1. The statewide per-pupil amount of State funds provided (Department of Education file name: LA-MOEquity-Data.xlsx)
Summary
A Department of Education spreadsheet, LA-MOEquity-Data, whose first sheet, Combined ARP ESSER 7.7.22, reports on ARP ESSER funds by entity. Its columns give each entity's DUNS, UEI and NCES numbers, whether it is an LEA, amounts awarded or expended from the ARP ESSER SEA reserve, uses and planned uses of remaining SEA reserve funds, mandatory subgrant amounts awarded and expended, and amounts spent toward the required set-aside to address learning loss. The workbook closes with maintenance of equity figures stating that the statewide per-pupil amount of State funds provided to all LEAs was $9,273 in FY 2021 and $9,436 in FY 2022.
Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used
Cite this document
“1. The statewide per-pupil amount of State funds provided (Department of Education file name: LA-MOEquity-Data.xlsx).”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/la-moequity-data-xlsx-department-of-education-spreadsheet-79dec282dc/
, SHA-256 970e8ef43f675e622dd8e464d55f8d46fe24cf52d639fc3818ca3363fdda6d3e.Full text
Text extracted from the spreadsheet file: one line per row, cells separated by tabs, each sheet headed by its name. Numbers appear as stored, without the workbook’s formatting.
Sheet: Combined ARP ESSER 7.7.22 Name of Entity DUNS # UEI (SAM)# NCES ID# Is this entity an LEA? Total Amount Awarded/Expended from ARP ESSER SEA Reserve Fund to LEAs or non-LEAs Uses of ARP ESSER SEA Other Reserve funds Remaining ARP ESSER SEA Other Reserve Funds <auto-calc: L - M> Planned Uses of Remaining ARP ESSER SEA Other Reserve funds (% of Remaining Funds) Note: Categories must sum to 100% Total ARP ESSER Mandatory Subgrant Amount Awarded to LEA Total Mandatory Subgrant Amount Expended in Current Reporting Period (exclusive of amount expended toward required set-aside to address learning loss) Amount Expended by Activity Total Mandatory Subgrant Amount Expended Toward Required Set-Aside to Address Learning Loss in Current Reporting Period Amount Expended Toward Required Set-Aside by Activity Remaining ARP ESSER Mandatory Subgrant Funds <auto-calc: X - SUM(Y + BN)> Planned Uses of Remaining ARP ESSER Mandatory Subgrant Funds (% of Remaining Funds) Note: Categories must sum to 100% The total amount reserved by the LEA to address the impact of learning loss Total expenditures of ARP ESSER LEA Reserve in this reporting period <auto-calc: SUM(BO,BY,CI,CS)> Activities or interventions the LEA implemented to satisfy the LEA’s mandatory set-aside requirements of ARP ESSER funds Please describe how the selected activities or interventions respond to students’ academic, social, and emotional needs. (3000 character limit) Maintenance of Equity Learning Loss Activities Set-Aside Summer Enrichment Set-Aside Afterschool Programs Set-Aside Other SEA Reserve Award Addressing Physical Health and Safety Meeting Students’ Academic, Social, Emotional, and Other Needs (Excluding Mental Health Supports) Mental Health Supports for Students and Staff Operational Continuity and Other Uses % Remaining Funds Planned for Addressing Physical Health and Safety % Remaining Funds Planned for Meeting Students’ Academic, Social, Emotional, and Other Needs (Excluding Mental Health Supports % Remaining Funds Planned for Mental Health Supports for Students and Staff % Remaining Funds Planned for Operational Continuity and Other Uses % Remaining Funds Not Yet Planned for Specific Use Addressing Physical Health and Safety (exclusive of amount expended toward required set-aside to address learning loss) Meeting Students’ Academic, Social, Emotional, and Other Needs (Excluding Mental Health Supports) (exclusive of amount expended toward required set-aside to address learning loss) Mental Health Supports for Students and Staff (exclusive of amount expended toward required set-aside to address learning loss) Operational Continuity and Other Allowed Uses (exclusive of amount expended toward required set-aside to address learning loss) Addressing Physical Health and Safety (amount expended toward required set-aside to address learning loss) Meeting Students’ Academic, Social, Emotional, and Other Needs (Excluding Mental Health Supports) (amount expended toward required set-aside to address learning loss) Mental Health Supports for Students and Staff (amount expended toward required set-aside to address learning loss) Operational Continuity and Other Allowed Uses (amount expended toward required set-aside to address learning loss) % Remaining Funds Planned for Addressing Physical Health and Safety % Remaining Funds Planned for Meeting Students’ Academic, Social, Emotional, and Other Needs (Excluding Mental Health Supports) % Remaining Funds Planned for Mental Health Supports for Students and Staff % Remaining Funds Planned for Operational Continuity and Other Uses % Remaining Funds Not Yet Planned for Specific Use a. Summer learning or summer enrichment b. Afterschool programs c. Extended instructional time (school day, school week, or school year) d. Tutoring e. Additional classroom teachers f. Other additional staffing and/or activities to assess and support social-emotional well-being (excluding mental health supports), for students, educators and/or families g. Other additional staffing and/or activities to assess and support mental health needs, for students, educators and/or families h. Other additional staffing and/or activities to identify and/or respond to unique student needs and/or provide targeted support for vulnerable students (including low-income children or students, students with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care) i. Universal screening, academic assessments, and intervention data systems, such as early warning systems and/or opportunity to learn data systems. j. Improved coordination of services for students with multiple types of needs, such as full-service community schools or improved coordination with partner agencies, such as foster care services k. Early childhood programs l. Curriculum adoption and learning materials m. Core staff capacity building/training to increase instructional quality and advance investments in talent pipelines for teachers and/or classified staff n. Other n. Description of other activities Is this a high-need LEA? Per-pupil amount of State funding FY 2022 Per-pupil amount of State funding FY 2021 High-need LEA per-pupil reduction in State funds <auto-calc: EC - EB> Did State maintain equity for high-need LEA? <auto-calc> Is this a highest-poverty LEA? Per-pupil amount of State funding FY 2019 Highest-poverty LEA per-pupil reduction in State funds <auto-calc: EG - EB> Did State maintain equity for highest-poverty LEA? <auto-calc> Awarded Expended Awarded Expended Awarded Expended Awarded Expended Amount Expended Addressing Physical Health and Safety <auto-calc: SUM(AA:AI)> a. Personnel Services – Salaries b. Personnel Services – Benefits c. Purchased Professional and Technical Services d. Purchased Property Services e. Other Purchased Services f. Supplies g. Property h. Debt Service and Miscellaneous i. Other Items Amount Expended Meeting Students’ Academic, Social, Emotional, and Other Needs (Excluding Mental Health Supports) <auto-calc: SUM(AK:AS)> j. Personnel Services – Salaries k. Personnel Services – Benefits l. Purchased Professional and Technical Services m. Purchased Property Services n. Other Purchased Services o. Supplies p. Property q. Debt Service and Miscellaneous r. Other Items Amount Expended on Mental Health Supports for Students and Staff <auto-calc: SUM(AU:BC)> s. Personnel Services – Salaries t. Personnel Services – Benefits u. Purchased Professional and Technical Services v. Purchased Property Services w. Other Purchased Services x. Supplies y. Property z. Debt Service and Miscellaneous aa. Other Items Amount Expended on Operational Continuity and Other Allowed Uses <auto-calc: SUM(BE:BM)> bb. Personnel Services – Salaries cc. Personnel Services – Benefits dd. Purchased Professional and Technical Services ee. Purchased Property Services ff. Other Purchased Services gg. Supplies hh. Property ii. Debt Service and Miscellaneous jj. Other Items Amount expended toward required set-aside <auto-calc: SUM(BP:BX)> a. Personnel Services – Salaries b. Personnel Services – Benefits c. Purchased Professional and Technical Services d. Purchased Property Services e. Other Purchased Services f. Supplies g. Property h. Debt Service and Miscellaneous i. Other Items Amount expended toward required set-aside <auto-calc: SUM(BZ:CH)> j. Personnel Services – Salaries k. Personnel Services – Benefits l. Purchased Professional and Technical Services m. Purchased Property Services n. Other Purchased Services o. Supplies p. Property q. Debt Service and Miscellaneous r. Other Items Amount expended toward required set-aside <auto-calc: SUM(CJ:CR)> s. Personnel Services – Salaries t. Personnel Services – Benefits u. Purchased Professional and Technical Services v. Purchased Property Services w. Other Purchased Services x. Supplies y. Property z. Debt Service and Miscellaneous aa. Other Items Amount expended toward required set-aside <auto-calc: SUM(CT:DB)> bb. Personnel Services – Salaries cc. Personnel Services – Benefits dd. Purchased Professional and Technical Services ee. Purchased Property Services ff. Other Purchased Services gg. Supplies hh. Property ii. Debt Service and Miscellaneous jj. Other Items string string (9 char) string (12 char) string (7 char) TRUE, FALSE decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) TRUE, FALSE TRUE, FALSE TRUE, FALSE TRUE, FALSE decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) decimal (2) string (1,500 char limit) string (3,000 char limit) TRUE, FALSE decimal (2) decimal (2) decimal (2) TRUE, FALSE TRUE, FALSE decimal (2) decimal (2) TRUE, FALSE Woodloch 999999999 JS5448799999 1299999 TRUE 10000 8051.44 2000 2000 2000 1050 8000 4499.72 TRUE FALSE TRUE TRUE 3500.28 23 0 61 14 2 3750000 97492.79 23759.29 15737.25 3560.88 40.8 9.41 63.63 1431.63 2878.19 28.57 8.93 64394.05 18047.39 6034.14 247.36 63.52 10.59 22693.24 11095.18 5583.6 619.03 4010.96 1364.93 550.58 23.18 920.18 244.36 33.44 51.55 784.02 38.72 5328.49 1419.68 713.68 333.37 609.71 52.86 814.17 1334.82 37.97 12.23 1937150.45 475185.82 314744.99 71217.63 815.93 188.25 1272.54 28632.69 57563.77 571.48 178.54 1275175.74 360947.82 120682.88 4947.13 1270.32 211.67 453724.01 221762.82 111531.27 97.82 80218.99 27298.55 11011.55 463.55 18403.55 4887.2 668.75 1031.07 15680.47 774.3 106569.9 28393.55 14273.55 6667.44 12194.12 1057.29 16283.49 26696.45 759.41 244.6 1715356.76 40 25 10 5 20 750000 1937150.45 FALSE TRUE FALSE TRUE TRUE TRUE TRUE TRUE FALSE FALSE FALSE TRUE TRUE FALSE Description of how activities impacted underserved student groups TRUE 16120 16000 0 TRUE TRUE 16250 130 FALSE entityName dunsNumber ueiNumber ncesNumber isLea esser3SeaReserveLostTimeAwarded esser3SeaReserveLostTimeExpendedCurrent esser3SeaReserveSummerAwarded esser3SeaReserveSummerExpendedCurrent esser3SeaReserveAftSchAwarded esser3SeaReserveAftSchExpendedCurrent esser3SeaReserveOtherAwarded esser3SeaReserveOtherExpendedCurrent esser3SeaReserveUsedPhysical esser3SeaReserveUsedAcademic esser3SeaReserveUsedMental esser3SeaReserveUsedOperational esser3SeaReserveRemaining esser3SeaReserveRemainingPhysical esser3SeaReserveRemainingAcademic esser3SeaReserveRemainingMental esser3SeaReserveRemainingOperational esser3SeaReserveRemainingUndetermined esser3MandatorySubgrantAwarded esser3MandatoryExpendedCurrent esser3MandPhysicalExpendedTotal esser3MandPhysicalPersonnelSalaries esser3MandPhysicalPersonnelBenefits esser3MandPhysicalTechnical esser3MandPhysicalPropertyServices esser3MandPhysicalOtherServices esser3MandPhysicalSupplies esser3MandPhysicalProperty esser3MandPhysicalDebtService esser3MandPhysicalOtherItems esser3MandAcademicExpendedTotal esser3MandAcademicPersonnelSalaries esser3MandAcademicPersonnelBenefits esser3MandAcademicTechnical esser3MandAcademicPropertyServices esser3MandAcademicOtherServices esser3MandAcademicSupplies esser3MandAcademicProperty esser3MandAcademicDebtService esser3MandAcademicOtherItems esser3MandMentalExpendedTotal esser3MandMentalPersonnelSalaries esser3MandMentalPersonnelBenefits esser3MandMentalTechnical esser3MandMentalPropertyServices esser3MandMentalOtherServices esser3MandMentalSupplies esser3MandMentalProperty esser3MandMentalDebtService esser3MandMentalOtherItems esser3MandOperationalExpendedTotal esser3MandOperationalPersonnelSalaries esser3MandOperationalPersonnelBenefits esser3MandOperationalTechnical esser3MandOperationalPropertyServices esser3MandOperationalOtherServices esser3MandOperationalSupplies esser3MandOperationalProperty esser3MandOperationalDebtService esser3MandOperationalOtherItems esser3Mand20ExpendedCurrent esser3Mand20PhysicalExpendedTotal esser3Mand20PhysicalPersonnelSalaries esser3Mand20PhysicalPersonnelBenefits esser3Mand20PhysicalTechnical esser3Mand20PhysicalPropertyServices esser3Mand20PhysicalOtherServices esser3Mand20PhysicalSupplies esser3Mand20PhysicalProperty esser3Mand20PhysicalDebtService esser3Mand20PhysicalOtherItems esser3Mand20AcademicExpendedTotal esser3Mand20AcademicPersonnelSalaries esser3Mand20AcademicPersonnelBenefits esser3Mand20AcademicTechnical esser3Mand20AcademicPropertyServices esser3Mand20AcademicOtherServices esser3Mand20AcademicSupplies esser3Mand20AcademicProperty esser3Mand20AcademicDebtService esser3Mand20AcademicOtherItems esser3Mand20MentalExpendedTotal esser3Mand20MentalPersonnelSalaries esser3Mand20MentalPersonnelBenefits esser3Mand20MentalTechnical esser3Mand20MentalPropertyServices esser3Mand20MentalOtherServices esser3Mand20MentalSupplies esser3Mand20MentalProperty esser3Mand20MentalDebtService esser3Mand20MentalOtherItems esser3Mand20OperationalExpendedTotal esser3Mand20OperationalPersonnelSalaries esser3Mand20OperationalPersonnelBenefits esser3Mand20OperationalTechnical esser3Mand20OperationalPropertyServices esser3Mand20OperationalOtherServices esser3Mand20OperationalSupplies esser3Mand20OperationalProperty esser3Mand20OperationalDebtService esser3Mand20OperationalOtherItems esser3MandatoryRemaining esser3MandatoryRemainingPhysical esser3MandatoryRemainingAcademic esser3MandatoryRemainingMental esser3MandatoryRemainingOperational esser3MandatoryRemainingUndetermined esser3Mand20Reserve esser3Mand20ReserveExpendedCurrent isEsser3Mand20Summer isEsser3Mand20AftSch isEsser3Mand20ExtendedTime isEsser3Mand20Tutoring isEsser3Mand20AddlTeachers isEsser3Mand20StaffSocial isEsser3Mand20StaffMental isEsser3Mand20StaffStudentNeeds isEsser3Mand20Screening isEsser3Mand20Coordination isEsser3Mand20EarlyChildhood isEsser3Mand20Curriculum isEsser3Mand20Capacity isEsser3Mand20Other esser3Mand20OtherDescription esser3UnderservedGroupsDescription isEsser3HighNeedLea esser3PerPupilStateFundingFy22 esser3PerPupilStateFundingFy21 esser3HighNeedLeaReduction isEsser3HighNeedMaintainEquity isEsser3HighestPovertyLEA esser3PerPupilStateFundingFY19 esser3HighestPovertyLeaReduction isEsser3HighestPovertyMaintainEquity Acadia Parish 085558518 EQ3WQK7YK2P3 2200030 TRUE 0 0 0 0 0 0 0 0 0 7562366 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7562366 41 38 0 21 0 7562366 0 TRUE TRUE TRUE TRUE FALSE FALSE FALSE TRUE TRUE TRUE TRUE TRUE TRUE FALSE Acadia Parish is dedicated to serving all students equitably and providing the resources necessary to succeed in school. All schools (26) within the Acadia Parish School System are identified as Title I schools. The school shutdown in 2020 and effects of classroom closures, isolations, and quarantines since that time has impacted each subgroup and grade-level in all of the schools. Consequently, the Acadia Parish School System has implemented a holistic approach that addresses the academic needs of all of our students. Different strategies have been implemented across the district including, but certainly not limited to, additional tutors recruited from retired teachers as well as additional paraprofessionals to address instructional gaps during the school day. Further, after school Accelerate! programs are being implemented to fill instructional gaps as well as remediate the students on the standards and expectations of their current grade levels. These programs are available to all subgroups including all racial and ethnic groups, low-income families, children with disabilities, ESL, migrant, students experiencing homelessness, youth in foster care, as well a other subgroups. During the summer, the school system will provide a summer program aimed at identifying individual academic needs for students. All students from each subgroup will be encouraged to attend this program. While there, students will be engaged in content rich activities tailored to their needs as well as enrichment activities expanding their working knowledge and understanding of robotics and other STEM projects. Along with the academic needs, the district has invested in personal hygiene kits for families experiencing homelessness. These kits are provided per student to assist with meeting the students basic needs. Families are also assisted with clothing, fees, and other necessities to provide the students with the basic needs to be successful in school. FALSE 8859 8616.29 242.71 TRUE FALSE 8167.64 691.36 TRUE Allen Parish 008825218 FZ47F4UU43Y3 2200060 TRUE 0 0 0 0 0 0 0 0 0 1456304 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 14287 0 0 0 0 0 0 0 0 0 0 14287 0 0 0 0 0 12294 0 0 1993 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1442017 38 9 2 51 0 1456304 14287 TRUE FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE FALSE TRUE FALSE FALSE Allen Parish School Board's activities and interventions address the disproportionate impact of COVID-19 by providing opportunities during the school day and in the summer to address learning gaps and social emotional needs based on data to support student needs. Additionally, students were provided Tier I curriculum regardless of being a face to face or virtual learner. The following activities and interventions were provided during the 2021 year and has been enhanced this school year: Summer Learning (K-8 + credit recovery for 9-12) Jump Start Summers (EMR/EMT, NCCER Core, CIW, Drone) Social Emotional Learning curriculum Phonics Awareness curriculum Healthy snacks during Summer Learning 1:1 ratio on devices Digital curriculum to impact face to face and virtual learners (Math, ELA, Science) FALSE 10719.6 10360.52 359.08 TRUE FALSE 10157.5 562.1 TRUE Ascension Parish 092690585 YWJ7LKSNL6S6 2200090 TRUE 0 0 0 0 0 0 0 0 0 5337715 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1947910 0 0 0 0 0 0 0 0 0 0 1947910 743737 212877 0 0 134362 534888 0 0 322046 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3389805 23 66 0 11 0 5337715 1947910 FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE TRUE FALSE TRUE Other: Funding for PPE (3,000), eyeglasses (3,0000), Restorative Practices Supplies (1,800) School Supplies: Tablets, pens, headphones, notebooks, uniforms, pencils, folders, binders, personal care items, shoes, belts, jackets, sweaters, etc. These expenditures will only serve Homeless students and not the general population. f. We are funding salary and benefits for half semester social worker to assist our students in addressing the psychiatrics, social and behavior issues that pose barriers to their social and emotional well being as well as academic success. This expenditure will only serve Homeless students and not the general population l. Fees for extra curricula activities (cheerleading, track, football, band, field trips, etc.). These expenditures will only serve Homeless students and not the general population. . Multiple data sources including but not limited to internal and external assessments were utilized to prioritize students for after-school and summer learning. Students identified through absentee reports, ED, EL, etc, were also given priority to participate. DIBELS assessment was administered to all students in K-3 to identify students who were at risk. Likewise, the Strengths Difficulties Questionnare was administered to identify students at risk for SEL. Schools with most under served populations implemented SEL curriculum. K-5 PATHS and 6-12 Lions Quest. LEA partnered with Best Company to support and train schools on how to identify and support trauma. TIER I curriculum and supplements were purchased. BURST interventions a intervention that supports K-3 literacy. Equip was purchased as the Math intervention. Equip is a supplement to Eureka. FALSE 8765.7 8669.39 96.3 TRUE FALSE 8248.59 517.11 TRUE Assumption Parish 009470667 KDGES57K7FP1 2200120 TRUE 0 0 0 0 0 0 0 0 0 1579837 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1579837 10 80 5 5 0 1579837 0 TRUE FALSE TRUE TRUE FALSE TRUE TRUE TRUE FALSE TRUE TRUE TRUE TRUE FALSE Expenditure Description Stipends paid to staff to develop curriculum and planning,Benefits associated with the stipends paid to staff for curriculum planning,Contracted Services for expeditionary learning curriculum implementation and best practices,Instructional materials and supplies to assist with additional support for students,Sanitation Supplies,Salaries and benefits for employees working summer programming to address unfinished learning caused by school closure,Salaries and benefits for bus drivers employed for summer programming to address unfinished learning caused by school closure,Salaries and benefits for cafeteria workers for summer programming to address unfinished learning caused by school closure,Salaries and benefits paid to employees and substitute employees for employees granted FFCRA leave in responding to corona-virus,Contracted services for additional nursing staff to support the virus response,Materials and supplies for summer programming and other professional development FALSE 10588.52 10384.42 204.09 TRUE FALSE 10253.97 334.55 TRUE Avoyelles Parish 039169271 D576YJV7JH45 2200150 TRUE 0 0 0 0 0 0 0 0 0 4790988 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 315961 0 0 0 0 0 0 0 0 0 0 315961 208909 54561 0 0 0 0 0 0 52491 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4475027 2 80 0 18 0 4790988 315961 TRUE TRUE TRUE TRUE FALSE TRUE FALSE TRUE TRUE FALSE TRUE TRUE TRUE TRUE Family Engagement and Support-provided all students with supplemental, consumable curriculum COVID-19 had a negative financial impact on many families in the district that created an additional hardship for families.. This, in turn, affected children in more than one way. For this reason we chose to provide supplemental, consumable curriculum materials to ensure equitable access. Such materials include typical school supplies, such as notebooks, pencils, physical education uniforms, art supplies, copy paper, science kits, protractors, calculators, and many other items to allow all students to fully access the curriculum. TRUE 8840.32 8613.97 226.35 TRUE FALSE 8244.9 595.42 TRUE Beauregard Parish 060714045 THULMJL1VGD8 2200180 TRUE 0 0 0 0 0 0 0 0 0 1824355 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 562170 0 0 0 0 0 0 0 0 0 0 562170 366933 96938 0 0 0 0 0 0 98299 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1262185 5 36 6 53 0 1824355 562170 TRUE FALSE FALSE TRUE FALSE TRUE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE COVID-19 has disproportionately impacted all underserved groups listed. All underserved students have been impacted greatly particularly in the areas of learning loss and mental health. We feel that the activities and resources selected will allow us to reach students individually and meet the collective needs of our student population. These activities will allow us the ability to continually access where a student's needs are and address the need in order for the student to be successful in all environments. FALSE 10006.13 9881.6 124.53 TRUE FALSE 9474.38 531.75 TRUE Bienville Parish 006789494 LFLDCQHLPNL4 2200210 TRUE 0 0 0 0 0 0 0 0 0 1390706 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 155719 0 0 0 0 0 0 0 0 0 0 155719 93506 25468 0 0 0 8043 0 0 28702 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1234987 0 100 0 0 0 1390706 155719 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE Our Summer Learning Program addresses the learning needs of the disproportionate impact of COVID-19 on our underserved student groups, including each major racial and ethnic group, children from low-income families, children with disabilities, English Learners, migratory students, students experiencing homelessness, youth in foster care, and as well as those students meeting the requirement of an Individual Academic Plan due to scoring below mastery on the LEAP2025 assessments, and other groups disproportionately impacted by the pandemic. Our program is a LEA direct-run facilitated at two sites for grades PreK - 8 in the district for a 4-week period. Hosting the summer learning program at only two sites will provide the ability to ensure instruction from Highly Effective or Effective Proficient teachers in as many areas as possible. Resources from Tier I curriculum and intervention strategies such as the Accelerate Math and ELA programs will be used. For grades 9 - 12, summer learning program will be hosted at 4 sites providing opportunities for credit recovery and LEAP2025 remediation for students scoring Unsatisfactory to remain on-track and ready to graduate with their cohort. All students in need of these services have an opportunity to attend the summer learning program. TRUE 9940.33 9746.57 193.76 TRUE FALSE 9324.9 615.43 TRUE Bossier Parish 071374375 QGV5Q4V3FK85 2200270 TRUE 0 0 0 0 0 0 0 0 0 8571412 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8571412 15 63 12 10 0 8571412 0 TRUE TRUE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE Academic Strategies implemented in all schools and adopted from the 2021-2022 Super App sets the stage for use of evidence-based interventions addressing both teacher and student needs, whether labels of CIR/UIR-A were applied or not. Moving into the spring and summer of 2021 and the 2021-2022 AY, the BPSS through the Superintendent's Leadership Team, committed ESSER II and ESSER III funding to address the following priorities: All students will access on-grade-level instruction every day through a high-quality curriculum in the least restrictive environment; Intervention will supplement instruction and accelerate student progress by preparing students for new learning; All teachers who support struggling learners, including but not limited to general education, special education, English learners, and intervention teachers, will be trained on the curriculum and will plan in a coordinated way to ensure all students are prepared for Tier I content during core instruction; A high-quality curriculum for each grade level in ELA and math; Professional development for all teachers, including teachers who serve students with disabilities and English Learners, on the curriculum from a high-quality professional learning partner for each grade level in ELA and math; A high-quality assessment for each grade level in ELA and math; Partnerships with Louisiana-approved teacher preparation programs to meet schools' workforce needs; Instructional coaching from content leaders (K-2 Literacy, ELA, Math, and Science) and Mentor Teachers will improve core instruction and will have significant bearing on the student's likelihood of mastering the material; and Regular progress monitoring from curriculum-embedded assessments will guide core instruction. Specifically, for students in grades 4 through 8 who failed to achieve mastery on any statewide assessments during the 2020-2021 and 2021-2022 school years, a minimum of two of the following evidenced-based practices will be applied: High-quality curriculum: Student is taught with high-quality curriculum that is aligned to Louisiana State Standards and includes built-in instructional supports. Highly-effective teacher: Student is placed in the classroom of a teacher rated "Highly Effective" overall or "Highly Effective" on value-added model or has proven success with teaching students who struggle academically in the past. Additional in-school support: Student is provided with additional learning minutes. These minutes should come from available time during the school day or during after-school support time. Summer program: Student is enrolled in a summer program. In that summer program, the student is taught with high-quality curriculum that is aligned to Louisiana State Standards and includes built-in instructional supports. TRUE 9605.88 9542.61 63.27 TRUE FALSE 9160.46 445.42 TRUE Caddo Parish 049214232 HELBFE79RYZ4 2200300 TRUE 0 0 0 0 0 0 0 0 0 29783702 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 882318 0 0 0 0 0 0 0 0 0 0 882318 558102 146386 0 0 0 0 0 0 177830 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 28901384 1 30 2 67 0 29783702 882318 TRUE TRUE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE FALSE TRUE TRUE FALSE Allocation of funds will ensure students with the greatest identified needs (regardless of the school they attend) have an opportunity to receive targeted support during and outside of the normal school day/year. This includes: K-3 students not yet at or above grade level: Based on 2021 end of year data, approximately 4,123 students are NOT at or above grade level. (See Needs Assessment Table D) Grades 4-10 students NOT yet at Mastery on ELA and/or Math based on the LEAP 2025 Spring 2021 administration are below with the total count by grade. (See Needs Assessment Table E) Grade 4 students: ELA = 1,828; Math = 1,749 Grade 5 students: ELA = 1,767; Math = 1,979 Grade 6 students: ELA = 1,811; Math = 2,000 Grade 7 students: ELA = 1,974; Math = 2,175 Grade 8 students: ELA = 1,635; Math = 2,188 Grade 9 students: ELA = 1,602; Math = 1,932 Grade 10 students: ELA = 1,636; Math = 2,285 Grades 4-8 students scoring Mastery or above in ELA and Math but have NOT reached Mastery on Science or Social Studies LEAP 2025 Spring 2021: approximately 720 students The following outlines how the approximately 11,000 students in grades 4-8 who are NOT yet at Mastery on any subject are being prioritized: Students will be identified in the assessment/data tracking system as "Targeted Instruction Support" In addition to what is normally provided to students, the following will take place: Additional BOY data collected including screeners/diagnostics (spelling inventory & writing). These are now required elements of the individual student accelerated learning plans for this group of students. Development of Individual student accelerated learning plans for each subject where the student is not yet at mastery. These plans and progress reports will be shared with parents. Additional learning time will be provided during the year and summer to include: > or = to 30 hours of instruction and at least 1 day per week in groups of no more than 12 students instruction provided by a teacher who is trained in the use of the Accelerate materials (developed by the LDOE; aligned to standards; and designed as a supplement to grade level standards and to assist students in achieving grade level standards) Individual student accelerated learning plans will be progress monitored by the students' Accelerated Learning Committee (under the direction of the SBLC Chair) through Spring 2022. Plans will be updated to support learning in Summer 2022. For students who do not meet Mastery at the end of the 2021-2022 school year, the committee will review data to determine why and define additional expanded supports. A report will be available that includes the number of students identified, provided support and not yet at Mastery. District staff will define school support and coaching plans based on the number of students in the "Targeted Instruction Support" group. The support provided will be in addition to what is available to all schools and teachers. TRUE 9461.32 9362.08 99.25 TRUE TRUE 9040.74 420.58 TRUE Calcasieu Parish 074179144 C8VJHC5ENG59 2200330 TRUE 0 0 0 0 0 0 0 0 0 15619798 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 974992 0 0 0 0 0 0 0 0 0 0 974992 316996 86344 0 0 435018 0 0 0 136634 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 14644806 10 65 10 15 0 15619798 974992 TRUE TRUE TRUE TRUE FALSE FALSE FALSE FALSE TRUE FALSE TRUE TRUE TRUE FALSE Calcasieu Parish School District implemented the reserved 20% to address Impact of Learning Loss in the following areas: 2021 Summer learning & summer enrichment- all 3 levels including High-appr. 275 students received new, repeat, and credit recovery as well as online Edgenuity Middle-appr. 450 students received ELA Guidebook resources, Eureka Math and many enrichment options Elementary-appr. 430 students received ELA Guidebook resources, CKLA, Eureka Math and enrichment options SPED offered courses in American Sign Language, MMM Camp, Summer Gains remediation using Agile Minds and LearnZillion STEM enrichments to enhance learning were offered and offered Project Based Learning Middle school students afterschool program held on Saturdays, housed at Maplewood Middle School-opened to all 13 middle schools for students to close the gap of loss learning Extended the school day to include daily FUEL in high school using Achieve 3000 and ACT Mastery Prep, middle school and elementary focusing on Diverse Learners Supports also Amplify reading, science and Zearn. Universal Screening-Scantron Analytics data results for at risk students periodically throughout the school year and LEAP 2025 data to determine students below proficient in ELA and math, ACT in English Early Childhood programs-in process of adopting a new curriculum and will provide job embedded professional development that will be implemented into every early childhood setting, providing Kajeets hotpsots and swivels on stands to observe teachers/students learning Curriculum Adoption- College Board Advanced Placement focused curriculums and online resources Pipeline for teachers and staff training and staff building-Elem and Middle departments focused on Teaching Lab, TNTP, and School Kit), NIET ILT Best Practices, AIM for all K-3rd staff (ACT 108), SPED Sopris Voyager Science and Social Studies as well as LETRS(K-5), and ACT Mastery focus on ELA FALSE 9300.29 9057.08 243.21 TRUE FALSE 8757.69 542.6 TRUE Caldwell Parish 100028174 XDLNKLE4JF75 2200360 TRUE 0 0 0 0 0 0 0 0 0 847244 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 213698 0 0 0 0 0 0 0 0 0 0 213698 115625 30810 0 0 23911 5801 0 0 37551 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 633546 0 30 15 55 0 847244 213698 TRUE FALSE TRUE FALSE FALSE TRUE FALSE TRUE TRUE FALSE TRUE TRUE FALSE FALSE a. Accelerate Summer Learning Program is a 4 week program focused on creating a fun learning experience to accelerate learning for all students. This summer camp targets all interested incoming K-8 students, and activities include ELA, math, physical education and enrichment opportunities such as art, music, science, technology, engineering, etc. *Stipends & benefits were funded to provide these services, materials were purchased to support all learning activities. c. Extended school year services for students with disabilities were expanded through the use of these funds. *Stipends & benefits were funded to provide these services. f. We purchased social/emotional programs (Nearpod) and prioritized the use of those programs to meet the needs of staff. Additional screeners were put in place and a system of data review was implemented to to identify students at risk in multiple areas. Staff were trained in these areas by vendors and district level staff. h. We prioritized enrollment in Summer Camp for students disproportionately impacted by the pandemic, as evidenced by truancy, failing grades, screening data as well as students with disabilities and early childhood. *Stipends & benefits were funded to provide these services, materials were purchased to support all learning activities. i. Acadience was purchased as a universal screener to progress monitor and provide data on literacy and screen for Dyslexia so that intervention for at-risk students could be provided. l. The SPIRE Phonics program, including student materials, was purchased to provide literacy instruction and intervention. PD was also purchased, stipends & benefits for teacher training. Accelerated Reader was also purchased to enhance independent reading opportunities. Boardworks and Nearpod was purchased to support online learning in all content areas and at all grade levels. k. Early childhoods programs were expanded to allow enrollment of additional students. *Funds were used to hire 1 teacher and 1 paraprofessional. TRUE 11648.65 11471.05 177.59 TRUE FALSE 11171.83 476.81 TRUE Cameron Parish 100028182 N284J8CJRJQ5 2200390 TRUE 0 0 0 0 0 0 0 0 0 300484 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 66411 0 0 0 0 0 0 0 0 0 0 66411 51870 13234 792 0 368 147 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 