Title I

The district held off submitting its ESSER III application in order to complete extensive self assessment and initial planning for the three year period in order to more effectively address the impacts of lost instructional time. The district has developed internally and purchased externally platforms for accessing real time data on student academic progress (using other funding). This is particularly important for assessing the needs of our identified student subpopulations since the application of annual state testing data is somewhat limited.

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices.

The ESSER III funds will enable YUHSD#70 to address the learning gaps created due to the pandemic. YUHSD#70 allocates its Title I, Title III, IDEA, and Homeless Ed grants to serve our low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, and children in foster care. We braid and maximize our funds to support our students in intervention programs and school continuous improvement efforts. Our goal is to eliminate barriers that negatively impact academic proficiency by providing embedded intervention during the school day.

A. All of the interventions we are implementing address the needs of low-income students, children with disabilities, racial and ethnic minorities as our student population are these children. Our current population is 61.2% Hispanic, 24.5% Native American and 14.3% Caucasian. Approximately 95% of our students qualify for free/reduced lunch. Las Puertas' prevention and mitigation strategies that are being funded by the ESSER III grant are as follows:

REV 1 2/4/22 REPLACING / REALLOCATING SAME SET-ASIDE DOLLAR AMOUNT OF $115,160.50 ORIGINALLY REQUESTED FOR EXTENDED SCHOOL YEAR/MODIFIED CALENDAR WITH SUMMER PROGRAM DESCRIBED IN SEPERATE SUMMER LEARNING SECTION: SCV35 is preparing for a transition to a modified school calendar that would include extended holiday breaks while providing immediate and timely interventions for both remediation and enrichment for all struggling and/or vulnerable students in each major racial and ethnic group, economically disadvantaged students, children with disabilities, English Learners, gender and migrant s

Summer learning opportunities will be open for all students. Based on available attendance, behavior and testing data, staff will also help identify students with greatest need. Students who are disproportionately impacted by the COVID-19 pandemic will be given priority status--particularly those who are economically disadvantaged, those with disabilities, English learners and students either experiencing homelessness or in foster care. This program will be designed as a learning recovery program with an intent to increase academic achievement.

Academic needs in ELA or Math will be targeted for intervention support according to data. The intervention tools that will be used will be: ELA- "Journeys" intervention tools, STAR reading diagnostic assessment , "Read Naturally" Envision Math intervention tools, Beyond Textbooks & Galileo, Freckle ELA & Math support and Zearn.

ESSER III discretionary funds (80%) will be allocated to maintain the operation of and continuity of services specifically to the personnel employed in Sahuarita Unified School District.

PUSD will create and support summer, extended day, and weekend programs. Additionally, there is the intent to extend preschool availability. PUSD recognizes all learning begins with rich and engaging instruction in the general education setting.  To this end, PUSD will pursue a rigorous program of professional and curriculum development to advance the capacity of our faculty and principles to create learning environments that meet students at their places of strength.

The LEA will utilize the 20% set-aside to target practices and interventions that address the learning loss experienced by subgroups most impacted by COVID-19 (those that qualify as low-income, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students); due to the socio-economic status of the school population, all students may benefit from these targeted practices.