Reid Traditional Schools' Valley Academy, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Students will be thoroughly assessed at the beginning of the school year. Teachers will analyze data at all levels: student level, class level, grade level, and schoolwide level. Recovery strategies will be discussed and implemented based on the findings. Teachers will be trained in identifying and reacting to emotional and mental needs for both adults and children. Student mental and social health will be supported with the use of uplifting, meritorious lessons and literature.
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Scottsdale Country Day School |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
In support of student learning and safe reopening of school, Scottsdale Country Day School will provide both summer school and after school tutoring activities as well as hire an employee to help monitor students in the lynch room and in afterschool programs. Additional funded supports to assist with COVID-19 impacts include a contracted school counselor, outdoor climbing structure, and the Leader in Me program to respond to student SEL needs; legal fees related to COVID; support for rental space and outdoor picnic tables; cleaning supplies; and advertising costs to recruit new teachers and students. School leaders will monitor the effectiveness of academic and SEL interventions implemented through benchmark testing, both formative and summative assessments, and teacher/parent/student input.
Data gathered will be evaluated 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, children in foster care and migratory students.
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Tempe Preparatory Academy |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
These funds will be used in order to give free summer school classes to the students and to address the needs of our most vulnerable groups to close learning gaps that were widened by the pandemic. The summer school fees will be waived for FY21, FY22 and FY23.
We are hoping that the impact on allowing free summer school increases the numbers in the classes and gives students the opportunity to build on the foundations already set and also get personalized instruction in smaller settings to help with the learning losses that they faced from the school being online instruction. Students that were at the bottom of the cohort, were sent a letter home to strongly urge the participation in summer school classes at no cost.
Math: We offer a range of math classes during summer school for both incoming
students and students already enrolled in our school. In our math courses we will use the
following evidence-based math curriculum:
-Khan Academy: this evidence-based resource will be used, in addition to
the textbooks above, within the classes to target areas in which individual
students need the most help. Work on Khan Academy will be overseen by
the course instructor.
Students who have experienced learning loss due to COVID will be recommended for
these math courses based on the following criteria:
-Scores on the end-of-year NWEA MAP assessment (the bottom 25% will
be given first priority to these classes)
-Recommendation by their current year math teacher (again, the bottom
25% of students will be given priority to these classes)
These math classes will mainly target economically disadvantaged students, since the
courses will be offered at no charge to the students. Because gaps in math learning are
seen among students in every group (socioeconomic, racial, ethnic, and those with
learning disabilities), it will be a class that can benefit anyone who needs help
accelerating their preparedness in math for the coming school year.
Reading: During summer school we will provide a reading and composition course to
address learning loss in reading. This course will be offered to all current students as well
as those newly enrolled for the 2022-23 school year.
-In order to address the various needs of our student population, we will be
employing the evidence based Lexia program. Students will be assessed at the
beginning of the program to establish benchmarks and work through a specially
designed program under the guidance of a TPA instructor.
Students who have learning loss will be recommended for this course based on the
following criteria:
-Scores on the end-of-year NWEA assessment (the bottom 25% will be
given first priority to these classes)
-Recommendation by their current year English teacher (again, the bottom
25% of students will be given priority to these classes)
The reading course will be taught by a qualified faculty member of our school. The
reading course will mainly target economically disadvantaged students, since the course
will be offered at no charge to the students. Because gaps in reading comprehension are
seen among students in every group (socioeconomic, racial, ethnic, and those with
learning disabilities), it will be a class that can benefit anyone who needs help
accelerating their preparedness in reading for the coming school year.
Lexia includes teaching training and licenses for 25 students.
Student Populations served are female and male students, and the major racial and ethnic groups are as follows, African American, Hispanic, Asian, White Non Hispanic and Pacific Islander and American Indian
A part-time counselor will be added to administer the Second Step curriculum that will be purchased. The target student populations for this curriculum will be the economically disadvantaged, students with special needs, and any other students needing social-emotional support.
