Addressing Disrupted Learning

SEL interventions:
School administrators will conduct an evaluation for the effectiveness of our project with the school planning team (Executive Team, Governing Board, Advisory Council) on an annual basis over the two-year period.

Academic learning loss:
Student grades are checked on a daily basis to monitor student progress by the teacher and school administrators will conduct weekly classroom grade checks and review bi-quarterly progress reports to evaluate the effectiveness of the project over the two-year period. Student attendance for before and/or after school tutoring is an important student success factor and will be recorded on a daily basis.

Data gathered will be evaluated and studied to make decisions about the effectiveness of the interventions and the impact they have on the academic learning loss, 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:

School administrators provide weekly communications to all families and stakeholders that include the scope of social and emotional learning services and learning loss services available to all students. The school planning team (Executive Team, Governing Board, Advisory Council) meet regularly to obtain input from all families and stakeholders that include the services that are subject to this project.

Kingman Academy of Learning will ensure that the interventions it implements will respond to the academic, social, emotional, and mental health needs of all students and particularly those students disproportionately impacted by the pandemic by assessing student academic progress as well as social and emotional health throughout the year using multiple evaluation tools. Kingman Academy will use this assessment to continuous revise methods based on the needs of our students.

Revision #1: 1/10/22 Additional Details added
Summer School - FY22, FY23 & FY24
Kingman Academy of Learning Intermediate School will offer summer school to all enrolled students (including all 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) each summer from 2022 to 2024. Summer school is held for four consecutive four-day weeks. Students will be given opportunities to work on focused interventions or enrichment in math and ELA. Three teachers and 1 paraprofessional.
Summer school will utilize the following evidence based strategies as found in the ADE Evidence Based data base:
iReady Benchmark assessment and individualized learning plans - Teaching team will utilize benchmark data to create individual reteach/enrich plans for students

Summer School - FY22, FY23 & FY24
Kingman Academy of Learning Primary School will offer summer school to all enrolled students (including all 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) each summer from 2022 to 2024. Summer school is held for four consecutive four-day weeks. Students will be given opportunities to work on focused interventions or enrichment in math and ELA. Three teachers and 1 paraprofessional.
Summer school will utilize the following evidence based strategies as found in the ADE Evidence Based data base:
iReady Benchmark assessment and individualized learning plans - Teaching team will utilize benchmark data to create individual reteach/enrich plans for students

Summer School - FY22, FY23 & FY24
Kingman Academy of Learning Middle School will offer summer school to all enrolled students (including all 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) each summer from 2022 to 2024. Summer school is held for four consecutive four-day weeks. Students will be given opportunities to work on focused interventions or enrichment in math and ELA. Three teachers and 1 paraprofessional.
Summer school will utilize the following evidence based strategies as found in the ADE Evidence Based data base:
iReady Benchmark assessment and individualized learning plans - Teaching team will utilize benchmark data to create individual reteach/enrich plans for students
Technology Enhanced Classroom instruction (Edgenuity): Teaching team will utilize technology to assist students in recovering lost credits and to individual instruction to meet student's educational needs.

Summer School - FY22, FY23 & FY24
Kingman Academy will provide transportation for the summer enrichment program to all enrolled students (including all 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) each summer from 2022 to 2024. This will allow access to this opportunity for our special populations.

REVISION #4: 04/14/22 REMOVED (LETRs Training is a research based professional development for K-2 teachers in the science of teaching reading to support special student populations (including all 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). Professional development and implementation of LETRS (Language Essentials for Teachers of Reading and Spelling) program designed to expand their literacy knowledge and professional practice to master the essential skills related to the fundamentals of literacy instruction. LETRS will be used to assist in identifying, targeting and servicing special education students while utilizing an inclusion structure in the regular education classroom.) REPLACE THIS ITEM WITH FUNDATIONS: Fundations is a foundational comprehensive program that provides instructional strategies to teaching a research-based, data-supported, structured phonics and spelling curriculum using engaging, multisensory techniques. Teachers will be trained in lesson preparation and content delivery to meet the needs of unique learners. Trainings will focus on the instructional practice following the science of teaching reading to support special student populations (including all 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. Professional development and implementation of Fundations is designed to expand their literacy knowledge and professional practice to master the essential skills related to the fundamentals of literacy instruction and demonstrate the concepts using visual and kinesthetic strategies. Fundations will be used to assist in identifying, targeting and servicing special education students while utilizing an inclusion structure in the regular education classroom.

