Equitable Services. An LEA that receives ARP XXXXX funds under this grant is not required to provide equitable services to non-public school students and teachers with the ARP XXXXX funding. The Utah State Board of Education is administering the new Emergency Assistance for Non-Public Schools (Utah EANS Website) program, which allows non-public schools to seek equitable services directly from USBE. Records pertaining to this award under 2 C.F.R. 200.334 and 34 C.F.R. 76.730, including financial records related to use of grant funds, must be retained separately from the LEAs original XXXXX I funds awarded in 2020 and XXXXX II awarded in 2021. Applications will be reviewed on a rolling basis through the Utah Grants Management system. Most outcomes are determined within 2-3 business days from submission. Xxxx Xxxxxxx CARES Educational Specialist, USBE xxxx.xxxxxxx@xxxxxxx.xxxx.xxx Xxxxx Xxxxx Director of Strategic Initiatives, USBE xxxxx.xxxxx@xxxxxxx.xxxx.xxx Legal Name: Freedom Preparatory Academy Contact Information for LEA Representative Name: Xxx Xxxxxxxxx Position & Office: Academic Xxxx and Title 1 Director Address: 0000 X. 000 X., Xxxxx, XX 00000 Telephone: 000-000-0000 Email address: xxxxxxxxxx@xxxxxxxxxxx.xxx Below we are asking each LEA to provide an explanation of how the LEA intends to use the ARP XXXXX funds in alignment with the allowable use cases described by the U.S. Department of Education. We encourage LEAs to prioritize evidence-based practices and call those out in their narrative. USBE encourages LEAs to complete a needs assessment before determining how their portion of XXXXX funds will be used. LEAs should follow existing needs assessment protocols to determine the most valuable and targeted use of XXXXX funds. A needs assessment should include a review of the current state as compared to the desired state, the identification of barriers to reaching the desired state, and an analysis of the potential sources of the identified barriers. Impacts of COVID-19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Freedom Preparatory Academy has found that students have been impacted academically by the coronavirus as they have been pushed back and forth between on-site and virtual learning. Students have not received the math and literacy support they have needed, which has been evidenced by obvious gaps in state assessment results. Further impact has been seen in the students’ emotional well-being, as the number of additional counseling check-ins has increased. This is evidence that there was a huge social/emotional need not being met for our students. This impact will continue as long as students feel unsettled and insecure as far as their physical health, academic learning, and connectedness to other students and teachers are affected. The inconsistency caused by the coronavirus has increased anxiety and depression. The inconsistency it has caused has taken an obvious toll on the mental health of our students. Finally, the physical safety of our students has been impacted by the coronavirus. The students are constantly concerned about what is safe, clean, etc. Some students have felt a physical threat, wondering whether or not it is even safe for them to be in the building, which needs to be addressed. Freedom Preparatory Academy has reviewed and analyzed its state assessment data, including the WIDA, Acadience, RISE, and ACT, to determine the academic areas most impacted by COVID-19 at our LEA. We have reviewed Social Emotional Learning (SEL) data from our school social workers to know what SEL needs have increased over the past year. The health and safety of our school’s physical facilities have been considered and reviewed by our school’s maintenance and administrative teams. Stakeholder feedback was received through a virtual meeting on Aug. 3, 2021, and the school’s public community was provided an opportunity to offer suggestions and insights via a survey sent by email and at our fall general board meeting on August 19, 2021. All suggested strategies to mitigate the effects of the pandemic were reviewed under the lens of evidence and research-based approaches to determine which strategies were most needed. Significant Baseline Data for 2021-2022 School Year SEL Baseline Data: One of FPA’s initial responses to COVID-19 was to hire two social workers and an additional counselor to help meet student needs. During the past school year (2020-2021), students received a significant increase in services from the new FPA employees compared to previous years. For a baseline there were 1,037 check-ins, 351 parent communications, and 240 individual students served in the 2020-2021 school year. State Assessment Baseline Data from 2020-2021: Acadience – 54 percent of our first-grade students were below benchmark in BOY Reading, and 39 percent of our first-grade students were below benchmark in EOY Reading RISE – 61 percent of our third through eighth grade students were below proficiency in both Language Arts & Math Utah ACT Aspire Plus – 57 percent of our ninth and tenth graders were below proficiency in Reading Utah ACT Aspire Plus – 73 percent of our ninth and tenth graders were below proficiency for Math ACT – 19.67 average composite score for 2021 with the lowest area being English with an 18.77 average score. Physical Facilities Baseline information: The capital expenditure approval process has been completed for all requested capital expenses. Please review there for baseline data information. Additionally, our HVAC system does not adequately provide clean air. Stakeholder Feedback (Aug. 3rd Meeting) on greatest COVID-19 impacts on students.
