Title I

- Amplify CKLA ELA Curriculum to be used summer school for to assist to increase learning loss due to COVID19. HQ Teachers will be teaching the curriculum during summer school sessions in a 1:15 teacher to student ration for six weeks, four times a week for four hours a day. All students that are falling behind in academics due to COVID are invited to attend summer school.

HUSD #3 has set-aside 20% of ESSER III funds to address learning loss which include after school tutorial, summer school/programs, mentoring programs, credit recovery programs, zero hour/8th hour academic programs, in-school social and emotional support programs (counseling/mental health specialists), college and career readiness activities, after school clubs, and distance learning platforms for 24/7/365 learning opportunities.

All set-aside funds are designed to address the academic impact of lost instructional time due to COVID-19 by primarily providing staffing (teachers, reading interventionist, and paraprofessionals) to provide targeted student supports. Other positions such as the school counselor is being hired in order to respond to the social, emotional, and mental health needs of all students, and particularly those students who were disproportionately impacted by the COVID-19 pandemic.

GESD is committed to closing achievement gaps by providing all students with equal access to high-quality education. While navigating the challenges of the pandemic, GESD focuses on measurable strategies to make up lost instructional time and support the social-emotional needs of students.

ESSER III funds are requested to help address student learning loss and lost instructional time. Genesis will use ESSER III funds to provide students with summer school and mentoring support staff as well as providing a Life Coach for students in support of the post-secondary and SEL needs.

The school will use the funding to pay for partial salary of paraprofessional who will work with students to address the academic impact of lost instructional time, addressing the academic, social, emotional, and mental needs of all students and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from children with disabilities, in foster care, and from major racial/ethnic groups.

Services provided by the school district under ESSER III are proportionately divided to ensure that all students (including students from low-income families, ELs, children with disabilities, students experiencing homelessness, children in foster care, and migratory students) have access to grant funded services.

ESSER funds will support our ability to address both the academic impact of lost instructional time as well as respond appropriately to our students' social, emotional and mental health needs. We are basically 100% racial ethnic minority, many students at risk for homelessness, in poverty, and language learners. We needed a comprehensive system that would be able to tackle some of our challenges, and so we relied on stakeholder feedback and on a report from the National Center on Intensive Intervention to better understand how to structure our student interventions.

The Fredonia-Moccasin Unified School District is excited for the opportunities this grant will provide. The COVID-19 pandemic created some unprecedented challenges for our small community including the Kaibab Band of Paiute Indians whose people and communities we also serve. The strategies we have identified will address learning loss for those who may have missed some educational opportunities or effectiveness consequent to the pandemic while supporting all students' social and emotional learning.

Fortunately, we were able to use funds from ESSER I and ESSER II to pay for things like masks, gloves, water bottle filling stations, and cleaning supplies. We have also been able to adjust our daily operations of school sites to implement and meet the CDC guidelines as demonstrated by our recently revised and uploaded 2021-2022 Safe Return to School Plan.