ESSER III AND SECTION 11T PLANS

Please describe the extent to which and how the funds will be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for in-person learning:

The LEA knows the benefit of in-person learning, and safe in-person instruction.

We:

• Promote vaccination as a way our schools can safely return to in-person and offer vaccination clinics,
• Universal indoor masking by all, regardless of vaccination status,
• Provide masks using COVID II funds, donations, and general funds,
• Reduced the isolation and quarantine periods to five days,
• Offer a testing program that allows students to remain in school,
• Align to the CDC recommendation and maintain at least 3 feet of physical distance between students within classrooms,
• Updated ventilation where needed,
• Implemented hand washing and sanitizing procedures,
• Require students & staff to stay home when sick,
• Signed letters of agreement with unions to provide staff with COVID leave days,
• Implemented cleaning and disinfection protocol as a layer of prevention,
• Maintain our custodial staff with COVID II funds.

Although we have followed the CDC guidance that emphasizes implementing layered prevention strategies to protect students, teachers, staff, visitors, and other members of their households and support in-person learning, we have been able to do so without ESSER III funds. We continue to work with the OCHD to monitor community transmission, vaccination coverage, screening testing, and occurrence of outbreaks to guide our decisions on the level of layered prevention strategies (e.g., physical distancing, screening, testing) we need to implement.

Please describe how the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act (see below) to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year:

ESSER III: To address the academic impact of lost instructional time during the pandemic, the LEA has reviewed benchmark data, along with other student data, and has prioritized math. To address the needs of our students, the LEA will hire certified teachers endorsed in the area of math as math coaches in all of our K-12 schools to support classroom teachers as they adjust their curriculum and implement instructional strategies that address the needs of students impacted by lost instructional time. Our teaching staff, coaches, and administration will collaborate throughout the school year to review our current curriculum resources, pacing guides, and State and National guidelines to ensure accurate identification of the priority standards for each course. This work will be informed by the work that our teaching staff continuously does in identifying priority standards, alignment of curriculum, and review of best practice in teaching. The expectation for each course will be to identify appropriate supports and ‘just in time’ learning practices to ensure all students will be able to access grade and age-appropriate learning. Coaches will receive Math Recovery training and will use Math Recovery as a way to implement evidence-based small group and one-on-one interventions to the most in need students identified by data.

SECTION 11t: To address the academic impact of lost instructional time during the pandemic, the LEA has reviewed benchmark data, WIDA ACCESS data, along with other student data, and has prioritized our English learner population. To address the needs of our students, the LEA will employ certified teachers endorsed in ESL as ELD Specialist in all of our K-12 schools to provide direct English language development instruction and to support classroom teachers as they adjust their curriculum and implement instructional strategies that address the needs of students impacted by lost instructional time. Through multiple data measures the district has also identified additional instructional time for students disproportionately impacted by the pandemic as an area of need that we will focus on addressing. We are creating and implementing evidence based after school tutoring and multiple summer school learning opportunities  to target the specific needs of the subgroups disproportionately impacted by the pandemic.

Please describe how the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act.

The LEA will spend the remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act to increase the math curricular resources available to both students and staff. The additional resources include electronic versions of all materials for students to access from anywhere on their district issued devices. The resources also include tools for classroom teachers to differentiate instruction and provide interventions within the classroom.

Please describe how the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act (see below) to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.

ESSER III: Benchmark assessments and other data will be reviewed district wide in the fall, winter and spring, to ensure that progress is being made by students. Necessary adjustments or missing supports identified by the data reviews, will be implemented.  Disaggregated data will be used to identify students in particular subgroups in need of additional targeted support.  Targeted supports will be provided to identified students through the district’s MTSS process and buildings team meetings.

The LEA is committed to supporting the social and emotional wellbeing of our staff and students. This priority has been identified in our strategic plan. To provide additional support, we have increased the number of social workers and counselors available in our buildings. We have also implemented SSRS as universal screener to provide additional information about students’ social skills, problem behaviors, and academic competencies. The LEA has also partnered with the Celebrate Hope Foundation to provide additional supports for staff members.

SECTION 11t: Benchmark assessments, state assessments and other data will be reviewed district wide in the fall, winter and spring, to ensure that progress is being made by students. Necessary adjustments or missing supports identified by the data reviews, will be implemented.  Disaggregated data will be used to identify students in particular subgroups in need of additional targeted support.  Targeted supports will be provided to identified students through the district’s MTSS process, buildings team meetings, and after school and summer programs funded with 11t. Only those students in subgroups disproportionately impacted by the pandemic will have access to the after school and summer programs funded with 11t.

The LEA is committed to supporting the social and emotional wellbeing of our staff and students. This priority has been identified in our strategic plan. To provide additional support, we have increased the number of social workers and counselors available in our buildings. We have also implemented SSRS as universal screener to provide additional information about students’ social skills, problem behaviors, and academic competencies. The LEA has also partnered with the Celebrate Hope Foundation to provide additional supports for staff members.

ESSER CONTINUITY OF SERVICES REQUIREMENT