Appears in 1 contract
Equitable Services. An LEA that receives ARP XXXXX funds under this grant is not required to provide equitable services to non-public school students and teachers with the ARP XXXXX funding. The Utah State Board of Education is administering the new Emergency Assistance for Non-Public Schools (Utah EANS Website) program, which allows non-public schools to seek equitable services directly from USBE. Records pertaining to this award under 2 C.F.R. 200.334 and 34 C.F.R. 76.730, including financial records related to use of grant funds, must be retained separately from the LEAs original XXXXX I funds awarded in 2020 and XXXXX II awarded in 2021. Applications will be reviewed on a rolling basis through the Utah Grants Management system. Most outcomes are determined within 2-3 business days from submission. Xxxx Xxxxxxx CARES Educational Specialist, USBE xxxx.xxxxxxx@xxxxxxx.xxxx.xxx Xxxxx Xxxxx Director of Strategic Initiatives, USBE xxxxx.xxxxx@xxxxxxx.xxxx.xxx Legal Name: Freedom Preparatory InTech Collegiate Academy Contact Information for LEA Representative Name: Xxx Xxxxxxxxx Xxxxx Xxxxxxx Position & Office: Academic Xxxx and Title 1 Executive Director Address: 0000 X. 000 X., X Xxxxxxxx Xxxx Xxx Xxxxx Xxxxx, XX 00000 UY 84341 Telephone: 000-000-0000 Email address: xxxxxxxxxx@xxxxxxxxxxx.xxx xxxxxxxx@xxxxxxxxxxxxx.xxx Below we are asking each LEA to provide an explanation of how the LEA intends to use the ARP XXXXX funds in alignment with the allowable use cases described by the U.S. Department of Education. We encourage LEAs to prioritize evidence-based practices and call those out in their narrative. USBE encourages LEAs to complete a needs assessment before determining how their portion of XXXXX funds will be used. LEAs should follow existing needs assessment protocols to determine the most valuable and targeted use of XXXXX funds. A needs assessment should include a review of the current state as compared to the desired state, the identification of barriers to reaching the desired state, and an analysis of the potential sources of the identified barriers. Impacts of COVID-19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Freedom Preparatory Academy InTech has found that students have been impacted academically by the coronavirus as they have been pushed back seen multiple programmatic, academic and forth between on-site and virtual learning. Students have not received the math and literacy support they have needed, which has been evidenced by obvious gaps in state assessment results. Further impact has been seen in the students’ emotional well-being, as the number of additional counseling check-ins has increased. This is evidence that there was a huge social/emotional need not being met for our studentsimpacts from the Coronavirus pandemic. This impact will continue InTech has determined that extended-day (tutoring focused on preventing or recovering learning loss), extended-year (focused on credit recovery) are the primary ways that learning loss can be remediated (or prevented). Expanding the availability of mental health services is considered a primary strategy to address an uptick in generalized mental health concerns. Providing COVID-related sanitation supplies and materials is a key strategy to minimize COVID-specific anxieties and also to help maintain as long much in-person instruction as students feel unsettled and insecure possible. Providing high-quality instructional technology is seen as far key to making remote learning as their physical healthimpactful as possible when it is necessary in the future. InTech looked at student testing data, academic learningstudent tracking data, and connectedness to other students two COVID related surveys of students, parents and teachers are affected. The inconsistency caused by the coronavirus has increased anxiety and depression. The inconsistency it has caused has taken an obvious toll on the mental health of our students. Finally, the physical safety of our students has been impacted by the coronavirus. The students are constantly concerned about what is safe, clean, etc. Some students have felt a physical threat, wondering whether or not it is even safe for them to be in the building, which needs to be addressed. Freedom Preparatory Academy has reviewed and analyzed its state