FY22, FY23, FY24
Kingman Academy of Learning's academic interventions will be available to all students (including all 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). iReady and Ready Reading and Math are text series with diagnostic assessment and personalized pathways to meet the needs of all learners. Early detection of developmental difficulties and students performing below their chronological age allows for proactive adjustment of student's instructional plan and timely intervention through Special Education, or Title I qualification. The iReady diagnostic tool has audio support, text tools, symbols and icons used for prompting and cues, and can be adjusted for specific student needs.
Each school will utilize the following evidence based strategies as found in the ADE Evidence Based data base:
iReady Benchmark assessment and individualized learning plans - Teaching team will utilize benchmark data to create individual reteach/enrich plans for students.

The following social and emotional interventions will be available to all students (including all 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).
Kingman Academy of Learning will utilize grant monies to supply the positive action social emotional learning program. Kingman Academy will research, review, evaluate and purchase a social and emotional evidence based curriculum such as Positive Action. Positive Action is a comprehensive social-emotional learning curriculum that helps children develop self-management skills and encourages responsible decision making. Positive Action has created a program that works at all education levels. Using Positive Action, students develop self-awareness and gain the SEL competencies they need for success in the classroom and beyond. Positive Action implements a proven method for social-emotional learning. Positive Action is a comprehensive social-emotional learning curriculum that helps children develop self-management skills and encourages responsible decision making. Positive Action has strong and moderate evidence to show how lessons build emotional skills in students. Positive Action will be used K-12 and will also include materials for small groups for our counselor. ADEs evidence-based data base practice of Schoolwide Positive Behavioral Interventions and Supports. Positive Action is on the ADEs Evidenced based program list.
Stipends will be offered to show appreciation of teachers giving up their own time for professional development to increase SEL techniques to continue to meet the needs of students and learning loss as well as for retention of experienced staff to continue the dedication to student growth.
Social and emotional health will also be brought through the lens of sports psychology through professional development.
Teacher mentoring professional development training will be used to strengthen new teachers and struggling teachers.
Kingman Academy of Learning will provide professional development through Jostens National Renaissance Conference to focus on building school climate and culture overall in order to positively impact student outcomes in academics, social emotional wellness, and student efficacy.
An administrator will attend the ASBA Law Conference and Pre-Conference and will present the information from the conference on his return to other administrators. This conference will include Educating Students in Poverty: A Day Long Look at the Legal, Financial and Practical Issues in Delivering Opportunities For All and other pertinent legal information needed in these unprecedented times.
Technology resources (hardware, software, and connectivity-related devices) will be purchased and installed to aid increased learning in the classroom and at home.
During the 2022-2023 school year, Kingman Academy High School will investigate and purchase alternative assessment technologies that can evaluate student performance in all subjects to assess learning loss and diagnose student needs in order to plan instruction to effectively fill learning gaps.
Kingman Academy of Learning Middle School will have additional outdoor space for students. Grass will be added to an area to increase the usable outside space for students thus increasing the ability to socially distance and reduce the risk of virus transmission by increasing total area. Additional playground equipment will be added to promote physical health as well as social and emotional health.
Kingman Academy of Learning High School's gym floor will be repaired to correct structural damage and will be replaced with a surface that will reduce the risk of physical injury. This will allow for virus transmission prevention and spread of illness. This will allow the school to continue use of this area for academic classes, activities and events to support social-emotional wellness, physical health activities, and family / school connection events.
Kingman Academy of Learning Primary School will add additional playground equipment for students. Thus increasing the ability to socially distance and reduce the risk of virus transmission by increasing the number of options for students. Additional playground equipment will be added to promote physical health as well as social and emotional health.

