Plan to Address Accelerated learning. Please provide a narrative response for how your LEA plans to use at least 20 percent of funds to address accelerated learning through the implementation of evidence-based interventions (e.g., providing intensive or high-dosage tutoring or accelerating learning), such as summer learning or summer enrichment, extended day, comprehensive after-school programs, or extended school year programs, and ensure that those interventions respond to students’ social, emotional, and academic needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups. The ARP Act defines the term “evidence-based” as having the meaning in section 8101(21) of the ESEA. Accordingly, “evidence-based” includes several tiers of evidence. Specifically, “evidence-based,” when used with respect to a State, LEA, or school activity, means an activity, strategy, or intervention that: • Demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on— o Strong evidence from at least one well-designed and well-implemented experimental study (“tier 1”); o Moderate evidence from at least one well-designed and well-implemented quasi-experimental study (“tier 2”); or o Promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias (“tier 3”); or • Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention (“tier 4”). Given the novel context created by the COVID-19 pandemic, an activity need not have generated such evidence during the COVID-19 pandemic to be considered evidence-based. The Department’s What Works Clearinghouse (available at xxxxx://xxx.xx.xxx/ncee/wwc/) identifies the tier of evidence that reviewed studies meet, as applicable. As part of the “demonstrates a rationale (tier 4)” level of evidence, grantees may develop and use approaches that are novel, if they are consistent with theoretical and empirical findings from research and the grantee will continue to review the effects of the practice to build the evidence base. Developing a logic model can help to demonstrate a rationale. Logic model resources are available at xxxxx://xxx.xx.xxx/ncee/edlabs/regions/pacific/elm.asp.