234073 0 30 15 55 0 300484 66411 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE We held a summer learning program where we focused on the academic, artistic and physical needs for all students in grades K-12. Participation and attendance in the program was strictly voluntary. The learning program was four weeks long and served 81 of our 1094 students. Sixty students are classified as regular education students, twenty-one students as SWD, thirty-five as ED, forty-two as McKinney-Vento, one as Hispanic, four as Black and seventy-six as White. Students from each of the five schools attended for various reasons: catch-up learning, expanded learning, STEM activities, physical education and credit recovery. Our program was centered on the ACCELERATE program provided by LDOE. Our K-8 students worked on their academic needs through small group centers. The centers were created using individual student needs as identified through various sources, DIBELS, IRLA, STAR Math, STAR Reading and classroom assessments. The centers were fluid and were always composed of four or less students. All K-8 students attended an art and physical education class each day. STEM activities were held held each Tuesday. The focus of the 9th-12th grade students was credit recovery. The majority of the instruction was provided by Edmentum with teacher-lead assistance. FALSE 10777.37 9952.25 825.12 TRUE FALSE 9358.66 1418.71 TRUE Catahoula Parish 020595344 F8E2W2NM32V6 2200420 TRUE 0 0 0 0 0 0 0 0 0 1021997 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 220274 0 0 0 0 0 0 0 0 0 0 220274 90371 24084 55996 0 0 4035 0 0 45788 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 801723 27 69 0 4 0 1021997 220274 TRUE FALSE FALSE TRUE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE The district offered the Accelerate Summer Program to all students to close the achievement gaps from COVID-19. All schools in the district are Title I schools and our population is high-poverty. The program attendance was low but the students attending enjoyed the program and were better prepared for the beginning of school. The district has an even bigger Accelerate Summer planned for 2022 and the attendance rate in the tutoring for the current year well outpaced the previous. The district also employed a .14 FTE Student-Engagement Coordinator to work to get students back in the classroom from the virtual program and to keep those remaining in virtual connected with the school. Tutoring on Mondays (we are a 4 day district) began in the 2021-2022 school year. TRUE 11058.22 10740.45 317.76 TRUE FALSE 10247.28 810.94 TRUE Claiborne Parish 012624235 VTXHQ4NSJMY3 2200450 TRUE 0 0 0 0 0 0 0 0 0 1790065 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 338459 0 0 0 0 0 0 0 0 0 0 338459 199475 54245 0 0 0 22584 0 0 62155 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1451606 3 43 8 46 0 1790065 338459 FALSE FALSE TRUE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE TRUE TRUE FALSE The district participated in the state initiated Accelerate Pilot program. Funds were used to support the salary for the district Accelerate Coordinator, as well as a stipend for school based Accelerate coordinators. Money was also used for Accelerate PD travel. Accelerate was used at each school to address lost learning as a result of Covid-19. The Accelerate model will also be used in the Claiborne Parish Summer Camp to further assess students and target specific skills related to learning loss. TRUE 12099.91 12041.07 58.84 TRUE TRUE 10945.22 1154.69 TRUE Concordia Parish 101879000 JFSEKFWR2GH6 2200480 TRUE 0 0 0 0 0 0 0 0 0 2584778 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1931968 0 0 0 0 0 0 0 0 0 0 1931968 1273981 325700 4575 0 6700 62600 0 0 258412 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 652810 0 0 0 0 100 2584778 1931968 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE To be reported To be reported TRUE 10542.75 10156.03 386.72 TRUE TRUE 9663.55 879.19 TRUE DeSoto Parish 100028208 XBMDMLACQ8M7 2200510 TRUE 0 0 0 0 0 0 0 0 0 2786675 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 671964 0 0 0 0 0 0 0 0 0 0 671964 438711 112240 0 0 0 0 0 0 121013 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2114711 0 54 13 33 0 2786675 671964 TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE Summer learning activities were offered to students who were not proficient in grades K-3 as well as students not scoring Mastery or above in grades 4 - 8. DeSoto also offered extended instructional time to students who have not scored proficient on iSTEEP and 3rd - 8th grade students who have not attained Mastery or above on Spring 2021 LEAP 2025. DeSoto purchase Suite 360 screener for SEL learning and support. DeSoto increased services from Volunteers of America to meet the needs of students who needed additional SEL support. DeSoto purchased iSTEEP and additional curricular resources to meet the needs of all learners. FALSE 8851.85 8672.89 178.96 TRUE FALSE 8316.47 535.39 TRUE East Baton Rouge Parish 079457941 ULCNCMZV9C83 2200540 TRUE 0 0 0 0 0 0 0 0 0 28919383 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12842319 0 0 0 0 0 0 0 0 0 0 12842319 4552041 1870725 554303 0 0 3166250 0 0 2699000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 16077064 0 70 3 27 0 28919383 12842319 TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE FALSE Based on our strategic plan, the East Baton Rouge Parish School System (EBRPSS) allocated ESSER grant funds for data driven initiatives that allowed all students and teachers, regardless of gender, race or disability to safely return to classrooms in-person and to make up for learning loss. The district provided evidence-based academic and enrichment programs for all students and expanded learning programs for our diverse learners to increase student achievement. To support equitable student learning for all students, learning materials were purchased in a variety of platforms. High quality assessments, technology devices and evidence-based learning programs were also purchased with ESSER funds. To expand instructional support for diverse students, the ESSER allocations funded the salaries of full-time teachers and support staff. To increase numeracy proficiency levels for all students, the ESSER allocations funded the salaries of Math Coaches. To expand our enrichment programs, the ESSER grant funded support staff and supplies for performing arts. To ensure mental health and social emotional learning for students, teachers and other beneficiaries; the ESSER grants funded the salaries of School Counselors, Social Workers and Social Emotional Specialists. The ESSER allocations allowed our district to purchased resources and products for sanitizing all schools and district sites sanctioned by the Louisiana Department of Health Services. TRUE 9257.2 9162.45 94.75 TRUE TRUE 8701.11 556.09 TRUE East Carroll Parish 157478405 EC4DSMHC9JB8 2200570 TRUE 0 0 0 0 0 0 0 0 0 1889189 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 312217 0 0 0 0 0 0 0 0 0 0 312217 196500 53059 0 0 0 0 0 0 62658 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1576972 26 66 2 6 0 1889189 312217 TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE FALSE According to the Economically Disadvantaged Report, more than 90% of students (693) in East Carroll Parish qualify for Free and Reduced Lunch, therefore East Carroll Parish receives the Community Eligibility Provision (CEP) meal service option. CEP districts are among the nation's highest poverty schools and districts. Our district is also over 98% black. Therefore, by implementing all of the above-named programs, we are addressing the disproportionate impact of COVID-19 on all of our students, including those with disabilities and those experiencing homelessness, by offering summer learning activities and tutoring to all of our students. We have also hired extra teachers to provide all of our students with intervention times that are needed to help improve our students' academic achievement. Two special education paraprofessionals have been hired to assist with providing students with disabilities with their services. The district has enlisted a social-emotional learning coordinator to ensure that the partnership with E-therapy counseling services flows with little to know problems so that all of our students will receive the mental health support that they need. Universal screenings are being used with fidelity to gauge where our students are functioning and what areas the teachers need to target. We are looking to expand our early childhood program so that all students who reach the age of four have the opportunity to attend school. The district also uses ARP ESSER funds to provide training to increase the instructional quality of our teachers and staff by partnering with various vendors (New Directions, Great Minds, etc.). TRUE 10798.16 10152.65 645.51 TRUE TRUE 9819.44 978.72 TRUE East Feliciana Parish 781287248 D6AESEJDJMX1 2200600 TRUE 0 0 0 0 0 0 0 0 0 1063949 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 279559 0 0 0 0 0 0 0 0 0 0 279559 176351 47317 0 0 0 0 0 0 55891 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 784390 0 84 0 16 0 1063949 279559 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE In order to identify those individual students and student groups who may have been most impacted by the COVID-19 pandemic, our priority data sources included attendance data and mode of instruction; both of which we disaggregated by student demographic data broken down by underserved student groups, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, migratory students, students experiencing homelessness, youth in foster care; and student outcome data on state assessments. Specifically, 419 of our 1339 students (31.3%) enrolled in our virtual instructional model for at least a portion of the 2020-2021 school year. Of those virtually-enrolled students, 328 (78.3%) were African-American and 82 (19.6%) were White. Compared to overall enrollment (63.9% African American, 33.5% White), African-American students were more likely to enroll in our virtual model for at least a portion of the school year than their White peers. Because our virtual model included less instructional time with teachers, students in our virtual model were more impacted by the COVID-19 pandemic. Furthermore, 321 of our 1339 students (24.0%) were identified as potentially truant (5 or more absences or tardies) during the first semester of the 2020-2021 school year. Among these students, 196 (61.1%) were African-American and 120 (37.4%) were White. Because truancy means less instructional time with teachers, these students were more impacted by the COVID-19 pandemic. Overall, this data indicates that a substantial number of students from all subgroups at a rate relatively similar to our total subgroup enrollment were impacted significantly by the COVID-19 pandemic. Based on this analysis, the District's existing 21st CCLC summer program was redesigned and expanded to be both universally available and designed to specifically meet the needs of individual students we have identified as being disproportionately impacted by COVID-19. Based on our needs assessment, we know that those 419 students who were enrolled in our virtual model for some portion of the 2020-21 school year, those 321 students potentially truant during the first semester of the 2020-21 school year, and those students (at least 65% in each grade and subject area) that did not achieve mastery on LEAP 2025 could benefit from evidence-based, high-quality high-dosage tutoring as well as enrichment activities to motivate student attendance and meet socioemotional needs, particularly since one of the major impacts of the COVID-19 pandemic has reduced instructional time. As such, those students were prioritized for enrollment in our summer program. Additionally, we identified students who did not make adequate progress towards mastery on the 2021-2022 LEAP 2025 assessments. ESSER III EB funds were used to provide two hours each of core ELA and math instruction, and two hours of enrichment instruction each day of the summer program. FALSE 10415.04 10409.43 5.61 TRUE FALSE 9352.87 1062.17 TRUE Evangeline Parish 082853250 G9U4S3LXE2L8 2200630 TRUE 0 0 0 0 0 0 0 0 0 4481724 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 421995 0 0 0 0 0 0 0 0 0 0 421995 177712 46815 0 0 0 117197 0 0 80271 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4059729 0 61 4 35 0 4481724 421995 TRUE TRUE FALSE TRUE FALSE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE LEA will use LEAP data to identify students scoring below mastery on the 20-21 LEAP assessment and those in jeopardy of scoring below mastery on the 21-22 LEAP assessment. Based upon the LEA data, the group most impacted by Covid 19 was grades 4-8. The LEA identified 1353 students scoring below mastery for ELA and 1627 below mastery in Math in grades 4-8. All students identified were scheduled for Acceleration in August 2021. Acceleration will be done no less than twice per week by school level teachers, paraprofessional, contracted tutors and peer tutors. Professional development will be done with all staff members for best practices for Acceleration/Intervention. The LEA will utilize a universal screening tool to complete a diagnostic test (August-September 2021), progress monitor every 9-12 weeks and determine next steps for student growth. Weekly, member of SBLC and PLC meetings will review all progress monitoring data from teacher assessments, i-Ready data, and Acceleration/Intervention data to determine next steps for continued progress of students disproportionately impacted by COVID-19. TRUE 9692.22 9309.64 382.58 TRUE FALSE 8930.97 761.25 TRUE Franklin Parish 100650423 XMZ8SEL3UB24 2200660 TRUE 0 0 0 0 0 0 0 0 0 3049291 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 552327 0 0 0 0 0 0 0 0 0 0 552327 369646 96808 0 0 331 0 0 0 85542 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2496964 16 28 14 42 0 3049291 552327 TRUE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE FALSE FALSE TRUE TRUE FALSE Activities to address the impact of learning loss and social and emotional well-being of students in Franklin Parish included summer learning/enrichment, tier I curricular resources, and Mindplay. Summer Learning began in June of 2021 and Instructional Coaches (5) were hired for the 2021-2022 school year to provide one-on-one assistance to teachers of core subjects, sharing background knowledge of subject matter and assisting with the implementation of intervention tools. An additional teacher (ESSER III Formula) was hired in the 2021-2022 school year for the Horace G. White alternative program at FPHS. The Teacher Academy was organized in the 2021-2022 school year to increase instructional quality and assist with teacher certification. The sessions included guidance for completion of certification, classroom management techniques, utilizing the tier I curriculum, etc. Mental Health Nurses will be hired for the 2022-2023 school year to address the social and emotional well-being of students at all schools. TRUE 10364.36 9988.3 376.06 TRUE TRUE 9499.12 865.24 TRUE Grant Parish 197451982 LJJQJSQG1MA5 2200690 TRUE 0 0 0 0 0 0 0 0 0 1327814 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 51444 0 0 0 0 0 0 0 0 0 0 51444 35969 9304 0 0 0 0 0 0 6171 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1276370 23 46 8 23 0 1327814 51444 TRUE TRUE FALSE TRUE TRUE FALSE FALSE TRUE TRUE FALSE TRUE TRUE TRUE TRUE Partnership with Scholastic to train Assistant Principal's with Trauma Informed Practices. The total number of students enrolled in Grant Parish schools has increased by 100 students from 2020-2021 to 2021-2022 school year. The LEA collects student attendance data in a student information system. This data captures students by: demographic, socio-economic status, and diverse learner status. The LEA disaggregated this data by the above student groups, by school, and by grade-level to drill down to information that would help identify the individual students who need to be engaged. The number of students participating in virtual instruction increased from 49 students in 2019-2020 to 224 students as of August 2020. From December 2020 to May 2021, 55% of virtual students returned to face to face instruction. 34% of the students enrolled in virtual learning in May 2021 were not engaged in instruction and not mastering grade level standards. Attendance rates for total student enrollment is consistently above 90% for the past 2 school years. Current attendance data indicates this trend continues in the 90% rate in the first months. Data indicates that African American SWD in the middle and high school grade level consistently drop below 90% attendance rate. African American SWD attendance rates dropped from 86% in 2019 - 2020 to 83% in 2020-2021. Current data indicates a continued downward trend with attendance rates of 88% for African American SWD and 89% for middle school SWD. Through high-quality assessments such as LEAP 360, Acadience reading (3 times a year plus progress monitoring every 3-4 weeks), DRDP (August), TS Gold (scheduled intervals), IRLA (monthly logs), and Tier 1 curriculum assessments, students are identified for learning gaps. Schools will provide interventions to targeted students during school through interventionists and teachers utilizing leveled literacy, Accelerate Materials, and Tier 1 curriculum materials and assessments. Through the addition of literacy interventionists, schools will provide literacy interventions and additional learning extensions for targeted students. Students in 8th grade through graduation will each complete an Individual Graduation Plan with the support of counselors and counselor partners. Data teams at each school identified the students and student groups needing the most support. Data teams meet every 2-3 weeks to review current data and make changes to remediation, intervention, acceleration or enrichment schedules. Each month intervention logs are turned in to document student progress toward meeting grade level standards in reading. Dibels is given 3 times a year with progress monitoring every 4-5 weeks. This information is entered into the digital platform to track student progress. LEAP 360 Diagnostics were given at the beginning of the year with a schedule for interims and benchmark assessments. (Interim, benchmark scheduled below). Measurable outcomes will be based on progress from previous measure and overall through the LEAP 2025 assessment. FALSE 10315.98 9979.75 336.23 TRUE FALSE 9532.44 783.54 TRUE Iberia Parish 079452934 KXV8XC97T9J5 2200720 TRUE 0 0 0 0 0 0 0 0 0 9009108 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9009108 0 82 10 8 0 9009108 0 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE Iberia Parish School Board did not expend any funds during school year 2020-2021 from ESSER III Evidence Based Interventions. We began spending ESSER III Evidence Based Interventions 20% reserve in July of 2021. We wanted to fully expend Strong Start ESSER I before spending ESSER III Evidence Based Interventions. The application would not allow me to check all N's so "summer learning or summer enrichment" is checked even though we did not expend funds during the 2020-2021 school year. We have begun the majority of listed activities in the 2021-2022 school year. TRUE 9864.55 9759.92 104.63 TRUE FALSE 9522.92 341.63 TRUE Iberville Parish 098588163 S1U7E6AM3JL7 2200750 TRUE 0 0 0 0 0 0 0 0 0 2807160 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 678810 0 0 0 0 0 0 0 0 0 0 678810 430471 112740 15073 0 0 0 0 0 120526 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2128350 13 70 10 7 0 2807160 678810 TRUE TRUE FALSE TRUE TRUE TRUE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE The LEA plans to target struggling students based on assessment data from district and state assessments. Priority will be given to the 76% of students who did not score Mastery or above on LEAP 2025 during the SY2021 and the 5% of students who were most impacted by the Covid-19 pandemic. These students will be offered the opportunity to attend the district's summer learning program and after school program to address deficiencies. In addition, interventionists will service Tier 3 students in small groups. The district has on staff a Support Services Advisor who works with a team of tutors to address the needs of our EL students, students experiencing homelessness and students in foster care to ensure that language services and supports are in place to promote English language development and meaningful access to any information related to school, including information related to school health and safety measures. Special education teachers and related service providers will participate in summer programming, after school programing and time with interventionists as needed in order to provide additional supports for students with disabilities. Based on the needs assessment, the district will target students who failed to score Mastery or above in grades 3-8 and focus on K-6 reading. TRUE 9691.09 9434.61 256.48 TRUE FALSE 8989.62 701.47 TRUE Jackson Parish 017835869 PN7GH758DXJ3 2200780 TRUE 0 0 0 0 0 0 0 0 0 1688490 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 157844 0 0 0 0 0 0 0 0 0 0 157844 83130 22636 0 0 4614 18290 0 0 29174 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1530646 5 38 0 57 0 1688490 157844 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE Summer enrichment field trips Summer learning was provided during the reporting period to address learning loss for underserved student groups. All underserved students were given the first opportunities to register for the summer learning seats. Credit Recovery was also offered during summer 2021. Flyers were sent home and the program was advertised on Facebook and the parish website. After 6/30/2021 we added after school tutoring, the Outdoor Wilderness Learning program, extended school for Saturday learning and 2022 summer learning. We also will have a learning academy for preschool students with disabilities and K-5 students with disabilities. In summer learning, we used the Accelerate model to address learning loss. We also incorporated art, music, STEM and PE to help with academic and social emotional needs. Paraprofessionals were utilized for students with disabilities when needed. Buses were provided to address any issues that might have occurred due to lack of transportation for students. TRUE 10253.54 10000.42 253.12 TRUE FALSE 9501.96 751.57 TRUE Jefferson Parish 075084178 J5GNXDRL4JS6 2200840 TRUE 0 0 0 0 0 0 0 0 0 34485245 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 166439 0 0 0 0 0 0 0 0 0 0 166439 105165 30603 1470 0 118 3960 0 0 25123 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 34318806 40 36 4 20 0 34485245 166439 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE Jefferson's ARP-ESSER III Evidenced-based 20% set aside funds through the end of this reporting period were used to address learning loss by providing summer learning opportunities for those students who were most impacted by COVID-19 including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, migratory students, students experiencing homelessness, youth in foster care, and other groups disproportionately impacted by the pandemic. 5,102 students were invited to participate in the summer program based on learning loss due to COVID. 4,339 actually attended. Of those that attended, the subgroup populations were as follows: 82% from low-income families, 16% with disabilities, 30% English learners, 0.2% migratory students, 2% students experiencing homelessness, 0.2% youth in foster care, 0.6% American Indian/Alaska Native, 3% Asian/Pacific Islander, 37% Hispanic, 42% Black, and 17% White. FALSE 9682.52 9544.83 137.7 TRUE FALSE 9193.66 488.86 TRUE Jefferson Davis Parish 128659562 F816L2KCY9V9 2200810 TRUE 0 0 0 0 0 0 0 0 0 2254753 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 54057 0 0 0 0 0 0 0 0 0 0 54057 0 0 0 0 44178 0 0 0 9879 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2200696 2 50 0 48 0 2254753 54057 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE The only expense we had during this reporting period for ESSER III EB was professional development for our instructional coaches and curriculum supervisors. Supervisors were included in the professional development because they support the coaches at the district level. The coaches were needed and hired to improve core instruction which is the foundation to addressing unfinished learning and needs of diverse learners. There were two different professional development requirements for these instructional coaches, both of which were evidence-based. The first professional development was The Instructional Coaching Institute. This was a sixteen week course that took place virtually every Monday with Jim Knight's Instructional Coaching Group. This learning opportunity enabled our coaches and supervisors to establish a foundation for coaching success as well as helped to develop a deeper and complete understanding of the coaching process & practices. Additionally, it conveyed how to have healthy conversations with teachers as well as how to best utilize coaching tools and resources. The second professional development for our instructional coaches was Response to Intervention (RtI) at Work. Due to knowledge gaps and learning loss as a result of COVID school closures & virtual learning, this research-based professional development was needed to build capacity amongst our coaches so that as they began their field work with teachers throughout the district, they had full understanding of how to use the response to intervention process in order to help teachers systematically respond when any student struggled with the mastery of essential skills. Coaches learned how to help teachers build a highly effective Tier 1, how to build help schools build an intervention team to address motivation, attendance, & behavior, and how to gain proven intervention strategies for math and literacy. Both of these professional development requirements built capacity within our instructional coaching cohort. As a district, we felt this investment would enable coaches to provide quality core instructional support to all teachers which would in turn result in quality instructional support for any student in our district struggling with learning loss and mastery of essential skills. FALSE 10374.12 10092.56 281.57 TRUE FALSE 9791.81 582.32 TRUE Lafayette Parish 020878674 HNLJSF7ZM9L6 2200870 TRUE 0 0 0 0 0 0 0 0 0 16508574 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1184043 0 0 0 0 0 0 0 0 0 0 1184043 787664 223461 0 0 0 0 0 0 172918 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15324531 25 25 25 25 0 16508574 1184043 TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE Recruitment and retention stipends in historically hard to staff schools. Truancy Officer to provide support in the schools and subgroups with the most learning loss and continue to have the most unfinished learning as a result of the pandemic. This position tracks student attendance, improve student and parent engagement, prevent truancy, prevent learning loss in highest poverty, lowest performing schools/subgroups of students. Additional full time employees hired, including counselors and nurses, placed at or clusters of schools to provide support and services for the evidence based activities needed. 6 full-time counselors and 4 FTE nurses were added to provide strategic support (individual and group therapy, agency referrals, mental health screening, intervention support).The largest groups targeted by the social emotional supports include those from black subgroups, Hispanic, non-English speaking, and homeless or unaccompanied youth situations. 7 Teachers were allocated and strategically placed for Class Size Reduction (CSR) in the districts CIR/UIR schools to reduce class size, enhance accelerate learning, and provide targeted instruction to students disproportionately impacted by the pandemic. 6 Additional ESL certified Teachers and 6 highly qualified Bilingual Para educators to target and offer strategic support our English Language Learners. Stipends and benefits for certified ESL teachers to assist English Language Learners; ESL before/after school programming will begin and go throughout the year. 1 Full Time Special Education Program-Specialist for CIR/UIR schools to support improving inclusion, content specific supports, as well as ensuring appropriate placement options in regards to special education services for SWDs in the district's in the lowest performing schools. 6 Full Time Instructional Leaders at each site labeled with UIR- Subgroup performance SWD/ELL to provide targeted support and interventions for students with the percentage of unfinished learning/learning loss as a result of the pandemic; interventions dedicated to Black, English Learners, and Students with Disabilities. Instructional Strategists will be placed at Elementary and Middle Schools to target students in grades 3-8 below Mastery. 3 Full Time Academic Content Coaches to provide targeted PD classroom support for teachers and applicable staff in the content of Science, Social Studies, and ELA (K-5). These coaches will work most closely with CIR/UIR schools, targeting student subgroups (Black, Economically Disadvantaged, and Students with Disabilities) in grades 4-8 who failed to achieve Mastery. Advanced coursework and additional testing opportunities provided to students who were disproportionately impacted as a result of the pandemic. This includes additional access to Dual Enrollment courses access and tuition, AP Course access, etc. FALSE 8867.23 8731.85 135.38 TRUE FALSE 8362.52 504.71 TRUE Lafourche Parish 093546901 EBYAMUKKC5L7 2200900 TRUE 0 0 0 0 0 0 0 0 0 6187325 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 949059 0 0 0 0 0 0 0 0 0 0 949059 594188 159035 1568 0 0 29005 0 0 165263 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5238266 3 36 0 61 0 6187325 949059 TRUE FALSE FALSE FALSE FALSE TRUE FALSE FALSE TRUE FALSE TRUE TRUE FALSE FALSE The LDOE Accelerate program will be utilized as an evidence-based intervention during summer camp. The Accelerate program will be offered daily as part of the student's schedule in the areas in which the student has failed to perform at mastery during the course of summer camp. Student outcomes will be measured and progress monitored through benchmark assessments and screeners. LPSD utilizes the evidence-based 'Second Steps' program to address student behavior and social/emotional well-being. The year-long 'Second Steps' program is implemented 5 days a week as a holistic approach to teaching social/emotional learning. Student outcomes are measured with discipline referrals and/or SEL referrals. Progress monitoring of student performance is measured in student behavior plans. Core classroom teachers provide SEL support and services for students. The LDOE Accelerate program will be utilized as an evidence-based intervention. The Accelerate program will be offered daily as part of the student's schedule in the areas in which the student has failed to perform at mastery during the course of the school year. Student outcomes will be measured and progress monitored through common district assessments, benchmarks, and screeners. LPSD partners with the AIM Institute for Learning & Research for connection between reading research and best practices for language and literacy instruction in Pk-3rd grade schools. As well as, implementing a Tier I curriculum in all ELA and Math classrooms. FALSE 9141.66 9033.53 108.13 TRUE FALSE 8657.07 484.59 TRUE LaSalle Parish 023363518 FY8BDZYR3NT8 2200960 TRUE 0 0 0 0 0 0 0 0 0 855334 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 377585 0 0 0 0 0 0 0 0 0 0 377585 247172 63900 0 0 0 0 0 0 66513 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 477749 5 87 5 3 0 855334 377585 TRUE TRUE FALSE TRUE FALSE TRUE TRUE FALSE TRUE FALSE FALSE TRUE TRUE FALSE The Instructional Leadership Team at each school has taken extra time to dig into the data for each subgroup. Based on the results, tier 1 curriculum has been purchased along with the professional development for initial implementation and coaching. All diagnostics have been given and the data has been disaggregated. Students who have been identified as having the most disproportionate impacts have been placed in small group settings with "specialized" interventions to provide support and instruction. The identified teachers for students with disabilities have also been provided extra training, support, and high-quality materials around appropriate interventions for students. Students who did not score mastery or above on the state-wide assessment were identified by the Instructional Leadership Team at the school level. The team collected various data points from state assessments, literacy screeners, diagnostics, etc to identify potential learning loss and a plan to remediate. Extra intervention/acceleration time has been built in the educator's daily schedules at all nine schools, grades K-12. This will allow for all students to receive additional instruction by the most qualified teachers. In addition to time being built into the school day, before school and after school tutoring/acceleration will also be offered. Based on the results of LEAP, DIBELS, i-Ready Diagnostics, the identified students will receive instruction from Tier 1 curriculum and/or "Accelerate" tutoring services before/after school that is staffed by LEA educators and administrators. These services will range from 3-5 days per week. Morning tutoring will last 30-40 minutes while after school tutoring could range from 45 min to 1 hour sessions. Progress monitoring data will be collected during the MOY and EOY benchmarking along with teacher observation. Students experiencing disproportionate impacts of learning will be offered an extensive summer learning program based on "Accelerate" tutoring taught by LEA educators and administrators. The LaSalle Parish Summer Learning Program will last 4-5 weeks beginning as soon as the 2021-2022 school year ends. Students will attend three days a week for 8 hours each day. During this time one hour is dedicated to math and ela instruction. In addition, LaSalle Parish will provide an additional thirty minute time frame for reading intervention with a focus on strengthening foundational skills. We will use end of the year data collected from our literacy screener for these identified students. Progress monitoring will take place weekly and they will be assessed again at the end of the summer program. We will also include music, arts, STEM, and physical activity daily. FALSE 10435.73 10139.75 295.98 TRUE FALSE 10066.94 368.78 TRUE Lincoln Parish 100650431 K9FPUJGYR1G5 2200990 TRUE 0 0 0 0 0 0 0 0 0 3736309 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 187450 0 0 0 0 0 0 0 0 0 0 187450 125496 32339 0 0 0 0 0 0 29615 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3548859 0 54 7 39 0 3736309 187450 TRUE FALSE FALSE FALSE FALSE TRUE FALSE TRUE FALSE FALSE FALSE TRUE FALSE FALSE Summer Learning Program This program was offered to students with disabilities, English learners, homeless students, students in foster care, those students with attendance deficits (most due to covid) for promotion, and those not proficient in Math, ELA, Science, and Social Studies. The majority students qualifying were from low socio-economic families, and many were minority students. Classrooms were staffed with two certified teachers in each class in an effort to enhance instruction, assessment, and feedback. In addition breakfast, lunch, and transportation was provided. These students received all services he or she would normally receive during the school year, including speech, mental health support, occupational and physical therapy, etc. Mental Health Counselors Mental Health Counselors were staffed in schools to support students who experienced issues related to covid, loss of family members, etc. Furthermore, the district partnered with Panorama to administer a mental health screener which identified students. Data was reviewed by subgroups, grade, age, etc. to determine social-emotional competencies and deficits, and follow up plans for students were established. This is an on-going process. TRUE 9930.42 9766.91 163.52 TRUE TRUE 9158.29 772.13 TRUE Livingston Parish 094909413 W7LSK2MCPA95 2201020 TRUE 0 0 0 0 0 0 0 0 0 6974799 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 975097 0 0 0 0 0 0 0 0 0 0 975097 185638 47896 0 0 590196 3183 0 0 148184 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5999702 20 50 10 20 0 6974799 975097 TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE 1. District and school administrators reviewed priorities to identify areas where assistance was needed. 