Satchel Pulse supports school and district funding
Here are resources that may help with addressing challenges around funding and how Satchel Pulse can support these.
ESSER (CARES Act), ESSER II (CRRSA Act), ARP ESSER (ARP Act)
Satchel Pulse provides districts and schools with a variety of data points to address context-specific needs.
Additional funding opportunities addressing student needs
Satchel Pulse supports districts and schools with supporting mental health and school safety.
Funding opportunities addressing personnel and buildings
Satchel Pulse supports districts and schools with educator growth in professional learning.
ESSER (CARES Act), ESSER II (CRRSA Act), ARP ESSER (ARP Act)
Purchasing educational technology, which could include hardware, software, and connectivity, for students served by the LEA that aids in regular, substantive educational interaction between students and educators, including low-income students and students with disabilities. This could also include assistive technology or adaptive equipment:
- CARES Act Section 18003(d)(9)
- CRRSA Act Section 313(d)(9)
- ARP Act Section 2001(e)(2)(K)
Satchel Pulse is an educational software solution that includes universal SEL screening, diagnostic assessments, intervention planning and facilitation guides, and progress monitoring tools. Satchel Pulse provides a myriad of reporting options that allow for the filtering of data by specific sub-groups for deep analysis of characteristics such as race, ethnicity, and Free-and-Reduced Lunch status. Satchel Pulse’s SEL product includes tier recommendation and placement support to ensure that all students get targeted social-emotional learning support exactly where and how they need it. Teachers and other school leaders can work together to analyze district, building, and classroom level needs to best support professional learning efforts for staff.
Providing mental health services and supports:
- CARES Act Section 18003(d)(10)
- CRRSA Act Section 313(d)(10)
- ARP Act Section 2001(e)(2)(L)
Satchel Pulse provides mental health services as they relate to student social-emotional learning skills. Student SEL skills are assessed using the CASEL Framework. Based on student need, evidence-based intervention plans follow from the diagnostic assessment to address lower SEL skill areas. The intervention plans provide any educator with the targeted SEL support the student or small group of students need.
Providing resources for principals and other school leaders to address school-specific needs:
- CARES Act Section 18003(d)(3)
- CRRSA Act Section 313(d)(3)
Satchel Pulse provides districts and schools with a variety of data points to address context-specific needs. Districts can review building level reports to better inform district-wide professional learning options around supporting students with social-emotional learning. These assessments can also be used to make stronger decisions around SEL curriculum implementation. School buildings can use classroom-level or teacher-level reports to better understand the specific needs of their students and SEL skill status across their own context. This helps with identifying professional learning needs for the whole staff or coaching opportunities for individual teachers.
Activities that address unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youths, including how outreach and service delivery will meet the needs of each population:
- CARES Act Section 18003(d)(4)
- CRRSA Act Section 313(d)(4)
- ARP Act Section 2001(e)(2)(F)
Satchel Pulse provides schools with the tools to meet the unique needs to diverse students. SEL Screeners and diagnostics are strengths-based and focus on student SEL skill growth over time. Intervention Unit Plans and coinciding SEL lessons are culturally-affirming in that they focus on student experience and background as assets that we can all learn from in order to grow. Additionally, Satchel Pulse incorporates advanced filtering options that allows districts and schools to monitor the impact of their efforts with specific sub-groups of student populations. This helps schools and districts with identifying vulnerable student groups so that they can make stronger planning decisions around how to close gaps or increase graduation rates. Schools can also provide access to additional internal service workers to support students with specific needs such as school social workers and psychologists.
Resources
- Coronavirus Relief Fund
- CARES Act Emergency Relief
- What Congressional Funding Means for Schools
- ESSER, ESSER II, and ARP ESSER
Additional Funding Opportunities Addressing Student Needs
Title I
Satchel Pulse can help districts and schools with high numbers of children from low-income families.
Close the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers (SEC.1001.4)
Satchel Pulse uses advanced reporting and filtering tools to support districts and schools with identifying, intervening, and monitoring SEL skills across sub groups such as race, ethnicity, and Free-and-Reduced Lunch status through an MTSS/RTI Model.
Distribute and target resources sufficiently to make a difference to local educational agencies and schools where needs are greatest (SEC.1001.5)
The Satchel Pulse SEL Intervention Library is accessible and searchable by factors such as SEL subskill and grade level. Schools can apply built-in, evidence-based SEL intervention management plans for students and/or districts can import current SEL curriculum resources for district-wide distribution and evaluation through our progress monitoring tools.
Provide greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance (SEC.1001.8)
Satchel Pulse supports schools with flexibility and decision-making by providing the tools for student SEL assessment, tier recommendation, and intervention planning and monitoring. Ultimately, buildings get to spend their time focusing on key areas for student support. This opens up opportunities for school leaders to make decisions about whole building and team-level support based on school data results. School leaders can use their time supporting teachers and other staff members with professional learning targeted at desired student SEL outcomes.
Elevate the quality of instruction by providing staff in participating schools with substantial opportunities for professional development (SEC.1001.8)
Satchel Pulse provides multiple options for extensive professional learning opportunities throughout their duration as a partner. This includes a variety of delivery modalities to accommodate building needs such as live support meetings, webinars, asynchronous videos, and online course modules.
Resources
Title IV
Satchel Pulse supports districts and schools with supporting mental health, behavioral health, and school safety.
Well-rounded Education (ESEA Sec. 4107)
Satchel Pulse brings social-emotional learning needs into data conversations. Satchel Pulse supports districts and schools with adding a crucial layer to conversations about academics and behavior. The MTSS/RTI Model provides buildings with an opportunity to address and foster students’ social-emotional skills as well as their academics.
Safe and Healthy Students (ESEA Sec. 4108)
The Satchel Pulse SEL assessment model helps buildings with being proactive in supporting student social-emotional needs as opposed to reactive. Assessments are designed to include the voice of all students to ensure that no students slip through the cracks, and that they all receive the targeted support they need.
Resources
Funding Opportunities Addressing Personnel and Buildings
Title II
Satchel Pulse can support districts and schools with educator growth in professional learning in high-needs areas.
Increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools (SEC.2101.1)
Satchel Pulse can support schools and districts with improving teacher quality by providing professional learning opportunities around facilitating targeted, intervention support. As educators and buildings apply social-emotional learning interventions across classrooms, students become more regulated and focused on academics.
Hold local educational agencies and schools accountable for improvements in student academic achievement (SEC.2101.2)
Districts and schools can view a number of reporting options for tier movement at the district, school, and classroom level. Furthermore, buildings can view this data alongside academic data to see how changes and shifts in student social-emotional learning impacts student achievement in other areas.
Summary of Potential SEL Investments and Funding Eligibility under ARPA
| SEL Investments | Funding Eligibility Under ARPA |
| Expanded learning opportunities that integrate social, emotional, and academic learning across in-school and out-of-school time |
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| Evidence-based SEL programs that emphasize developmentally appropriate and culturally affirming SEL competencies |
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| Structures that support relationship-centered practices |
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| Support for educator, school staff, and out-of-school time provider well-being |
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| Professional learning to promote SEL and create safe, inclusive learning environments for all students |
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| Integrated support systems across schools, families, and communities |
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| Data systems that inform and continuously improve students, parents, and educators of progress and areas requiring additional support |
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Resources
Learn more about Satchel Pulse
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