Funding For SuperNoodle

• ESSER

  • ESSER III funding provides $122.7 billion in supplemental funding for schools and districts that will. At least 20% of district funds must be used to address learning loss through evidence-based interventions that support students academic and social and emotional learning (SEL) needs.

• Title 1

  • Part A: Improving Basic Programs Operated by Local Educational Agencies (LEA)
    • Title I funds are intended to help close the achievement gap between high- and low-performing students and increase achievement in academic subjects. Research has shown that SEL competencies contribute to higher achievement. SEL informed academic programs, such as culturally competent teaching and learning in the content areas, are allowable uses of these funds.
  • Part C: Education of Migratory Children
    • Activities that may be supported include helping these students overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit their ability to succeed in school.
  • Part D: Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk
    • Coordination of health and social services for such children, including day care and mental health services.

• Title IV

  • Part A: Student Support and Academic Enrichment Grants
    • An LEA may use Title IV, Part A funds for activities associated with social-emotional learning and mental health, including interventions that build resilience, self-control, empathy, persistence, and other social and behavioral skills. LEAs can also use funds to implement school wide positive behavioral interventions and supports (PBIS).
  • Part B: 21st Century Community
    • Learning Centers (21st CCLC) Programs implemented by 21st CCLC grantees are diverse and may include preparing teachers to use specific approaches for cultivating literacy skills, social and emotional learning, or methods of teaching technology skills.

• Title ll

  • Part A Supporting Effective Instruction
    • Developing programs and activities that increase the ability of teachers to effectively teach children with disabilities, including children with significant cognitive disabilities and English learners, which may include the use of multi tier systems of support and positive behavioral intervention and supports.