Santa Cruz Valley Unified District

REV 1 2/4/22 REPLACING / REALLOCATING SAME SET-ASIDE DOLLAR AMOUNT OF $115,160.50 ORIGINALLY REQUESTED FOR EXTENDED SCHOOL YEAR/MODIFIED CALENDAR WITH SUMMER PROGRAM DESCRIBED IN SEPERATE SUMMER LEARNING SECTION: SCV35 is preparing for a transition to a modified school calendar that would include extended holiday breaks while providing immediate and timely interventions for both remediation and enrichment for all struggling and/or vulnerable students in each major racial and ethnic group, economically disadvantaged students, children with disabilities, English Learners, gender and migrant status, students experiencing homelessness; and children in foster care who are not achieving in ELA and math at proficiency levels. During this time, to help students address learning loss due to COVID teachers will use digital programs by Edgenuity such as: MyPath Reading and Math for K-5, Digital Libraries, Math, ELA Science, Social Studies, AP , electives for MS and HS.
SCV35 has long-employed a 12-month review cycle by which each site involves multiple stakeholders in completing a needs assessment, identifies corrective strategies, and develops and implements an Integrated Action Plan to address needs. Plans address the academic impact of lost instructional time through a variety of strategies, including before and after school tutoring (using evidence-based programming to support learning), master schedule revisions to incorporate social and student-engagement, co-curricular activities both within and after the school day, and additional training for all staff on the awareness of student mental health issues. All of these strategies are intentionally inclusive of all racial and ethnic group, economically disadvantaged students, and children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care. District Administration provides oversight of the SIAP on a quarterly basis. Steps taken with ESSER funds are incorporated into those plans (and the review cycle) and will thus be reviewed and revisited across all sites on a scheduled basis.
Specific strategies within this process to be funded with ESSER include fully funding our pre-school program to ensure our youngest students receive the earliest possible interventions for their academic growth and providing calendar intersession instruction targeting both our most academically deficient students as well as our most advanced. Both tutoring and enrichment activities will be provided during this time. ESSER funds will also support a full-time elementary reading teacher to provide direct instruction to struggling readers, a K-5 Distance Learning teacher to provide direct support to students and families enrolled in our elementary distance learning program, and a high school enrichment lab teacher to provide direct support to students seeking either to obtain credits either for graduation or for enrichment elective credit (also for graduation). Lastly, a College and Career Readiness Coordinator will be hired to work with counselors across campuses and grade spans to ensure all students and parents have a personalized plan for their own academic success (see description of PCBL below).
Resources to be funded with ESSER include Edgenuity Pathblazer licensing which provides the adapted level activities for students based on their individual assessment (MAP) scores and Achieve 3000 Actively Learn which provides enrichment literature for grade levels 6-12. One of our key assessments for identifying the needs of students is the Amplify MClass Dyslexia assessment which identifies both reading deficiencies and screens for dyslexia.
Finally, ESSER funds will be used to fund teams of teachers, K through 12, to visit high-performing schools that are employing a Personalized, Competency-based Learning (PCBL) model of instruction. This model has demonstrated a rationale for being of particular benefit to disadvantages students by creating a personalized, data-driven and competency-based path for them to reach or exceed grade level proficiency. Related to this model, flexible seating is needed to meet the needs of various learning styles among the student population.