2. District focus groups gathered information and developed plans including the materials, programs, or other resources needed to fulfill the needs of all students. Focus groups included representatives from all departments to ensure the needs of all students were considered. 3. All plans were reviewed and prioritized in effort to provide resources that will have an impact on all students regardless of subgroup. 4. Individual needs of students and families were discussed and considered in order to maximize the continuous learning impact for all students by identifying programs and resources needed. FALSE 9748.02 9330.68 417.34 TRUE FALSE 9103.2 644.82 TRUE Madison Parish 100028331 P51PU9MHNCM5 2201050 TRUE 0 0 0 0 0 0 0 0 0 2552911 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2552911 10 40 10 40 0 2552911 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE The above mentioned activities or interventions addressed the impact of COVID-19 on racial and ethnic groups because all students were tracked and data was recorded of their participation in implemented activities and intervention. All students have profiles of all assessment and a recording of their participation in the activities and interventions. Because the LAE has 100% low-income student population identified by family information; all student are tracked and have a profile. All students with disabilities were involved in the same activities and interventions as regular student, but with accommodations. Students with disabilities and high school students were most impacted than other groups by COVIC-19. They did not participated in virtual classes and some refused to report to the school at all. With the hiring of a Parent and Family Engagement Coordinator, more students were contacted and assisted in getting them involved in virtual learning, but they lost lots of instructions during this time. English Learners needed assistance in understanding what to do and assisted with getting in virtual classes. An EL teacher was hired to assist these students. We received no migratory students during this time. The homeless and foster care students were easy to find with the help of the local agencies that also serve these students. We got addresses and phone contact numbers and the Parental Involvement Coordinator worked with the agency to get these students in virtual classes. TRUE 11118.75 10847.66 271.09 TRUE TRUE 10054.01 1064.74 TRUE Morehouse Parish 556451219 FHU9JUHDGZ73 2201110 TRUE 0 0 0 0 0 0 0 0 0 4250387 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 177435 0 0 0 0 0 0 0 0 0 0 177435 52697 10416 23675 0 57280 0 0 0 33367 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4072952 1 72 2 25 0 4250387 177435 TRUE FALSE FALSE FALSE FALSE TRUE TRUE FALSE TRUE FALSE FALSE TRUE FALSE FALSE Only 17% of students in grades 4-8 achieved mastery or above in ELA and only 8% of students achieved mastery or above in math as evidenced on the 2020-2021 LEAP 2025 assessment. Only 21% of students in grades 9-12 achieved mastery or above in ELA and only 7% achieved mastery or above in math. Only 7 % of economically disadvantaged students, less than 5% of students with disabilities and 5% of English Learners in grades 3-8 made mastery or above in all subjects on LEAP 2025. Students who did not achieve mastery on LEAP 2025 will be offered an opportunity to participate in after-school tutoring and summer remediation based upon their LEAP 2025 test results, attendance and teacher assigned grades. All students will be eligible to participate in summer enrichment programs. Evidenced-based activities will be implemented for students who did not achieve mastery on statewide and district wide assessments for 2021-2021. Students will participate in evidenced-based programs during 2021-2024 academic school years. Progress monitoring will be conducted once per six weeks by the teacher, instructional facilitators, interventionist teachers, interventionist facilitators and interventionist paraprofessionals. Teachers will analyze LEAP 2025 test scores and growth to mastery data to create IAIP student goals beginning in August 2021. LEAP 360 diagnostic and interim assessments will be administered to identify baseline and will be used to monitor student progress and growth throughout the year. Students will be offered remediation during instructional intervention time provided in their daily schedules. Students can participate in afterschool tutoring beginning September 2021 through April 2022. ACT Workshops (grades 9-12) and Saturday Academies (grades 3-8) will be conducted. Summer remediation, STEAM and enrichment programs will be offered in June. Interventionists Facilitators, teachers, and paraprofessionals will implement evidence-based programs and provide support to students during the school day. They will analyze the data and formulate a plan of action based on individual student needs. The district will utilize Louisiana's tutoring strategy with tier I curriculum to address learning loss by students based upon the results of the 2021 LEAP 2025 assessment results. The evidence- based activities/ programs will address each students' individual needs. Access to Tier I and Tier II supports will be provided daily for economically disadvantaged, students with disabilities and English Learners to promote student growth to mastery by classroom teachers, interventionist facilitators, interventionist paraprofessionals, special education teachers and interventionist teachers. Progress monitoring will be conducted every six weeks. TRUE 11013.84 10654.53 359.3 TRUE TRUE 10240.88 772.95 TRUE Natchitoches Parish 100028356 V64QW8ALM4H3 2201140 TRUE 0 0 0 0 0 0 0 0 0 4690528 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 351761 0 0 0 0 0 0 0 0 0 0 351761 232590 60731 0 0 0 0 0 0 58440 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4338767 10 40 10 40 0 4690528 351761 TRUE TRUE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE The pandemic widen existing learning gaps and opportunities affecting African Americans, English Language, low-income families, and rural students in our district the most. Our district summer learning camps programs provided individualized learning opportunities for ELA and math, transportation, and healthy meals. Enrichment/Extension activities such as music, art, beginning band, fundamentals of sports, and STEM. Critical content was identified by district staff and lead teachers to determine the appropriate LDOE acceleration resources that would address learning gaps due to unfinished teaching and/or unfinished learning. Structured environment with 30 minutes of social emotional learning provided daily. To support English learner, multilingual technological support and rich curricular content was made available on devices in multiple languages. Small group (no more than 3 students) literacy groups for 30 minutes per day. FALSE 9775.48 9531.2 244.28 TRUE FALSE 9147.64 627.84 TRUE Orleans Parish 079460093 HHWHHE8DFWB5 2201170 TRUE 0 0 0 0 0 0 0 0 0 12636686 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12636686 20 30 30 20 0 12636686 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE We met with our school leadership teams to discuss the intent and purpose of the ESSER funds, and provided meaningful consultations in order to move forward with effective planning for the use of funds. The main priority was to address remediation of learning loss impacted by the pandemic. All student groups were taken in consideration when planning the use of funds, this included our low-income students, students with disabilities, English Learners, homeless youth, and students in secure-care facilities. The schools have invested in a wide range of academic activities and interventions to meet the needs of our very diverse student population to assist schools with reopening safely to address learning loss. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8941.23 503.46 TRUE Ouachita Parish 618196026 G8HEXGKGLLA1 2201200 TRUE 0 0 0 0 0 0 0 0 0 9085906 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1851930 0 0 0 0 0 0 0 0 0 0 1851930 1123592 288900 0 0 15546 141825 0 0 282067 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7233976 8 57 4 31 0 9085906 1851930 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE Ouachita Parish implemented a summer learning program this past summer (2021) to address the disproportionate impact of COVID-19 on our student population. Approximately 2,371 of our students participated in the summer learning programs in grades K-12. 66% of those who participated were low income. 18% of those who participated were students with disabilities. 2% of those who participated were English Learners. Major racial and ethnic groups who participated - 2% Asian/Pacific Islander; 4% Hispanic; 59% Black, non-Hispanic; 36% White, non-Hispanic; less than 1% American Indian/Alaska Native. Learning Materials was purchased for our K-8 SOAR program to incorporate STEM activities and Tier 1 curriculum. TRUE 9890.32 9772.93 117.39 TRUE FALSE 9425.18 465.14 TRUE Plaquemines Parish 125577536 WR8HDKGMQVT3 2201230 TRUE 0 0 0 0 0 0 0 0 0 1149892 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 367739 0 0 0 0 0 0 0 0 0 0 367739 290867 76872 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 782153 10 5 0 85 0 1149892 367739 TRUE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE Teachers and staff will analyze students' LEAP 2025 and ELPT scores and students scoring below mastery/proficient will have priority to attend summer learning programs. Priority will be given to 4th -8th graders not meeting the mastery/proficiency target then we will offer the program(s) to students in high school that did not meet the mastery/proficiency target and then to students not meeting the proficiency target on DIBELS, STAR, etc. Student in the disproportionate COVID-19 impact groups will also be given priority. This will allow the student to have targeted instruction based on their identified gaps and/or losses. These students will attend 4 hours on Mondays-Thursdays for 4 weeks. The teachers will use Accelerate materials, Tier I curriculum and/or materials that directly support Tier I curriculum. They will closely monitor, revise, and/or change the interventions based on student results and needs. They will progress monitor using LEAP 360 items, Tier I mid module and end of module assessments, EL language checkups (released from the state department), ELPT tasks (released from ELPA21), etc. Students will be assessed/progress monitored at throughout the school year and summer school. We want students to score higher on the end of summer assessment than they scored on the beginning of summer/end of school year assessment. If student's mid-session assessment/progress monitoring is lower than the beginning assessment the teacher will adjust instruction/strategies. We will also continuously monitor students in the disproportionate COVID-19 impact groups to see if they should be added to the targeted groups. We will have teachers and paraprofessionals who are EL trained, and SPED certified working with these groups of students. We check on Migrant students at least quarterly and make changes as needed. Students in these subgroups will be monitored at least quarterly even if they do not participate in the interventions. The liaisons/supervisors for foster care, homeless, EL, SPED, Title I, and migrate discuss these subgroups with the schools regularly and make necessary improvements, changes, and/or additions to the interventions these students are receiving. Our goal is to raise the level of students scoring mastery and above on state assessments. Our data from the year before COVID to last year are as follows: In 2018 our 3-8 math percentage of student scoring in the non-proficient categories was 52.6%, in 2021 that percentage rose to 62.7. In 2018 we had 48.8% of students score below proficient in ELA, in 2021 that percentage rose to 53.6. Our current ELPT grade is an F for all of our schools with the exception of one school. Our goal is to have a growth of at least 5%. We have determined this as our modest growth goal based on scores, trends, and missed instruction this year due to COVID quarantine patterns and hurricane IDA. FALSE 9902.93 9796.18 106.75 TRUE FALSE 9351.81 551.12 TRUE Pointe Coupee Parish 023790207 M45NBXLL5UL3 2201260 TRUE 0 0 0 0 0 0 0 0 0 1558912 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 220460 0 0 0 0 0 0 0 0 0 0 220460 0 0 187138 0 0 0 0 0 33322 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1338452 1 75 0 24 0 1558912 220460 FALSE FALSE FALSE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE The district utilized ESSER funding to hire teachers in our CIR/UIR school where there is a current teacher shortage. We were able to hire 2 teachers that are certified to teach middle school. The district utilized funding for social workers to be housed in each school. These positions have not been filled due to a shortage of this staff. The district utilized the funding for Leader in Me program to encourage the leadership of our students. Additional staff has been hired to provide support to teachers in the classroom as they implement the Tier 1 curriculum, core supports, and acceleration. Our student information system is utilized for screening and assessments. Screeners for early childhood and literacy were also purchased. Additional services were provided to students experiencing homelessness. Additional Tier 1 curriculum materials and supplemental materials were also purchased. Professional development opportunities were provided to teachers. TRUE 10010.22 9633.84 376.38 TRUE FALSE 9173.19 837.02 TRUE Rapides Parish 089830475 S9VQJ9Q445B1 2201290 TRUE 0 0 0 0 0 0 0 0 0 10914143 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1538007 0 0 0 0 0 0 0 0 0 0 1538007 979829 219517 0 0 59387 28226 0 0 251048 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9376136 1 13 1 85 0 10914143 1538007 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE Rapides Parish Schools implemented a comprehensive Summer Learning Program based on LDOE's Summer Learning Program guidance using the set-aside ARP ESSER funds. While Rapides implements a summer program each year, the set-aside funds allowed for a larger, all encompassing program that expanded across all school sites instead of being limited to just a few in the district. Because of the expansion, all K-8 schools were able to offer a Summer Learning Program, thus creating more seats open to students. Students were first selected based on their academic need/most impacted by COVID19 and from there the seats were offered out on a tiered basis. The Summer Learning Program averaged 2500 students/week. ELA data showed an average growth of 19% and math data showed an average growth of 20%. FALSE 9839.49 9657.32 182.16 TRUE FALSE 9376.02 463.46 TRUE Red River Parish 783175685 UY2KMXCDBL19 2201320 TRUE 0 0 0 0 0 0 0 0 0 1125627 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1125627 35 44 0 21 0 1125627 0 FALSE FALSE TRUE TRUE FALSE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE TRUE N/A Talent pipeline to recruit and retain high-quality teachers and provide professional development in the schools with the most impacted students addresses students struggling with learning gaps, at-risk students, and students with disabilities. Targeted staffing of curriculum technology specialists to provide PD for teachers and parents in online platforms and virtual instruction in the schools with the most impacted students addresses students struggling with learning gaps, at-risk students, and students with disabilities. Targeted tutoring for unfinished learning and support for K-3 students struggling with reading gaps. Deaf/Heard of hearing contracted support for students with disabilities. Contracted therapist for students with disabilities struggling emotionally/socially. Transition assessment and screening for SWD. Online supports and platforms to address unique needs of SWD and at-risk students. Online learning platforms for all students that include additional supports for SWD, ESL, struggling readers, and at-risk students. TRUE 9969.38 9973.48 FALSE FALSE 9516.55 452.83 TRUE Richland Parish 100650456 CTHVLKY5PGL9 2201350 TRUE 0 0 0 0 0 0 0 0 0 2669127 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 337548 0 0 0 0 0 0 0 0 0 0 337548 215072 50909 0 0 0 10161 0 0 61406 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2331579 10 25 25 40 0 2669127 337548 TRUE TRUE FALSE TRUE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE Richland Parish included all students in activities and interventions as a result of the impact of COVID-19. Richland Learning Camp (summer learning) was offered to all students at 4 sites. These 4 sites were chosen to meet the geographical needs of our students. In addition to meeting the needs of our students, RLC utilized this opportunity for professional development for our ELA and Math teachers. While students were engaged in enrichment activities, core teachers were participating in the cycle of development in the afternoons. After school tutoring has been offered at all schools in Richland Parish with priority given to 4th and 8th graders. Richland Parish opted to utilize ESSER funds to add additional staffing at each school. Priority staffing was given to highest economically disadvantaged % schools before other schools could add staffing. Two special education teachers were added to two schools based on highest teacher: student ratio. Additional staffing enables schools to follow mitigation procedures more effectively while focusing on learning loss and acceleration. ESSER funds supports social-emotional well-being of students in Richland Parish. Included in the current EB budget are a Licensed Professional Counselor and a psychologist to assist students with SEL. RPSB is currently working on the process of hiring these positions. TRUE 10331.02 10047.96 283.06 TRUE TRUE 9746.49 584.52 TRUE Sabine Parish 159274208 XT91JDPZM996 2201380 TRUE 0 0 0 0 0 0 0 0 0 1837021 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 91369 0 0 0 0 0 0 0 0 0 0 91369 1050 277 4850 0 0 69869 0 0 15323 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1745652 5 32 11 52 0 1837021 91369 TRUE TRUE FALSE TRUE TRUE FALSE TRUE TRUE TRUE FALSE TRUE TRUE TRUE FALSE In our efforts to address the impact of learning loss, Sabine provided a robust summer learning and enrichment program for all Sabine Parish students. We also offer afterschool tutoring programs for all students. We hired a mental health coordinators to serve the district. We plan to hire another as soon as we can find a qualified person. Paraeducators hired and trained to work under the direct supervision of classroom teachers to support small group Tier II and Tier III interventions for all students. FALSE 10257.08 10221.98 35.09 TRUE FALSE 10098.42 158.65 TRUE St. Bernard Parish 082008574 JLNRH5GCRNJ7 2201410 TRUE 0 0 0 0 0 0 0 0 0 4246100 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 230137 0 0 0 0 0 0 0 0 0 0 230137 144056 37637 0 0 0 331 0 0 48113 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4015963 15 45 15 25 0 4246100 230137 TRUE TRUE FALSE TRUE TRUE FALSE TRUE FALSE TRUE FALSE FALSE TRUE TRUE FALSE The district provided instructional options (fully on-line, blended, hybrid, and in-person), for families, keeping in mind the CDC guidelines. The district selected a curriculum provider to address the needs of students with disabilities and English Language Learners. Supports provided included read-aloud, transcripts and captions, definitions, language translations and highlighting to help student access and organize content. Staff administered universal screeners to determine student learning loss and adjust instruction. The BASC-3 mental health screener was administered to students whose parents had granted permission. Staffing additions, staff training (instructional and CDC guidelines), and curriculum adjustments were implemented. Summer, after school, and tutoring programs were developed and implemented to address student groups that were disproportionately impacted by COVID 19. Students were progress monitored throughout the school year. Chromebooks and hot spots were provided to low-income students to access instructional materials. TRUE 9611.22 9451.95 159.27 TRUE FALSE 9265.91 345.3 TRUE St. Charles Parish 010407518 MSMELGENNE47 2201440 TRUE 0 0 0 0 0 0 0 0 0 2333633 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2333633 2 65 0 33 0 2333633 0 TRUE FALSE FALSE FALSE TRUE FALSE TRUE FALSE TRUE FALSE FALSE TRUE FALSE FALSE These activities allowed for students to participate in summer learning to addressed unfinished learning/gaps due to the impact of COVID-19 Students were screened and data was used to group students based on specific needs. Intentional instruction was provided to accelerate student levels of proficiency. Additional interventionist supported small group instruction throughout the ELA block. In many cases, these small groups were flexible so that teachers were able to address live data that was collected weekly. Mental health staff were made available to address social and emotional needs of students and families that may have been affected by COVID in a variety of ways.. These mental health educators supported students in small groups and on an individual need basis. FALSE 8923.19 8783.09 140.09 TRUE FALSE 8418.85 504.34 TRUE St. Helena Parish 102427291 H6JYJQH6GG46 2201470 TRUE 0 0 0 0 0 0 0 0 0 1240737 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1240737 0 20 0 80 0 1240737 0 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE TRUE FALSE FALSE Funds were utilized for summer acceleration learning programs. A new district-wide benchmark assessment system to accurately assess each underserved learner. We are a CEP district with a free/reduced lunch rate of 95% making almost every learner in the system in the underserved group. We also ensured every learner had access to Tier I curriculum, where applicable, plus all printed materials and consumables - as well as online platforms. Learners who needed a mobile hot spot device and/or chromebook received one. TRUE 11758.83 11159.9 598.93 TRUE FALSE 10824.41 934.42 TRUE St. James Parish 100028430 HM9GCQ9CAJS4 2201500 TRUE 0 0 0 0 0 0 0 0 0 1369662 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1369662 5 80 0 15 0 1369662 0 FALSE FALSE FALSE TRUE TRUE TRUE TRUE TRUE FALSE FALSE FALSE TRUE TRUE FALSE The above selected activities are used to help close learning gaps of students who have evidence of learning gaps due to COVID closures, quarantines, online learning, etc. Additional staffing - by employing an additional counselor, inclusion support teacher and a paraprofessional to address social, emotional and academic needs. The counselor will be used to address needs of students who have been impacted negatively by COVID closures etc. Many students were impacted due to social isolation. The inclusion support teacher and para will be used to provide additional support to identified students with academic needs. FALSE 9909.94 9703.47 206.47 TRUE FALSE 9335.93 574.01 TRUE St. John the Baptist Parish 010393551 NLMMWALL4QG1 2201530 TRUE 0 0 0 0 0 0 0 0 0 3366156 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3366156 28 56 1 15 0 3366156 0 TRUE TRUE FALSE TRUE FALSE FALSE FALSE TRUE FALSE FALSE TRUE TRUE TRUE FALSE Expanded support for students who did not score mastery or above on LEAP 2025 and subgroups will be provided: The use of High-Quality Tier I Curriculum and embedded activities will be used for all CORE instruction and will be delivered 5 days per week. Expanded learning through a 30-minute intervention block that occurs 5 days per week and utilizes Accelerate Materials and Exact Path (Edmentum) to provide differentiated tutoring/intervention based on student deficits identified through diagnostic assessments and assessment data. Additional Tutors and EL Coaches will be utilized during the school day to address student deficits/needs and unfinished learning for in person and virtual learners reg ed, sped, and EL learners. Materials for virtual learners and EL learners: hardware and materials, headsets, bilingual dictionaries, Translated Tier I curricular materials for ELA and Math. Special Education staff for virtual special education students to ensure IEP goals are being addressed and needs are being met.After school tutoring will be offered 4 days a week for an hour duration to all students grades K-12 with a focus on students in grades 4-8 that did not achieve mastery on LEAP 2025 and subgroups. After/Before School tutoring will be embedded in the IAIP's of all students in grades 4th through 8th that scored below basic in 2 or more subjects on LEAP 2025. Certified teachers at each school site will be hired to provide expanded learning for these students and they will use the following to address student needs/deficits:Tier I Curriculum and Activities Accelerate Materials Students will be placed in differentiated groups based on individual needs from assessment data, diagnostic data and progress monitoring data. SJBP will provide summer remediation and acceleration for students based on data from Tier I Curriculum, Accelerate, Zearn, embedded high quality assessments, progress monitoring data, LEAP Data, and ILT/SBLC referrals. Summer School will be offered 4 days a week for 5 hours per day to all scholars. Summer School Remediation will be embedded in the IAIP's of all students in grades 4th through 8th that scored below basic in 2 or more subjects on LEAP 2025 and for subgroups. Certified teachers at each school site will be hired to provide expanded learning for these students and they will use the following to address student needs/deficits:Students will be placed in differentiated groups based on individual needs from assessment data, diagnostic data and progress monitoring data. Students will be given a pre and post test to determine the effectiveness of the program. PBIS Professional Development and Training will be implemented to ensure that a PBIS program is implemented district wide with fidelity. A recognition and reward system will be initiated at each school to address behavior and attendance, including recognition for perfect attendance at both the school and district, and, if applicable, at the state level. FALSE 9914.08 9819.49 94.6 TRUE FALSE 9652.19 261.9 TRUE St. Landry Parish 078607301 NE8JMHMNMJ11 2201560 TRUE 0 0 0 0 0 0 0 0 0 14363170 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 14363170 2 70 3 25 0 14363170 0 TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE The St. Landry Parish School System in its response to the challenges faced by COVID-19 elected to provide a plethora of opportunities for all students in the district. These opportunities begin immediately upon the school closure of March 2020 with securing needed technology and supports for students to continue to engage in academic learning. In summer 2020, the district provided academic enrichment and engagement for students via virtual learning opportunities. Students were provided technology devices and related internet for participation. The return to school in August 2020 presented many continued challenges that were immediately addressed to ensure that all students would receive high-quality instruction in whatever learning modality was required to meet their needs. This resulted in more devices being purchased, social-emotional supports, accelerated tutoring, and many more supports to reengage students in day to day teaching and learning. The work started in August 2020 continues today as we use all available resources to ensure that students are actively engaged in learning and prepared for academic success in all core and ancillary courses at all grade levels. TRUE 9307.27 8990.8 316.47 TRUE FALSE 8476.09 831.18 TRUE St. Martin Parish 876878695 F3FJE3P1HP69 2201590 TRUE 0 0 0 0 0 0 0 0 0 4196775 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 647017 0 0 0 0 0 0 0 0 0 0 647017 428191 111844 0 0 0 7389 0 0 99593 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3549758 1 89 0 10 0 4196775 647017 TRUE TRUE FALSE FALSE FALSE TRUE TRUE FALSE TRUE FALSE FALSE TRUE TRUE FALSE St. Martin Parish School System developed a comprehensive plan to address the impact of COVID- 19 pandemic that affected our students academically, emotionally and socially that includes students that falls with all subgroups. as follows: 1.) St. Martin Parish Summer Learning Program (SLP) will be offered to students that did not score at or above Mastery in any of four major content areas in grades 4-8 on the 2020-21 or 2021-22 2025 LEAP test, students who are score in the Intensive range of Dibels and below benchmark in EL curriculum (k-2). Students who score 2 or more levels below on the IREADY spring benchmark in ELA or Math. SLP will operate for approximately 24 days@ 5 weeks Monday- Friday from 8:00-1:00. (June 6-July 8) Reading-Students in grades k-2 will be progress monitored using Dibels progress monitoring tool weekly and approximately 70% of students will achieve benchmark or improve by one level by the end of summer learning. Math- will progress monitored using Accelerate material, such as, exit tickets and assessments. (K-8) Student will achieve 70% or above on exit ticket and assessments given. Accelerate model and LDOE tools and materials for ELA grades 3-8- Progress will be monitored using the Knowledge pack assessments at 70% or above proficiency through Common Lit weekly. K-2- Will use unit 4 of the EL curriculum along with LDOE accelerate materials for ELA.3-5- Foundational skills assessment will be issued (for students that did not complete Foundational skills during the school year. Accelerate Knowledge pack assessments will be given to students according to the Guidebook unit not taught during the school year. 3rd- Because of Winn Dixie 4th -Lightning Thief, 5th grade- Wonder Struck -6-8- Knowledge pack assessments will be given to students according to the Guidebook unit not taught during the school year-6th grade- Hatchet, 7th grade- Memoire and 8th grade- Call of the Wild. Support will be given by highly effective and proficient teachers to the greatest extent possible. 2.) The SMPSB will identify students who need mental and behavioral health support through a referral system in the School-Based Health Centers. SMPSB has 3 School-Based Health Centers that offer services to all students (~3,700 students) in the district. Referrals will be based on need and may originate from the school, family, health center medical provider, PCP, DCFS, court system, and student self-referral. In addition, any student who is suspected to be at risk for suicidal or homicidal ideation will be referred for a mandatory evaluation. TRUE 9567.07 9480.46 86.6 TRUE FALSE 9340.18 226.89 TRUE St. Mary Parish 072624224 X7MHMWL6L2R3 2201620 TRUE 0 0 0 0 0 0 0 0 0 4792897 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 508545 0 0 0 0 0 0 0 0 0 0 508545 0 0 0 0 372130 108184 0 0 28231 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4284352 77 13 8 2 0 4792897 508545 TRUE TRUE FALSE TRUE FALSE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE The selected activities and/or interventions focus on giving the underserved student groups (low-income, special education, English learners, migratory students and those experiencing homelessness) opportunities to close the gap due to loss of learning and reduce inequality in educational outcomes. These interventions support students who need the most gains in ELA and math proficiency. Universal assessments and professional development opportunities guide the district to make necessary changes for student growth. Teachers trained in providing effective interventions and/or analyzing student data will make the most impact for the students who are less fortunate. Additionally, SEL coaches are on staff and available for students in these groups to support their social-emotional well-being. Technology (devices and systems) are crucial in supporting remote learning when necessary. Having these resources available for students in all subgroups promotes teacher/student interaction in any given situation when the learning environment is disrupted. TRUE 10203.5 10017.64 185.86 TRUE FALSE 9544.58 658.92 TRUE St. Tammany Parish 100028471 JN5KNZMWLNX6 2201650 TRUE 0 0 0 0 0 0 0 0 0 12805734 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 506046 0 0 0 0 0 0 0 0 0 0 506046 274332 75524 10000 0 0 68285 0 0 77905 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12299688 63 35 1 1 0 12805734 506046 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE Our school system has been addressing the disproportionate impact of COVID-19 by addressing the learning loss through remediation and interventions. All student groups are included in all of the activities that we have offered. Schools assess each student's individual need and provides the instruction that is appropriate. The following activities were implemented in FY 2021 and reflected in the responses above: Summer learning program Professional development on Eureka Math The following are being implemented in FY 2022: Summer learning program Professional development on Project Read Intervention Professional development on ARC's IRLA toolkits to use an intervention Amplify Reading subscription Intervention materials including Project Read, SPIRE, and IRLA Toolkits Certified tutors that are paid on a time sheet to do the interventions FALSE 9908.16 9855.83 52.33 TRUE FALSE 9479.53 428.63 TRUE Tangipahoa Parish 114281090 MYDNDM6MCTF4 2201680 TRUE 0 0 0 0 0 0 0 0 0 12323384 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12323384 2 61 1 36 0 12323384 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE Summer Learning Camp held June 2021; however, expenses paid in July 2021. No expenses during the reporting timeframe. Summer Learning Camp expenses, held in June 2021, were paid in July 2021. A coordinated approach to provide activities or interventions to address the disproportionate impact of Covid-19 on the underserved student groups included a comprehensive plan, policies and services that involve partnerships between families, schools, and the community. The interventions used to reduce learning loss among the student population addressed areas of concerns especially to those in the subgroups. Data from all subgroups was reviewed and a comprehensive plan was created to address concerns. Each major race and ethnic group was included in interventions for learning loss and social emotional learning. Summer learning was offered to students at risk of failing in grades 2-12 in June 2021. Each student including those in the subgroups were provided with the necessary materials to attend the program. Items such as uniforms for homeless students, supplies for all students to meet the goal of the program were provided, materials and supplies for Tier I curriculum and enrichment activities were purchased from various funding sources such as Title I, IV and ESSER funds. Sanitation supplies, masks, instructions on proper cleaning and distancing assisted in reducing transmission of Covid. Reduced cases had a direct correlation to student attendance. Transportation was provided to ensure every barrier was removed to re-engage students. Increased routes and reduced number of students on buses reduce exposure and transmission of Covid. SPED teachers and paras were employed to work with students with disabilities to ensure these students were able to participate in Summer Learning Camp. IEPs were followed during Summer Learning Camp to ensure a smooth learning opportunity. English Learners LEP accommodations were followed to ensure language was not a barrier to student achievement. The Federal Programs Department and Homeless Liaison provided the necessary assistance to identified homeless and foster care students and allow for participation in Summer Learning Camp. Economically disadvantaged students, as well as all subgroups, were identified and provided the needs items to participate ensuring all barriers were removed. High school students participated in credit recovery to keep them on track to graduation. Content specific teachers were hired to ensure students were instructed in the failed subject. Students who needed credit recovery were identified prior to the end of the spring semester to ensure an opportunity was provided to keep them on track for graduation. The Summer Learning Camp for high school students addressed all students including the subgroups. Students were provided the necessary supplies, texts, and devices to participate. Sanitation supplies and masks were purchased to reduce Covid exposure when students meet. TRUE 9325.02 8932.21 392.81 TRUE FALSE 8571.77 753.25 TRUE Tensas Parish 100028497 JPNBM8JEGE54 2201710 TRUE 0 0 0 0 0 0 0 0 0 907563 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 27177 0 0 0 0 0 0 0 0 0 0 27177 0 0 0 0 21009 316 0 0 5852 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 880386 10 50 10 30 0 907563 27177 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE TRUE FALSE With the high percentage of low income and minority students in Tensas Parish instructional programming and staffing decisions were made with all of our student population in mind. ESSSER funds were used to increase the amount of instructional time for students to address learning loss by providing for both afterschool tutoring and extended summer learning programs. Additional staff were provided via ESSER funds to provide for additional remedial services as well as to lower the teacher to pupil ratio. Counselors and a contract social worker were hired to provide for the social emotional needs of the students and staff. New and enhanced curriculum offerings to engage students were put into place to reengage students after their time away from the traditional school setting. Increased use of technology based products to increase the availability of course offerings were made available to students. TRUE 11539.41 11520.37 19.04 TRUE TRUE 11355.34 184.07 TRUE Terrebonne Parish 029269685 GFNRCKANL9U5 2201740 TRUE 0 0 0 0 0 0 0 0 0 9804009 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 197127 0 0 0 0 0 0 0 0 0 0 197127 129636 34024 0 0 0 0 0 0 33467 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9606882 17 15 1 67 0 9804009 197127 TRUE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE 2021 Summer Learning was offered to all Pre-Kindergarten through 8th grade students in the district and the program was designed based on parent survey responses. Five sites were established to service the number of enrolled students for the four-week summer learning program. LDOE Summer Learning Guidance was used to create the daily schedule, in conjunction with ESYP program for students with disabilities. LDOE Accelerate resources were used during instructional time, as well STEM enrichment activities and field trips related to specific topics. Summer learning staff utilized the intervention block to remediate and provide additional assistance to students that were disproportionately impacted by COVID-19 in these subgroups. Counselors were at each site to provide SEL support to students identified with the screener. EL teachers and interpreters were also hired to assist students and families during summer learning. TRUE 9541.11 9432.96 108.15 TRUE FALSE 9139.38 401.73 TRUE Union Parish 196229082 YE31QQKNB787 2201770 TRUE 0 0 0 0 0 0 0 0 0 1882824 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 101868 0 0 0 0 0 0 0 0 0 0 101868 47977 10065 9000 0 19638 0 0 0 15188 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1780956 7 65 3 25 0 1882824 101868 TRUE TRUE FALSE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE All underserved groups listed above impacted by the pandemic received the following: 1. During the school day additional small group instruction was provided in ELA and Math at Union Parish Elementary. Union implemented Power to provide additional support to students. 