Admin

Extended ESSER Summary

During the past school year, the Waverly Community was responsive to the crisis at hand. As we move forward at Waverly CUSD we are re-envisioning schooling to maximize practices and engagement strategies. To do this work the District Administrative Team, Guidance Deans, and stakeholders during Summer 2021 have been identifying, analyzing, and assessing 

  1.   District data
  2.   Learning gaps in vertical alignment
  3.   Social-emotional tools and protocols
  4.   Communication tools currently utilized by the Waverly CUSD
  5.   Funding revenue and expenditures

We are working to develop an inclusive, sustainable, and comprehensive plan. We are reframing our return to school this fall (2021) as an opportunity for growth, recovery, and innovation. Maximizing our ESSER III funding to promote learning through effective teaching and learning of our professional staff; provided adequate tools and resources to our staff and students; and to developing reciprocal relationships. 

 

Respondents Ranked These Needs as top priorities upon return to school

24% of respondents selected Increased access to Career and Technical Education

21% of respondents selected Small Class Size Upon Return to School 

18% of respondents selected Academic Supports During the School Day (reading, math, tutoring)

 

 Other selections included 13% of respondents selected parent support and 10% of respondents selected extra technical support. 


All of these areas are being addressed through a combination of the General Fund,  ESSER III, Title I, and Title II funding. 

The total ESSER funding issued by the Federal Government is $908,019 to meet the needs of learning loss, social-emotional support, adequate facilities for virus and infection control, and faculty/staff professional development. A minimum of 20% of these funds must be issued to address disrupted learning. In the Waverly CUSD, the majority of expenditures ($541,475) over the next school years is directly for student learning supplies and materials (textbooks, technology, flexible learning spaces). Salaries and Benefits ($195,000) for academic impact support staffing to address immediate needs and additional support staff to address the social-emotional needs of students.  The improvement of instruction ($171,544) funds will assist in staff professional development, including training consultants, and fund the development of both long-term and short-term district curriculum alignment and district-wide academic systems of support.


The ESSER III funds are not supplanting any current programs but are designed to enhance the services, learning, and facilities that the school district provides to assist with addressing interrupted learning and pandemic-related needs.  


The goal(s) include:

High Impact Services and Learning Assistance

Supporting Student Social Emotional Needs; and  

Offer high-quality systems with a high return on investment


Impact services and learning assistance include but are not limited to these researched-based strategies (Leading Partners 2021)

  • Exposing students to grade-level content
  •  Time for teachers to collaborate across grade levels to address gaps and reduce redundancy 
  •  High Dosage Tutoring
  •  Extended learning opportunities, After School Programs and Summer Enrichment
  • Systems to Identify, Support, and Monitor Students Most Impacted 

               Adapted from the Annenberg Institute – EDResearch for Recovery 2021 

At Waverly CUSD #6 we are working to address each of these needs by connecting the ESSER III funds to our existing and future District Work. 


Community Survey Results

This survey was placed on the District Website, the District Facebook Page, and emailed to all District Staff. This survey was discussed at the Board of Education meetings during the Superintendent in July to promote participation.


Respondent Profiles 65% identified as community members, 28% of the staff identified as staff members, 4% other community members as the school, and 1% identified as a student. 71 people completed the survey and 21 skipped one or more questions asked.


Of the 51 respondents who answered, “What is your student’s school level?” with the option to mark all that applied 71% of the responses were from those who identified as High School Parents; 55% were from those who identified as Elementary Parents; 11% stated they did not have a student enrolled in PreK12 school, and 9% identified as PreK Parents. 


93% of the respondents identified as white or caucasian and  7% identified as other. This is reflective of the city of Waverly’s population.


The top three survey needs were categorized as (a)  academic, (b) social-emotional, and (c)  return to a full school day of instruction.

 

  1. Academic Needs 

Survey Result of the 70 Respondents 83% selected academic needs as the number one concern upon return to school. We are addressing this concern


New curriculum purchases for the k12 system to include a remote textbook and support options. This will allow teachers to select current curriculum meeting today’s standards while addressing curriculum clarity, student learning targets, and address success criteria. Second Step, a social and emotional learning program, will be purchased and implemented school-wide grades k-6. This material will be presented primarily through the Student Support Team (Social Worker(s) and Guidance Dean(s))


Student 

  • Return to School student CARE plans to assist with transitioning back to school 
  • Increased Fine Arts with 90 minutes of Elementary Art per week per student
  • Increased time grades k-5 for unstructured play
  • After School IMPACT Tutoring for all grade levels
  • Tutoring for remote learners

Staff/Faculty

  • Curriculum Alignment
  • Professional development of all staff
  • Full-time Tutor for lunch time and remote tutoring
  • Summer School Options
  • Full-time Curriculum Consultant Grades k12
  • Technology Instructional Design Consultant
  • Classroom Teachers of record are recipients of a stipend for classroom supplies/materials of their choice
  •  
  1. Social-Emotional and Mental Health Needs

Survey Result of the 70 Respondents 39% selected social-emotional needs as the number one concern upon return to school. 21% indicated they were concerned with their students mental health. We are addressing this concern


Student

  • Part-time social worker to lead student SEL Groups, in addition to the full-time social worker
  • Tier 1 Celebrations 
  • Clear School-wide Character and Behavior Targets 
  • Safe Lunch in the Library

Teachers/Staff

  • Training Opportunities in positive behavior interventions, trauma care, and behavior support 
  • Teacher Teams to implement Multi-Tiered Systems of Support k12 (MTSS)
  • Development of long-term planning of MTSS 

 

  1. Opportunities for social connection

Survey Result of the 70 Respondents 39% selected social-emotional needs as the number one concern upon return to school. Mental health needs although not more than 5% of respondents indicated this as a need are addressed through social connections and social-emotional learning


Student

Art Club Grades 5-12

Quarterly Celebrations for Academic and Behavioral success

New outdoor pavilion facility 

Family Engagement Events

Groups at both the High School and Elementary School

Addition of Photography 


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