups, children from low-income families, children with disabilities, English language learners, migrant students, students experiencing homelessness, and children in foster care our school will: Academic: Provide a summer learning program by utilizing standards-based assessments from Galileo to gauge student understanding and provide the necessary instruction to help students reach the level of mastery needed to advance toward graduation. Instruction will be provided to students using Lexia for reading and Khan Academy for math, and utilizing Galileo assessment data, state test data, and teacher referral to guide identification of learning gaps to begin to close the learning gap caused by the pandemic. SEL: All RSD students in grades 9-12 are provided with a weekly session called i-Time that is part of the school's Building Assets, Reducing Risks (BARR) program (ESSA rated program, which is included on the CASEL Program list as evidence based). Their teachers, the school counselor, and the student engagement coordinator provide group sessions on topics related to resiliency, leadership, emotional strength, effective decision making, and other topics faced by teens during these unprecedented times. These sessions drive the SEL program for our whole school which is called Building Assets, Reducing Risks (BARR). Through the BARR program we are able to focus on the needs of the whole child and conduct risk reviews on our students most in need. The faculty/staff participate in this program holistically to surround each student with a team of adults that is focused on their individualized success. Summer school will run for 5 hours Monday-Thursday during the months of June and July, during the summer of 2022. Students will be encouraged to attend based on Galileo assessment data (academic), teacher/parent referral, counselor referral, or at-risk status as identified through weekly BARR- Building Assets, Reducing Risks, risk review meetings for SEL. |
| San Simon Unified District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
In our 20% set-aside, we are going to implement Character Strong which is a program to promote good character practices for students in school and in the real world. It is our hope that these practices will help our students to be more mindful of how they treat others to create better social/ emotional environments for all students and staff. We will have a one day in-depth training for teachers. With Summer School, we are able to give students additional support in their learning along with a safe place they can go and participate with their peers We will use IXL to assist students in reading and math. With the development of better academic skills, students will have less anxiety when it comes to school grades and better participation in school and just a better experience overall. Our subgroup focus with these programs will be on economically disadvantage students along with students who have special needs. |
| San Tan Montessori School, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
San Tan will use funds to cover debt service payments. Academic support will be provided with summer intervention programs through the Wonders Program services by Therapy Grove LLC. Social and Emotional covered by Positive Action. |
| Sanders Unified District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The principals, teachers, administrators, and parents are collaborating weekly to assess our academic plans for decreasing loss of learning. Additionally, meetings are held with administrators, teachers, health dept., parents, and our healthcare provider to discuss the best practices for providing emotional, and mental health needs for all our students and staff. The district has hired two certified social-emotional counselors who are on-site each school day. The district has contracted with a consultant to provide continued school leadership support. |
| Skull Valley Elementary District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Skull Valley Elementary School District is a small and rural district with 34 students in K-8 and 8 preschool students at an on site location. After stakeholder consultations, it was determined that the best way to address learning loss and provide effective instruction was to modify the grade structure from two large classrooms (K-3 and 4-8 ) to three classrooms (K-2, 3-5, and 6-8 ) grade levels. This modification reduces class sizes and offers more effective instruction. Prior to COVID 19, there were only two classes. The classroom instruction was challenging for the teachers and the students. Since the beginning of this school year, SY 2022, an additional teacher was hired. Based on data from this year, student achievement has increased and both the students and teachers are finding this arrangement to provide a more conducive learning environment. The school uses Beyond Textbooks for their curriculum with supplemental resources as needed to meet student needs. There are daily interventions conducted by the SPED and Title I teacher one-on-one with students. Classroom teachers practice differentiated instruction and the instructional team follow individualized interventions for academic achievement. Students receive high quality, equitable, effective instruction. Equitable services high quality academic instruction, social, emotional, and mental health needs are available to 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. A new 1 FTE teacher as of SY 2021-2022 to restructure multi-grades classrooms and reduce class sizes. This restructure was instigated to address learning loss and provide students with more effective instruction with less grade spans and smaller class size. Additional contracted days for social and emotional counselor to work with students is being funded with ESSER III funds. |
| Skyline Gila River Schools, LLC | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students. Teachers will utilize Renaissance Star, an academic Benchmarking assessment system for both ELA and Math, which feeds assessment data into Freckle, an evidence-based learning intervention program. Teachers will use these systems to assess the academic needs of students and provide personalized, targeted academic interventions to combat learning loss due to the COVID-19 pandemic. Additionally, Teachers will provide Social/Emotional learning and intervention using The Leader in Me, an evidence-based program based on the CASEL SEL framework. ESSER III funds will provide these academic and social/emotional learning and intervention opportunities for students in the School's student subgroups including American Indian / Alaska Native and Economically Disadvantaged students. |
| Skyline Schools, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students. Teachers will utilize Renaissance Star, an academic Benchmarking assessment system for both ELA and Math, which feeds assessment data into Freckle, an evidence-based learning intervention program. Teachers will use these systems to assess the academic needs of students and provide personalized, targeted academic interventions to combat learning loss due to the COVID-19 pandemic. Additionally, Teachers will provide Social/Emotional learning and intervention using The Leader in Me, an evidence-based program based on the CASEL SEL framework. ESSER III funds will provide these academic and social/emotional learning and intervention opportunities for students in the School's student subgroups including Hispanic/Latino, African American and Economically Disadvantaged students. |
| South Phoenix Academy Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students. Teachers will utilize Renaissance Star, an academic Benchmarking assessment system for both ELA and Math, which feeds assessment data into Freckle, an evidence-based learning intervention program. Teachers will use these systems to assess the academic needs of students and provide personalized, targeted academic interventions to combat learning loss due to the COVID-19 pandemic. Additionally, Teachers will provide Social/Emotional learning and intervention using The Leader in Me, an evidence-based program based on the CASEL SEL framework. ESSER III funds will provide these academic and social/emotional learning and intervention opportunities for students in the School's student subgroups including Hispanic/Latino, African American, and Economically Disadvantaged students. |
| South Valley Academy, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students. Teachers will utilize Renaissance Star, an academic Benchmarking assessment system for both ELA and Math, which feeds assessment data into Freckle, an evidence-based learning intervention program. Teachers will use these systems to assess the academic needs of students and provide personalized, targeted academic interventions to combat learning loss due to the COVID-19 pandemic. Additionally, Teachers will provide Social/Emotional learning and intervention using The Leader in Me, an evidence-based program based on the CASEL SEL framework. ESSER III funds will provide these academic and social/emotional learning and intervention opportunities for students in the School's student subgroups including Students with Disabilities, African American students, and Economically Disadvantaged students. |
| Southgate Academy, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
SGA will create strategic and actionable steps to include Summer School and Extended days for targeted interventions based on student learning loss due to COVID variants and to support the social and emotional needs of our students. SEL information: Tiny Eye Counseling, Purpose Prep SEL PD and program. Also My Path to support academic learning loss and the new teachers to provide intervention support and lower class sizes. |
| Tempe Union High School District | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The Tempe Union High School District is purposefully implementing interventions that will create opportunities for all students to address loss of instructional time and will ensure that each intervention addresses the social and emotional needs of all students, especially those students disproportionately impacted by the COVID-19 pandemic by committing to the following: 1) That there is no charge to students associated with the implementation of the strategies. Interventions will be free so students who have the most need are not negatively impacted by having to pay for services. By not charging students and providing district transportation where needed will remove all barriers associated with access to the interventions and prevent undue stress on students and families. 2) The addition of Care 7 mental health youth specialists, behavioral interventionists, parapros, additional counselors, and other strategies such as summer school, tutoring, class size reduction, and freshmen MTSS supports will be designed to address the academic, social and emotional needs of all students. 3) Monitoring and evaluating all strategies will be addressed each semester by the ESSER III committee to ensure that the interventions are providing the necessary balance and effectiveness that we expect to see by examining data on all our subpopulations that participate in each intervention, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students. 4) Plans will be developed when students who most need the help are not taking advantage of the strategies implemented across the district or when the strategies are not responding to the academic, social, emotional, and mental health needs of all students in the way the intervention was intended. |
| Tucson International Academy, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
We follow CDC Guidance for reopening schools to operate continuously and safely for in-person learning. Our funds are being used to ensure the safety of our students through classroom time. 20% of our required set-aside funds are being spent buying curriculum resources, training for our staff to provide instruction for our teachers to use with our students, and extra instructional time for students via free before and/or afterschool tutoring. Our targeted tutoring will focus on grade level standards for all students (especially vulnerable populations including but not limited to students from low income families, English Learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students) with a complete academic focus to address learning loss and gaps in learning. After school includes scheduled time for clubs, homework time, and a focus on reading and math as the primary outcomes. We are hiring a school counselor to support student SEL needs. Additionally, we will offer free summer school. Summer school focuses on reading and math and is taught by grade level teachers. Both interventions have an assessment as a pre and post evaluation to determine individual student growth. |
| Vector School District, Inc. | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students. Teachers will utilize Renaissance Star, an academic Benchmarking assessment system for both ELA and Math, which feeds assessment data into Freckle, an evidence-based learning intervention program. Teachers will use these systems to assess the academic needs of students and provide personalized, targeted academic interventions to combat learning loss due to the COVID-19 pandemic. Additionally, Teachers will provide Social/Emotional learning and intervention using The Leader in Me, an evidence-based program based on the CASEL SEL framework. ESSER III funds will provide these academic and social/emotional learning and intervention opportunities for students in the School's student subgroups including American Indian / Alaska Native and Economically Disadvantaged students. |
| Veritas Preparatory Academy | Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Programs that are offered but not limited to 1 club per semester. The mentorship club is to support student growth as leaders through character development workshops, service within the school community, and engagement academic content and support. The students will meet on a bi-weekly basis, for 2 hours a day completing service hours based on opportunities throughout the school year. Extracurricular activities are offered to but not limited to disadvantaged students such as students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. Students are selected through referrals and then on a first come first serve basis. Off contract stipends given to one teacher to implement and run extracurricular activities. All activities are offered more for more than 5 weeks. Students are selected through a referral basis and then opened to the rest of the student population. |