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Tucson Country Day School, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
We will be deploying our SEAL Team (Social Emotional Academic Learning Team) with the purpose of providing intensive, one-on-one and small group instruction to students in grades K-8. The deployment of this team begins with the Math Specialist, Literacy Specialist, and Learning Coach connecting with each grade level teacher to review testing data from the previous school year and identifying students performing below grade level in each of the Arizona State Standards. Once these students are identified, the Specialists schedule time with each identified student to conduct further diagnostic testing to pinpoint skill deficits within each State Standard. Once specific skills are identified, the Specialists work with classroom teachers to devise a "pull out" schedule where identified students who have skill deficits of more than one grade level receive intensive one-on-one instruction targeting their specific skill deficits, five days per week. These students are being identified as "Tier 3" students. Students that show skill gaps just below grade level (Tier 2 students) receive small group instruction from the Learning Coach, 3-5 days per week.
Tucson Country Day School will be addressing the needs of "Each major racial and ethnic group, economically disadvantaged students, children with disabilities, English language learners, gender, students experiencing homelessness, and students in foster care" through the use of targeted academic intervention in the areas of ELA and Math. Tucson Country Day School uses ST Math, IXL, and Dibels to assess and monitor the progress of each student identified as performing below grade level. Every week, these students are assessed to gauge academic progress in their identified areas. Identified students are given small group and one-on-one instruction that targets their deficiencies that contributed to their learning loss. Instruction for the following week is determined based on how students perform on their weekly progress monitoring assessments. Student groupings and the skills taught vary, as assessment data, using IXL, ST Math, and Dibels, guides this process.
The Social Emotional Learning Specialist works with each K-8 classroom to provide one-on-one and small group instruction to students using curriculum that targets the Arizona SEL Competencies..
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A+ Charter Schools |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Helping Middle and High School Students Learn Social Emotional Skills with habitudes
Self-awareness, impulse control, empathy, teamwork, and responsible decision-making are just some of the social emotional skills that help students succeed in and out of school. Unfortunately, many students aren't developing them. What if there was a straightforward way to teach students empathy and encourage emotional development? That's why we created Habitudes for Social and Emotional Learning (SEL) to teach social skills to middle and high school youths.
It's Evidence-Based and meets all the requirements set forth by the US Department of Education Elementary and Secondary Education Act.
All students and those students in all sub groups and populations (each major racial and ethnic group, economically disadvantaged students, children with disabilities, English learners, gender, migrant status, students in transition, children and youth an foster care) will be tracked throughout utilizing formative and summative assessments, benchmark testing, state assessments and invited to attend summer school sessions if the data shows that they have achievement gaps. The LEXIA supplemental program for both Reading and Math, along with extended resources found in the core curriculum are the evidence based items to be utilized.
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Acclaim Charter School |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The 20% is impacting with the assisting students with summer school for students that have fallen behind due to at home learning rather than at school learning, along with our ability to hire a social emotional coach who is working with identified students and their families and our staff. ACCLAIM also has implemented an intervention program during the school day to address learning loss in reading writing and math using the Freckle program. Additionally, ACCLAIM will implement Wordly Wise, use of Chromebooks to make curriculum and supplemental materials available at home as well as school. ACCLAIM is providing additional services for students with the hire of fitness instructor, behavior interventionist, social emotional coach, Intervention Teacher, Covid Coordinator and providing summer school (stipends for summer school teachers) for students along with assistance with staff such as our 1st grade teacher, music teacher and Librarian along with their benefits. Wordly Wise program has been implemented to aid in reading and vocabulary. Also providing assistance with student transportation costs, cleaning services, much needed marketing and business consult services, internet/phone service costs, outdoor environment such as running track, assistance with utility costs, bond expenses, HVAC repairs/replacements and shade structures and indirect costs.
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Acorn Montessori Charter School |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Acorn will utilize funds to provide a high quality learning programs including the Sonday program and Eureka math and the addition of paraprofessionals and school counselors to address the academic and social emotional needs of students affected by the pandemic including curriculum/programs, with an emphasis on those disproportionately impacted by the pandemic including those with trauma, emotional and or learning disabilities, and those from low income families.