All students will receive a guaranteed and viable curriculum and valid and reliable assessments. The assessments will be used to determine academic gaps which will be addressed through intervention services. These services include intervention groups facilitated by staff, intervention programs (Read 180), after school tutoring and summer school opportunities. School counselors at all schools and an additional school psychologist are available to support the social, emotional and mental health needs of all students through individual sessions, small groups, and referrals to appropriate community providers. In addition they work with staff to identify students in need and determine necessary supports.

SEL interventions:
School administrators will conduct an evaluation for the effectiveness of our project with the school planning team (Executive Team, Governing Board, Advisory Council) on an annual basis over the two-year period.

Academic learning loss:
Student grades are checked on a daily basis to monitor student progress by the teacher and school administrators will conduct weekly classroom grade checks and review bi-quarterly progress reports to evaluate the effectiveness of the project over the two-year period. Student attendance for before and/or after school tutoring is recorded on a daily basis.

Data gathered will be evaluated and studied to make decisions about the effectiveness of the interventions and the impact they have on the academic learning loss, 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:

School administrators provide weekly communications to all families and stakeholders that include the scope of social and emotional learning services and learning loss services available to all students. The school planning team (Executive Team, Governing Board, Advisory Council) meet regularly to obtain input from all families and stakeholders that include the services that are subject to this project.

New World will use the results of formative assessments as well as teacher/parent input in order to determine students who are in need of extra help due to lost instruction time. We will offer 3 intercession tutoring sessions that will be led by classroom teachers. These are broken into small groups(5 or less) in order for the teacher to focus on student growth. Growth will be measured at the end of each session.

Noah Webster Schools will ensure that the multi-tiered interventions that take place before, after and during school hours address the academic, social, emotional, and mental health needs of all students by appropriately using data, administrative leadership oversight and visual observation and feedback to respond to the needs of all the students.

Noah Webster Schools' Academic Improvement Team will monitor the interventions regularly to ensure they are meeting the academic, social, emotional, and mental health needs of all our students with a continued focus on those most impacted by the COVID pandemic. This oversight includes review and feedback on academic intervention lesson plans, analysis of student achievement data as students progress though the interventions and real-time observation of the interventions in place and conducted with students. This will also consist of an ongoing review and observation of the social emotional interventions in place at the school; such as, the Social Emotional Learning (SEL) integration in the general education curriculum, the widely implemented Friend Fence and use of the school counselor to support student's mental health needs.

Additionally, as the team reviews the internal data dashboard after each set of interventions and rounds of benchmark assessments, close attention will be focused on monitoring the effeteness of the interventions with our students most in need; such as those including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.

To support local recovery needs and efforts in response to COVID-19, these new funds will be used to accelerate and enrich learning and increase learning opportunities - particularly for our most vulnerable students. Twenty percent of the funds will be dedicated to address learning loss due to the pandemic.
Students will be given Benchmark tests every quarter to see how they are progressing through the content of their current grade level and assessed by teachers. Students will be monitored every quarter with a survey to measure their class growth with social, emotional, and mental learning..

Additional teachers and Para-professionals to work with students struggling academically (reading and math interventions), SEL teacher and Para-Pro focused on SEL supports for students in-need and providing SEL/mental health supports to student body,. IXL software, Edgenuity distance learning curriculum, and preschool expansion. .Friday additional learning days in collaboration with the University of Arizona. Summer school sessions in 2022 & 2023. All noted in Set-Aside.

In all of our interventions, academics (reading, writing, and mathematics) and social emotional are our main focus. In school, intersession, and after-school tutoring, we will use our students' grades formative data in math and ELA, and our benchmarks to identify the students who are most in need. As students go through these interventions, we continue to collect data on these identified students to monitor progress. We will use our counselors to promote strong mental health for our students and our community. Finally, we will use our Character Strong program to guide students in their overall character development.