Title I

SGA will create strategic and actionable steps to include Summer School and Extended days for targeted interventions based on student learning loss due to COVID variants and to support the social and emotional needs of our students.
Subgroups to be targeted: English Language Learners/FEP, Special Education, Low Social Economic, Hispanic/Latino and Native American/Alaskan Native.

SEL information: Tiny Eye Counseling, Purpose Prep SEL PD and program. Also My Path to support academic learning loss and the new teachers to provide intervention support and lower class sizes.

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.

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.

Inventions are targeted to our entire student population that includes Hispanic and non Hispanic ethnic groups, economically disadvantage students, children with disabilities, and children and youth in foster care. As a Title I school all students are provide with all learning material need to succeed. K-3 DIEBELs Testing/assessments done 4x per year. Pre and post test given to assess growth within grade level. Weekly assessments report available to parents.
1. By providing preschool and all day kindergarten so students are giving a foundation for success in the classroom.

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.

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.

Skull Valley Elementary School District is a small and rural district with 34 students in K-8 and 8 preschool students at an on site location. After stakeholder consultations, it was determined that the best way to address learning loss and provide effective instruction was to modify the grade structure from two large classrooms (K-3 and 4-8 ) to three classrooms (K-2, 3-5, and 6-8 ) grade levels. This modification reduces class sizes and offers more effective instruction. Prior to COVID 19, there were only two classes.

SLUSD understands the importance of providing education and support to the whole child. We believe in helping to provide students with the tools they need to have security in their physical, mental, and emotional well-being. SLUSD will be providing additional support and resources to close the gap in learning that has resulted due to COVID-19 closures and distance-learning. Resources and supplies, otherwise not obtainable through current funding, will be used to provide additional materials for interventions.

The intervention teacher will utilize the data from NWEA to guide their instruction to ensure academic loss is effectively addressed for all students with a focus on students in vulnerable populations. Interventionist will utilize McGraw Hill reading and math interventions and NWEA MAP Accelerator. The interventions will be focused on students in vulnerable populations, including but not limited to SPED Students, EL students, and minorities.

Scholars Academy will monitor the effectiveness of interventions we implement through benchmark testing, both formative and summative assessments, teacher input and regular data meetings.