assessment data, including the WIDA, Acadience, RISE, and ACT, to determine the academic areas most impacted by COVID-19 at our LEAmajor impacts COVID has had on the school: Spring 2019-20 InTech provided remote-only instructional lectures via Google Meet and remote office hours for students who sought additional assistance. We have reviewed Social Emotional Learning Fall-Winter 2020-21 InTech provided HyFlex instruction with both in-person (SELevery other day) data from our school social workers and synchronous online options as well as HyFlex office hours and tracking interventions to know what SEL needs have increased over the past yearstudents. The health and safety of our school’s physical facilities have been considered and reviewed by our school’s maintenance and administrative teams. Stakeholder feedback was received through a virtual meeting on Aug. 3, 2021, Winter-Spring 2020-21 HyFlex instruction continued with more expanding opportunities for students to come daily and the school’s public community was provided an opportunity to offer suggestions and insights via a survey sent by email and at our fall general board meeting on August 19, 2021. All suggested strategies to mitigate the effects resumption of the pandemic were reviewed under the lens of evidence and research-based approaches to determine which strategies were most needed. Significant Baseline Data for 2021-2022 School Year SEL Baseline Data: One of FPA’s initial responses to COVID-19 was to hire two social workers and an additional counselor to help meet student needs. During the past school year (2020-2021), students received a significant increase in services from the new FPA employees compared to previous years. For a baseline there were 1,037 check-ins, 351 parent communications, and 240 individual students served in the 2020-2021 school year. State Assessment Baseline Data from 2020-2021: Acadience – 54 percent of our first-grade students were below benchmark in BOY Reading, and 39 percent of our first-grade students were below benchmark in EOY Reading RISE – 61 percent of our third through eighth grade students were below proficiency in both Language Arts & Math Utah ACT Aspire Plus – 57 percent of our ninth and tenth graders were below proficiency in Reading Utah ACT Aspire Plus – 73 percent of our ninth and tenth graders were below proficiency for Math ACT – 19.67 average composite score for 2021 with the lowest area being English with an 18.77 average score. Physical Facilities Baseline information: The capital expenditure approval process has been completed for all requested capital expenses. Please review there for baseline data information. Additionally, our HVAC system does not adequately provide clean air. Stakeholder Feedback (Aug. 3rd Meeting) on greatest COVID-19 impacts on studentssome extracurricular programs.
Appears in 1 contract
Samples: Funding Agreement
Equitable Services. An LEA that receives ARP XXXXX funds under this grant is not required to provide equitable services to non-public school students and teachers with the ARP XXXXX funding. The Utah State Board of Education is administering the new Emergency Assistance for Non-Public Schools (Utah EANS Website) program, which allows non-public schools to seek equitable services directly from USBE. Records pertaining to this award under 2 C.F.R. 200.334 and 34 C.F.R. 76.730, including financial records related to use of grant funds, must be retained separately from the LEAs original XXXXX I funds awarded in 2020 and XXXXX II awarded in 2021. Applications will be reviewed on a rolling basis through the Utah Grants Management system. Most outcomes are determined within 2-3 business days from submission. Xxxx Xxxxxxx CARES Educational Specialist, USBE xxxx.xxxxxxx@xxxxxxx.xxxx.xxx Xxxxx Xxxxx Director of Strategic Initiatives, USBE xxxxx.xxxxx@xxxxxxx.xxxx.xxx Legal Name: Freedom Preparatory Beehive Science and Technology Academy Contact Information for LEA Representative Name: Xxx Xxxxxxxxx :Xxxxxx Xxxx Position & Office: Academic Xxxx and Title 1 :Director Address: Address:000 X 0000 X. 000 X.X, Xxxxx, XX 00000 Telephone: 000XX-00000 Telephone:000-000-0000 0000000 Email address: xxxxxxxxxx@xxxxxxxxxxx.xxx address:xxxxxx.xxxx@xxxxxxxxxxxxxx.xxx Below we are asking each LEA to provide an explanation of how the LEA intends to