The school counselors and the curriculum purchases will address the SEL and academic needs of all students with a focus on the needs of vulnerable students with disabilities and economically disadvantaged students.
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Agua Fria Union High School District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
20% LEA Set Aside
The Agua Fria Union High School District will ensure that the required 20% set-aside as determined by our community survey will go to summer school costs, extended school year costs and to provide for our students disproportionately impacted with cost-free opportunities to address their credit recovery needs for on-time graduation and learning loss. We are also using a portion of funds to provide online mental health services to our students directly as requested and needed with permission from the student's parent or guardian. A significant portion of the 20% set aside will go towards the improvement of curriculum and learning loss for all students with the purchase of Houghton Mifflin Harcourt's (HMH) ALEK Program for mathmatics and Study Sync for ELA.
80% of Funds
The Agua Fria Union High School District will use the remainder of ESSER III funds to retain educators, supplement the cost of benefits for staff district-wide, provide staffing for our new AOI school that was developed as a result of the COVID-19 Pandemic, and pay the salaries of administrators and staff who directly worked as assigned COVID- 19 personnel tracking our district's COVID data at each school site. Funds will also be used to improve the HVAC on 2 campuses and address other classroom needs for technology to support and supplement students' learning and mastery of academic standards such as the purchase of science supplies, online science calculating tools, gifted & talented assessments online, and headphones for the Read 180 Program & AZELLA testing. We will use funds to support with training opportunities such as ACT training, Women's Leadership Training, and Science PD Training. We will provide on each campus a mental health safe space known as a calming room where both students and staff can go to revitalized their own social-emotional status. Funds will continue to support the purchase of COVID-19 supplies and protocols such as sanitizer and masks. The remaining funds will be used to purchase Chevrolet vans to support our efforts to transport students as result of the decline of bus drivers due to COVID-19
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Aguila Elementary District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Summer School Years (FY22,23)
The targeted vulnerable student population will be ELL, Economically disadvantaged and minority ethnic groups. Summer School ratio will be approximately 1:7, 4 days a week for 2 weeks in July. The evidence based program being used is SIPPS .
Certified PT Interventionists and Para-Pro For FYs 2023 & 2024.
Interventionists and Paraprofessional will push-in or pullout with small groups to assist in learning gains due to learning losses during COVID-19 pandemic.
The targeted vulnerable student population will be ELL, Economically disadvantaged and minority ethnic groups.
The evidence based program being used is SIPPS .
Purchase resources for Second Step K-5, 6-8 SEL Curriculum. The targeted vulnerable student population will be ELL, Economically disadvantaged and minority ethnic groups. Teachers will provide lessons to students once a week for 30 minutes in each session.
Second Step supplies to meet the Social and Emotional requirement.
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AIBT Non-Profit Charter High School - Phoenix |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The ESSER III funds will enable AIBT to address the learning gaps created due to the pandemic. We allocate Title I, Title II, and IDEA grants to support our underserved and academically unprepared. We maximize our funds to support our students in intervention programs and school continuous improvement efforts. Our goal is to eliminate barriers that negatively impact academic proficiency by providing embedded intervention during the school day, after school, and during the summer. ESSER III will enable us to provide rigorous interventions, keep our students engaged, safe, and to maintain academic growth. Study Island is incorporated to help reduce the academic gap created by Covid-19 and the SPARK Teen Program will work to help students deal with the social and emotional impact of Covid-19. We will continue to use our federal funds as well to support our students and address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth.
Data meetings are held daily, weekly, monthly and quarterly to monitor student progress and make necessary adjustments to help students achieve academic and social/emotional success.
