Title I

The LEA ensures that these interventions address the academic loss of learning and Social and Emotional (SEL) needs of our students.
-Counselors
-Social Worker
-Professional Development in SEL
-Training opportunities in Professional Learning Communities
-Summer School for Math and Reading
-Summer Enrichment Programs for Music and Art to address SEL
-Extended day activities for Art and STEM programs
-Updated/new Math Curriculum
-Literacy professional development
-ZEARN math program for math intervention

WE WILL BE UTILIZING DATA TO MAKE DECISIONS TO HELP ADDRESS STUDENT NEEDS. WE HAVE WORKED THIS YEAR ON IDENTIFYING ESSENTIAL STANDARDS FOR INSTRUCTION IN BOTH ELA AND MATH BASED ON THE BLUEPRINTS AND RECOGNIZING SKILLS THAT ALL STUDENTS MUST MASTER. THESE WILL BE THE FOCUS OF THE INTERVENTIONS. WE WILL USE PRE AND POST DATA FOR SUMMER PROGRAMMING. WE WILL BE UTILIZING OUR BENCHMARKS DURING THE YEAR TO EVALUATE OUR PROGRAMS AND MAKE SURE THEY ARE ADDRESSING OUR NEEDS.

Western School of Science and Technology is primarily using ESSER III funds to support student learning loss and student SEL needs as a result of the COVID-19 pandemic. Dedicated staffing will ensure that staff can address the academic and social needs of students disproportionally impacted by the pandemic. Western enrolls a high number of racial/ethnic minority students, primarily Hispanic, and the majority are eligible for the federal free/reduced lunch program.

Funds will be used to increase student support staff to provide more targeted instruction in small groups. Groups will be determined by data to identify the most at risk students and their academic needs. Teachers will use a push in and pull out service model based on student needs. Funds are also used for transportation to ensure students have access to in person learning. The Dean of Students will serve as a bridge between the school and families. Their role will include bringing outside resources in for families, as well as helping them navigate how to best support their child.

Imagine Schools' will use ESSER III Funds on the following:
- A large part of our plan includes purchasing K-8 evidence-based curricular materials in ELA
to provide the most impactful instructional/ learning experiences for students -- thereby increasing academic achievement.
- To respond to requests of our families and teachers to create flexible, virtual opportunities for students to continue their learning over the summer - we will purchase engaging, online curricular materials to provide targeted instruction, virtually, in 3 week intervals.

An evidence based, extended school year program will be implemented to address learning loss interventions. This program will ensure that such interventions will respond to students' academic, social, and emotional needs and address students who are experiencing homelessness. These students who are new to the district have been to as many as 7 schools in 2 years. Students are and have been as much as 2.5 years behind academic levels due to lack of attendance.

Vista College Preparatory will utilize ESSER III funds for SEL training provided to staff in order to help economically disadvantaged students address emotional issues arising from the COVID-19 pandemic (Evidence: https://poweredbycompass.org/compass-circles/). Further, intervention specialists will be hired to provide assistance to economically disadvantaged students experiencing academic deficiencies resulting from the pandemic. Interventionist will use Lexia Core5 curriculum.

All ESSER III-funded interventions will be actively monitored by LEA and school administration to ensure they address learning loss, provide the intended additional credit recovery, and provide supports to students for their mental health and social/emotional wellness. Our LEA is comprised of students from low-income, and/or minoritized populations, and/or English Learner households. Our efforts at all times, but particularly during the recovery from COVID-19, must therefore be focused on the wellbeing of these populations.

There are multiple strategies that will be used to ensure that the interventions address the academic impact of lost instructional time for all students and particularly those students disproportionately impacted by the COVID-19 pandemic.
- Every school will ensure that students have access to adequate intervention support (reading, math, RTI), by funding these positions with ESSER funds.
- Every school will ensure that students have access to adequate Multi-Tiered Systems of Support (MTSS), by funding these positions with ESSER funds.

The extended day allows our low income poverty driven demographic students to be given the opportunities to make up time that was lost during COVID-19.  This does not to exclude students with disabilities, students experiencing homelessness and children and youth in foster care to be with their peers and to interact with staff to rebuild their social skills. All of the skills such as self-awareness and management, relationship skills, and responsible decision-making are a benefit of the extended day program.