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ESSER III Funds

Purpose 1: This section is to document the LEA's required Safe Return to In-Person Instruction and Continuity of Services Plan.

Purpose 2. This section is to document the LEA's required ARP ESSER Plan, which at a minimum must describe:

ESSERF III ARP Grant Allocations Graph

Identifying Needs of Underserved Students

Describe your LEA’s highest priority academic, social, emotional, and/or mental health needs for the remainder of the 2020-2021 school year (if applicable) and for the 2021-2022 school year related to the impact of the COVID-19 pandemic on each of the following student groups.

To the extent possible, this description should include data on indicators such as estimates of the academic impact of lost instructional time, chronic absenteeism, student engagement, and social-emotional well-being.

 

Student group Highest priority needs
Students from low-income families

34.68% low income student population with 1.34% considered homeless and 0.3% Foster students.

The highest priority needs for these students include access to the schools resources, support for attendance, and academic supports to address learning delays and social-emotional mental health needs.
Students from each racial or ethnic background used by the State for reporting purposes – please add a row for each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race/ethnicity)
American Indian or Alaska Native- 0.33% Asian American - 0.87%
Black or African American - 25.17% Hispanic or Latino - 21.89%
Multi-Racial - 4.34%
Native Hawaiian or Other Pacific Islander- 0.16% White or Caucasian- 47.25%

 

High priority needs include ensuring English appropriate language supports and services, meaningful access to information about school programs, services, and activities in a language that they can understand. Student support teams identify students within their respective buildings that require additional supports and provide individualized services as needed.
Students by gender – please add a row for each gender (e.g., identifying disparities and focusing on underserved student groups by gender) Students both male and female that have identified disparities are addressed based on needs not on gender. School support teams monitor all students with a concentration on high risk subgroups of students for not only academic disparities but the negative impacts of COVID19 and mental health concerns.

English learners

English Learners 17.76%

Continuing the public awareness campaign, Building Bridges, that is a parent involvement group that helps the district prioritize health and safety, support mental health needs, and accelerate academic achievement for all student subgroups.
Children with disabilities

Students with Disabilities - 15.35%

Continuing the public awareness campaign, Building Bridges, that is a parent involvement group that helps the district prioritize health and safety, support mental health needs, and accelerate academic achievement for all student subgroups.

Students experiencing homelessness

Homeless - 1.34%

High priority needs for this subgroup includes access to Transportation, various services, community collaboration, and program specific availability. Additionally, the district strives to provide enrollment assistance and ease of access to school resources to mitigate the impacts of COVID19 and homelessness. Additional focus on supporting attendance and student achievement.

Children and youth in foster care

Foster - 0.3%

High priority needs for this subgroup includes access to Transportation, various services, community collaboration, and program specific availability. Additionally, the district strives to provide enrollment assistance and ease of access to school resources to mitigate the impacts of COVID19 and homelessness. Additional focus on supporting attendance and student achievement and support with challenges including trauma,abuse, neglect and loss.

Migratory students
Culturally responsiveness approaches
Student and family centered approaches
Access to services
Childcare
Food and nutrition programs
Trauma from insecurities
Education supports at home
English language development
Education continuity

Other groups of students identified by the LEA (e.g., youth involved in the criminal justice system, students who have missed the most in-person instruction during the 2019-2020 and 2020-2021 school years, students who did not consistently participate in remote instruction when offered during school building closures, LGBTQ+ students)

The district prioritizes at-risk and disadvantaged subgroups of students, especially those who are at heightened risks of identity based harassment.

Student intervention teams continue to meet and identify individual education and mental health needs of students PreK through 12 by pairing appropriate instruction with specific student needs.