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Antelope Union High School District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The district will maintain a multi-tiered system of supports for all students to address learning loss and accelerate the academic achievement of all students. The district will be using funds to accelerate and enrich learning for students through the purchase of an evidence-based curriculum (Edgenuity). Students will also have access to Concept Coaching provided through Edgenuity which provides real time academic assistance from a live teacher. While students are working in the program on academic content, they may access immediate assistance by clicking a link on the page to receive help completing their academic assignments. Students can access the program regardless of whether they are in-person learning or in a remote learning situation. In addition, purchasing additional hot spots will provide access to students in maintaining their academic program and/or access to needed instructional interventions. The continuation of the counselor will provide students with both academic and social emotional support in dealing with the impact of Covid 19
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Apache Junction Unified District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
AJUSD will use funds to provide Academic supports to all students through additional curriculum, tutoring, summer school, academic support from additional staff, student wellness supports to ensure that non-academic factors do not affect the academic performance of students, invest in after school programs, and provide additional staff to oversee the effective implementation of all programs to ensure students are receiving all needed supports, academic and student wellness to ensure success. All services, programs, and supports that are implemented will support students in all grades including each major racial and ethnic group, economically disadvantaged, children with disabilities, English learners, gender, migrant status; homeless; and children and youth in foster care
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Arizona Call-a-Teen Youth Resources, Inc. |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The Safe Circles curriculum offers the campus a standardize expectation and support with Social Emotional Support. This curriculum incorporates best teaching practices of building relationships and standardizes the process with real outcomes. We will use this curriculum to discuss major topics, such as Culture and Identity, Growth Mindset, Building Empathy, and Stress management. These are areas our students need support in the most with these safe and restorative circles, our campus can prevail at implementing appropriate SEL supports for our 9-12 students.
Success Coach to assist high school students with social and emotional needs, academic needs and college and career preparation. Success coach supplements program delivery - financial literacy, resume and interview workshops, trainings, etc. Success Coaches will be responsible for implementing the Safe Circles curriculum in conjunction with Social worker, teachers and other staff. Success Coach is full time and this will pay for approximately 78% of their salary. The remainder is being paid by the LEA. The Success Coach position is typically funded through our State funds, but using ESSER III funding will allow us to increase the number of coaches we have available.
Reading and Math Specialist will respond to the academic needs.For the intervention groups, McGraw Hill intervention resources and Benchmark Analysis will be used.
The teacher to student ratio will be 1:5 and sessions will meet daily for 25 minutes: 11:55-12:21
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Baboquivari Unified School District #40 |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
Summer school, after-school programs, and extended day programs will be designed as a comprehensive program to meet all student academic, social-emotional, and mental health needs which will incorporate evidence-based practices during the implementation, such as differentiation, inquiry-based learning and cooperative learning. Some of the evidence-based curricula that will be utilized in all programs include APEX for credit recovery, and PD to support teachers with implementation. The Second Step curriculum and professional development will be purchased and will provide weekly lessons to teachers to address social emotional needs of students. Counselors will be hired to address academic and social emotional needs of students, and collaborate with teachers to ensure student needs are met. The use of BUSD assessment data will drive interventions and target at-risk groups- low-income students, students with disabilities, students experiencing homelessness, and children in foster care. The budgeted allocation will cover the total cost of the programs for approximately three school years.
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Beaver Creek Elementary District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The targeted subgroups include Latinx, economically disadvantaged, children with disabilities, and English learners.
Preschool transition to kindergarten bootcamp to prepare students socially and emotionally for entering kinder prepared to learn. Students will include the targeted subgroups including Latinx, economically disadvantaged, children with disabilities, and English learners. We will be using Arizona early learning standards for social emotional domain. Second Step SEL curriculum will be used during bootcamp.
College for Kids at Yavapai College: Enrichment classes will be assigned to identified students through the targeted vulnerable subgroups. The targeted subgroups include Latinx, economically disadvantaged, children with disabilities, and English learners. Each student will be given an enrichment class on Monday- Thursdays. Enrichment courses might be (but not limited to) art, music, STEAM, and outdoor education.
