Title I

Students will be assessed quarterly using NWEA, the scores will determine the level of intervention each student requires .Intervention will include after reading and math intervention during the school day school utilizing Do the Math and Read 180, tutoring and summer school utilizing the reteach models included in district curriculum. SPED teachers are receiving additional pay to ensure SPED students are receiving the services identified in their IEP.

Wilson School District is committed to creating safe learning environments for students (in-person and virtual), addressing learning losses caused by the pandemic, and supporting students' mental health. We will utilize funding to prepare and respond to COVID-19, address and prepare for virtual learning, address learning loss, and provide mental health support. To prepare and respond to COVID-19, Wilson School District will make school facility repairs and improvements to lower environmental health hazards and reduce the risk of viral transmission.

The district will plan and provide summer learning for identified students to provide accelerated instruction due to COVID-19 learning loss. In addition, the needs of low-income students, SWD, English learners, students experiencing homelessness and students in foster care will be addressed during summer learning. Engaging, differentiated instruction will be provided aligned to evidence based instructional strategies and activities. Multiple data points, using a variety of high-quality assessments will be utilized to determine the comprehensive needs of students.

Wickenburg USD will create and support summer, before and after school tutoring programs to provide intervention which will address students' academic learning loss due to the impact of COVID 19. Social and emotional learning (SEL) programs aligned to CASEL framework (i.e. Second Step for K-8) will be embedded into all tutoring sessions. The district social worker and school counselors will guide teachers and paraprofessionals with the implementation of the SEL lessons.

Imagine Schools' teachers continue to provide instruction and learning experiences for students temporarily out of school because of quarantine/close contact or when COVID positive - remotely, as appropriate. Details for providing these interim instructional experiences in the most simple means possible for students/families and teachers can be found in our Imagine Instructional Time model, linked here.

WESD will utilize evidence-based Multi-Tiered Systems of Support (MTSS) to identify targeted needs and track each student's response to data-based, targeted interventions for each student and identified sub-groups of students.

Victory Collegiate Academy will use the Federal Funds to provide summer school (teachers and transportation), hire paraprofessionals to provide intervention strategies during the regular school day, , purchase and implement SEL curriculum to respond to the social and emotional impact of COVID, and pay down a portion of the debt service.

We will hire a part time intervention teacher for Math. This teacher will work with students who are identified as tier 3 and some tier 2 students in Math from our STAR math assessments in the RTI process. Students will be pulled daily for 30 minute intervention lessons 4 times per week. Groups will range from 2-5 students depending on need. This will target students in grades 2-8. Interventions will include IXL, TouchPoint Math and leveled material from Go Math. STAR math assessment will be used to progress monitor every 2 weeks.

We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers.

As a school-wide Title I school, salaries and benefits for Core and Supplemental Teachers, Summer School Teachers, and Before/Afterschool teachers address the unique needs of low-income children or students. Because the academic, social, emotional, and mental health needs of our students is our greatest priority, we have budgeted all ESSER III funds to provide salaries and benefits for Teachers to provide high-quality academic and social/emotional interventions for students.