Title I

The principals, teachers, administrators, and parents are collaborating weekly to assess our academic plans for decreasing loss of learning. Additionally, meetings are held with administrators, teachers, health dept., parents, and our healthcare provider to discuss the best practices for providing emotional, and mental health needs for all our students and staff. The district has hired two certified social-emotional counselors who are on-site each school day. The district has contracted with a consultant to provide continued school leadership support.

San Tan will use funds to cover debt service payments. Academic support will be provided with summer intervention programs through the Wonders Program services by Therapy Grove LLC. Social and Emotional covered by Positive Action.

San Carlos Unified School District has learned that we must have a varied approach to instruction, online, modified, and in person. Three days into in person instruction this year, the Department of Health had quarantined two grade levels and 4 staff members due to positive COVID cases. Our Parent Educators immediately began informing and assisting parents in obtaining log in information to transition to remote learning. With the District location on the San Carlos Apache Reservation many families have issues with connectivity.

Learning loss due to the pandemic will be addressed through extended learning opportunities such as summer school, Fall and Spring break intersessions and additional reading instruction will be provided through the hiring of a paraprofessional to address reading deficiencies.

The LEA will utilize the funds to provide a data driven curriculum to support our academic, social, emotional and mental health of all students. All students who were impacted by the COVID-19 pandemic including students with the greatest needs to due to their family dynamics and will be provided the opportunity for data driven instruction in an extended school year environment to make up for the lack of in person learning experienced during the school closures.

To address the needs of our vulnerable student populations - all ethnic groups, children from low-income families, children with disabilities, English language learners, migrant students, students experiencing homelessness, and children in foster care our school will:

Imagine Schools' teachers continue to provide instruction and learning experiences for students temporarily out of school because of quarantine/close contact or when COVID positive - remotely, as appropriate. Details for providing these interim instructional experiences in the most simple means possible for students/families and teachers can be found in our Imagine Instructional Time model, linked here.

As a school district and learning community, RSD is committed to providing and addressing the needs of all of our students. Our district qualifies for the NSLP Community Eligibility Program. All of our students qualify as low-income families and have been disproportionately impacted by COVID. Our goal to address the academic impact of lost instructional time and address the social, emotional and well being of the needs or our students.

Paulden Community School consistently serves a student population with 92% (or more) meeting the federal definition of poverty. Therefore, all activities within this grant (ESSER III) will address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth.

After School and Intervention programs - staff will provide one-on-one time with students who need additional assistance in the area of study they fall short. Will lead to improvement in class participation and academic performance.
Textbooks and materials to support the "Close the Gap" initiatives - will assist teachers and students with additional resources and material in providing additional resources in the area of study students are falling short.