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Alignment to the strategic plan... Ensure that the highest priorities of our long-term vision are prioritized in the distribution of ESSER funds.

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"Get kids what they need!" We know they need literacy, SEL/WELL, teacher PD, activity.

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address instructional needs that are anchored in standards

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address instructional needs that are anchored in standards

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Change the trajectory of the district
Catch us up on deferred investments (e.g. Curriculum)
directly catch up the students who were lost.

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the investments should provide equitable access to learning for EL students, black and brown students, students with special needs/and abilities.

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the investments should provide equitable access to learning for EL students, black and brown students, students with special needs/and abilities.

# data[].attributes.body
Get us caught up with things (e.g. materials, curriculum, etc.) that we should have already had in place.
Drive the Hub School Strategy.

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Being clear on the unfinished learning, identify what are the needs, and provide tools to school communities to provide quality tier 1 instruction.

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Assess Student Academic and Social Emotional Needs

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Assess Student Academic and Social Emotional Needs

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Narrow the focus.

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We have not examined data together to kow about the efficacy of our work in the 6 focus areas

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We have not examined data together to kow about the efficacy of our work in the 6 focus areas

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define "need" based in qual and quant data

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define "need" based in qual and quant data

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long term - ensure investments are driven by student academic data. current - listen to stakeholders (educators, students and families in particular) to define the need.

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grade level instruction

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We should consider prioritization rather than trying to act simultaneously on all 6 areas

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We should consider prioritization rather than trying to act simultaneously on all 6 areas

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What are the instructional priorities of the district?

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What are the instructional priorities of the district?

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A need to develop and build the internal capacity including knowledge, skills and opportunities to create ownership and sustainability of the work. 

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A need to develop and build the internal capacity including knowledge, skills and opportunities to create ownership and sustainability of the work. 

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Regarding #5, I don't think "sustainable" funding is specifically mentioned, but implied.

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Address SEL and instructional needs as well as rigor for all students

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Address SEL and instructional needs as well as rigor for all students

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Invest in building the capacity of our educators, particularly our para-educators who represent our most linguistically and racially diverse pool of talent

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Invest in building the capacity of our educators, particularly our para-educators who represent our most linguistically and racially diverse pool of talent

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Invest in the effective use of educational technology for students and teachers, as well as technology infrastructure.

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Invest in the effective use of educational technology for students and teachers, as well as technology infrastructure.

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Invest in Tier 1 instruction deeply over the course of the investment

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Invest in Tier 1 instruction deeply over the course of the investment

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Instructional Priority of the district is not defined

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Instructional Priority of the district is not defined

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While the 6 focus areas may separately advance aspects of the Strat Plan, they do not together create a cohesive recovery plan.

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We need to map out how the strategic priorities are aligned with these six focus areas.

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In planning for sustainability, we should also take this opportunity to disinvest in areas not aligned to the strategic plan or focus area

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In planning for sustainability, we should also take this opportunity to disinvest in areas not aligned to the strategic plan or focus area

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If we make investments that need to be on-going, we identify that up front and create a "set-aside for a future ask from the City

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Address unfinished learning in an equitable way

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Address unfinished learning in an equitable way

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Invest in schools in a tiered and equitable way

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Invest in schools in a tiered and equitable way

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Invest where its most needed

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Shared definitions and agreed-upon measures of success

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Shared definitions and agreed-upon measures of success

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....which should correlate with academic outcomes

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Not sure we know what we have been doing across divisions and departments, or that we have accessed impact.

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Clear definitions and embedding a common language throughout this planning and implementation process will be key to setting a strong foundation for the next three years.

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Less gets us more. Think about the 1-3 things that if we invest in deeply will help move things forward (tier 1 instruction and mass core, etc); and refocus our time and energy here.

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Invest in initiatives that build the districts internal instructional capacity of teachers and coaches.

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Invest in initiatives that build the districts internal instructional capacity of teachers and coaches.

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opportunities to keep students engaged and learning (before school, after school, school based weekend programing; school vacations) 

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opportunities to keep students engaged and learning (before school, after school, school based weekend programing; school vacations) 

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invest in systems and the necessary PD to ensure we implement and utilize well.

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invest in systems and the necessary PD to ensure we implement and utilize well.

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Cut the list in half and deeply invest in what we already know works and is needed.

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Cut the list in half and deeply invest in what we already know works and is needed.

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do the common sense things that are top line. buy curriculum/materials/HQ assessments, train educators and central office, build vertical and horizontal coherence.

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If we don't address our systems, we will be inefficient and work in a piece meal way that eats up resources and time.

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We can't stay on the current path of not addressing it.

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The key is what we are doing within these.