ARP ESSER Plan

ARP ESSER Plan

1. How will ARP ESSER funds 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?

Funds will be used to ensure indoor air quality and proper carbon dioxide and oxygen levels in the building by installing air conditioning and air vents in the high school where currently air systems have been causing high CO2 levels and little air flow.  We have purchased a CO2 tool to measure air quality to determine the most needed areas which are the non-air conditioned parts of the building.  Another concern for prevention of poor air quality is the leaking roof on the high school.  The leaks have caused multiple ceiling tiles to be broken and removed in order to keep students safe.  Maze Consulting, a design professional, conducted a full environmental evaluation of the roof and EIFS wall system and determined that major repairs are needed immediately to ensure safety and wellness of staff and students. 

2. How will the LEA use the funds it reserves under section 2001(e)(1) of the ARP Act 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 after-school programs, or extended school year?

Funds will be used to purchase i-Ready assessment and online instruction.  i-Ready provides a universal screener three times a year providing data exactly where students may need additional instruction on skills and Ohio standards in grades k-12 reading and math. i-Ready online learning provides students with personalized instruction in the areas of greatest needs.  Teachers can access student performance on instruction and monitor growth as well as assign more instruction as needed.  The i-Ready toolbox provides teachers in grades k-8 access to evidence-based interventions for RTI, small group instruction, and during and after-school tutoring. Chromebooks will be purchased to ensure students have access to i-Ready as well as other online tools being used to address academic learning loss.  Software programs will be purchased to address learning loss in all subject areas for teachers to address needed standards.

3. How will the LEA spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act?

Funds not used specifically for learning loss and safety will be used to purchase educational technology to support teacher instruction and student learning of academic standards.

4. How will the LEA ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act 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.

i-Ready data will be monitored at each diagnostic period (3 times a year) and analyzed by TBTs to determine student growth and continued areas of concern.  Data from other online programs and local sources will also be monitored and evaluated for informed instructional planning.  Professional development for teachers on how to use data to drive instruction will also be ongoing both by local experts and outside professionals.  The SEI-YV, a social-emotional learning assessment by Six Seconds, will be given in the fall to students in grades 3-12 to determine areas of strength and weakness by grade level to provide teachers with a focus on SEL skills that need addressed.  Individual data for high-risk students will be given to intervention and grade levels teams to provide additional supports and instruction where needed.

5. Briefly describe how the LEA determined its most important educational needs as a result of COVID-19.

Both state data from previous years and local data indicates that our students are showing growth; however, many areas of instruction have remained unchanged.  Data analyzed at the DLT level using BLT and TBT information indicates that teachers need support on how to use data to drive instruction; however, they felt good data was lacking. The middle school piloted i-Ready in 19-20 showing us that with good data, we can make informed instructional decisions that lead to student growth.  Grades 2-4 and 9-12 piloted i-Ready this year again showing the district that with good data, we can make instructional decisions and see growth.  That is why i-Ready is an important need at this time.  Teachers need to know they have access to good data and have support in implementing that data to make informed decisions.  We have seen it work, now we just need to get better at using it and applying it to standards-based instruction.  

6. Briefly describe the LEA's proposed timeline for providing services and assistance to students and staff with these funds.

July 2021-September 2024

7. Briefly describe the extent to which the LEA intends to use ARP ESSER funds to promote remote learning.

Chromebook purchases from ESSER II and III will provide a necessary tool for students and staff for promote remote learning. i-Ready will drive instruction decisions and monitor progress.  Software programming will be purchased to engage students in Ohio State Learning standards and provide personalized and blended, when available, learning opportunities.

8. Describe the LEA's plan for addressing learning loss by: administering and using high-quality assessments to assess students' academic progress and meet students' academic needs, including through differentiating instruction; implementing evidence-based activities to meet the comprehensive needs of students; providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment; and/or tracking student attendance and improving student engagement in distance education.

i-Ready data will be monitored at each diagnostic period (3 times a year) and analyzed by TBTs to determine student growth and continued areas of concern.  Data from other online programs and local sources will also be monitored and evaluated for informed instructional planning.  Professional development for teachers on how to use data to drive instruction will also be ongoing both by local experts and outside professionals.  The SEI-YV, a social-emotional learning assessment by Six Seconds, will be given in the fall to students in grades 3-12 to determine areas of strength and weakness by grade level to provide teachers with a focus on SEL skills that need addressed.  Individual data for high-risk students will be given to intervention and grade levels teams to provide additional supports and instruction where needed.

Both state data from previous years and local data indicates that our students are showing growth; however, many areas of instruction have remained unchanged.  Data analyzed at the DLT level using BLT and TBT information indicates that teachers need support on how to use data to drive instruction; however, they felt good data was lacking. The middle school piloted i-Ready in 19-20 showing us that with good data, we can make informed instructional decisions that lead to student growth.  Grades 2-4 and 9-12 piloted i-Ready this year again showing the district that with good data, we can make instructional decisions and see growth.  That is why i-Ready is an important need at this time.  Teachers need to know they have access to good data and have support in implementing that data to make informed decisions.  We have seen it work, now we just need to get better at using it and applying it to standards-based instruction.  

Data is shared with parents at conferences and at each benchmark testing.  Teacher communicate with parents on what data shows and what they can do to support students at home.