use the ARP XXXXX funds in alignment with the allowable use cases described by the U.S. Department of Education. We encourage LEAs to prioritize evidence-based practices and call those out in their narrative. USBE encourages LEAs to complete a needs assessment before determining how their portion of XXXXX funds will be used. LEAs should follow existing needs assessment protocols to determine the most valuable and targeted use of XXXXX funds. A needs assessment should include a review of the current state as compared to the desired state, the identification of barriers to reaching the desired state, and an analysis of the potential sources of the identified barriers. Impacts of COVID-19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Freedom Preparatory Academy has found that students have been impacted academically by the coronavirus as they have been pushed back and forth between on-site and virtual learning. Students have not received the math and literacy support they have needed, which has been evidenced by obvious gaps in state assessment results. Further impact has been seen in the students’ emotional well-being, as the number of additional counseling check-ins has increased. This is evidence that there was a huge social/emotional need not being met for our students. This impact will continue as long as students feel unsettled and insecure as far as their physical health, academic learning, and connectedness to other students and teachers are affected. The inconsistency caused by the coronavirus has increased anxiety and depression. The inconsistency it has caused has taken an obvious toll on the mental health of our students. Finally, the physical safety of our students has been impacted by the coronavirus. The students are constantly concerned about what is safe, clean, etc. Some students have felt a physical threat, wondering whether or not it is even safe for them to be in the building, which needs to be addressed. Freedom Preparatory Academy has reviewed and analyzed its state assessment data, including the WIDA, Acadience, RISE, and ACT, to determine the academic areas most impacted by COVID-19 at our LEA. We have reviewed Social Emotional Learning (SEL) data from our school social workers to know what SEL needs have increased over the past year. The health and safety of our school’s physical facilities have been considered and reviewed by our school’s maintenance and administrative teams. Stakeholder feedback was received through a virtual meeting on Aug. 3, 2021, and the school’s public community was provided an opportunity to offer suggestions and insights via a survey sent by email and at our fall general board meeting on August 19, 2021. All suggested strategies to mitigate the effects of the pandemic were reviewed under the lens of evidence and research-based approaches to determine which strategies were most needed. Significant Baseline Data for 2021-2022 School Year SEL Baseline Data: One of FPA’s initial responses to COVID-19 was to hire two social workers and an additional counselor to help meet student needs. During the past school year (2020-2021), students received a significant increase in services from the new FPA employees compared to previous years. For a baseline there were 1,037 check-ins, 351 parent communications, and 240 individual students served in the 2020-2021 school year. State Assessment Baseline Data from 2020-2021: Acadience – 54 percent of our first-grade students were below benchmark in BOY Reading, and 39 percent of our first-grade students were below benchmark in EOY Reading RISE – 61 percent of our third through eighth grade students were below proficiency in both Language Arts & Math Utah ACT Aspire Plus – 57 percent of our ninth and tenth graders were below proficiency in Reading Utah ACT Aspire Plus – 73 percent of our ninth and tenth graders were below proficiency for Math ACT – 19.67 average composite score for 2021 with the lowest area being English with an 18.77 average score. Physical Facilities Baseline information: The capital expenditure approval process has been completed for all requested capital expenses. Please review there for baseline data information. Additionally, our HVAC system does not adequately provide clean air. Stakeholder Feedback (Aug. 3rd Meeting) on greatest COVID-19 impacts on students.
