Over the next three years, the ARP ESSR funds will be used to address learning loss due to COVID-19 and to support the Calhoun County Schools’ multi-tiered system of support for students. All subgroups including English Language Learners, Students with Disabilities, Gifted, Early Literacy Intervention, and Focused sub-groups: Black, Hispanic, Gender, Migrant Students, Students Experiencing Homelessness, and Children and Youth in Foster Care will have an opportunity to participate in Summer Learning, Enrichment Camps, and High Frequency Tutoring. Throughout the funding period of the ARP ESSER grant, we will continue to monitor, evaluate, and update our plan based on stakeholder feedback and the needs of the system.

Funds will be used to provide tech support for our teaching staff and students. This includes servers, networking, personal computers, tablets, software and other technology for all students, including those who may not have access to this type of equipment at home. We are committed to ensuring all students and teachers have all technology available to them; regardless of gender, race, national origin, color, disability or age.

High Frequency Tutoring:

According to the research, the most effective tutoring program will share the following structure:

• Three or more more sessions per week

• 30-60 minutes per session

• Three to four students per group, but one on one or 1:2 tutoring is most effective, using teachers or paraprofessionals

• Pair students with a consistent tutor throughout the program

• Offer during the school day or immediately after

• Align to grade-level or course standards

• Use ongoing formative assessments practices to measure growth and make adjustments in delivery

Would this work for Research: https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf

Summer Learning and Summer Enrichment Programs

According to the research, the most effective summer programs share the following structure:

• Five to six weeks in duration

• Five days of programming per week

• 60-90 minutes of math and 90-120 minutes of reading/writing instruction per day and two-three hours of enrichment activities 

• Small classes up to 15 students per teacher

• Use highly effective teachers

• Provide professional learning focused on consistent curriculum and maximizing instructional time

Possible Research: 

https://portal.ct.gov/-/media/SDE/ESSA-Evidence-Guides/Best_Practices_for_Comprehensive_Summer_School_Programs

1) Identification of students who have missed the most instruction during the 2019-2020 and 2020-2021 school years will take place at each local school. Faculties, along with local administration, will pull attendance reports from iNOW/PowerSchool in order to determine which students have missed an overabundance of instructional time. Aurora will be another resource that will help in the identification of students who may need extra support due to excessive absences.  Administrators will also look closely at STAR, Scantron, iXL, and Freckle reports of students who attended school virtually to ensure that any gaps in mastery of skills are covered through learning loss interventions including after school and summer learning programs.   

2) Each local school has a current list of students who were at a below mastery level in academic courses prior to the start of the 2021-2022 school year. The EXCEL Academy (virtual academy) works hand-in-hand with local schools to track student progress and identify those in need of support services. INOW grading reports will identify those students who did not consistently participate in remote instruction.  Also, formative assessments will allow for individualized scheduling of remediation plans in summer learning, after school, and remediation and acceleration classes during the school day.