Title I

The school safety plan again outlined procedures to most safely return to instruction, while supporting the increasing academic, social emotional, and other needs of AMS Students. AMS placed an emphasis on supporting the most at risk students by ensuring coverage in event of teacher illness or vacancy, and a low student/staff ratio in classroom support by increasing number of paraprofessionals to support tier I instruction. In addition, the site was given Interventionist FTEs to support student learning gaps, provide intervention, and support student learning.

The school safety plan again outlined procedures to most safely return to instruction, while supporting the increasing academic, social emotional, and other needs of AMS Students. AMS South placed an emphasis on supporting the most at risk students by ensuring coverage in event of teacher illness or vacancy, and a low student/staff ratio in classroom support by increasing number of paraprofessionals to support tier I instruction. In addition, each site was given Interventionist FTEs to support student learning gaps, provide intervention, and support student learning.

Slightly more than entire 20% set aside amount [$52,705.44] was earmarked for curriculum development and innovations focused on returning normalcy to the school experience for all students. All students at The Academy of Building industries represent nearly every criteria of the most at risk students. Each activity with the ESSER III project was focused on mitigating those needs for all students as illustrated in the program narrative.

This plans primary focus is to address the learning loss of students and as a result, the majority of the allocation is directly related to providing those necessary services. All students will have the opportunity to enroll in various afterschool programs and summer schools either sponsored by the District or contracted with a service provider.

Funds will be used to ensure remedial and enrichment needs of all students can be met in extended year opportunities including fall, spring, and summer breaks. Teachers will also be given PD to ensure quality instruction is provided to all students. In FY24 a 0.5 FTE School counselor will be employed to ensure that all students have ongoing SEL supports and resources to assist with students making academic progress.

ESSER III will support our academic and social emotional learning gaps/needs that have occurred since Covid-19 became a part of our students' lives as well as creating safe and healthy learning environments.
The 20% set-aside funding will be significantly aimed at the academic and SEL gaps/needs of our students. This includes the hiring of two additional classroom aides at .80 FTE or a total of 1.6 FTE; as well as an on-site counselor 1 day/week..

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

Humboldt Unified School District (HUSD) will address the academic impact of unfinished learning due to COVID and the resulting closeouts through the adoption of personalized learning. We will respond to the academic, social, emotional, and mental health needs of all students. Data will be used to assess student needs and will ensure that they are met based on where they are at with clear goals to recoup any achievement discrepancies.

Highland will purchase Al's Pals SEL curriculum- to help support the social, emotional, and mental health needs of the students. [As found on "Evidence-based database" document on ADE's ESSER III page as well as Casel.org].

The Casa Grande Elementary School District will ensure that interventions address the academic impact of lost instructional time and respond to academic, social, emotional, and mental health needs of all students. All schools within our District are Title I schools; we serve students who were disproportionately impacted by the COVID-19 pandemic due to family income levels.

ESSER III funding will be used in the following ways to address the ACADEMIC impact of lost instructional time: