Future Preparedness: ESSER funding allowed D11 to formally build teacher capacity in addressing the needs of students with indicators of Dyslexia. Trained staff continue to provide high quality intervention instruction that works opening the doors of literacy for all students.

 

ESSER Funding Supported:

• 25 teachers fully trained in providing Take Flight Therapy
• 50 teachers fully trained in providing Orton Gillingham
• Teacher and student materials to facilitate intervention
• Therapy level support available during the school day and/or out of school hours at select sites for 217 students with indicators of Dyslexia

 

A resource that provides grade level primary and secondary sources aligned to curriculum and tier one instruction.

 

 

 

 

 

 

Post COVID Goal: To increase access to reading within content rooted in Colorado Social Studies Standards specifically targeting modern/current events at each grade level.

Directly supports K-12 Colorado Social Studies standards in analyzing primary and secondary documents with the purpose of supporting a claim with evidence. The platform provides an equitable resource for all K-12 teachers and students by supporting and developing individual needs.

Trainings held in Glynn Erie and Palmer High Schools in 2023-2024

30 students engaged in the differentiated options online

2,815 students engaged in DBQ

Post COVID Goal: Align DBQ historical reading and writing strategies with the purpose of establishing common formative assessments district wide.

Professional development and coaching had improved teachers knowledge and skill. Supplemental math resources addressed students' unfinished learning and growth.

 

• In Colorado State Rankings District 11 moved from #158 (2022) to #79 (2023)
• Students are outperforming pre-pandemic math performances on CMAS

Air Tutors is an Outcomes Based Contract, wherein 40% of the overall contract value will be contingent on meeting one or more of the agreed-upon student outcomes as measured by the STAR Math Assessment

• Mathematics focus - High Impact Tutoring
• 10 schools
• 225 students
• 93% of students met the full participation threshold, attending at least 24 hours of tutoring-the average tutoring per student was 40 hours over the full year
• Positive impact on Star Math Assessment as demonstrated by growth data

COVID changed how performing arts programs delivered curriculum and were required to record and submit auditions for instrumental, choir, and theatre arts honor/enrichment programs.

• Mitchell and Coronado programs did not have the equipment necessary to meet the new demands after COVID, placing these programs at a disadvantage to other district and surrounding area arts programs

Originally designed for 2 programs and 185 students, now utilized by 8 programs and at least 650 students, and countless community and program partners annually. 

Using ESSER funds, the EOPO Office was able to hire two full time Spanish and French interpreters/translators which increased the District's ability to communicate and serve its non-English speaking families, students and community members.Prior to receiving ESSER funds, the District outsourced 100% of its foreign language translation to and interpretation needs to third party companies. Although, the positive impact of having translators/interpreters as full-time District employees funded by ESSER was so great, that two FTE's (Full Time Equivalent) were created by the District once ESSER funds were lost.

• Additionally, the EOPO Office was able to purchase 400 Pocketalk voice translation devices which were distributed to all schools and administration buildings.
  • These devices translate over 84 languages via voice and translate text documents via camera
  • They allow English speaking staff members to quickly and easily communicate with students, families, and community members who speak a number of other foreign languages
  • These devices have received overwhelmingly positive feedback