2. Summer Learning/Tutoring after school was provided at each campus with accelerated learning and remediation. 3. Literacy Coaches were placed at each school to implement literacy strategies to address individual student needs. 4. Select students in grades k-12 were screened to identify behavioral and emotional support needs. TRUE 10403.3 10386.85 16.45 TRUE FALSE 9969 434.3 TRUE Vermilion Parish 003821816 QMQBFL4PGH14 2201800 TRUE 0 0 0 0 0 0 0 0 0 4301690 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1184952 0 0 0 0 0 0 0 0 0 0 1184952 413177 102900 0 5000 357279 115501 0 0 191095 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3116738 25 25 25 25 0 4301690 1184952 TRUE FALSE FALSE TRUE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE FALSE The LEA has purchased a 5 year subscription to the Second Step Curriculum and professional development for all staff across the district. All 20 schools have received an allocation to recruit an SEL support staff. This support is allocated for the duration of the ESSER grant (2021-2024). To date, we have contracted 4 additional SEL support staff on elementary campuses and will use Kognito monthly to train staff on behavior management. The remaining schools are coordinating contracts and recruiting staff. Adoption/investment of high-quality core instructional materials and ongoing professional development for newly adopted digital and consumable curriculum in grades 4th-8th grades. MClass License through 2024 - For an integrated literacy system based on the science of reading that offers teacher-administered assessment and acceleration tools to target interventions to students who demonstrate foundational literacy gaps. Equip License through 2024- an adaptive digital diagnostic tool designed to identify learning gap and address them through direct instructional videos and fluency practice for grades 4th -8th grades. Equip diagnostic assessments are administered throughout the year prior to the introduction to specific modules. Fast ForWord Dyslexia Screener, professional development (Stipends/Substitutes) and Multi-Sensory materials and resources to support students with a digital environment that keeps track of progress and provides intense interventions both within the school day and at home. For both the 2020-2021 and 2021-2022 school year the LEA hosts a Summer Learning program (BOOST) that provides for open enrollment of all students (Pk-12) to receive enrichment, acceleration and grade recovery learning opportunities. During the 2021 BOOST Learning program, 686 students registered. Funds are allocated for salaries and benefits for staff, including: teachers, administrators, paras, EL/Migrant staff, bus drivers, bus monitors, janitors, cafeteria works, OT and PT personnel, school nurses and special education teachers. Funds are allocated for STEM, ART, physical education, Music, Acceleration/guidebook/math modules and instructional materials. Current data indicates of the 17,012 assessments administered in 2021 (ELA, Math, Science, Social Studies) 39% of those assessments were Mastery and above, compared to 45% in 2019. For the 2022 BOOST program, the program will have a more targeted audience, as per Act 294, of students who did not meet the standard of Mastery on state assessments in 2021. Current 2021 BOY DIBELS data indicates that 73% Kindergarten students, 40% first grade, 40% second grade, and 37% third grade DIBELS Composite scores are well below benchmark. Students in grades K-2 who end the year performing below level on EOY literacy screeners will also be invited to K-2 BOOST. FALSE 9112.9 8936.99 175.92 TRUE FALSE 8607.75 505.16 TRUE Vernon Parish 069736254 JZGAJFPE7WB2 2201830 TRUE 0 0 0 0 0 0 0 0 0 2964498 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 286283 0 0 0 0 0 0 0 0 0 0 286283 123810 31685 0 0 61365 20995 0 0 48428 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2678215 5 20 1 74 0 2964498 286283 TRUE TRUE FALSE TRUE TRUE TRUE FALSE TRUE TRUE FALSE TRUE TRUE TRUE TRUE Achieve Incentive, ACT NOW: Funds to support ACT vouchers for fall, winter, and spring graduation plans to support 120 students. Materials and Services such as online subscriptions are in place to support Tier I curriculum and Accelerate Summer Camp to support all learners recoup reading skills due to loss of learning during COVID 19. Students and teachers need resources to help mitigate the pronounced learning loss resulting from the closures and get students back up to speed. Tier I curriculum resources as established by Louisiana (via Vendor's List) is being used as targeted learning support throughout Vernon Parish Schools. Curriculum support helps schools and districts transform the classroom experience, both for teachers and students. Our learning platform and math and ELA curriculum offer teachers the power of engaging, customizable, classroom-ready tools to save time on administrative tasks and spend more time helping students achieve greater academic outcomes. Edmentum Course package for Virtual Students, Rural Campuses and Credit Recovery; virtual learning option due to COVID 19. For Early Childhood, Teaching Strategies digital curriculum to support instruction for 28 teachers in Early Childhood and provide accelerated learning opportunities for early learners affected by COVID 19 was purchased. FALSE 9967.92 9442.04 525.88 TRUE FALSE 8960.71 1007.21 TRUE Washington Parish 100028539 D95WWTFD5DV5 2201860 TRUE 0 0 0 0 0 0 0 0 0 2843380 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 952362 0 0 0 0 0 0 0 0 0 0 952362 637973 169145 0 0 0 0 0 0 145244 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1891018 0 30 0 70 0 2843380 952362 TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE FALSE WPSS has made funds available to all schools for intensive, targeted interventions, tutoring, and summer programs. Schools developed plans to target academic weaknesses identified in 2021 LEAP and ACT data as well as current year Acadience and interim assessment data. From current needs assessments, 1st grade reading, 4th grade math, 4th grade ELA, and 9th grade math among students with disabilities are areas receiving intensive attention to individual student needs. Student quarantine data was considered when creating student groups so that students with lost learning receive more "turns at the table." Although students achieving basic and below on the 2020-21 and 2021-22 LEAP exams are receiving priority, some additional students have also been able to participate in school tutoring programs. The WPSS has committed to increasing the percentage of students scoring mastery and above by 10% over the 2021-22 school year. Summer learning programs and after school programs have been key to making progress toward this goal. Each school developed a summer acceleration camp plan that prioritized students scoring below mastery. Small-group skill-specific teaching & learning opportunities were offered 4 days per week in ELA and math for the month of June, 2021. Student growth is being progress monitored by teachers, school administration, school & district instructional coaches, and the Director of Curriculum & Instruction. Growth is being measured every nine-weeks through Acadience, Scholastic Reading Inventory, LEAP360 interims, ReadyMath assessments, and teacher-made LEAP-like assessments. Additionally, teachers in targeted grades received professional development in LETRS/ELA Guidebooks/Ready Math before school began, intensive side-by-side coaching from a school-based literacy coach, and weekly follow up focus group meetings throughout the 2021-22 school years. New teachers are having twice-weekly common planning. Each school has an ELA Content Leader and/or Literacy Coach to facilitate these groups. When district data was broken down by school, one school emerged in great need of both student acceleration programs and teacher support. Wesley Ray Elementary School (327 students), as a whole, experienced more days closed due to COVID (24), lower attendance rates (89%), and lower home Internet connectivity rates (18%). The school's projected School Performance Score (SPS) dropped by approximately 20 points whereas other WPSS schools maintained their SPS or gained ground over 2019. To further deepen the learning loss experienced, WRES's percentage of uncertified teachers has doubled this 2021-22 school year to 57%. WRES is receiving additional funds to provide a math coach to support new and struggling teachers. TRUE 9484.54 9137.45 347.09 TRUE FALSE 8808.4 676.14 TRUE Webster Parish 079773743 JVAJFAZY3CL3 2201890 TRUE 0 0 0 0 0 0 0 0 0 3750427 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3750427 0 92 3 5 0 3750427 0 TRUE TRUE FALSE TRUE FALSE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE We use Optional Intersession periods in October, February and April. Our district adopted a balanced calendar for the 2021-22 school year. The calendar provides intersession periods at the end of each nine weeks in order. During each intersession period, we have three days of intensive, small group interventions that are offered to all students but target our underserved populations. Special education support is offered during these intersession periods. The summer intersession period allows for approximately ten days of intensive intervention. A daily intervention block is scheduled at each school site (K-8) in order for classroom teachers to address individual student needs. Moby Max and My Path programs are used to supplement teacher instruction. In person after school tutoring is offered at each school site two days per week. Tutoring is open to all students but teachers have focused efforts on reaching the underserved. Attendance officers are contracted to work with families and support school initiatives in improving student attendance. 1-1 technology for students and the distribution of hot spots have improved student access to technology which supports interventions and Tier 1 curricula. The technology has also allowed our students to remain engaged in academic activities due to COVID related absences. TRUE 10258.37 10100.27 158.1 TRUE FALSE 9633.84 624.52 TRUE West Baton Rouge Parish 021026216 VJJPRTNJCKL7 2201920 TRUE 0 0 0 0 0 0 0 0 0 1426592 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 439114 0 0 0 0 0 0 0 0 0 0 439114 310655 93677 0 0 5759 2266 0 0 26757 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 987478 7 83 0 10 0 1426592 439114 TRUE TRUE FALSE TRUE TRUE TRUE TRUE FALSE TRUE FALSE TRUE TRUE TRUE FALSE The above listed activities and /or interventions were utilized to address activities or interventions in the West Baton Rouge parish schools. WBR responded to students' academic, social, and emotional needs and addressed the disproportionate impact of COVID-19 on underserved student groups, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, migratory students, students experiencing homelessness, The following occurred: a. Summer learning or summer enrichment in all elementary schools and middle schools. b. Unfinished learning in the arts and music (summer camp for band and talented art). c. After School Tutoring for targeted students that were experiencing gaps. d. High dosage interventions/tutoring during the school day in elementary schools and middle schools. FALSE 9536.7 9461.94 74.76 TRUE FALSE 8995.82 540.88 TRUE West Carroll Parish 072530215 ZZ3AZMMTJG26 2201950 TRUE 0 0 0 0 0 0 0 0 0 1094517 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1094517 21 24 44 11 0 1094517 0 FALSE FALSE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE The students who were most affected by the COVID closures were our underserved students--homeless students, English language learners, students with disabilities, minority students, and students from low socio-economic households. Stipends were paid to teachers for offering instruction and tutoring after regular school hours to students from minority and low socio-economic groups. Extended Instructional Time: In order to address their academic and SEL needs, extended learning time and Google Meet sessions were offered to underserved students (minority, low socioeconomic, English language learners, homeless students, and students with disabilities) every afternoon. Stipends of $30/hour were paid to the teachers offering the services. Tutoring: Online Google Meet sessions were also offered by teachers during the reporting timeframe to help students (minority, low socioeconomic, English language learners, homeless students, and students with disabilities) overcome specific academic or social emotional difficulties experienced as a result of school closures in March of 2020. Curriculum Materials: Edgenuity, PathBlazer/OdysseyWare, Microsoft, Edulastic, Screencastify, and other online platforms were provided to allow certified teachers and school leaders to provide instruction and additional resources to underserved populations--minority and low socioeconomic students, English language learners, homeless students, and students with disabilities. TRUE 9776.69 9312.62 464.07 TRUE FALSE 8879.94 896.75 TRUE West Feliciana Parish 037972031 ZD1ZWWN5HJL5 2201980 TRUE 0 0 0 0 0 0 0 0 0 500287 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 113338 0 0 0 0 0 0 0 0 0 0 113338 90448 22890 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 386949 17 72 0 11 0 500287 113338 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE TRUE FALSE TRUE Additional staff used to address learning loss - 5 Reading and Math Interventionists The additional funding made available in this grant went entirely to the salary of adding five certified teachers to serve as interventionists. Each one of these teachers are certified, highly-qualified, and very knowledgeable in the content they were asked to provide small group, intensive intervention. The interventionist at the lower elementary school allowed the school to increase the number of students receiving an intensive reading intervention by 21%. This allowed for more students of all racial groups, more students from low-income families, and more students with disabilities to be served. The other four interventionist were added at the upper elementary and middle school and allowed our district to provide an intensive intervention specific to mathematics for the first time. Every student receiving a math intervention was an increase because this had never been offered before. FALSE 9930.3 9866.56 63.74 TRUE FALSE 9696.67 233.64 TRUE Winn Parish 033170929 MA5WWCBYM744 2202010 TRUE 0 0 0 0 0 0 0 0 0 1094714 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 341148 0 0 0 0 0 0 0 0 0 0 341148 225164 44060 0 0 0 2500 0 0 69424 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 753566 10 10 24 56 0 1094714 341148 TRUE TRUE FALSE TRUE FALSE TRUE FALSE FALSE TRUE TRUE TRUE TRUE TRUE FALSE We feel that all of our students were impacted by COVID-19 in a major way. In 2020-2021 we only had school 2 days a week face to face in the beginning and then moved to 4 days a week. This takes a significant toll on all students, but especially your economically disadvantaged and special needs students. Tutoring and summer school was prioritized for each major racial and ethnic group, children from low-income families, children with disabilities, English learners, students experiencing homelessness, youth in foster care, and other groups that were disproportionately impacted by the pandemic. All children were screened with a universal screener and follow up was held with those that required assistance. TRUE 10960.68 11022.73 FALSE FALSE 10397.57 563.1 TRUE City of Monroe School District 020328662 RRC8TYNL5NA6 2201080 TRUE 0 0 0 0 0 0 0 0 0 9063117 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1290515 0 0 0 0 0 0 0 0 0 0 1290515 811346 185579 26493 0 0 39931 0 0 227166 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7772602 1 0 0 99 0 9063117 1290515 TRUE TRUE FALSE TRUE FALSE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE Monroe City Schools (MCS) is utilizing the ESSER III 20% Reserve funds to address the impact of COVID-19 on learning loss by offering high-dosage tutoring during the school day and after school, summer programming, social-emotional supports, core literacy PD for teachers. Each of the 19 school campuses are providing high dosage tutoring during the school day and/or after school. The schools are providing small group or individual tutoring based on the needs of the students. This is allowing those closest to the students to review progress monitoring data and student observations to structure tutoring to meet the needs of the students at their school. Tutors are certified teachers or college students and are utilizing Acceleration materials provided by LDOE and/or the Tier I materials. Each of the 18 regular education school campuses are providing summer programs with time for math, ELA, and STEM along with social-emotional support and extra-curricular activities. Schools are encouraged to provide engaging activities and academic field trips. Data is collected in the form of student assessments and surveys of students, parents, and teachers. The academic courses are taught by certified teachers. College students have been hired to support the teachers. This has allowed the students to receive more individualized support. MCSs is hiring 3 additional social workers to support the schools with attendance, social-emotional support, student welfare, and mental health. These individuals are required to have a background in psychology and/or social work. They will be located at each of the 3 junior high campuses. Each feeder pattern has 5-6 schools consisting of a high school, a junior high, and 2-3 elementary schools. These social worker/physiologists will provide better support to each of the subgroups by addressing the attendance, social-emotional and academic issues impacting attendance. All K-2 teachers and administrators are receiving LETRS training. This PD will support the teacher's ability to help all students learn to read, especially those students who are in the subgroups disproportionately impacted greater by COVID-19. In MCSs, the high number of low-income students, students experiencing homelessness, and children with disabilities need more explicit phonetic instruction. Each of the activities MCSs is funding with ESSER III 20% Reserve funds will support the needs of individual students. By addressing the individual students, MCS will address the disproportionate impact of COVID-19 on each listed underserved student groups, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, migratory students, students experiencing homelessness, youth in foster care, and other groups disproportionately impacted by the pandemic that have been identified by the SEA. TRUE 10328.5 10142.98 185.52 TRUE TRUE 9836.03 492.47 TRUE City of Bogalusa School District 125576918 NYKKTGLRFFG5 2200240 TRUE 0 0 0 0 0 0 0 0 0 3118789 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 546113 0 0 0 0 0 0 0 0 0 0 546113 314714 86637 0 0 10844 7106 0 0 126812 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2572676 16 58 10 16 0 3118789 546113 TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE The selected activities will be used to enhance accelerate learning and provide targeted instruction to students disproportionately impacted by the pandemic. School sites will receive funding for each activity based on the population, demographics, subgroups, performance and populations represented on the campus with a focus for those with students most impacted by Covid 19 pandemic (ED, Black, ELL, SWD). The Accelerate Summer program was used in the Summer of '21 and will continue with before/after school tutoring in Elementary and Middle Schools (grades 3-8). Efforts will also prioritize those students that were below Mastery on any statewide assessments. School sites will collect evidence of student progress and measures aligned to materials and high quality assessments used. TRUE 11780.67 11670.49 110.18 TRUE TRUE 11579.04 201.63 TRUE Zachary Community School District 124424107 WL5BFTVEPRJ3 2200039 TRUE 0 0 0 0 0 0 0 0 0 1177794 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 162022 0 0 0 0 0 0 0 0 0 0 162022 25550 6123 0 0 3664 112952 0 0 13733 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1015772 0 89 11 0 0 1177794 162022 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE TRUE Literacy Program for Early Grades Summer on the Go - Learning Recovery At Home Resources ZCSD has addressed the disproportionate impact of COVID -19 on all subgroups by providing struggling learners with interventions at increasing levels of intensity to accelerate their rate of learning. Progress is being closely monitored to access both the learning rate and level of performance of individual students in all subgroups. We have also been able to expand fundations Literacy Program in Grades 1 and 2. This systematic and explicit instruction for K-2 classrooms now is assisting us in providing multisensory, structured language program. It is helping all students in phonemic awareness, phonics/word study, high-frequency word study, reading fluency, vocabulary, comprehension strategies, handwriting and spelling. All students in grades 3-8 now have access to Louisiana ELA and Math Ready assessment solution. These formative and summative assessment tools closely match the rigor and expectations of LEAP. Schools are utilizing data from the above to reflect and adjust testing practices and intervention strategies to meet our learners where they are struggling regarding a specific strand or element. In addition, students in grades 3-8 were provided Ready ELA and Math Instruction Books as well as iReady ELA and Math Diagnostic and Instruction. These materials have been used as high-quality supplemental resources to help deliver effective instruction daily. Teachers are addressing those students struggling with current content and unfinished learning. Small group and individual course/content specific tutoring is helping to decrease our students failing courses while also addressing unfinished learning. Our summer learning programs include ELA, math, art, physical education, STEM, computer skills, creative writing and wellbeing activities. Where some students were not able to attend summer school, our elementary schools provided "Summer on the Go" Copies of Materials and manipulatives so that our students may continue to learn at home. FALSE 9670.05 9594.35 75.71 TRUE FALSE 9236.99 433.07 TRUE City of Baker School District 789457608 LZQMF5DAWBA3 2200040 TRUE 0 0 0 0 0 0 0 0 0 1419782 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 23017 0 0 0 0 0 0 0 0 0 0 23017 10000 2875 0 0 6346 3796 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1396765 51 17 2 30 0 1419782 23017 TRUE TRUE FALSE TRUE FALSE FALSE FALSE FALSE TRUE FALSE FALSE TRUE TRUE FALSE The City of Baker School System provided Steamsational Summer Academy and tutoring to children from income families, children with disabilities, English learners, migrate learners, students experiencing homelessness, youth in foster care, and students disproportionately impacted by the pandemic. The City of Baker School System provided High School Credit Recovery to children from income families, children with disabilities, English learners, migrate learners, students experiencing homelessness, youth in foster care, and students disproportionately impacted by the pandemic and to address learning lost. TRUE 10883.37 10882.57 0.8 TRUE FALSE 10218.45 664.92 TRUE Central Community School District 795487821 RMBXJN8KJ889 2200125 TRUE 0 0 0 0 0 0 0 0 0 832774 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 19783 0 0 0 0 0 0 0 0 0 0 19783 13969 3272 0 0 0 0 0 0 2542 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 812991 57 17 4 22 0 832774 19783 TRUE FALSE FALSE FALSE FALSE TRUE FALSE TRUE TRUE FALSE FALSE TRUE TRUE FALSE Summer learning or summer enrichment: During the June 2021, Central Community School System coordinated with BREC to conduct an enrichment summer camp for grade 1-5 students. The students would complete curriculum-based lessons in the morning, while exploring enrichment opportunities in the evening. Other additional staffing and/or activities to assess and support social-emotional well-being(excluding mental health supports), for students, educators and/or families: Through ESSER funding, CentralCSS employed an SEL interventionist at Tanglewood Elementary School. She follows a state-approved SEL curriculum when addressing students. Other additional staffing and/or activities to identify and/or respond to unique student needs and/or provide targeted support for vulnerable students (including low-income children or students, students with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care): CentralCSS contracted an employee through ESSER funding to work specifically with virtual students during the summer. Universal screening, academic assessments, and intervention data systems, such as early warning systems and/or opportunity to learn data systems. : CentralCSS coordinated training with Illuminate, our testing/data platform, during June 2021. Illuminate is vital when identifying students who are in need of Tier 2 and 3 interventions. Curriculum adoption and learning materials: CentralCSS purchased the Seconds Steps SEL curriculum through ESSER funding. This curriculum was used through our interventionists when working with at-risk students. Core staff capacity building / training to increase instructional quality and advance investments in talent pipelines for teachers and/or classified staff: During the summer of 2021, CentralCSS teachers attended a Kagan training to work on student interaction while teaching Tier 1 curriculum. FALSE 9965.12 9876.7 88.42 TRUE FALSE 9358.57 606.55 TRUE Louisiana School for the Deaf 123232949 NS22L6QDCDL9 2200018 TRUE 0 0 0 0 0 0 0 0 0 106120 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 106120 0 50 0 50 0 106120 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE As of June 30, 2021, no ESSER II and III funds were spent; however, there are plans to spend these funds. Students who attend LSDVI lost a large amount of instructional time due to COVID 19. Therefore, LSDVI will establish a summer program where all students can attend to close achievement gaps in Tier 1 curriculum. LSD will use Accelerate, the state's tutoring model. Stipend will be provided to teachers who are highly qualified and certified. To address lost learning during COVID, LSDVI engaged in after school tutoring with the emphasis on meeting the individual needs all students based on assessment data. In addition, that will be an integration of student support for mental health to foster a safe school climate so that all students will continue to develop socially and emotionally while growing intellectually. As for continuing to ensure the well-being of all students, especially those who seem to be underrepresented, LSDVI will get input from stake holders. TRUE 146070.54 140049.46 6021.08 TRUE FALSE 98248.91 47821.63 TRUE Southern University Lab School 053515743 H7CJA7NX9WN3 2200023 TRUE 0 0 0 0 0 0 0 0 0 635031 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 635031 10 30 0 60 0 635031 0 TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE The LEA will institute summer enrichment and targeted after school tutoring for students who assist with closing the achievement gap. The school will also employ additional staff to lower the class sizes as well as provide interventions. The tutors will focus on Tier One Curriculum emphasizing Math & ELA. The Math curricula is Eureka; while, the ELA curriculum is Great Minds. The hiring of Paraprofessionals will also assist with the implementation of small groups in Elementary and Middle School. TRUE 5528.01 5463.88 64.14 TRUE TRUE 5279.9 248.12 TRUE New Vision Learning Academy 132266359 CSKHPABZGK54 2200025 TRUE 0 0 0 0 0 0 0 0 0 183300 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 183300 25 50 10 15 0 183300 0 TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE a. Summer Enrichment (SE): SE 2021 offered in-person learning recovery. 292 (100%) of PK-6 students were eligible to attend. 84 (29%) of 292 attended. Of 84 enrolled, 9 (11%) were students with disabilities; 21 (25%) were from low-income families; 6 (7%) were experiencing homelessness; and, 84 (100%) were Black. 8 (10%) were third graders; 5 (6%) were fourth graders; and, 9 (11%) were fifth graders. Despite the LEAP requirement, only 22 3rd-6th graders attended. b. Afterschool (AS): AS is focused on learning recovery. 219 (100%) K-6 students are eligible to attend. Of 154 enrolled, 22 (14%) are students with disabilities; 115 (75%) are from low-income families; 2 (1%) are students in foster care; 11 (7%) are experiencing homelessness; 151 (98%) are Black; and, 3 (2%) are White. 27 (69%) of 39 3rd graders; 16 (70%) of 23 4th graders; 19 (90%) of 21 5th graders; and, 17 (74%) of 23 6th graders attend. 79 (75%) of 106 3rd -6th graders are preparing for the LEAP. c. Extended instruction: Saturday Academy (SA) is preparing 74 (70%) of 106 3rd -6th graders for the LEAP. Of 74 enrolled, 7 (9%) are students with disabilities; 37 (50%) are from low-income families; 5 (7%) are experiencing homelessness; and, 74 (100%) are Black. d. Tutoring: Accelerated Learning (ALP) tutoring is provided for AS and SA students in grades 3-6. Of 106 enrolled, 12 (11%) are students with disabilities; 65 (61%) are from low-income families; 1 (1%) is in foster care; 6 (6%) are experiencing homelessness; and, 78 (74%) are Black. e. Additional classroom teachers: NV employed AS, SA and Summer teachers. f. Other additional staffing/activities/social-emotional well-being: NV employed Data Entry Tech; Bus Supervisor; Bus Aides; extra service janitorial; etc. g. Other additional staffing/mental health support: NV employed a counselor to work w/ students and families. h. Other additional staffing and/or activities/targeted support: NV contracted community-based Sunshine Pediatric Therapy; Youth Counseling; and, PK-K Screening services. i. Universal screening, assessments, and data/ early warning systems: NV offers LEAP 2025; ITBS; DIAL 4. j. Improved coordination/partnerships: NV formed a partnership w/ Evaluative & Development Services, Inc. k. Early childhood programs: The enhanced PK experience is led by a PK Teacher and Para. Of the 24 enrolled, 1 (1%) is a student with disabilities; 7 (29%) are from low-income families; and, 24 (100%) are Black. The full-day, 11.5-month PK program is an anti-dote to the COVID-19 impact for NV's youngest learners. l. Curricular adoption/learning materials: Students benefit from various adoptions: LEAP 2025; PK Wonders World; Reading Egg; Math Seed; and, Study Island. m. Capacity building/training/for teachers/staff: NV provides: Tuition & Test fee support for advanced degrees and certifications; PK-2 literary training; inservices; conferences; etc. TRUE 11053.63 10150.4 903.23 TRUE FALSE 10280.78 772.85 TRUE V. B. Glencoe Charter School 032485026 JG1MLBFY2W45 2200032 TRUE 0 0 0 0 0 0 0 0 0 204659 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 204659 0 34 2 64 0 204659 0 FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE Tutoring services was offered to all students during the 2020-21 school year. Recruitment letters for students with previous year low leap scores, low attendance, and struggling readers were sent out. Students most affected by the learning loss of the school closure were Low income families and those families who opted for virtual learning the first semester of school; however, tutoring services were offered to all students at school with a focus on recruitment of the students in the categories listed above. TRUE 10378.33 9770.67 607.67 TRUE FALSE 9247.62 1130.72 TRUE International School of Louisiana 006458140 Z8HSHFLNK6H8 2200033 TRUE 0 0 0 0 0 0 0 0 0 652790 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 652790 50 35 0 15 0 652790 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE Each campus (3) will have fully staffed student support teams that include a nurse, Social Worker, Family Liaison, and an administrator. The team meets regularly to analyze and discuss student data. One school nurse will be employed full-time at each campus and one social worker per 300 students. (4 social workers per 1,184) ISL will seek to employ or partner with licensed therapists and social workers as needed to provide support/serve students with identified needs beyond those that can be addressed by the campus level student support teams. The school has also partnered with Community Roots to train all Lower School teachers in UDL and Middle School teachers in restorative practices and inclusion (Krewe). These practices support students' social and emotional growth and development, as well as the inclusion of those with mental health issues. Staff have been trained on the implementation of the Second Steps SEL curriculum as well. The Student Support Team and School administration track mental health referrals, truancy/attendance data and discipline data (behavior referrals and suspensions) to determine effectiveness and adjust these supports as indicated by the data. Expanded support for students at all grade levels will be provided. ISL has put a strong plan for intervention and tutoring into place. The school uses iReady diagnostics (ELA & Math) for grades k-8 and the DIBELS literacy screener in grades k-3. The school's academic leadership team meets to review and analyze the various data and diagnostics and creates plans for interventions and high dosed tutoring across all grade levels. The frequency and language in which the interventions are provided is determined at the grade levels. Student data is monitored and adjustments to which students receive interventions and high dosage tutoring are made on an ongoing basis, with the goal of moving all students toward the goal of Mastery and passing the A2 and B1 levels on the DELF and DELE exams. As stated earlier, 4th and 8h grade students are given priority. FALSE 10471.12 9823.29 647.83 TRUE FALSE 9514.07 957.05 TRUE Avoyelles Public Charter School 006695378 QL81GMFGWS23 2200035 TRUE 0 0 0 0 0 0 0 0 0 323581 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 323581 25 43 0 32 0 323581 0 FALSE TRUE FALSE FALSE FALSE TRUE TRUE TRUE TRUE FALSE FALSE TRUE FALSE FALSE Assessments were made to address any student who suffered academic loss. Teachers and paraprofessionals will disaggregate data collected at the beginning of each school year with post data to make academic recommendations for each student and track their growth or needs. An educational diagnostician will also be utilized to screen students and make academic recommendations. These screening and assessments will be done for all students including low income students, students with disabilities and all racial and ethnic groups. FALSE 8143.3 7466.55 676.75 TRUE FALSE 7360.85 782.45 TRUE Delhi Charter School 038181348 Y5GZSGJGLV13 2200038 TRUE 0 0 0 0 0 0 0 0 0 475958 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 475958 13 79 0 8 0 475958 0 FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE TRUE TRUE FALSE These activities are designed to support all students affected by the COVID-19 pandemic. The above listed groups are statistically more greatly affected and therefore a larger percentage of students from these groups will be served. DCS intends to create a safe environment where students are comfortable sharing any stressors that occur with the adults on campus. DCS also hopes to create adults that are able to recognize issues in students. By being proactive, we hope to address issues early with hopes of it not becoming more serious. TRUE 10481.15 9756.01 725.14 TRUE FALSE 9145.13 1336.02 TRUE Belle Chasse Academy 125848460 KN47NBP29EV7 2200041 TRUE 0 0 0 0 0 0 0 0 0 292005 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 83164 0 0 0 0 0 0 0 0 0 0 83164 54675 0 0 0 12240 16249 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 208841 1 99 0 0 0 292005 83164 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE FALSE FALSE Under the direction of Director of Academic Improvement, the leadership team began with a needs assessment to determine the best use of funds. The team analyzed demographic, attendance, and performance data to determine instructional needs and target populations. A number of strategies were identified. The team identified students most impacted by interrupted instruction; these students were invited to attend our summer learning/enrichment camp. Students were prioritized based on disability, progress toward grade-level goals, and absences. In some cases, student promotion was contingent upon participation in summer learning. These students, along with an expanded number determined by data analysis, were invited to participate in an Extended Learning Opportunity, ELO, an important function of our after school programming. ELOs are small group classes in both reading and math; held two days a week, these classes allow for students to receive instruction in priority grade level content in preparation of upcoming units of study. In the area of professional learning/partnerships, BCA began working with NIET to develop its approaches to instructional leadership, including publishing of success criteria in core instruction. To meet the needs of diverse learners BCA partnered with LASARD, which provided whole staff training on learning environments and goal-setting, as well as targeted coaching sessions with special education co-teachers. LASARD team observed our most challenging students and collaborated with staff on developing individual approaches to meeting their needs. Another important layer of our approach was changes in staffing. A team of grade-level interventionists serves to bolster student access to the tier 1 curricula by pulling students during enrichment to provide high dosage tutoring designed to prepare students for tier 1; interventionists use the CKLA Remediation/Assessment guide, as well as Accelerate. A full-time science coach was added to the academic coaching team to address low science scores; this coach was added to the professional development/PLC rotation; in this year, he developed benchmark assessments to monitor student progress toward mastery of grade level content. Mathematics was an identified area of need, and ESSER funds enabled us to take a numbers-reduction approach. 