Appears in 1 contract
Equitable Services. An LEA that receives ARP XXXXX funds under this grant is not required to provide equitable services to non-public school students and teachers with the ARP XXXXX funding. The Utah State Board of Education is administering the new Emergency Assistance for Non-Public Schools (Utah EANS Website) program, which allows non-public schools to seek equitable services directly from USBE. Records pertaining to this award under 2 C.F.R. 200.334 and 34 C.F.R. 76.730, including financial records related to use of grant funds, must be retained separately from the LEAs original XXXXX I funds awarded in 2020 and XXXXX II awarded in 2021. Applications will be reviewed on a rolling basis through the Utah Grants Management system. Most outcomes are determined within 2-3 business days from submission. Xxxx Xxxxxxx CARES Educational Specialist, USBE xxxx.xxxxxxx@xxxxxxx.xxxx.xxx Xxxxx Xxxxx Director of Strategic Initiatives, USBE xxxxx.xxxxx@xxxxxxx.xxxx.xxx Legal Name: Freedom Preparatory Bonneville Academy Contact Information for LEA Representative Name: Xxx Xxxxxxxxx XxxXxx Xxxxxx Position & Office: Academic Xxxx and Title 1 Executive Director Address: 0000 X. 000 X., Xxxxx, XX 00000 Telephone: 000-000-0000 000.000.0000 Email address: xxxxxxxxxx@xxxxxxxxxxx.xxx xxxxxx.xxxxxx@xxxxxxxxxxxxxxxxx.xxx Below we are asking each LEA to provide an explanation of how the LEA intends to use the ARP XXXXX funds in alignment with the allowable use cases described by the U.S. Department of Education. We encourage LEAs to prioritize evidence-based practices and call those out in their narrative. USBE encourages LEAs to complete a needs assessment before determining how their portion of XXXXX funds will be used. LEAs should follow existing needs assessment protocols to determine the most valuable and targeted use of XXXXX funds. A needs assessment should include a review of the current state as compared to the desired state, the identification of barriers to reaching the desired state, and an analysis of the potential sources of the identified barriers. Impacts of COVID-19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Freedom Preparatory Academy has found that students have been impacted academically by the coronavirus as they have been pushed back and forth between on-site and virtual learning. Students have not received the math and literacy support they have needed, which has been evidenced by obvious gaps in state assessment results. Further impact has been seen in the students’ emotional well-being, as the number of additional counseling check-ins has increased. This is evidence that there was a huge social/emotional need not being met for our students. This impact will continue as long as students feel unsettled and insecure as far as their physical health, academic learning, and connectedness to other students and teachers are affected. The inconsistency caused by the coronavirus has increased anxiety and depression. The inconsistency it has caused has taken an obvious toll on the mental health of our students. Finally, the physical safety of our students has been impacted by the coronavirus. The students are constantly concerned about what is safe, clean, etc. Some students have felt a physical threat, wondering whether or not it is even safe for them to be in the building, which needs to be addressed. Freedom Preparatory Academy has reviewed and analyzed its state assessment data, including the WIDA, Acadience, RISE, and ACT, to determine the academic areas most impacted by COVID-19 at our LEA. We have reviewed Social Emotional Learning (SEL) data from our school social workers to know what SEL needs have increased over the past year. The health and safety of our school’s physical facilities have been considered and reviewed by our school’s maintenance and administrative teams. Stakeholder feedback was received through a virtual meeting on Aug. 3, 2021, and the school’s public community was provided an opportunity to offer suggestions and insights via a survey sent by email and at our fall general board meeting on August 19, 2021. All suggested strategies to mitigate the effects of the pandemic were reviewed under the lens of evidence and research-based approaches to determine which strategies were most needed. Significant Baseline Data for 2021-2022 School Year SEL Baseline Data: One of FPA’s initial responses to COVID-19 was to hire two social workers and an additional counselor to help meet student needs. During the past school year (2020-2021), students received a significant increase in services from the new FPA employees compared to previous years. For a baseline there were 1,037 check-ins, 351 parent communications, and 240 individual students served in the 2020-2021 school year. State Assessment Baseline Data from 2020-2021: Acadience – 54 percent of our first-grade students were below benchmark in BOY Reading, and 39 percent of our first-grade students were below benchmark in EOY Reading RISE – 61 percent of our third through eighth grade students were below proficiency in both Language Arts & Math Utah ACT Aspire Plus – 57 percent of our ninth and tenth graders were below proficiency in Reading Utah ACT Aspire Plus – 73 percent of our ninth and tenth graders were below proficiency for Math ACT – 19.67 average composite score for 2021 with the lowest area being English with an 18.77 average score. Physical Facilities Baseline information: The capital expenditure approval process has been completed for all requested capital expenses. Please review there for baseline data information. Additionally, our HVAC system does not adequately provide clean air. Stakeholder Feedback (Aug. 3rd Meeting) on greatest COVID-19 impacts on students.
Appears in 1 contract
Samples: Funding Agreement