After school tutoring for students in the subgroups of Latinx, economically disadvantaged, children with disabilities, and English learners. An appropriately trained and certified teacher will be in charge of the tutoring program with a 1:4 ratio teacher to student. The tutoring will take place with the students assigned grade level teacher. It will take place 1 day per week from 3:20pm to 4:20pm. Lexia and Mobymax will be the programs used to support the teachers tutoring. Students will be chosen through the MTSS process providing equitable accessibility, with a ticket in and ticket out for meeting the learning needs. To support learning needs due to covid.
Friday support for 6th-8th grade students (small groups of 5-8 students) in the subgroups of Latinx, economically disadvantaged, children with disabilities, and English learners. We are a four day school week, Friday's are a non school day. Friday school support will be supervised by an appropriately trained and certified teacher. Students will be selected based on data from formative and summative assessments as well as teacher input. They will be using the current curriculum of Evision math Moby Max
Second Step SEL Curriculum for economically disadvantaged students. The school counselor will use the curriculum to provide small group, one on one, and full class SEL lessons to support the economically disadvantaged students maneuver their often trauma induced world.
Counselor Supplies based off of the Second Step SEL curriculum. Various supplies will be used during sessions and to be given to those children in need of emotional redirection.
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Bell Canyon Charter School, Inc |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
- Due to COVID 19 - hiring 4 additional para professionals who can support teachers by providing interventions and support for at risk and vulnerable populations in a 1:3 setting using Wonders ELA and Engage NY Math. Teachers are able to divide and conquer so to speak...more small group and individualized intervention is possible with not only the at risk and vulnerable population, but all subgroups and students benefit with additional instruction and intervention. 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.
- Forming a task force to investigate an 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, and children in foster care.
$49,582.18 - School Counselor
- Counselor to work with students and families to find resources and small group instruction to deal with emotional trauma and mental health that has set on due to COVID 19. Counselor will pull students in small groups and or one-on-one sessions as needed. Students will be referred by teachers, a staff member or a family member for counseling services. Counselor will also assist staff to staff regarding behavior management, behavior intervention, and social emotional learning. 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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Bicentennial Union High School District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The LEA will provide extended school day and extended school year learning opportunities for all student populations. Transportation, food service staff, and instructional staff will be available during extended opportunities. Additional technology in the classroom through touch screen boards, one-to-one devices, and adaptive technology will be provided to support student achievement, address learning loss, loss of instructional time, and support students who have been impacted by the pandemic. Instructional coaching will be provided for staff to ensure appropriate intervention measures are in place. Addition supplies will be purchased for extracurricular activities and classroom and work area improvements. The LEA will contract with an administrative consultant to aid in recapturing of knowledge programs and administration of funding activities. Improvement of outdoor student area to support social and emotional needs, as well as provide an extended instructional area for the Language Arts department. PE class to address SEL
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Blueprint Education |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
To address the disproportionate impact on our students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students due to the effects of the coronavirus related to academic struggle, social implications, and emotional needs. We have devised a three-tiered system to support students at all levels. Strong relationships are the foundation for which learning occurs. These relationships are the student's first line of support fostered by our academic coaches and educators. These adults foster positive relationships with students that focus on a growth mindset empowering them to take ownership of their learning. After relationships have been established, teachers and interventionist utilize progress monitoring through our LMS, curriculum, formative, and summative assessment using data to identify targeted areas of need based on academic progress. Identifying and analyzing trends in student achievement. Teachers will meet this identified area of need first with differentiated lessons. Differentiated lessons will be on identified misconceptions of specific standards. Followed by teacher-supported tutoring on the specific skills and standards in addition to their scheduled class time. Ensuring students grasp the standards being taught and assessed. If students still struggle after differentiated instruction and teacher tutoring opportunities the student will then move to our second tier of intervention.