3 additional math teachers were hired for middle grades students, allowing for lower teacher:student ratio in mathematics. In the area of foundational literacy, materials for SPIRE remedial reading were purchased, and a teacher hired to intervene for students with characteristics of dyslexia or at risk for dyslexia. Monitoring is integral to success. In addition to DIBELS, we incorporated iReady as a universal assessment for reading and mathematics K-8 and ANet assessment for reading and math as a benchmark assessment in grades 2-8. ANet coach provides support for our academic coaching team and direct support to teachers through the school year. FALSE 12176.49 11230.13 946.37 TRUE FALSE 12029.15 147.34 TRUE The MAX Charter School 002050178 GMGUWF584XE3 2200126 TRUE 0 0 0 0 0 0 0 0 0 36655 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 36655 0 100 0 0 0 36655 0 FALSE FALSE FALSE FALSE FALSE TRUE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE MAX hired a counselor to support mental health needs of students and teachers dealing with emotional stress due to COVID-19 and the fear of catching the virus. Also the added stress due to learning restrictions as a result of not meeting in a face to face learning environment. Low-income students were given the same counseling support as other students. A part-time nurse was added to assist with re-entry planning with students, faculty, and parents. MAX hired an IT/Data Coordinator Technician to assist with assigning students and teachers with technology to work remotely. FALSE 10848.76 9989.5 859.26 TRUE FALSE 10024.21 824.55 TRUE D'Arbonne Woods Charter School 804023989 R8PNRT69Z5E9 2200146 TRUE 0 0 0 0 0 0 0 0 0 415219 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 415219 0 0 25 75 0 415219 0 FALSE FALSE TRUE TRUE FALSE FALSE FALSE FALSE TRUE FALSE FALSE TRUE FALSE FALSE At D'Arbonne Woods Charter School, students who showed a decline received one on one instruction with small groups and after school tutoring. Data from testing in the 20-21 school year provided a baseline for learning loss. From that date administration work with teachers to ensure those students were targeted for extra work and one on one time. Teachers were paid $50/hr to provide after school tutoring to recover lost learning gaps for those students who needed it as well as prepare for testing for all students. FALSE 6336.2 6226.8 109.4 TRUE FALSE 5748.98 587.23 TRUE Community School for Apprenticeship Learning, Inc. 045335351 JVTHFFV81ZV9 2200148 TRUE 0 0 0 0 0 0 0 0 0 302563 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 302563 14 47 24 15 0 302563 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE FALSE TRUE TRUE TRUE Staff will be implementing activities related to students to accelerate progress toward making up credits lost from learning through absence, failure and Covid 19. Provide the highest quality teaching and learning environment. Staff Interventionist will improve student behavior and academic performance and provide individual or small group instruction to students who are struggling academically. Also responsible for monitoring, reporting, and communicating student progress and performance. Paraprofessionals provide instructional support and services to Students. School Counselors with the increase in mental health/social emotional issues associated with COVID19, these positions will provide support (individual and intervention support) for students. A Communication Specialist with the ongoing COVID-19 pandemic has proved to be a major challenge for our school, requiring massive commitments of time, resources and personnel in order to maintain effective, accurate communication. In addition to issues of health and safety, school procedures, transportation updates and schedule changes, the school system will provide timely information on resources available to address the impact of COVID, like Summer School programs and tutoring services. Mental Emotional Social Various contracted services to address the social and emotional needs of students, staff and parents. To improve student behavior and academic performance provides individual or small group instruction to students who are struggling academically. Provide the highest quality teaching and learning to support and supplement instruction in school. Will assist Teachers with classroom management and organization for Staff & Curriculum. All due to loss of learning due to Covid 19. To provide targeted support and interventions for students with the highest percentage of unfinished learning/learning loss as a result of the pandemic; provide job embedded PD for teachers on applicable intervention strategies for teachers; models lessons, conducts classroom observations, reviews student data, etc. To provide targeted support and interventions for students with the highest percentage of unfinished learning loss. Including Tutoring, Summer Enrichment and Summer Make Up Credits Program We will be implementing activities related to providing extended learning prospects . It will give students the opportunity to study concepts with greater depth, breadth and complexity, while also helping students to pursue their own areas of interest and strengths. Provide the highest quality teaching and learning environment. To ensure the implementation of strategies and teaching effectively in a virtual setting. To accelerate learning and provide targeted instruction to students disproportionately impacted by the pandemic. Provide engaging learning experiences. Adapt instruction to individual and small group needs. Maximize students' study time efficiently. Teach students how to use judgments of learning to identify content that needs further study that will increase participation and attendance. Interleave worked example solutions with problem-solving exercises. Use tests and quizzes to identify content that needs to be learned. Assistance activities, including but not limited to working with students, school faculty and staff, parents, and guardians. We will provide assistance to all high school students, individually and in groups,regarding high school graduation and completion, including but not limited to analyzing data to identify students or subgroups with potential high school graduation problems; identifying and resolving barriers to graduation; and facilitating career choices and planning.Will plan and implement educational programs for children with developmental, physical, mental, and psychological disabilities. TRUE 4473.3 4416.01 57.28 TRUE FALSE 3892.36 580.94 TRUE Voices for International Business & Education 963121830 EHNJZF75SJC6 2200156 TRUE 0 0 0 0 0 0 0 0 0 262817 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 262817 20 20 10 50 0 262817 0 TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE FALSE TRUE TRUE FALSE The Summer learning program was open to all students at IHSNO. However, the majority of participants were our Black and Latino students. The Summer Learning Program focused in instructional recovery, academic remediation, and enrichment activities. Out of 384 students enrolled in IHSNO, 177 students participated in the Summer Learning Program. Of the 177 students participating in the summer learning program, nearly 70% attended to recover academic time and preparation for LEAP assessment retakes. Throughout the year, teachers were paid $35 per hour to provide tutoring services on weekends and afterschool. Tutoring happened across the curriculum with emphasis on ELA, Math, Biology and US History. We hired an additional ELL teacher to facilitate learning for ELL students and to help improve student performance on the ELPT. To help employees (teachers & support staff) navigate the everchanging landscape during the pandemic, IHSNO held virtual after hour activities engaging staff. We hosted virtual talent shows, giving employees an opportunity to showcase their talents. We found that our staff are gifted in the spoken word, instruments, vocals, dance, and other performing arts. We hosted several in-person events to include bowling. We engaged our students in virtual cultural events highlighting Hispanic, Black American, Arabic, French, and Asian cultures. Additionally, we highlighted the works of female history-makers. To enhance student access to Social Workers and Counselors, we purchased the Doxy.me program, facilitating virtual therapy sessions for social workers and students and facilitating conversations with Counselors and students. As we shored up services provided to increase student emotional learning, we adopted all online curriculums to facilitate learning and instruction across all subject matter. As we experienced many moments of hybrid learning, we wanted to ensure students and teachers alike had continual access to the curriculum and that the curriculum was flexible enough to support teacher instruction and student learning. Mitigating the spread of COVID-19 was one of the primary achievements at the school. We minimized the number and percent of infections within the school community. We adopted Safe Schools training specifically focused on suicide prevention, mental health awareness, student safety, virtual learning, COVID awareness and safety. Utilization of an external learning provider of these services ensured that all members of the community could access learning at their own pace, and at times convenient for them. TRUE 4640.7 4236.14 404.56 TRUE FALSE 4122.11 518.59 TRUE University View Academy, Inc. (FRM LA Connections) 930984401 GDQBLNJ6L6B8 2200157 TRUE 0 0 0 0 0 0 0 0 0 1356756 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1356756 8 71 1 20 0 1356756 0 TRUE FALSE FALSE FALSE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE UVA is an entirely virtual school and has its LEA. As such, it partners with all school leaders such as Elem, Ms, and high school principals, Counseling Dept and Enrollment departments, as well as Diverse Learners/Sped and the homeless liaison and Engagement and Family support team to review and analyze trends and or gaps of service and or needs to best identify the disproportionate impact of Covid 19 on all student groups. Our Data supports that high transition students, students of impoverished backgrounds and some racial groups are experiencing higher issues of wellbeing and may need more support. UVA allocated ESSER funds to meet the needs of students within the school who the Covid-19 pandemic has impacted. Funds will be used to service all students in K-12 classrooms. Those students who did not achieve mastery in grades 4-8 on LEAP tests and those who did not achieve mastery in other LEAP and ACT-tested grades were prioritized and targeted. Additionally, as an entirely virtual school, all students who struggle to earn passing grades in core courses will be targets to participate in the afterschool tutoring program and/or intervention services through a tiered process provided by effective teachers. All students, including our struggling students, were taught by a well-qualified workforce. Additionally, all identified students had access to summer remediation/enrichment learning opportunities. Students scoring below mastery (120-360) may also access Tier III and/or Tier III intervention support. In addition, students will have access to Tier 1 curriculum and high-quality assessments to address learning gaps. UVA teachers also scheduled small group and one-on-one sessions to meet with students and individualize instruction to assist students with mastering essential standards and skills. FALSE 5117.64 5044.46 73.18 TRUE FALSE 4681.55 436.09 TRUE Lycee Francais de la Nouvelle-Orleans 018578938 LBVLEFPRG236 2200159 TRUE 0 0 0 0 0 0 0 0 0 307756 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 307756 0 50 0 50 0 307756 0 FALSE FALSE FALSE FALSE FALSE TRUE TRUE TRUE FALSE TRUE TRUE TRUE FALSE FALSE Family Engagement Coordinator to provide outreach to homeless families. The Coordinator will ensure families are aware of educational expectations, learning gaps, and tools that are available to assist students. Supplies to assist homeless families with full school participation. Supplies include notebooks, backpacks, writing instruments and other supplies needed for successful learning and to close gaps as a result of virtual learning and the global pandemic. Paraprofessional to assist SPED students during instructional time. Additional classroom assistance will foster inclusive learning and more specialized assistance for students. Adoption and integration of SEL curriculum. Reengagement supports. iPads and cases for SPED students. iPads will be provided for all SPED students to ensure access to technology and platforms to close learning gaps and foster an inclusive learning environment. Supplies for PreK students to include manipulatives, learning centers, educational rugs. The additional supplies will provide tools that will assist with closing learning gaps students due to virtual learning. FALSE 4650.8 4382.24 268.56 TRUE FALSE 4119.3 531.5 TRUE New Orleans Military & Maritime Academy 963726141 EPEZLXYT9ZC3 2200160 TRUE 0 0 0 0 0 0 0 0 0 498370 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 147834 0 0 0 0 0 0 0 0 0 0 147834 34078 2607 0 13468 47025 32856 0 0 17800 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 350536 17 76 0 7 0 498370 147834 TRUE FALSE FALSE FALSE TRUE TRUE FALSE TRUE FALSE FALSE FALSE TRUE FALSE FALSE NOMMA's Summer Learning program will provide opportunities for enrichment in addition to remediation through the use of Louisiana Accelerate. We will also support students by ensuring they are grouped in small cohorts and receive on grade-level instruction from certified teachers. Measurable Outcomes: 50% of students enrolled in LEAP Remediation SL program will pass their LEAP test(s) 90% of students enrolled in Credit Recovery SL program will earn credit(s) 100% of 8th graders enrolled in the 8th Grade SL program will be promoted based on participation in the SL program. Students with disabilities will have access to special ed teachers for inclusion services and accommodations. We will provide individualized and small group instruction and support as well as remediation and programming. LEAP Connect learners will receive continued instruction in math, reading, science, and career. Virtual and in person support and tutoring for Credit Recovery/Edgenuity. English learners will have access to an EL instructor for inclusion services and accommodations. We will provide individualized and small group instruction to this group of students and will provide on grade level instruction from certified teachers. Students who are over age will be prioritized when selecting students for our Credit Recovery group. By providing credit recovery, this group of students will be more likely to graduate with their same age peers. Students who have been chronically absent are also the same students who need credit recovery and LEAP remediation and therefore will be prioritized when selecting students to attend summer school. They will learn in small groups and receive on grade level instruction from a certified teacher. For both our LEAP Remediation group and our 8th Grade Summer Learning Program, we will place students in small cohorts and provide targeted, core, and on grade level instruction from certified teachers, including opportunities for acceleration and enrichment. For 8th graders, we will focus on ELA, math, science, and social studies. For 9-12, we will focus on LEAP-tested courses. Certified NOMMA faculty will be the teachers for these courses. For our Credit Recovery group, we will enroll these students in core, on grade level Edgenuity courses, and we will place students in small cohorts based on subject area needs. Certified NOMMA teachers with expertise in the subject area will provide support in these courses. Our Summer Learning Program faculty will develop personal connections with students who have been chronically absent during the 2020-2021 school year. By prioritizing these students for summer school enrollment, we will seek to reconcile any credits or course content they may have missed due to being chronically absent. As appropriate, we will refer the student and parents/guardians to outside agencies for additional support. We will also conduct Home Visits when appropriate and possible. TRUE 4860.54 4712.51 148.03 TRUE FALSE 4382.5 478.04 TRUE Recovery School District-LDE 832075803 JCERPHJ2GTW5 2200054 TRUE 0 0 0 0 0 0 0 0 0 1126640 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 251816 0 0 0 0 0 0 0 0 0 0 251816 217660 918 0 0 0 0 0 0 33238 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 874824 51 17 13 19 0 1126640 251816 TRUE TRUE TRUE FALSE TRUE TRUE FALSE TRUE TRUE FALSE FALSE FALSE FALSE FALSE Linwood will review and analyze progress and gaps in all data sets (LEAP Scores, Benchmark Assessment Data, Formative Data) to identify the disproportionate impact of COVID-19 on student groups. A review of this data revealed the greatest needs and reasons they exist. System level improvement goals will be developed based on the data, interim goals established, and progress tracked. Based on reviewing the data of subgroups, the teams will determine which groups need more direct instruction, which students need more independent learning and/or accelerated learning. LPCS will review all student assessment data to determine the how, the who and instructional time to implement evidence-based activities. A review of data from the interventions will be done to determine which subgroups need additional support. TRUE 5780.04 5681.92 98.12 TRUE TRUE 5557.09 222.95 TRUE Thrive Academy 080650530 ZVB1YLTM9BJ1 2200290 TRUE 0 0 0 0 0 0 0 0 0 111553 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 111553 0 57 0 43 0 111553 0 TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE Thrive Academy's Instructional Leadership Team meets weekly to systematically address the academic needs of students. The team meets weekly to review student academic data, plan ongoing professional development and plan interventions. Thrive Academy's teachers review student work from common assessments aligned to Louisiana's standardized tests. Teachers use student historical data to create academic goals for the 2021-22 school year.Thrive Academy's Instructional Leadership Team developed a school calendar and schedule that utilized both an extended school day and school year. The school calendar calls for students to spend three additional weeks in school and adds an additional 30 minutes to each school day. The increased instructional time will provide teachers more opportunities to address the educational impacts caused by covid. Thrive Academy's "Students of Concern Team" or SOC reviews student attendance and academic data weekly. The SOC team uses this data to plan interventions and support the staff in increasing attendance engagement and participation. When a student has combined over 20 unexcused absences in all classes, that student is considered chronically absent. We will participate in the LSU Attendance Alliance initiative and prioritize students who meet the criteria of being chronically absent based on the needs assessment findings. Our goal is to increase the targeted student group attendance rate to 95% or greater within the semester months of school. We will track and monitor re-engaged students' attendance daily. We will contract with part time staff to conduct outreach and home visits for any student marked absent for two days consecutively. Additionally, 100% of our faculty (administration, classroom teachers and paraprofessionals) participated in trauma-informed PD during the summer. Each week the SOC team reviews the progress of students based on documentation from teachers and other mental and behavioral health professionals to determine the students social and emotional health based on one of the previously administered screeners. This will inform our ongoing continued supports Thrive Academy's SOC and PBIS teams have partnered to systematically address the socio-emotional health of our staff and students. Our administrative team will ensure all students, educators, and families can access and complete our chosen screeners so needs can be quickly identified. TRUE 9898.5 9280.34 618.17 TRUE TRUE 8800.94 1097.57 TRUE Noble Minds 040212613 NL53G5Q8UVF7 2200278 TRUE 0 0 0 0 0 0 0 0 0 78147 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 78147 10 0 0 90 0 78147 0 FALSE TRUE FALSE FALSE TRUE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE TRUE No ARP funds were spent prior to 6/30/2021.Funds were spent to purchase devices for students to utilize during virtual learning periods + a .25FTE for a staff member to support technology coordination needs to ensure all staff and students had access to devices and curriculum materials + a hazard pay bonus for staff members. No ARP funds were spent prior to 6/30/2021..Funds were spent to purchase devices for students to utilize during virtual learning periods + a .25FTE for a staff member to support technology coordination needs to ensure all staff and students had access to devices and curriculum materials + a hazard pay bonus for staff members. The fund drawdown continue to occur after 06/30/2021 to address learning loss via virtual learning. As aforementioned, it was necessary to recruit a staff member to focus on this particular effort. TRUE 4921.27 4628.61 292.66 TRUE TRUE 4378.08 543.19 TRUE JCFA-East 963573808 FEULLYQ84HL5 2200241 TRUE 0 0 0 0 0 0 0 0 0 138328 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 138328 16 53 31 0 0 138328 0 FALSE FALSE FALSE TRUE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE JCFA East, W1A, is designed to serve students who have dropped out or who are in danger of dropping out. 98% of JCFA students fall into one of the categories listed above. The activities selected by JCFA were selected to address the emotional and behavioral needs of students first, to ensure students had the capacity to participate in the academic environment. Once support measures for mental health and physical health were identified and put into place, JCFA East reviewed longitudinal data to identify areas of academic deficiencies for underserved students currently enrolled at JCFA. Based on the identified deficiencies, JCFA developed a plan for in-school tutoring, professional development, and staffing structures that allow adults to support students experiencing learning loss due to the impact of COVID 19. TRUE 4960.73 4961.38 FALSE FALSE 4961.38 FALSE Advantage Charter Academy 079287877 FA47Z5UFPGD6 2200268 TRUE 0 0 0 0 0 0 0 0 0 396343 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6294 0 0 0 0 0 0 0 0 0 0 6294 1800 174 0 0 0 3499 0 0 821 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 390049 10 75 1 14 0 396343 6294 TRUE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE Students are benchmarked at the beginning of the school year, mid-year, and the end of the school year to measure achievement. The school will also evaluate implementation fidelity and effectiveness of interventions on an ongoing basis for the following subgroups: students from low-income families, students in foster care, students experiencing homelessness, English Learner students, migratory students, students with disabilities, students of color. Students will not be grouped based on their subgroup and instead be group by academic and social needs. Students from subgroups may be intentionally grouped with students who have different academic and social strengths to encourage growth. Student groupings will be shifted regularly based on the formal and informal student achievement data. Summer learning programming (including staffing, transportation and supplies)- The program will be focused on core content instruction to increase student achievement. Students will be grouped based on academic and social emotional need. This increased instructional time will be most beneficial to students that are below grade level and have been more significantly impacted by the loss of instructional time due to COVID-19. The program will be open to all students, however students in the following subgroups will be targeted for participation: students from low-income families, students in foster care, students experiencing homelessness, English Learner students, migratory students, students with disabilities, students of color. Tutor programming - The program will be focused on core content instruction to increase student achievement. Students will be grouped based on academic and social emotional need. This increased instructional time will be most beneficial to students that are below grade level and have been more significantly impacted by the loss of instructional time due to COVID-19. The program will be open to all students, however students in the following subgroups will be targeted for participation: students from low-income families, students in foster care, students experiencing homelessness, English Learner students, migratory students, students with disabilities, students of color. Digital subscriptions, non-digital curriculum - will be used with all students, including students in the following subgroups; students from low-income families, students in foster care, students experiencing homelessness, English Learner students, migratory students, students with disabilities, students of color, to supplemental instructional program to combat negative impact of COVID-19. These subscriptions will provide students with additional learning opportunities during, before and after the regular school day. Subscriptions will be aligned with the instructional programming and core content standards. Subscriptions will also be used during the summer learning and tutoring programs. TRUE 5745.79 5901.75 FALSE FALSE 5451.54 294.25 TRUE JCFA Lafayette 080686606 F4EGBE1RK779 2200301 TRUE 0 0 0 0 0 0 0 0 0 33542 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 33542 0 100 0 0 0 33542 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE JCFA Lafayette is using the limited amount of funds to support the capacity of faculty to better serve students with disabilities who have been disproportionally impacted by COVID. The funds are being invested in high quality professional development focused on strategies to implement high quality curricula in English and Math. TNTP is the training partner. TNTP is providing hands-on professional development to improve instruction and support educators working with students with disabilities. In addition to the hands-on training, TNTP has provided support through and observation and feedback cycle. TRUE 5462.61 5113.95 348.66 TRUE FALSE 4913 549.61 TRUE James M. Singleton Charter School 193927076 WBAFBIZLPMZ8 2200199 TRUE 0 0 0 0 0 0 0 0 0 354477 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 354477 8 27 3 62 0 354477 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE The activities listed above were specifically selected with the intent to diminish the disproportionate impact of COVID-19 on our underserved student groups at James M. Singleton Charter School. For Summer 21 two programs including a summer learning program and a summer enrichment program were offered for the specific purpose of addressing learning loss resulting from COVID. Student were enrolled in a LEAP aligned evidence based content -After school program includes evidenced based curriculum which is aligned with LEAP standards -Extended Instructional Time offered via MUST (Make Up Seat Time) for the purpose of addressing learning loss due to COVID -High dosage tutoring offered in math from certified math teachers for the purpose of addressing learning loss due to COVID -Subscriptions to learning materials (Freckle, LEXIA, Edulastic) to address learning loss were made -Reading interventionists work with students individually and in small groups using LEXIA and Reading A-Z -Math interventionists work with students individually and in small groups using FRECKLE and Edulastic -Professional Development offered to staff to build instructional quality and best educational strategies -Chromebooks were purchased to attain one-to-one technology for students to utilize within the classroom -Chromebooks are issued as warranted in response to COVID closures resulting in a virtual learning environment -Social Worker employed to support social-emotional well-being for students, staff, and families -Social-Emotional Screener for internal and external factors was administered -Electric hand dryers installed to combat spread of COVID -Additional cleaning supplies purchased to ensure sanitary, safe environment and combat spread of COVID -Individual drinking cups purchased to ensure sanitary, safe conditions and combat spread of COVID -Teacher carts purchased to allow teachers to move versus student movement to combat spread of COVID --Please describe how the selected activities or interventions address the disproportionate impact of COVID-19 on each listed underserved student groups, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, migratory students, students experiencing homelessness, youth in foster care, and other groups disproportionately impacted by the pandemic that have been identified by the SEA TRUE 9444.69 9248.82 195.87 TRUE TRUE 8949.23 495.46 TRUE Willow Charter Academy 079287887 LNE6FN25C4H8 2200263 TRUE 0 0 0 0 0 0 0 0 0 504847 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 504847 19 78 0 3 0 504847 0 TRUE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE Paraprofessionals - additional intervention staff Students are benchmarked at the beginning of the school year, mid-year, and the end of the school year to measure achievement. The school will also evaluate implementation fidelity and effectiveness of interventions on an ongoing basis for the following subgroups: students from low-income families, students in foster care, students experiencing homelessness, English Learner students, migratory students, students with disabilities, students of color. Students will not be grouped based on their subgroup and instead be group by academic and social needs. Students from subgroups may be intentionally grouped with students who have different academic and social strengths to encourage growth. Student groupings will be shifted regularly based on the formal and informal student achievement data. Summer learning programming (including staffing, transportation and supplies)- The program will be focused on core content instruction to increase student achievement. Students will be grouped based on academic and social emotional need. This increased instructional time will be most beneficial to students that are below grade level and have been more significantly impacted by the loss of instructional time due to COVID-19. The program will be open to all students, however students in the following subgroups will be targeted for participation: students from low-income families, students in foster care, students experiencing homelessness, English Learner students, migratory students, students with disabilities, students of color. Tutor programming - The program will be focused on core content instruction to increase student achievement. Students will be grouped based on academic and social emotional need. This increased instructional time will be most beneficial to students that are below grade level and have been more significantly impacted by the loss of instructional time due to COVID-19. The program will be open to all students, however students in the following subgroups will be targeted for participation: students from low-income families, students in foster care, students experiencing homelessness, English Learner students, migratory students, students with disabilities, students of color. Digital subscriptions, non-digital curriculum - will be used with all students, including students in the following subgroups; students from low-income families, students in foster care, students experiencing homelessness, English Learner students, migratory students, students with disabilities, students of color, to supplemental instructional program to combat negative impact of COVID-19. These subscriptions will provide students with additional learning opportunities during, before and after the regular school day. Subscriptions will be aligned with the instructional programming and core content standards. Subscriptions will also be used during the summer learning and tutoring programs. TRUE 4961.28 4773.88 187.4 TRUE TRUE 4339.02 622.26 TRUE MLK NOLA Schools 838326312 MENXNJGD7L88 2200217 TRUE 0 0 0 0 0 0 0 0 0 823343 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 104178 0 0 0 0 0 0 0 0 0 0 104178 76125 8553 5625 0 13589 286 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 719165 1 44 5 0 50 823343 104178 TRUE TRUE FALSE TRUE FALSE TRUE FALSE TRUE TRUE FALSE FALSE TRUE FALSE FALSE To remedy the affects COVID 19 has had on the above populations, the LEA believes the selected evidenced based activities will accelerate learning recovery, address the social emotional wellbeing of students and re-engage students and families who were disconnected from our Pk-12 educational system, recognizing that historically underserved populations will require specific supports to ensure equitable access at school. Thus, the need to eliminate barriers to the acquisition of literacy and student services that lends itself to reducing achievement gaps. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8972.23 472.46 TRUE Lincoln Preparatory School 021960326 WMU8EDT5MPV7 2200275 TRUE 0 0 0 0 0 0 0 0 0 373277 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 101210 0 0 0 0 0 0 0 0 0 0 101210 71108 18602 0 0 0 0 0 0 11500 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 272067 0 100 0 0 0 373277 101210 TRUE TRUE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE Lincoln Prep has a student population that is more than 95% economically disadvantaged and more than 90% ethnic minority. The school population is also more than 20% students with disabilities. There is also a small percentage of homeless ad English language learners. These funds were used to provide additional learning opportunities for students. These opportunities came in the form of both summer programming and after-school tutoring. Lincoln Prep also used these funds to employ a full-time social worker to care for the social and emotional needs of the students. TRUE 5902.19 5759.62 142.57 TRUE FALSE 5053.81 848.38 TRUE Iberville Charter Academy 078803377 DQ4HU4UYSA48 2200219 TRUE 0 0 0 0 0 0 0 0 0 227565 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 227565 25 25 30 20 0 227565 0 TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE FALSE Targeted support is provided in the areas of phonics, reading Informational Texts, Vocabulary and Written Expressions. Guide anchor students identified on the Growth to Mastery data within 20 points of meeting their target and support students with aligned LEAP/State/items. RTI, Success Block and tutoring will be our focus. Teachers will prepare by annotating plans to include skill look-fors, purpose of activity and questions, misconceptions, exemplar responses, adjustments and lesson changes, instructional strategies for engagement and small group instruction. Students with a high absence rate will be a priority. Students' work will be analyzed in PLC meeting via work protocol. Teachers will review the suggestions for improvement. Tier 1 students will be provided scaffolded support daily; Tier 2 students will receive small group targeted instruction during RTI, 2 times per week; and Tier 3 students will receive support from interventionists and paras during small group instruction 3 times per week. We will communicate schoolwide reach goals, monitor progress weekly through PLC, data chats and "Hawk Talk". The following strategies will be incorporated; Phonics and vocabulary instruction, Fluency drills and Comprehension, think alouds and graphic organizers. Continued work with teachers will ensure a deep understanding of content. Additional small group counseling sessions will also be incorporated. We will include a more-systematic effort that would include pairing student with adults who have similar interest, getting to know students' non-academic interests, and carving out time for casual small-group conversations at lunch or other times but paying close attention to not pulling students out of core instruction; double dose of math for students in the middle grades; ensuring instructional coaches spend at least 3/4 of each day with teachers and participate in PLC meetings. K-2 students will include significant doses of phonics instruction daily. Students with disabilities will also be apart of the accelerated curriculum, use formative assessments and prioritize inclusion of students. Another staff member will be hired to work with identified groups to ensure acceleration. We will also designate a system to identify, plan for and address teacher needs including support for new teachers. Planning and preparation for lesson plans utilizing annotation with Tier 1 curriculum will be critical. Provide teachers support to teach more effectively in conjunction with being coached weekly by coaches, lead teachers, and leadership team. Also ensure content is taught with required number of minutes set forth by the LDOE and assist teacher with building stronger relationships with parents to help reduce the number of D's and F's. Several teachers will receive additional pay for lead roles, tutoring, going the extra mile, attending additional PLC meetings, long range planning, learning walks, etc. FALSE 4196.48 3918.99 277.49 TRUE FALSE 3051.55 1144.93 TRUE Delta Charter Group 078719827 KV1MUUTMK377 2200247 TRUE 0 0 0 0 0 0 0 0 0 199209 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 35265 0 0 0 0 0 0 0 0 0 0 35265 24700 6688 0 0 0 0 0 0 3877 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 163944 0 32 0 68 0 199209 35265 TRUE FALSE FALSE TRUE FALSE FALSE TRUE FALSE TRUE FALSE FALSE TRUE TRUE FALSE The summer learning program and after-school tutoring programs offered to our students helped us be able to provide support and enhanced/accelerated learning to our students who showed the greatest amount of need. Students were administered benchmark assessments through Case/TE 21 and using this data as well as LEAP 2025 scores, students were identified and their areas of need were identified. Certified teachers used high quality Tier 1 curriculum and supplemental materials to address the students' needs. A social worker was hired using ESSER III EB Intervention funds. She acts as the attendance clerk as well as the behavior interventionist when needed. Part of her job is to help identify those students with excessive absences and contact their parents to help ensure that they attend school so that they do not get further behind. She also acts as a behavior interventionist when needed and can provide mental health support to students if needed. Funds were also used to purchase Tier 1 curriculum and supplemental materials to use during classroom instruction as well as during our summer learning program and after-school tutoring program. Additional funds were used to provide professional development/training to teachers. FALSE 6614.35 6372 242.35 TRUE FALSE 6056.67 557.68 TRUE Lake Charles College Prep/Southwest LA Charter Academy 078803366 KMBHJEM98WT9 2200198 TRUE 0 0 0 0 0 0 0 0 0 1383311 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1383311 7 77 0 16 0 1383311 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE FALSE The LEA will utilize the SIS program Edgear (JCAMPUS), LEAP 2025 assessments, ACT/WorkKeys assessments, IBC credential assessments, Edgenuity progress reports, and attendance recovery documents to track students who are not attending on a regular basis. The LEA will also utilize an Early Warning System program ran in Excel to highlight and identify these students. The LEA will review and analyze progress and gaps in all data sets available to identify the disproportionate impact of COVID-19 on student groups. This will be an in-depth and thorough needs assessment. From this review, the LEA will use these data points to determine the students with the greatest needs. Based on this review of data, the LEA has determined that the students with the greatest needs are as follows: low SES students, Black students, LEP students. This group of students makes up approximately 93% of the LEA student population (approximately 478 students). In the 2020-2021 school year, 23% of the school population chose virtual instruction. Out of that 23%, 92% did not attend school regularly on the virtual platform. The LEA will employ a site-based Social Worker to direct social emotional services on campus and attend home visits with the Student Re-engagement coordinator. The social worker will also work in partnership with Panorama to integrate a full SEL curricula. Students who have failed a LEAP 2025 test will attend summer tutoring programs to address the skills and standards that they are weak in. Students will be in remediation for approximately 21 days. Students who are truant and need to be re-engaged and recover attendance hours will be allowed to do so by attending tutoring during the summer. Students who may need to recover credits will attend credit recovery during the summer. Credit recovery will occur for approximately 30 days. Summer bridge programs will be held for upcoming 8th graders and will last for approximately 10 days at the end of July. These outcomes will be progressed monitored by teacher gradebooks containing summative and formative assessments, Interim assessments, and high quality curriculum embedded assessments. The supports and services will be provided by LEA staff. The LEA will implement and teacher common planning times that occur both during and afterschool that focus on specific standards that students were weak in according to diagnostic and interim testing. This will occur twice a week. The LEA will also invest in weekly instructional team meeting to look and disaggregate schoolwide data. Teachers and ILT members will also be trained by AVID on common planning and implementing rigor into lessons. These evidence based activities will be monitored by the Instructional Leadership Team on a weekly basis. They will review data points such as JCAMPUS, interim assessments, and high quality curriculum embedded assessments. TRUE 4424.68 4360.77 63.91 TRUE FALSE 4332.04 92.64 TRUE Northeast Claiborne Charter 079197326 G186UEAJ9G66 2200252 TRUE 0 0 0 0 0 0 0 0 0 107894 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 107894 0 0 0 100 0 107894 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE The ARP ESSER III reserve curriculum adoption and learning materials addressed COVID-19 impact by adopting "accelerated" curriculum for the classroom and intervention for students. This action affected all students in social economic, disability and racial groups. All students were also given the opportunity to participate in the afterschool program hosted by Junction City School District. Transportation from the activities were provided by JCSD. In our partnership with JCSD, a campus school mental health clinic was also created to address any social and emotional needs for students related to the pandemic and COVID 19. The clinic has a certified mental health counselor. TRUE 6498.5 6477.62 20.88 TRUE FALSE 6245.13 253.37 TRUE Lord Beaconsfield Landry-Oliver Perry Walker High 616250499 QTMQWKYTZTT8 2200207 TRUE 0 0 0 0 0 0 0 0 0 889657 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 889657 20 70 0 10 0 889657 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE FALSE LB Landry is a majority (more than 80%) free and reduced lunch, low income and includes a majority of the major racial and ethnic groups affected by COVID-19. For this reason, all programs were offered to all students. Programs included LEAP 360 diagnostic - an online assessment that provides teachers and school leaders with a complete picture of student learning at the beginning, middle, and end of the school year. LEAP 360 was administered to students in ELA and math content areas. Teachers used performance data to determine student groups for enrichment, as well as reteaching to ensure student success of grade level/content standards. To monitor student progress, LEAP 360 interim assessments were used in the middle of the Fall/Spring semesters. Edgenuity, an online educational platform was provided to students serving for credit recovery. Teacher were also able to use Edgenuity to pinpoint specific learning gaps and provide tools necessary for students to get back on track with their learning. After school tutoring was offered to students who scored Approaching Basic/Unsatisfactory on the previous LEAP 2025 assessment and/or current LEAP 360 performance. Landry also purchased laptops for students (1:1 ratio) which allowed the opportunity for continued learning to take place at home. Hotspots were also provided to students, through a grant from Verizon, so students were able to access assignments posted on Google classroom. ESSER funds were also used to support these initiatives when other funds were not available. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8942.23 502.46 TRUE Martin Behrman Charter Acad of Creative Arts & Sci 832109552 YZS3RA9DNDH3 2200236 TRUE 0 0 0 0 0 0 0 0 0 645864 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 645864 22 55 13 10 0 645864 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE TRUE FALSE Martin Behrman Elementary is a majority (more than 80%) free and reduced lunch, low income and includes a majority of the major racial and ethnic groups affected by COVID-19. For this reason, all programs were offered to all students. Programs included i-Ready diagnostics - an online assessment that determined student strengths/weaknesses in ELA and math. i-Ready results determined pull-out Response to Intervention groups in grades K - 8th. MBE purchased laptops for students (1:1 ratio) to be able to bring them home when necessary as well as provided hotspots through a grant from Verizon so that they were able to continue with their academic studies at home. MBE also held many after school tutoring sessions for all students. In addition, summer school was offered to any student who wished to attend. The school also partnered with Tulane University to promote social and emotional learning in the classrooms. ESSER funds were also used to support these initiatives when other funds were not available. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8947.23 497.46 TRUE Acadiana Renaissance/Lafayette Charter Foundation 079406293 KPUBJN8B68D6 2200231 TRUE 0 0 0 0 0 0 0 0 0 1073836 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 104417 0 0 0 0 0 0 0 0 0 0 104417 91204 6778 0 0 0 0 0 0 6435 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 969419 0 97 0 3 0 1073836 104417 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE FALSE Lafayette Renaissance Charter Academy has established specific activities and interventions to meet the academic needs of underserved student groups. Students participated in the schools Early Jumpstart 4-week Summer Enrichment Program. Considering learning loss, this program was designed for students to engage in unfinished learning and receive a jump start on the next grade level's standards-based instruction. Lafayette Renaissance adopted this same model for the after-school tutoring program which took place Monday-Thursday from 3:30-5:00. The LEA hired additional classroom teachers, including SPED teachers, to reduce class sizes so students could engage in more individualized instruction. In addition to utilizing all tier1 curriculums, underserved student groups at Lafayette Renaissance participated in the newly adopted social emotional curriculum, Attitude is Altitude. This curriculum focuses on character building, peer relationships, and managing emotions. FALSE 4748.23 4534.09 214.14 TRUE FALSE 4208.16 540.07 TRUE Sophie B. Wright Institute of Academic Excellence 555639959 KNP2M9F3DRJ7 2200186 TRUE 0 0 0 0 0 0 0 0 0 401896 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 401896 19 12 69 0 0 401896 0 TRUE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE TRUE FALSE The activities and interventions above assists the underserved groups who had learning deficits to the impact of Covid-19. Many of our underserved populations weren't able to physically attend school, which provided many challenges such as limited internet access, technical issues with internet access and barriers to additional resources (i.e. interventionists, social workers, therapists). Due to these issues, many of our students experienced learning loss over the past year and a half. So, we created a summer school program last summer to allow students to earn credits in two courses that they didn't pass. We have also initiated Saturday school for the month of April to identify students who need additional tutoring and teaching to increase their LEAP 2025 scores. In addition to these programs, we have added teaching assistants to our Algebra I and US History (LEAP subjects). TRUE 9444.69 9248.82 195.87 TRUE TRUE 8999.23 445.46 TRUE Louisiana Key Academy 078786079 DHT6LG6HVKN9 2200213 TRUE 0 0 0 0 0 0 0 0 0 169100 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 169100 0 100 0 0 0 169100 0 TRUE TRUE TRUE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE All of our students suffer from Dyslexia. For students that suffer with Dyslexia, repetition is vital for progression. when these student are not able to attend class they are disproportionately effected. Additional instruction time such as tutoring, summer enrichment, after school and extended instructional time help to make up for the deficit incurred during the pandemic. All of the programs marked above provide extra help for our students to recover from learning time lost during the Covid pandemic. FALSE 6355.39 6306.47 48.92 TRUE FALSE 5314.51 1040.88 TRUE KIPP Schools 800257136 KBJNNW37DT76 2200262 TRUE 0 0 0 0 0 0 0 0 0 4863742 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4863742 0 50 0 50 0 4863742 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE KIPP provides summer school for 3 weeks, which includes academic interventions, enrichment and credit-recovery. KIPP provides tutoring after school for students in need of academic intervention. KIPP provides after school programs for additional sports and enrichment. KIPP observes an extended school day and school year model. KIPP provides stipends to classroom teachers for academic tutoring, which serves to provide additional academic interventions rooted in our curriculum. KIPP added additional interventionist and resident positions at each school. KIPP hired additional operational and mental health staff. KIPP utilizes MAP assessments to provide universal academic screening. KIPP has a MTSS (multi-tiered system of supports) early warning system model. KIPP has a regional Student Support Team which includes staffing to run our special education, McKinney Vento, clinical, ELL programs and more. KIPP has implemented a LA4 funded PreK program since 2018. KIPP utilizes Tier 1 curriculum and learning models, which includes purchasing consumables and offering PD's annually. KIPP provides extensive professional development to all staff every July and has quarterly PD days to continue training- this builds core staff capacity and training. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8975.23 469.46 TRUE Impact Charter School 013860327 HHW2ZN5GKMZ1 2200190 TRUE 0 0 0 0 0 0 0 0 0 256552 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 256552 0 0 0 0 100 256552 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE Impact Charter School has a student population that is more than 95% economically disadvantaged and more than 90% ethnic minority. The school population is also more than 20% students with disabilities. There is also a small percentage of homeless ad English language learners. These funds were used to provide additional learning opportunities for students. These opportunities came in the form of both summer programming and after-school tutoring. Impact Charter also used these funds to employ a full-time counselor to help with the mental, health, social, and emotional needs of the students. TRUE 5414.81 5489.82 FALSE FALSE 4970.01 444.8 TRUE Samuel J. Green Charter School 078475289 LQG5QKLN6CJ3 2200259 TRUE 0 0 0 0 0 0 0 0 0 436947 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 436947 6 40 0 54 0 436947 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE ESSER funds were used to build staff capacity and purchase curricular materials to aid in the shift to virtual and hybrid learning. Training allowed teachers to more effectively deliver instruction and meet students' needs during virtual learning, focusing on the needs of underserved student groups, including students with disabilities. Other interventions listed above have been implemented in order to address the disproportionate impact of COVID on our students, but they were not funded with ESSER funds during the reporting period. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8985.23 459.46 TRUE Arthur Ashe Charter School 020636917 D1AFBSPKGUW4 2200192 TRUE 0 0 0 0 0 0 0 0 0 692740 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 692740 18 76 0 6 0 692740 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE ESSER funds were used to build staff capacity and purchase curricular materials to aid in the shift to virtual and hybrid learning. Training allowed teachers to more effectively deliver instruction and meet students' needs during virtual learning, focusing on the needs of underserved student groups, including students with disabilities. Other interventions listed above have been implemented in order to address the disproportionate impact of COVID on our students, but they were not funded with ESSER funds during the reporting period. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8986.23 458.46 TRUE Phillis Wheatley Community School 118005074 XZQAXLDBRD11 2200253 TRUE 0 0 0 0 0 0 0 0 0 679965 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 679965 0 93 0 7 0 679965 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE ESSER funds were used to build staff capacity and purchase curricular materials to aid in the shift to virtual and hybrid learning. Training allowed teachers to more effectively deliver instruction and meet students' needs during virtual learning, focusing on the needs of underserved student groups, including students with disabilities and those that missed the most learning time during the 2019-20 and 2020-2021 school years. Other interventions listed above have been implemented in order to address the disproportionate impact of COVID on our students, but they were not funded with ESSER funds during the reporting period. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8967.23 477.46 TRUE Langston Hughes Charter Academy 926083069 RWL7QNFK38U6 2200206 TRUE 0 0 0 0 0 0 0 0 0 720477 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 720477 2 92 0 6 0 720477 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE ESSER funds were used to build staff capacity and purchase curricular materials to aid in the shift to virtual and hybrid learning. Training allowed teachers to more effectively deliver instruction and meet students' needs during virtual learning, focusing on the needs of underserved student groups, including students with disabilities and those that missed the most learning time during the 2019-20 and 2020-2021 school years. Other interventions listed above have been implemented in order to address the disproportionate impact of COVID on our students, but they were not funded with ESSER funds during the reporting period. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8971.23 473.46 TRUE RSD-Capitol Education Foundation 040517485 GWTDJ591TRL4 2200315 TRUE 0 0 0 0 0 0 0 0 0 331235 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 331235 21 79 0 0 0 331235 0 TRUE TRUE FALSE TRUE TRUE FALSE TRUE TRUE TRUE TRUE FALSE TRUE TRUE FALSE Our school is 98% African American and 2% Hispanic. Additionally, over 90% of our population is eligible for free or reduced lunch and would be considered low-income. Over 85% of our students failed to earn a score of mastery. It is safe to believe that all our students were impacted by the Covid-19 pandemic. We are using the funds across all grade levels because we believe all students were impacted. The school will offer a Summer Learning Academy open to all students. Students will have the opportunity to receive four weeks of tutoring and intervention services subjects during the month of June they scored below mastery. The school will follow the Louisiana Department of Education's Accelerate model over the opportunity to participate in the schools Accelerate tutoring program. Students to teacher ratio for this program will be 12:1 or less. The school will also offer an after school tutoring program and provide transportation home for students who need additional interventions. The school has also partnered with Baton Rouge based hospital Our Lady of the Lake to expand our school-based health clinic and provide mental and behavioral health services to students. Our school added a licensed therapist and social worker to provide resources and supports for students experiencing challenges as identified through or screener or as reported by staff and/or students. Additionally, we have purchased and will offer the following Social Emotional Learning courses through Edgenuity's Purpose Prep platform: Character & Leadership Development, Mental Health & Wellness, Social & Emotional Success, Trauma-Informed Living, Personal Development. The school has partnered with Career Compass to deliver IGP and college and career planning services to all students. Students disproportionately impacted will receive additional time in group and individual settings with Career Compass coaches. Teachers will also use Tier 1 curriculum embedded assessments to monitor academic progress to develop plans for differentiated instruction and interventions. These assessments will come from Guidebooks (ELA) and Illustrative Math and be administered quarterly. 100% of our students will participate in these assessments. TRUE 4594.08 4434.13 159.94 TRUE TRUE 3904.19 689.89 TRUE Morris Jeff Community School 047399751 K4LNBMAAQ963 2200203 TRUE 0 0 0 0 0 0 0 0 0 669399 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 669399 3 73 24 0 0 669399 0 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE For FY 2021 we offered a summer program for students that had not met certain academic benchmarks for students in grades 1st-12th. Programs consisted of both core academic instruction as well as enrichment. We did not submit for ARP for this activity in FY 21 but it is relevant to the goals of the funding. Populations participating included a diverse makeup of student body including differing racial groups, low income families, students with disabilities, English language learners, and those that might meet the definitions of experiencing homelessness. TRUE 9444.69 9248.82 195.87 TRUE TRUE 9001.23 443.46 TRUE Fannie C. Williams Charter School 968426754 JLE2EVG6KKS6 2200267 TRUE 0 0 0 0 0 0 0 0 0 528643 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 37652 0 0 0 0 0 0 0 0 0 0 37652 30512 0 0 0 7140 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 490991 0 14 0 86 0 528643 37652 TRUE TRUE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE The ESSER III funds will be used to implement a high-quality summer program for all students that have been identified as needing additional help to bridge the learning gaps that were created due to the pandemic. The funding will provide high-quality staff to work hands-on with the students to address their specific learning needs and prepare them for the upcoming school year. We will use evidence-based materials and supplies to engage all students in the classroom. This will be done via an in-person model and additional online assessments tools that students can continue to learn at home. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8954.23 490.46 TRUE Crescent City Schools 967785911 N369Y8D22WD4 2200220 TRUE 0 0 0 0 0 0 0 0 0 1864244 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1864244 25 41 34 0 0 1864244 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. We did not spend any of these funds during the reporting period. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8994.23 450.46 TRUE Louisiana Virtual Charter Academy 041609804 JYL1CUFJNZ98 2200233 TRUE 0 0 0 0 0 0 0 0 0 1184284 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1184284 12 49 7 32 0 1184284 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE FALSE TRUE TRUE TRUE Provide the highest quality teaching and learning. Staff was added to improve student behavior and academic performance. AP's, Middle School Math, ELA, Science and Social Studies Teachers, Instructional Coaches & Interventionist. Will work to improve student behavior and academic performance and provide individual or small group instruction to students who are struggling. They will monitor and implement instructional curriculum. Additionally a 504 Coordinator that will plan and implement educational programs for children with developmental, physical, mental, and psychological disabilities. Operations Support that will work with Administration, Teachers and Guidance to enhance and accelerate learning and provide targeted instruction. Will work with Administration, Teachers and Guidance to enhance and accelerate learning and provide targeted instruction to students disproportionately impacted by the pandemic. Accountability Specialist that will improve student attendance who are habitually absent or truant. Will offer an Accelerate Summer Program and Summer School Courses.We will provide Tier 1 Tutoring for students in reading and math. Various contracted services to address the social, mental and emotional needs of students, staff and parents. In addition to issues of health and safety, school procedure updates and schedule changes, the school will provide timely information on resources available to address the impact of COVID. To improve student behavior and academic performance provides individual or small group instruction to students who are struggling academically. Provide the highest quality teaching and learning to support and supplement instruction in school. Will assist Teachers with classroom management and organization for Staff & Curriculum. All due to loss of learning due to Covid 19. To provide targeted support and interventions for students with the highest percentage of unfinished learning/learning loss as a result of the pandemic; provide job embedded PD for teachers on applicable intervention strategies for teachers; models lessons, conducts classroom observations, reviews student data, etc. To provide targeted support and interventions for students with the highest percentage of unfinished learning loss. Including Tutoring, Summer Enrichment and Summer Make Up Credits Program We will be implementing activities related to providing extended learning prospects . It will give students the opportunity to study concepts with greater depth, breadth and complexity, while also helping students to pursue their own areas of interest and strengths. Provide the highest quality teaching and learning environment. To ensure the implementation of strategies and teaching effectively in a virtual setting. To accelerate learning and provide targeted instruction to students disproportionately impacted by the pandemic. Provide engaging learning experiences. Adapt instruction to individual and small group needs. Maximize students' study time efficiently. Teach students how to use judgments of learning to identify content that needs further study that will increase participation and attendance. Interleave worked example solutions with problem-solving exercises. Use tests and quizzes to identify content that needs to be learned. Assistance activities, including but not limited to working with students, school faculty and staff, parents, and guardians. We will provide assistance to all high school students, individually and in groups,regarding high school graduation and completion, including but not limited to analyzing data to identify students or subgroups with potential high school graduation problems; identifying and resolving barriers to graduation; and facilitating career choices and planning.Will plan and implement educational programs for children with developmental, physical, mental, and psychological disabilities. TRUE 5180.7 5050.61 130.09 TRUE FALSE 4734.44 446.26 TRUE The NET Charter/N.O. Accelerated H.S. 018335156 UEN5XBMJJEU8 2200188 TRUE 0 0 0 0 0 0 0 0 0 197015 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 197015 14 62 12 12 0 197015 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE We did not expend ARP ESSER III funds during the reporting period. We did not expend ARP ESSER III funds during the reporting period. This text box requires a response between 500 and 3000 characters, however, as stated in the previous sentence, we did not expend ARP ESSER III funds during the reporting period. We did not expend ARP ESSER III funds during the reporting period. We did not expend ARP ESSER III funds during the reporting period. We did not expend ARP ESSER III funds during the reporting period. We did not expend ARP ESSER III funds during the reporting period. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8956.23 488.46 TRUE JS Clark Leadership Academy 078424168 XHHSJ4418753 2200215 TRUE 0 0 0 0 0 0 0 0 0 192004 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 192004 1 47 37 15 0 192004 0 FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE TRUE TRUE FALSE FALSE TRUE FALSE Maintain at least 3 feet of physical distance between students within classrooms, combined with indoor mask wearing to reduce transmission risk. When it is not possible to maintain a physical distance of at least 3 feet, such as when schools cannot fully reopen while maintaining these distances, it is especially important to layer multiple other prevention strategies, such as universal masking, screening testing, cohorting, improved ventilation, handwashing and covering coughs and sneezes, staying home when sick with symptoms of infectious illness including COVID-19, and regular cleaning to help reduce transmission risk. Provide mental health services with programming for underserved students at the school. Increasing personnel and services to support holistic student needs, including school guidance and adjustment counselors, nurses, psychologists, and/or social workers. Modifying facilities to allow for physical distancing (e.g., use of cohorts/podding), Cleaning and maintaining healthy facilities, including improving ventilation. Dropout prevention and recovery programs. Expanding access to career-technical education (including "After Dark" district/vocational partnerships), innovation pathways, and advanced placement courses (including fee subsidies and teacher training). Screening assessments and associated professional development (e.g., early literacy screening). TRUE 5867.41 5733.76 133.65 TRUE TRUE 5529.77 337.64 TRUE Celerity Dalton Charter School 079217240 YK64W5M8NWK7 2200196 TRUE 0 0 0 0 0 0 0 0 0 408690 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 408690 12 42 34 12 0 408690 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE No funds used in 20-21. All funds to be utilized for summer program 21-22 No funds used in 20-21. All funds to be utilized for summer program 21-22. The summer program will be open to all students regardless of ethnicity, but we anticipate serving a higher portion of black and Latino students. The Summer Learning Program will focus on instructional recovery, academic remediation, and enrichment activities. Additionally, we will hire additional teachers to facilitate learning for underserved students groups who were disproportionately impacted by COVID-19, and these teachers will provide targeted interventions. TRUE 4578.61 4462.48 116.13 TRUE TRUE 3904.19 674.42 TRUE Redesign Schools Louisiana 079213486 WEEWF2PCNCJ8 2200226 TRUE 0 0 0 0 0 0 0 0 0 670299 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 670299 24 30 46 0 0 670299 0 TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE No funds used in 20-21. All funds to be utilized for summer program 21-22. The summer program will be open to all students regardless of ethnicity, but we anticipate serving a higher portion of black and Latino students. The Summer Learning Program will focus on instructional recovery, academic remediation, and enrichment activities. Additionally, we will hire additional teachers to facilitate learning for underserved students groups who were disproportionately impacted by COVID-19, and these teachers will provide targeted interventions. TRUE 4574.85 4441.39 133.46 TRUE TRUE 3904.19 670.67 TRUE GEO Prep Academy of Greater Baton Rouge 079204260 Y6BUVEMRV6K3 2200230 TRUE 0 0 0 0 0 0 0 0 0 424413 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 424413 0 24 0 76 0 424413 0 TRUE TRUE FALSE TRUE TRUE TRUE TRUE FALSE TRUE FALSE FALSE TRUE TRUE FALSE Students, who during the year test positive for COVID, have been able to continue to learn at home during their time of quarantine. The LEA continues to work on analyzing student data throughout the school year by utilizing grant funds to purchase upgraded educational technology which supports traditional and special educational needs for both students and instructors. We continue to fully utilize learning technology tools to provide alternative learning experiences and offer a more aggressive student centric approach to learning and learning recovery. Teachers utilize a variety of strategies including read aloud, close reading, partner, or choral reading, etc. to create a more social support to learning. Students and teacher discuss the text and the teacher will probe for understanding by asking higher-order questions that promote thinking during class time, tutoring and summer school. GEO Prep Academies of Greater Baton Rouge provides tutoring at all levels including tutoring for students enrolled in K-8 classes. Students in grades 4-8 have been given special attention in online tutoring at least three to four times per week in reading and math. We also provide transportation support to our students who are unable to attend tutoring otherwise with the purchase of a minibus to get students home. We have been giving our students sessions in high-dosage tutoring 3 times per week. High dosage tutoring (tutoring in small groups at frequent intervals) has shown to have large positive effects on our students. Additional interventionist tutoring has been provided to students who scored below Mastery on the Spring 2021 Leap and increase in salaries for staff to build tutoring within the school day and before and after school. The goal of tutoring is to move all students to mastery. Our goal with these funds is to strengthen and deepen integration of social-emotional learning (SEL) practices within academic instruction in culturally responsive ways that acknowledges the social and emotional impacts of the pandemic. We have established a district level goal of addressing the social and emotional needs of students returning to school in person with special emphasis on the targeted population of grades 4-8. We have developed a plan for SEL along with materials and assessments. We have hired new staff to address the SEL needs for all of our students and staff. We have seen a need to support teachers and administrators integrating SEL practices into classroom instruction and have provided SEL PD to better equip our staff to meet the needs of our families. TRUE 4726.73 4523.45 203.28 TRUE FALSE 4153.97 572.76 TRUE Democracy Prep Baton Rouge 079873023 PA51MXPG9PU5 2200254 TRUE 0 0 0 0 0 0 0 0 0 710141 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 710141 6 33 6 55 0 710141 0 TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE Democracy Prep Baton Rouge's population is 98% free and reduced lunch and children with disabilities. In order to mitigate learning loss in these underserved groups extended learning opportunities were provided through our Saturday academies which targeted providing support to students who were far below level as determined by screeners, interim assessments and other benchmark assessment tools. Additionally, funds were allocated to ensure transportation was provided to and from school for the duration of the Saturday Academy. Additional staff was employed to provide tutoring and reduce the student teacher ratio to provide greater opportunities for small group differentiated instruction. Tutors were used to provide high dose tutoring and professional development, coaching and other supports were provided to support teachers in implementing just in time supports and best practices and strategies to address learning acceleration. Intervention programs were also provided. These programs were administered by the additional staff through both push in and pull out methods when appropriate to ensure students were provided access to grade level instruction and supported on their instructional levels. In times of virtual and or hybrid instruction students were also provided with devices to ensure connectivity and access to learning materials both print and digital. Social workers were hired to address social emotional issues and other trauma as needed. Behavioral health screeners were used to determine the need for mental health supports and additional staff was contracted utilized to provide behavioral supports as needed. Teachers received professional learning on the delivery of instruction utilizing virtual platforms. Supplementary materials and translation services were provided to ensure that all learners and families could access instruction. TRUE 4574.75 4410.13 164.61 TRUE TRUE 3904.19 670.56 TRUE Audubon Schools 926633442 SZ36NWJKMMH6 2200285 TRUE 0 0 0 0 0 0 0 0 0 441159 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 182828 0 0 0 0 0 0 0 0 0 0 182828 90852 25833 66143 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 258331 22 41 15 22 0 441159 182828 TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE Audubon Charter School utilizes data driven from SRSS screeners to determine areas of support needed at the Tier I, II, and III level for students across our schools. Audubon Schools has implemented the Second Step program in each school, providing a weekly curriculum that supports social emotional well-being at a Tier I level. Additional supports are provided in group and individual cases based on received data, observations, and referrals. Additionally, Audubon Schools hired two Instructional Strategists who are charged with supporting, modeling, coaching, and researching best practices that ensure the teaching staff is equipped to address both learning loss and the social emotional needs of students. These interventionists also support the professional development of staff in ensuring teacher access and understanding of materials related to student well-being. Interventionists will be responsible for collaborating with teachers and other instructional staff to revise the scope and sequence of the learning progression for students to combat learning loss due to Covid-19. Furthermore, instructional strategists are responsible for coaching instructional staff on how to implement instructional strategies that will support student socio-emotional health as they transition back into the school building on a full-time basis following the disruption caused by Covid-19. TRUE 9444.69 9248.82 195.87 TRUE TRUE 9005.23 439.46 TRUE Kenilworth Science and Technology Charter School 884559167 PREDS38W7NG9 2200258 TRUE 0 0 0 0 0 0 0 0 0 480032 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 480032 8 71 5 16 0 480032 0 TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE The Kenilworth staff will administer an Initial School Health screener to all students in grades 6-8 within the first 30-60 days of school. Kenilworth will disaggregate this data by student groups (demographic (race), socio-economic status, and diverse learner status) by school, and by grade level to drill down to information that would help identify the individual students' needs. Teachers and students will be able to fill out a counseling services request form to see the school social worker. The Wellness and family engagement coordinator will meet with groups of students 3 times a week based on needs identified by students, teachers, and parents. As a single charter school our funds will be allocated strictly to our school. We looked at the entire population of the school then specific groups to determine where to disperse funds. Funding will be prioritized for students who failed to achieve mastery on statewide assessments from 2020-2022 for acceleration. Students classified as Tier 2 will receive High-Dosage Tutoring support in ELA and math. The following staff are providing the Intervention Support: -City Year -Tier 2 and 3 math/Ela interventionists - Resource and Inclusion SPED Teachers -English Language Learner Teacher -English Language Learner Inclusion Teachers Our ELA department chair is going through the Literacy Coach Program to teach staff the necessary literacy interventions. The school social worker will work with 8th grade students to develop their IGPs. She will introduce IGPs to 6th and 7th graders. All core teachers will administer high-quality assessments rated Tier 1 by the state, when possible. The selected evidence-based interventions will address disproportionate impacts in the following ways: -Intervention: The intervention classes are targeting students who did not score mastery or above on LEAP. They will use the LEAP and Diagnostic test data to determine areas of weakness. Teachers then address student weaknesses to improve their performance on grade level standards and state assessments. Students who did not score mastery or above in all subjects will be prioritized for our Summer Learning Program. Partnership with Teach For America to provide Summer Learning for students classified as Regular Education. Teach for America corps members were mentored by Kenilworth Staff members. Students were taught using the Accelerate materials. Students with the educational classification as Special were taught by Kenilworth Staff members. Students involved in the Summer Learning Program attend classes for 5 weeks, Monday through Friday from 8:30AM-12:30PM. TRUE 4639.93 4452.58 187.35 TRUE TRUE 3904.19 735.74 TRUE Einstein Charter School at Village De L'Est 118002834 RG4UJVTWEYK5 2200283 TRUE 0 0 0 0 0 0 0 0 0 376559 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 376559 10 60 10 20 0 376559 0 TRUE TRUE FALSE TRUE TRUE FALSE FALSE TRUE FALSE FALSE FALSE TRUE TRUE FALSE Other fundings were used to operate the above activities. The activities and interventions listed are being implemented with the goal of addressing the impact of COVID-19 on our student's academic progress and learning environment in general. Using various data reports informs our intervention opportunities, small group instruction and identification of students who need additional support. After-school academic programming for students is another means of supporting all grade levels PreKindergarten through fifth. After-school tutoring focuses on English and reading, and math skills and is held at least 4 days per week. Tier 1 and state-aligned resources are used during after-school tutoring to build skills in reading and math. We engage students in Positive Behavior and Support initiatives to promote and maintain a positive school culture. Students are provided incentives for meeting behavior and academic goals via our PBIS store weekly. Our parent-teacher organization works closely with all stakeholders in engaging the community and ensuring that all families are provided needed services throughout the school year. VDL's social work services are aligned with our school and district's vision. Our social worker supports students by providing social and emotional learning opportunities, attendance accountability, and wraparound services when needed. VDLE strives to educate the whole child, therefore we have a full-time nurse who has led the way in our building as it relates to COVID-19 guidelines, testing, and vaccination events. Teachers participate in recurring cycles of observation and receive live and 1:1 coaching from instructional coaches and school leaders. Professional learning time also includes focusing on supporting English learners and students with exceptionalities. School leaders and coaches' professional learning time is facilitated by the representatives from our partnering agencies, including monthly training to support the work with our diverse population as well as compliance. Support from SELF is provided on a regular basis to expand our knowledge and efficacy around our SPED, EL, and 504 population. Additionally, leaders and EL teachers are being trained in dual language immersion to support our students and future initiatives. Student data is tracked weekly using formative assessments created in our testing platforms. Teachers utilize our testing platform to assess mastery as well as deficits in student learning. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8976.23 468.46 TRUE Benjamin Franklin High School 928971936 Y8LGSN4FBKX9 2200299 TRUE 0 0 0 0 0 0 0 0 0 310645 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 310645 0 63 0 37 0 310645 0 FALSE FALSE FALSE TRUE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE Benjamin Franklin High School is designed to serve students from a wide array of diverse backgrounds. Majority of BFHS students fall into one of the categories listed above. The activity selected by BFHS was to recover the learning loss needs of students, to ensure student were not behind when returning to the classroom. BFHS reviewed longitudinal data to identify areas of academic deficiencies for students currently enrolled at BFHS. Based on the identified deficiencies, BFHS developed a plan for in-school tutoring, professional development, and staffing structures that allow adults to support students experiencing learning loss due to the impact of COVID 19. TRUE 9444.69 9248.82 195.87 TRUE TRUE 9007.23 437.46 TRUE Alice M. Harte Elementary Charter School 159364850 L3V6K1X53GW9 2200279 TRUE 0 0 0 0 0 0 0 0 0 580654 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 211067 0 0 0 0 0 0 0 0 0 0 211067 145130 35829 0 0 2248 0 0 0 27860 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 369587 10 60 10 20 0 580654 211067 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE Evidence-based interventions, services and supports address learning loss and respond to students' social, emotional, mental health and academic needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups. Evidence-based interventions, services, and supports also increase the likelihood of positive student outcomes and increase accountability because data is used to back up the selection of a practice or program, which in turn facilitates support from administrators, parents and others. Starting with a proven effective practice or program ensures the best use of time and makes sure resources are used and not wasted. Lastly, selecting evidence-based activities and interventions increases the likelihood of responsiveness to learners' needs and of selecting practices that best fit local needs. All of the identified activities address learning loss and provide the type of support necessary to address students' academic, social and emotional needs by: (1) providing additional, targeted instruction to students differentiated to meet their specific gaps and provide appropriate acceleration; (2) increasing opportunities for social emotional learning through whole-school screening and instruction, and individualized interventions as needed; (3) providing additional personnel to support students both academically and behaviorally. The individualized nature of the support provided for students ensures that populations are addressed based on their individual needs. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8998.23 446.46 TRUE InspireNOLA Charter Schools 078888444 VWW1DDNMB841 2200294 TRUE 0 0 0 0 0 0 0 0 0 3358106 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3358106 10 45 27 18 0 3358106 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE Evidence-based interventions, services and supports address learning loss and respond to students' social, emotional, mental health and academic needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups. Evidence-based interventions, services, and supports also increase the likelihood of positive student outcomes and increase accountability because data is used to back up the selection of a practice or program, which in turn facilitates support from administrators, parents and others. Starting with a proven effective practice or program ensures the best use of time and makes sure resources are used and not wasted. Lastly, selecting evidence-based activities and interventions increases the likelihood of responsiveness to learners' needs and of selecting practices that best fit local needs. All of the identified activities address learning loss and provide the type of support necessary to address students' academic, social and emotional needs by (1) providing additional, targeted instruction to students differentiated to meet their specific gaps and provide appropriate acceleration. (2) increasing opportunities for social emotional learning through whole school screening and instruction, and individualized interventions as needed. (3) additional support personnel to support students both academically and behaviorally. The individualized nature of the support provided for students ensure that populations are addressed based on their individual needs. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8997.23 447.46 TRUE Lusher Charter School 603489308 P3R5U2JZKAK9 2200297 TRUE 0 0 0 0 0 0 0 0 0 326269 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 326269 0 48 36 16 0 326269 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE ESSER III EB 20% were not used in 2020-2021. ESSER III EB 20% funds were not used in the reporting period ending 6/31/21. The funds will be used in the 2021-2022 school year/reporting period. Our planned activities include extra tutoring one on one in Math and English, behavioral intervention, summer enrichment, student academic and mental health programs. These programs will address the students in underserved groups such as low-income families, children with disabilities, English learners, students experiencing homelessness, and other groups disproportionately impacted by the pandemic. TRUE 9444.69 9248.82 195.87 TRUE FALSE 9008.23 436.46 TRUE Robert Russa Moton Charter School 009586333 GQG9EYJXCZB5 2200286 TRUE 0 0 0 0 0 0 0 0 0 324783 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 101512 0 0 0 0 0 0 0 0 0 0 101512 48725 13390 26000 0 0 0 0 0 13397 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 223271 25 75 0 0 0 324783 101512 TRUE TRUE TRUE TRUE FALSE TRUE FALSE TRUE TRUE FALSE FALSE TRUE TRUE FALSE Based on our data reports from iReady Universal Screeners, Achievement Network Diagnostic/Interim Assessments, DIBELS, and LEAP 2025 the reports indicate that our students have experienced a loss of learning due to the Covid-19 Pandemic. The data is inclusive of all subgroups including but not limited to African Americans, Pacific Islanders, Hispanic, Homeless, Low-Income, Students with disabilities, and English Language Learners. We are addressing the loss of learning by intentionally targeting students in our summer learning program where we focus on the grade level skills as well as the prerequisites that are needed to narrow the academic gap. The student participates in Social Emotional Learning in which self awareness, self management, social awareness, relationship skills, and responsible decision-making is addressed on a daily basis through the use of NEARPOD and/or Social Worker designated activities or sessions. We have extended our day so that students can have additional support in academics as well as allow them an opportunity to participate in the performing arts. The Performing Arts consist of but not limited to Dance, Physical Education, Visual Arts, and Instrumental Music. Tutoring is provided in small groups during the academic day in addition to the after school program. Which is an extension of what the student is learning. We have incorporated a Saturday Academy that front loads the learning for the upcoming week to allow the struggling students an opportunity to address any misconceptions about the standard in a small group setting that provides a personalized learning experience. By the end of the school year, the data reports should indicate that the academic gap has narrowed due to the successful implementation of all programs. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8969.23 475.46 TRUE Lake Forest Elementary Charter School 832501238 GPC2Y9MHRNH3 2200282 TRUE 0 0 0 0 0 0 0 0 0 458331 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 458331 28 2 4 66 0 458331 0 FALSE FALSE TRUE TRUE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE Extended Day: 95.9% (210 of 219) of students participating in the Program have a passing grade in all subjects for the 1st semester and are projected to meet promotional criteria for the 21-22 school term. 100% (13 of 13) of students with one or more disabilities participating in the Program have a passing grade, 96.8% (179 of 185) of low-income students participating have a passing grade, 100% (5 of 5) of English Language Learners participating in the Program have a passing grade. 85.7% (6 of 7) of students experiencing homelessness participating in the Program have a passing grade. 100% (15 of 15) of Asian/Pacific Islanders students participating in the Program have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term. 66.7% (2 of 3) of Hispanic students participating in the Program have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term. 96% (193 of 201) of Black (non-Hispanic) students participating in the Program have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term. Saturday Math & Writing Camp:100% (215 of 215) of students participating in the Saturday Math & Writing Camp have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term. 100% (16 of 16) of students with one or more disabilities participating in the Camp have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term.96.6% (169 of 175) of low-income students participating in the Camp have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term.100% (5 of 5) of English Language Learners participating in the Camp have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term.85.7% (6 of 7) of students experiencing homelessness participating in the Camp have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term. 100% (14 of 14) of Asian/Pacific Islanders students participating in the Camp have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term. 66.7% (2 of 3) of Hispanic students participating in the Camp have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term. 96% (190 of 198) of Black (non-Hispanic) students participating in the Camp have a passing grade in all subjects for the first semester and are projected to meet promotional criteria for the 21-22 school term TRUE 9444.69 9248.82 195.87 TRUE TRUE 9000.23 444.46 TRUE New Orleans Charter Science and Mathematics HS 831986422 WJWMWE56CC5J 2200281 TRUE 0 0 0 0 0 0 0 0 0 332080 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 332080 10 30 20 40 0 332080 0 TRUE FALSE FALSE FALSE TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE These enrichment programs and additional resources were put in place to help determine and assist student learning. They were also used to put additional COVID-19 perimeters in place for safety. During the student enrichment summer program students, we were able to determine gaps in social, emotional and health needs. In the classrooms we were able to add technology and additional teacher assistance as we had to spread students out more for safety reasons. We adopted technology to give assignments and allow student at home to continue working without losing momentum. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8993.23 451.46 TRUE ENCORE Academy 059993355 YLJ2LJF4K1C3 2200287 TRUE 0 0 0 0 0 0 0 0 0 476309 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 476309 0 100 0 0 0 476309 0 FALSE FALSE FALSE FALSE TRUE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE TRUE Additional staffing due to learning loss due to COVID-19. Providing additional staffing for additional social-emotional well-being, additional staffing for mental health needs, and additional staffing to identify and/or respond to unique student needs to provide support for low-income students, students with disabilities, and students in disadvantage groups in order to recover learning loss due to COVID-19. Additional staffing will address learning loss, provide awareness and exposure to arts (visual, dance, music, etc.), and will better implement evidence-based intervention systems in order to support learning loss due to COVID-19. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8992.23 452.46 TRUE Bricolage Academy 037852086 JBRLGK527BR1 2200289 TRUE 0 0 0 0 0 0 0 0 0 284076 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 111282 0 0 0 0 0 0 0 0 0 0 111282 111282 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 172794 15 40 13 32 0 284076 111282 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE BRICwork is an academically-focused intervention program that provides all current students with additional support beyond the school year. Students who are currently receiving Tier 3 academic interventions in Quarter 3 and/or Quarter 4 of the school year are specifically invited participants, but the entire school is eligible to enroll. The BRICwork instructional staff will utilize the data collected during the school year to tailor instruction and address students' academic challenges. This may mean that some students are grouped based on their academic performance and not their chronological grades. While BRICwork is not a summer camp, learning activities will be engaging and fun. Instruction will focus primarily on Reading/ELA and Math skills. Teachers and Instructional Staff will discuss BRICwork participation with the parent's/guardian's of identified students during Quarter 3 Report Card Conferences. TRUE 9444.69 9248.82 195.87 TRUE TRUE 9004.23 440.46 TRUE Einstein Charter High School at Sarah Towles Reed 118143573 K23AL6V2M2H9 2200295 TRUE 0 0 0 0 0 0 0 0 0 266008 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 266008 5 70 5 20 0 266008 0 TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE FALSE Ensuring the success and support of all scholars, as well as economic sustainability is always top priority for the STRHS and Einstein community. Based on the Needs Assessment, which is a process of identifying and determining the closing of the gaps between the current and desired state of an organization/state, we were able to identify some key factors that contributed to the disproportion of many of our subgroups (EL, African American, SPED, 504, low-income families, migratory students,etc.). Based on calculations, data retrieved from our attendance/grade portal in PowerSchool, 80% of students were impacted even greater because of the impact of COVID-19. As we continue through the school year to prevent and minimize low performance of students, our current 9th and 10th grade scholars have been identified early, provided priority seating and continued transportation when needed to assist in student progress. To support the scholars with academia challenges, our Counseling Department will determine the most appropriate course selections for students' success to target graduation paths and Individualized Growth Plans (IGP's). For our Upperclassmen, scholars who have not shown success in their previous classes will be provided a 5th period block to address areas of weakness and impacted skills for development. These students will also be provided prioritized scheduling and high-quality teachers to assist in working towards goals and success. Another intervention we've embedded in our daily practices is the creation of a daily Intervention Block. All students completed a diagnostic assessment through IXL, which is a platform that determines appropriate instruction per subject according to the scholar's current achievement level. It creates differentiated levels of instruction, incentivizes students for reaching different levels and encompasses all core subjects, including Spanish. Literacy interventions are provided on a daily basis. All students in grades 9-12 maintain a personal data binder that contains weekly scores that are monitored by both teachers and students. Students are extremely excited about owning their own data, as well as seeing it in real time and how they are growing and closing those learning gaps. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8996.23 448.46 TRUE Einstein Charter Middle Sch at Sarah Towles Reed 964892496 VWBBW1LYH8D7 2200280 TRUE 0 0 0 0 0 0 0 0 0 321578 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 321578 5 70 5 20 0 321578 0 TRUE TRUE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE TRUE TRUE FALSE The activities and/or interventions address the disproportionate impact of Covid-19 by attempting to bridge the gap of missed learning. The activities and interventions provide additional minutes, small grouping, and in some cases one-on-one instruction. It provides the opportunity to pinpoint specific deficits that scholars may need support in to help increase learning and social skills. The LEA reviews and analyzes progress and gaps in all data sets to identify the disproportionate impact of COVID-19 on student groups, such as low-income families and English learners. Across all data sets, the LEA establishes the greatest needs and identifies the reasons the needs exist. The needs are identified through data analysis. The LEA sets system-level improvement goals for the areas of greatest needs across all data sets and interim goals that indicate progress. The LEA partners with school leaders to set school-level improvement goals that are aligned to the LEA goals. EMS partners with Community Works to provide a variety of extracurricular activities such as STEAM, Robotics, Art, Dance, Band, and Sports. LEA after-school program will address the development of new skills and activities, encourage positive habits, guide time management, help working families, and foster emotional stability. EMS partners with Community Works to provide summer learning for students, with an emphasis on students identified as Tier 3 to decrease the achievement gap. Students are identified through data-driven decision-making from analysis of IReady, LEAP 2025, IXL, teacher assessments, progress reports, etc. Moreover, students are equipped with time to deal with their social and emotional well-being. EMS implements SEL strategies for the first 30 minutes of the day daily. This is done through morning meditation, small group sessions with students, or listening to healing music. All middle school grades will fully implement an effective Positive Behavior Support Program (PBIS) with a Multi-Tiered System of Supports that addresses the academic and social/emotional needs of all students using all reliable data. Data is reviewed weekly and data to determine if students are progressing towards their individual goals. The school's social worker also participates in counseling services with students individually and in small groups. The social worker assists students with setting goals and helps with progress monitoring. Discuss with students the importance of attending school daily and set monthly goals. This process takes place with the school social worker and is implemented for the duration of the school year. In addition, classroom teacher observations and teacher referrals will be submitted to the RTI Coordinator. As a way to motivate students, students will be awarded additional ClassDojo Points if there is an increase in attendance. Those points can be applied to the school-wide PBIS Celebrations, which are conducted both weekly and monthly. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8990.23 454.46 TRUE Einstein Charter at Sherwood Forest 118002795 PGFQSMDVHFS9 2200292 TRUE 0 0 0 0 0 0 0 0 0 374413 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 374413 20 40 5 35 0 374413 0 TRUE TRUE FALSE TRUE TRUE FALSE TRUE TRUE TRUE TRUE FALSE TRUE TRUE FALSE The leadership team conducted a comprehensive needs assessment reviewing numerous academic data sources from the 2019-2020 and 2020-2021 school years. The comprehensive needs assessment indicated a need to streamline instructional practices as an organization and as an LEA. Although there was a steady increase in ELA and Science scores over the years, the growth was not impactful enough for the school to earn a C as an SPS. This year the priority is to align systems, procedures, and professional development for data collection, analysis, and data-driven instruction, strategically use ed-tech programs (personalized learning platforms, assessments and progress monitoring) to support subgroups, and maximize learning opportunities. Teachers are provided with vendor-led professional development for tier 1 curricula implementation. In order to facilitate this SF altered the instructional model to include grade level best practices and content-based professional development from content and ELL coaches within the network. Sherwood Forest established a relationship with the Center for Development and Learning to hire a literacy coach to improve the quality of reading instruction schoolwide. Additionally, partnerships for teacher development include SELF, the STEM Library Lab, and the Center for Applied Linguistics (CAL). CAL provided professional development to ELA staff based on the SIOP method. SF coaches and administrators altered the instructional framework to include language objectives in all content classes and implemented progress monitoring specifically for language development through Las Links. In addition to Las Links, strategic purchases of blended learning programs include i-Ready, Lexia, and Zearn for K-5th grade students, and Study Island for Science and Social Studies students in grades 3rd-5th. As an additional focus on professional development, the LEA partnered with SELF to provide PD for special education staff, RTI coordinators,s and administration. This professional development focused on creating strategic plans, analyzing data and problem solving the academic struggles of students with disabilities. Sherwood Forest has maximized the amount of instructional time outside of the school day by offering standards-based tutoring and acceleration-focused tutoring earlier in the academic year. During previous academic years Sherwood began tutoring following winter diagnostics. Priority for tutoring is given to students identified as ELL or Tier III. ELL and Tier III students in K-2nd are partnered with 1-on-1 tutors through REAL Tutoring. Screen reader support enabled. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8987.23 457.46 TRUE New Harmony High Institute 035253094 TUL6FZHKN168 2200304 TRUE 0 0 0 0 0 0 0 0 0 102508 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 40980 0 0 0 0 0 0 0 0 0 0 40980 0 0 40980 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 61528 0 0 0 100 0 102508 40980 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE Expanded support for students at all grade levels will be provided. NH's academic leadership team meets to review and analyze the various data and diagnostics and creates plans for interventions and high dosed tutoring across all grade levels. The frequency and language in which the interventions are provided is determined at the grade level. NH has put a strong plan for intervention and tutoring into place. The school's academic leadership team will examine 2022 Testing assessment scores as well as those from prior years and analyze the results identifying those students who did not test mastery. NH has contracted a math tutoring coach, added additional Academic Interventionists staff consisting of (1ELA, 1 Math & 2 SPED interventionist). In addition, the school has implemented a summer extension remediation program for 5 weeks using our current staff in core content. NH will prioritize these students when providing expanded support through high-dosage tutoring and interventions. Tutoring and interventions will take place on a weekly basis and may occur as frequently as daily for students with the most severe needs. The academic leadership team and grade level teams work together to determine what shifts in support are needed - more or less time, moves to or from small group intervention to individualized high dose tutoring, etc. TRUE 4898.64 4839.5 59.14 TRUE FALSE 4212.51 686.12 TRUE Athlos Academy of Jefferson Parish 080466835 E55YDJF8DT46 2200305 TRUE 0 0 0 0 0 0 0 0 0 682889 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 682889 25 25 25 25 0 682889 0 TRUE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE LEA has not expended the ARP ESSER III 20% Reserve to Address Impact of Learning Loss funds at this time, therefore there are no activities to report related to addressing the disproportionate impact of COVID 19on each listed underserved student group, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, migratory students, students experiencing homelessness, youth in foster care, and other groups disproportionately impacted by the pandemic that have been identified by the SEA. TRUE 4770.23 4730.39 39.84 TRUE FALSE 4568.72 201.51 TRUE FirstLine Live Oak 118005265 WQZ7ZDL7GM28 2200302 TRUE 0 0 0 0 0 0 0 0 0 510307 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 510307 2 89 0 9 0 510307 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE ESSER funds were used to build staff capacity and purchase curricular materials to aid in the shift to virtual and hybrid learning. Training allowed teachers to more effectively deliver instruction and meet students' needs during virtual learning, focusing on the needs of underserved student groups, including students with disabilities and those that missed the most learning time during the 2019-20 and 2020-2021 school years. Other interventions listed above have been implemented in order to address the disproportionate impact of COVID on our students, but they were not funded with ESSER funds during the reporting period. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8970.23 474.46 TRUE Rosenwald & Abramson Academies 059826242 PSZGLH9BAGR5 2200307 TRUE 0 0 0 0 0 0 0 0 0 690613 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 690613 1 9 5 85 0 690613 0 TRUE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE TRUE FALSE FALSE FALSE FALSE As an LEA serving +90% student groups that have been identified as being disproportionately affected by COVID-19, we have been deeply focused on minimizing learning disruptions, maintaining student and community health and safety, and ensuring all of our student population is on track to graduation. We focused the 20-21 funding on enhanced operation support so that our teachers could adapt to different learning modalities (hybrid, in-person, Zoom). In 21-22 and beyond, the range of funded activities has changed. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8988.23 456.46 TRUE Living School, Inc. 116969847 L363P8AH3BF4 2200314 TRUE 0 0 0 0 0 0 0 0 0 57254 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 57254 0 70 20 10 0 57254 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE The school's academic leadership team meets weekly to look at data. We have deeply examined LEAP 2025 from the 2020-2021 assessments as well as those from prior years (including 8th graders who are now at Living School as high schoolers). We have analyzed the results and have identified those students who did not achieve mastery. Living School will prioritize these students when providing expanded academic support through high-dosage tutoring and interventions. We've added additional academic interventionist & Teachers who work with students on a daily basis, and will implement a 5 week extension summer program. Tutoring and interventions take place on a weekly basis and may occur as frequently as daily for students with the most severe needs. The academic leadership team and grade level teams work together to determine what shifts in support are needed - more or less time, moves to or from small group intervention to individualized high dose tutoring, etc.... TRUE 9444.69 9248.82 195.87 TRUE TRUE 8981.23 463.46 TRUE GEO Next Generation High School 117050873 GQMYLYT7KJ89 2200313 TRUE 0 0 0 0 0 0 0 0 0 120621 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 120621 0 88 12 0 0 120621 0 TRUE TRUE FALSE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE TRUE FALSE FALSE Students, who during the year test positive for COVID, have been able to continue to learn at home during their time of quarantine. We will continue to work on analyzing student data throughout the school year by utilizing grant funds to purchase upgraded educational technology which will support traditional and special educational needs for both students and instructors. To support growth and learning and bridging the learning loss, our schools will fully utilize learning technology tools to provide alternative learning experiences and offer a more aggressive student centric approach to learning and learning recovery. These funds have helped to improve outcomes for all students with high expectations; 1. All students who scored below mastery in math and ELA on the LEAP Spring 2021 Assessment will be a priority; 2. All students who did not meet their NWEA Growth Target in math and ELA and who scored below Basic on at least three areas of the LEAP tests; 3. All Tier II and III students; 4. All students receiving SPED/EL/504 services who scored below mastery on the LEAP Spring 2021. GEO Next Generation continues to provide tutoring at all levels. Students in 11-12 grade have been given special attention in online tutoring at least three to four times per week in core subject areas for graduation, evidence shows from tutoring rosters that significant group (shares) of students are 2 plus years below grade level, particularly in ELA and Math are not participants in the tutoring sessions offered. The key focus for the next four years is to provide high-dosage tutoring. High dosage tutoring (tutoring in small groups at frequent intervals) has been shown to have large positive effects on achievement. Additional interventionist tutoring will be provided to students who scored below Mastery on the Spring 2021 LEAP and salaries for staff to build tutoring within the school day and before and after school. The goal of tutoring is to move all students to mastery. The overall instructional program is monitored by the school's Leadership Team and the District Leadership Team. The school's Leadership Team meets weekly to guide teacher development, review school data and plan for in-class field testing. GEO Next Generation summer instruction is an extension of our regular schooling. We provide not only academic learning, but social and emotional learning. It is a 4-week summer learning program designed to mitigate the learning loss, especially in math and ELA, but to also provide a safe place for learning. TRUE 4593.17 4367.84 225.33 TRUE FALSE 0 4593.17 TRUE Red River Charter Academy 064497616 LCN7H5U3L3T1 2200308 TRUE 0 0 0 0 0 0 0 0 0 190397 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 190397 1 17 6 76 0 190397 0 TRUE TRUE FALSE TRUE TRUE FALSE FALSE TRUE TRUE TRUE FALSE TRUE FALSE FALSE Summer school will be offered for those students who do not successfully pass Leap 2025 or fail due to pupil progression. We established an after school tutoring programs that offers assistance in the core subjects and reading literacy. He hired an additional classroom teacher to assist with mathematics, social studies, and adult responsibility. We administered mock testing. Data provided by those test were used to assist teachers with managing classroom instruction time covering topics known to be items on Leap 2025. Students identified as needing interventions are pulled from their elective classes and provided with additional instruction in the core subjects. We referred students to FINS. We purchased Tier one curriculum and additional resources to assist with learning loss throughout the school year. TRUE 5896.3 5534.66 361.64 TRUE TRUE 0 5896.3 TRUE IDEA Public Schools 117028731 F9AEPF61TRN3 2200310 TRUE 0 0 0 0 0 0 0 0 0 195559 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 195559 0 0 0 0 100 195559 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE This school has closed. This school has closed. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8977.23 467.46 TRUE Cohen College Prep/Crocker College Prep 827693222 QTZERTYLLF33 2200238 TRUE 0 0 0 0 0 0 0 0 0 772824 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 772824 0 50 0 0 50 772824 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE After administering the STAR Reading and Math Universal Screeners and reviewing prior year data we have determined that 82% of our students are at least 3 grade levels behind in reading and/or math. Based on the data, we understand that our students could benefit from a Reading course prior to taking English I and a writing course prior to taking English II. We will schedule the students for Reading I in the fall semester who will take English I in the spring semester and schedule students for Technical Writing in the fall semester who will take English II in the spring semester. In addition to needing additional reading and writing support, according to the data our students need extensive math support prior to taking the required math courses, Algebra I and Geometry. We will schedule the students for Math Essentials in the fall semester and Algebra I in the spring semester and schedule students for Math Elective in the fall semester who will take Geometry in the spring semester. We also have chosen the Intensified Algebra I curriculum from Agile Mind which includes the remediation that is built into the curriculum. We will also require English and math teachers to use Achievement Network (ANET) to assess students and all other subjects will be required to use Edulastic to assess students. These are standards based assessment programs that offer data support and professional development. Our English Learner population has increased yearly. Currently 35% of our student population are English Learners. We believe that it is extremely important to provide our teachers with as much support as possible to be able to effectively teach our EL students. All teachers are trained in SIOP, a research-based program that helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. Students who do not score mastery on their LEAP 2025, are two or more grades behind (per MTSS), and/or fail any core classes during the 2021-2022 school year will be given the opportunity to attend and participate in the Boost 21st Century Summer Program for four weeks during the summertime. They will be remediated in the skills that are directly related to strengthening their weaknesses and reinforcing their strengths. Students will also be encouraged to take credit recovery for previously failed courses. The structure of the program is designed for each participating student to have 1.5 hours of math and ELA remediation respectively, and they engage in enrichment activities for three hours daily TRUE 9444.69 9248.82 195.87 TRUE TRUE 8964.23 480.46 TRUE G W Carver High School 064654779 LPHMSK8HGSR5 2200265 TRUE 0 0 0 0 0 0 0 0 0 606804 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 606804 1 10 0 89 0 606804 0 FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE As an LEA serving +90% student groups that have been identified as being disproportionately affected by COVID-19, we have been deeply focused on minimizing learning disruptions, maintaining student and community health and safety, and ensuring all of our student population is on track to graduation. We focused the 20-21 funding on enhanced operation support so that our teachers could adapt to different learning modalities (hybrid, in-person, Zoom). In 21-22 and beyond, the range of funded activities has changed. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8973.23 471.46 TRUE Livingston Collegiate Academy 107961728 XVAWNUMWSML7 2200276 TRUE 0 0 0 0 0 0 0 0 0 424955 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 424955 0 0 0 100 0 424955 0 FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE As an LEA serving +90% student groups that have been identified as being disproportionately affected by COVID-19, we have been deeply focused on minimizing learning disruptions, maintaining student and community health and safety, and ensuring all of our student population is on track to graduation. We focused the 20-21 funding on enhanced operation support so that our teachers could adapt to different learning modalities (hybrid, in-person, Zoom). In 21-22 and beyond, the range of funded activities has changed. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8980.23 464.46 TRUE Collegiate Baton Rouge 114733478 K29DQ1ER1D65 2200288 TRUE 0 0 0 0 0 0 0 0 0 262257 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 262257 0 19 6 75 0 262257 0 FALSE FALSE FALSE FALSE FALSE FALSE TRUE TRUE FALSE FALSE FALSE FALSE FALSE FALSE As an LEA serving +90% student groups that have been identified as being disproportionately affected by COVID-19, we have been deeply focused on minimizing learning disruptions, maintaining student and community health and safety, and ensuring all of our student population is on track to graduation. We focused the 20-21 funding on enhanced operation support so that our teachers could adapt to different learning modalities (hybrid, in-person, Zoom). In 21-22 and beyond, the range of funded activities has changed. TRUE 4840.73 4699.14 141.59 TRUE FALSE 4285.23 555.49 TRUE Success Preparatory Academy 831917583 QTWKLDMYXEM9 2200187 TRUE 0 0 0 0 0 0 0 0 0 437855 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 34292 0 0 0 0 0 0 0 0 0 0 34292 30191 0 0 0 0 0 0 0 4101 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 403563 2 92 4 2 0 437855 34292 TRUE FALSE FALSE FALSE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE Our LEA is a single-site PreK-8 charter school. 95+% of our students come from low-income families, 99% of our students are African American and/or Hispanice, roughly 17% are students with disabilities, roughly 20% are English learners, and roughly 10% are considered homeless. Because of our student demographics, fundamentally all of our federal stimulus funds have been allocated towards addressing the needs of those disproportionality impacted by COVID-19. We have used funds to purchase student devices to ensure that all students have access to laptops in school and at home and to acquire hotspots for families without internet connectivity at home. We've used funds to enhance our English learner program via salary and benefit payments for our EL Director and EL teachers. We have started a 3-year partnership with City Year to provide 8-10 vistas annually to support asynchronous learning during periods where students are remote learning and to provide small-group intervention services when all students are learning in school. We've used funds to purchase software and related subscripts to support remote learning. We have used funds to increase our staff count, including classroom teachers, interventionists, and instructional coaches to address learning loss and recovery. We've used funds to meet our students emotional and mental health needs by adding an additional bi-lingual social worker, adopting the Valor SEL curriculum, and providing counselor and school psychologist services. We have used funds to increase our staff count, including classroom teachers, interventionists, and instructional coaches. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8965.23 479.46 TRUE Arise Schools 830272758 JG2JQ5E4QSE9 2200212 TRUE 0 0 0 0 0 0 0 0 0 929267 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 929267 8 71 0 21 0 929267 0 FALSE FALSE FALSE FALSE FALSE TRUE FALSE TRUE TRUE TRUE FALSE TRUE FALSE FALSE In order to deliver effective evidence-based intervention activities to students who have been disproportionately affected by COVID-19, we developed a network-wide plan to screen, diagnose, tier, and intervene for all students. Based on our screenings, students receive the following evidence-based interventions: Academic Instruction is delivered specifically to the subject in which the student has performed unsatisfactorily. All highly-impacted students receive at least 75 total minutes of intervention per day, 4 times per week by teachers or interventionists. This is supported by our Assistant Principal over ELA, our Reading Specialist, our ED of Teaching of Learning and our Director of Student Support Services.The instruction is taught with a state-approved, research-based curriculum (Heggerty, Wilson Reading, Teach-to-One, CKLA remediation guide, Language Live, Achieve 3000). Attendance/Truancy During Morning Meeting, City Year Corps Members and Student Support Team members will call students marked absent in their assigned homeroom. Teachers reach out to parents via phone any time a student misses class twice in a week. This ensures the teacher has the opportunity to discuss a plan to make-up missing learning/work. All calls should be documented in DeansList. After 4 absences in a semester, a letter will be sent home by the School Social Worker, logged in DeansList, and reported to the Student Support Team (SST). After 6 absences, the School Social Worker will meet with the family to develop an attendance plan and contract. If the family is unresponsive to the meeting request, or fails to show up for the scheduled meeting, a home visit will be conducted. After 8 absences, the School Social Workers refers the family to outside agencies and for truancy intervention with NOLA Public Schools. In the event that a family is non-responsive, a home visit is conducted by a Social Worker and member of the Culture Team. Mental/Behavioral Three times a year, we utilize the (BIMAS-2) screener to identify students in need of mental and behavioral supports. During our weekly SST meetings, we review disciplinary data and identify interventions for any student who has received 3 or more Level 1 or 2 referrals in a quarter, or have had a Level 3 referral. We also discuss and take action on any mental health referrals that have been made by staff via a mental health support survey. Any time we are made aware of a traumatic event that a child has experienced, our social workers will reach out to the family and offer in-house counseling support or refer to an outside agency. Finally, we also administer surveys to parents/guardians so they can seek out mental or behavioral support for their child/ren. In addition to emailing and sharing the survey on our social media platforms, the survey will also be shared with families during our report card conferences and other family engagement events. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8951.23 493.46 TRUE ReNEW SciTech Academy at Laurel 118026394 HXGCP2B31NL5 2200242 TRUE 0 0 0 0 0 0 0 0 0 595831 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 595831 0 50 0 50 0 595831 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE N/A these funds were not yet expensed during period covered by this report; since a YES answer and a detailed response is required, this response relates to the 21-22 school year. Funds are spent on 12 Interventionists in order to support push-in and pull-out targeted individual and small group interventions to address learning loss related to Tier 1 curriculum in ELA and Math, as a result of the COVID-19 pandemic. A 2021 systematic review of 195 targeted academic intervention-versus-control studies, which measured the impact of school-based interventions on ELA and Math standardized test performance among students with, or at-risk for, academic difficulties in Kindergarten through 6th grade, found robust evidence that small-group intervention by adults impacted student performance in statistically significant, positive ways, compared to control groups (Dietrichson et al., 2021). These targeted sessions at STA by school-based teaching/intervention staff allow for focus on each student's individual needs. Oral reading fluency and math proficiency for each student in grades K-8 are assessed using Aimsweb three times per year. Corrective Reading, which has been determined by the What Works Clearinghouse to be an effective tool for students in grades 3+ who are reading below grade level and Achieve 3000, which has been determined by the What Works Clearinghouse to be an effective tool for addressing reading comprehension grade-level recovery, are used in small groups to bring student performance up to grade level in ELA, as evidenced by topical assessments. Dreambox, which has been determined by the What Works Clearinghouse to be an effective tool for positive growth in math achievement for students performing below grade level in grades K-5, is used for adaptive, individualized interventions in math, especially for students requiring Tier 2 and Tier 3 interventions. Students who are slightly below grade level may also receive intervention using previous lessons from Tier 1 curriculum including Zearn (K-5) and Illustrative Math (6-8), evaluating progress using the built-in, topic-specific Tier 1 assessments. 99% of STA students are members of racial minorities and 95% are lower-income students; therefore these initiatives target the entire student body. Students with disabilities receive individually tailored interventions that focus on IEP needs and goals. The needs of English Learners and Migrant students are additionally addressed by EL coordinators who work alongside general education teachers to ensure gaps in language development are recognized and addressed through small group and individual intervention sessions. Students experiencing homelessness and students in foster care receive attention from the school-based homeless liaison to ensure they have the resources necessary to receive equitable intervention and academic services; the ARP Homeless funds will serve to increase school-based staffing in this area. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8966.23 478.46 TRUE ReNEW Dolores T. Aaron Elementary 118026411 R3NVCF8J9NS6 2200195 TRUE 0 0 0 0 0 0 0 0 0 763200 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 763200 0 50 0 50 0 763200 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE N/A these funds were not yet expensed during period covered by this report; since a YES answer and a detailed response is required, this response relates to the 21-22 school year. Funds are spent on 12 Interventionists in order to support push-in and pull-out targeted individual and small group interventions to address learning loss related to Tier 1 curriculum in ELA and Math, as a result of the COVID-19 pandemic. A 2021 systematic review of 195 targeted academic intervention-versus-control studies, which measured the impact of school-based interventions on ELA and Math standardized test performance among students with, or at-risk for, academic difficulties in Kindergarten through 6th grade, found robust evidence that small-group intervention by adults impacted student performance in statistically significant, positive ways, compared to control groups (Dietrichson et al., 2021). These targeted sessions at STA by school-based teaching/intervention staff allow for focus on each student's individual needs. Oral reading fluency and math proficiency for each student in grades K-8 are assessed using Aimsweb three times per year. Corrective Reading, which has been determined by the What Works Clearinghouse to be an effective tool for students in grades 3+ who are reading below grade level and Achieve 3000, which has been determined by the What Works Clearinghouse to be an effective tool for addressing reading comprehension grade-level recovery, are used in small groups to bring student performance up to grade level in ELA, as evidenced by topical assessments. Dreambox, which has been determined by the What Works Clearinghouse to be an effective tool for positive growth in math achievement for students performing below grade level in grades K-5, is used for adaptive, individualized interventions in math, especially for students requiring Tier 2 and Tier 3 interventions. Students who are slightly below grade level may also receive intervention using previous lessons from Tier 1 curriculum including Zearn (K-5) and Illustrative Math (6-8), evaluating progress using the built-in, topic-specific Tier 1 assessments. 99% of DTA students are members of racial minorities and 96% are lower-income students; therefore these initiatives target the entire student body. Students with disabilities receive individually tailored interventions that focus on IEP needs and goals. The needs of English Learners and Migrant students are additionally addressed by EL coordinators who work alongside general education teachers to ensure gaps in language development are recognized and addressed through small group and individual intervention sessions. Students experiencing homelessness and students in foster care receive attention from the school-based homeless liaison to ensure they have the resources necessary to receive equitable intervention and academic services; the ARP Homeless funds will serve to increase school-based staffing in this area. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8963.23 481.46 TRUE ReNEW Schaumburg Elementary 118026436 DWYDR4SPM1U7 2200255 TRUE 0 0 0 0 0 0 0 0 0 759317 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 759317 0 50 0 50 0 759317 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE FALSE FALSE FALSE FALSE FALSE N/A these funds were not yet expensed during period covered by this report; since a YES answer and a detailed response is required, this response relates to the 21-22 school year. Funds are spent on 12 Interventionists in order to support push-in and pull-out targeted individual and small group interventions to address learning loss related to Tier 1 curriculum in ELA and Math, as a result of the COVID-19 pandemic. A 2021 systematic review of 195 targeted academic intervention-versus-control studies, which measured the impact of school-based interventions on ELA and Math standardized test performance among students with, or at-risk for, academic difficulties in Kindergarten through 6th grade, found robust evidence that small-group intervention by adults impacted student performance in statistically significant, positive ways, compared to control groups (Dietrichson et al., 2021). These targeted sessions at STA by school-based teaching/intervention staff allow for focus on each student's individual needs. Oral reading fluency and math proficiency for each student in grades K-8 are assessed using Aimsweb three times per year. Corrective Reading, which has been determined by the What Works Clearinghouse to be an effective tool for students in grades 3+ who are reading below grade level and Achieve 3000, which has been determined by the What Works Clearinghouse to be an effective tool for addressing reading comprehension grade-level recovery, are used in small groups to bring student performance up to grade level in ELA, as evidenced by topical assessments. Dreambox, which has been determined by the What Works Clearinghouse to be an effective tool for positive growth in math achievement for students performing below grade level in grades K-5, is used for adaptive, individualized interventions in math, especially for students requiring Tier 2 and Tier 3 interventions. Students who are slightly below grade level may also receive intervention using previous lessons from Tier 1 curriculum including Zearn (K-5) and Illustrative Math (6-8), evaluating progress using the built-in, topic-specific Tier 1 assessments. 100% of Schaumburg students are members of racial minorities and 94% are lower-income students; therefore these initiatives target the entire student body. Students with disabilities receive individually tailored interventions that focus on IEP needs and goals. The needs of English Learners and Migrant students are additionally addressed by EL coordinators who work alongside general education teachers to ensure gaps in language development are recognized and addressed through small group and individual intervention sessions. Students experiencing homelessness and students in foster care receive attention from the school-based homeless liaison to ensure they have the resources necessary to receive equitable intervention and academic services; the ARP Homeless funds will serve to increase school-based staffing in this area. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8962.23 482.46 TRUE GEO Prep Mid-City of Greater Baton Rouge 080724155 QZB2YH6PNLN3 2200298 TRUE 0 0 0 0 0 0 0 0 0 488453 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 488453 0 30 3 67 0 488453 0 TRUE TRUE FALSE TRUE TRUE TRUE TRUE FALSE TRUE FALSE FALSE TRUE TRUE FALSE Students, who during the year test positive for COVID, have been able to continue to learn at home during their time of quarantine. The LEA continues to work on analyzing student data throughout the school year by utilizing grant funds to purchase upgraded educational technology which supports traditional and special educational needs for both students and instructors. We continue to fully utilize learning technology tools to provide alternative learning experiences and offer a more aggressive student centric approach to learning and learning recovery. Teachers utilize a variety of strategies including read aloud, close reading, partner, or choral reading, etc. to create a more social support to learning. Students and teacher discuss the text and the teacher will probe for understanding by asking higher-order questions that promote thinking. Mid-City provides tutoring at all levels including tutoring for students enrolled in K-8 classes. Students in grades 4-8 have been given special attention in online tutoring at least three to four times per week in reading and math. We also provide transportation support to our students who are unable to attend tutoring otherwise with the purchase of a minibus to get students home. We have been giving our students sessions in high-dosage tutoring. High dosage tutoring (tutoring in small groups at frequent intervals) has shown to have large positive effects on our students. Additional interventionist tutoring has been provided to students who scored below Mastery on the Spring 2021 Leap and increase in salaries for staff to build tutoring within the school day and before and after school. The goal of tutoring is to move all students to mastery. Our goal with these funds is to strengthen and deepen integration of social-emotional learning (SEL) practices within academic instruction in culturally responsive ways that acknowledges the social and emotional impacts of the pandemic. We have established a district level goal of addressing the social and emotional needs of students returning to school in person with special emphasis on the targeted population of grades 4-8. We have developed a plan for SEL along with materials and assessments. We have hired new staff to address the SEL needs for all of our students and staff. We have seen a need to support teachers and administrators integrating SEL practices into classroom instruction and have provided SEL PD to better equip our staff to meet the needs of our families. TRUE 4637.95 4441.85 196.1 TRUE FALSE 3913.12 724.83 TRUE Warren Easton Charter Foundation, Inc. 780468513 JHE7L8XFCBM7 2200316 TRUE 0 0 0 0 0 0 0 0 0 597591 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 597591 0 0 0 0 100 597591 0 TRUE TRUE TRUE FALSE FALSE TRUE TRUE TRUE TRUE FALSE FALSE TRUE TRUE FALSE Families were sent a school generated survey to identify the disproportionate impact of COVID-19 on the academic and emotional effects of our underrepresented student groups. In addition, this information will be used to identify any changes that may have occurred to their demographics due to COVID-19. The survey will be utilized to support students in need and counteract their lost learning time through intervention, remediation, and counseling. Students are benchmarked quarterly using the computer based MAP program. Benchmark data is distributed to teachers as well as the student support services team in order to adequately place students in tiered intervention. All students receive tier I intervention in core classrooms. Students who require Tier II or Tier III intervention meet with interventionists twice a week during elective courses. Interventionists keep a log of time spent with students along with academic standards covered as well as student achievement descriptors on each in particular standard. As students receive continued intervention services, they are benchmarked again with the same information at the end of the intervention cycle. The data is used as evidence of growth or lack there of. Students may fluctuate between tiers of intervention based on benchmark scores. Using the information obtained for the COVID-19 survey sent to families indicated in a previous response, we would not only provide those students with intervention services, but also social and emotional supports and counseling. Once these students are identified, they will be on a weekly rotational schedule with our school social worker to ensure that their social and emotional needs are being met. In order to meet the needs of students who may not have achieved mastery on any statewide assessment during the 2020-2021 or the 2021-2022 school year, all students in 9th grade will be double dosed in English and Math. Students will take Reading I as a prerequisite for English I and Math Essentials is a prerequisite for Algebra I. This is strategically done to hone in on incoming students' deficits in order to help them work up to performing on grade level before entering into LEAP 2025 courses. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8995.23 449.46 TRUE Edward Hynes Charter School - Lakeview 002256521 G7MNDQK44TU3 2200317 TRUE 0 0 0 0 0 0 0 0 0 224598 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 224598 0 0 0 0 100 224598 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE TRUE TRUE TRUE FALSE To make up for any learning loss, students with disabilities will receive extra support in the following ways: -----Professional Development will be accessable to Special Education teachers,--Program subscriptions will be purchased to help reinforce special education students skills,-----Special Education teacher supplies will be purchased to properly track and maintain records for Special Education students, and -----Special Education student supplies will be purchased to continue learning inside the classroom. TRUE 9444.69 9248.82 195.87 TRUE TRUE 9006.23 438.46 TRUE Edward Hynes Charter School - UNO 118129008 EBY2JZLZK58N 2200318 TRUE 0 0 0 0 0 0 0 0 0 94252 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 94252 0 0 0 0 100 94252 0 FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE TRUE FALSE TRUE TRUE TRUE FALSE Students with disabilities will receive the extra support they need to make up for any learning loss. Examples of support include teachers going through professional developments to understand how to better serve these students, subscriptions to programs that will meet the needs of these students to reinforce their skills, supplies needed by these students to continue to learn in a classroom setting, and supplies needed by the teachers of these students to keep ongoing and accurate records for them. TRUE 9444.69 9248.82 195.87 TRUE TRUE 9003.23 441.46 TRUE Pierre A. Capdau Charter School 118312822 VZC4N793KW43 2200320 TRUE 0 0 0 0 0 0 0 0 0 409090 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 409090 0 0 0 0 100 409090 0 TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE FALSE Evidence-based interventions, services and supports address learning loss and respond to students' social, emotional, mental health and academic needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups. Evidence-based interventions, services, and supports also increase the likelihood of positive student outcomes and increase accountability because data is used to back up the selection of a practice or program, which in turn facilitates support from administrators, parents and others. Starting with a proven effective practice or program ensures the best use of time and makes sure resources are used and not wasted. Lastly, selecting evidence-based activities and interventions increases the likelihood of responsiveness to learners' needs and of selecting practices that best fit local needs. All of the identified activities address learning loss and provide the type of support necessary to address students' academic, social and emotional needs by: (1) providing additional, targeted instruction to students differentiated to meet their specific gaps and provide appropriate acceleration; (2) increasing opportunities for social emotional learning through whole-school screening and instruction, and individualized interventions as needed; (3) providing additional personnel to support students both academically and behaviorally. The individualized nature of the support provided for students ensures that populations are addressed based on their individual needs. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8978.23 466.46 TRUE Foundation/Lafayette/Esperanza Charters 076704765 J3DTR5VY4188 2200321 TRUE 0 0 0 0 0 0 0 0 0 1092911 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1092911 0 0 0 0 100 1092911 0 TRUE TRUE TRUE TRUE TRUE FALSE FALSE TRUE FALSE FALSE FALSE FALSE TRUE FALSE The LEA is a single school with a population of 100% low income students & 99% racial & ethnic minorities 17% of students experiencing homelessness so all funds used were to identify & respond to unique student needs and/or provide targeted support for vulnerable students. ESSER incentive funds were used to provide after school tutoring & ESYS services to address learning loss. The funds were also used to provide medical services to students by funding a registered nurse on campus & 5 additional support staff to provide deep cleaning & ensure physical distancing. TRUE 9444.69 9248.82 195.87 TRUE TRUE 8946.23 498.46 TRUE Sheet: State Level 1. The statewide per-pupil amount of State funds provided to all LEAs in the State in FY 2021 = $9,273 2. The statewide per-pupil amount of State funds provided to all LEAs in the State in FY 2022 = $9,436
File and source
- File
- department-of-education-excel-www-ed-gov-3116ca0a08.xlsx
- Size
- 202,901 bytes
- SHA-256
- 970e8ef43f675e622dd8e464d55f8d46fe24cf52d639fc3818ca3363fdda6d3e
- Original
- www.ed.gov