Our second tier of intervention is monitored and facilitated by our Math and ELA interventionists. These interventionists track not only academic progress throughout a course but also course completion progress. Many of our students are nontraditional and have taken breaks in their learning. Many come to us with deficits. Our intervention team looks at the courses they have taken and the courses they should take. A plan is developed to ensure students are successful and will complete courses with a depth of knowledge. In addition, interventionists will provide scaffolded instruction through the utilization of IXL. The implementation of this intervention will fill academic gaps that have transpired due to the coronavirus, life events, social and emotional well-being, and many of the various challenges these students face. Our interventionist team will be using the IXL diagnostic to identify specific areas of student need. We will be using data to drive our intervention process first with small group instruction focused on standards and skills identified in the diagnostic as an area of need. Following the small group instruction will be independent student practice and continual assessment and progress monitoring. As students gain skills and mastery of the standards, we will provide enrichment opportunities to build upon that understanding. These interventions will run in two seven-week term intervals. With data-driven small group instruction and targeted individual support, student deficiencies will decrease. Students who do not make progress will then move to our third and final tier of intervention.
The third and final tier is a collaborative discussion and a recommendation for additional support from our Exceptional Student Services team. If a student has received differentiated instruction, teacher tutoring opportunities, intervention support from our Mathematics and English Language Arts Interventionists through the implementation of small group instruction, and individualized support. The team will then provide next-step recommendations for that student in addition to the ones previously tried. The team will discuss the data, tried interventions, teacher input, student input to see if they may have academic needs that should be addressed through the use of special education services.
Our school counselor identifies students in need of social emotional support and provides services to identified major racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care as needed.
The school counselor identifies students in need of social emotional support through observation, student self-identification, school referral, and parent referral. The school counselor will provide social and emotional support services to those students in need for approximately 30 hours per week.
The school counselor uses evidence-based practices that include: 1) Strength-based approach that is used to support students' social and emotional learning. The strength-based approach includes motivational interviewing; reflective questioning and reflective conversations as well as the use of SMART Goals to guide and measure student learning and monitor and adjust student services. 2) Restorative Practices that include SEL skill building to support students' academic, cognitive, and social-emotional growth; their physical and mental health and well-being; promotion of their distinct individual identities; and learning to identify, express and manage emotions. 3) Trauma-based practices that help the students feel supported and connected; explore their strengths and identities; develop meaningful, positive relationships with adults and peers; build confidence and have access to the mental health support they need.
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Buckeye Union High School District |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
The ESSER III funds will enable BUHSD to address the learning gaps created due to the pandemic. BUHSD allocates its Title I, Title III, IDEA, and GEAR Up grants to serve our low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, and children in foster care. We maximize our funds to support our students in intervention programs and school continuous improvement efforts. Our goal is to eliminate barriers that negatively impact academic proficiency by providing embedded intervention inside and outside of the school day. ESSER III will enable BUHSD to provide rigorous interventions, keep our students engaged and safe, and continue with academic growth.
BUHSD uses an internal data system to track student progress through formative and summative assessments. This data is regularly analyzed by individual teachers, content and department teams, counselors/GEAR Up Coaches, and administrators to identify trends of all students and to plan for interventions for individual students. Through the pandemic, the data being analyzed more consistently also includes attendance and grades. This information will be used to design specific intervention programs before, during, and after the school day, on weekends, and in the summer. The data will also be used to identify individual students for such programs.
Mental Health Counselors, Psychologists, Service Coordinators, School Counselors, and GEAR Up Coaches will monitor individual students for mental health supports in addition to the academic supports.
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Calibre Academy |
Wholistically address academic and SEL impact, especially for students disproportionately impacted by COVID-19 |
In order to address the learning loss stemming from the pandemic, Calibre will implement on-campus summer school to provide additional academic support to all students in need, including students from low-income families, English, learners, and students experiencing homelessness, utilizing Exact Path - Edmentum, 95% Group and Read Naturally. Also, Calibre will implement an on-campus summer camp program which will include enrichment activities such as enrichment activities like arts, sports, science exploration, and field trips. Summer camps will ensure all students receive emotional and support, especially students from low-income families, English learners, and students experiencing homelessness as well.
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