The federal governments allocated three rounds of relief funding to public schools during the course of the pandemic. Its most recent allocation, the American Rescue Plan Act of 2021 was enacted on March 11, 2021 will provide $4.5 billion to Ohio school districts. These monies, commonly referred to as ESSER III or ARP ESSER can be applied to needs arising between March 13, 2020 and September 30, 2024. The purpose of this funding is to help safely reopen and sustain the safe operation of schools and address the impact of COVID-19 on the nation’s student’s academic, social, emotional and mental health needs. Grand Valley Local Schools has been awarded $3,112,464.47 in ARP ESSER III funds. To date the district has previously been awarded ESSER I and ESSER II funds of $383,642.70 and $1,384,885.15 respectively to safely reopen schools, sustain school operations and to meet student needs.
Funds from ESSER I and ESSER II have been allocated for the following uses:
· Summer Intervention Programs, before and after school programs
· Cleaning and sanitizing equipment and supplies including 360 sanitizing machines, hand held sanitizers and various sanitizing supplies
· PPE including masks, gloves and hand sanitizer
· Staffing needs including Intervention tutors, Teachers/Aides for online learning, Classroom teachers, Middle School Principal, staff retention payments
· Technology hardware and software to establish a 1:1 device for every student
· Software for online learning
· Math, Science, Reading, Career Tech curriculum, both hard copy and electronic
· Student temperature monitors for entrances
· Water bottle filling stations throughout the buildings
· Staff and supplies for meal distribution
· District vehicles for student transportation
· District vehicle for equipment transport
· Assessment software to aid in monitoring student progress
· Additional classroom technology devices
· HVAC repairs/monitoring
· Wi FI Hotspots
· Student reengagement efforts
· Drive through and outdoor graduation supplies (Drive in graduation celebration)
ARP ESSER III funds will be allocated by the Grand Valley Local Schools as follows:
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?
Grand Valley implemented and continues to implement the MTSS process as a direct result of the pandemic closure. School counselors and principals are heading the MTSS teams. These funds will continue to be used to maintain safe and proper distancing requirements while in school and while being transported in accordance with CDC guidance, local health department guidelines/requirements and ODE requirements. Proper cleaning and sanitizing procedures and protocols will be adhered to. To continue to meet these protocols, additional cleaning equipment, floor machines, 360 sanitizing machines, vacuums, PPE, cleaning and other supplies will be necessary to reduce any spread of the virus. The protocols learned over the past 2 years for in person learning will be continues and expanded upon if necessary to the extent possible to insure student/staff safety.
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 afterschool programs, or extended school year?
The district will continue to use ARP ESSER funding to address learning loss during the pandemic by hiring the following staff: One elementary tutor for necessary interventions, provide a summer and/or after school programs, continue with the one additional first grade teacher hired previously with ESSER funds to maintain a smaller class size for the youngest grades, add elementary art back into the elementary curriculum, add a STEM teacher at the high school level, continue with the study hall monitor/intervention at the high school/middle school level, continue with the software to assist teachers to track student progress, identify gaps in learning/progress, purchase additional textbooks/curriculums/software, supporting supplies, classroom technology needed for effective instruction. The district will provide necessary professional development for these programs for teachers who need it to keep students engaged, provide motivational speakers with engaging topics for students and provide student incentives for progress and effort. Additional strategies will be addressed as the needs arise.
3. How will the LEA spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act?
The remaining ARP ESSER funding will be used to provide improved technology to aid students and teachers, incentives for staff, school vehicle purchases to maintain safe and healthy distancing to and from school, cleaning and sanitizing supplies, cleaning and sanitizing equipment, to continue to fund a Middle School Principal position (which had been eliminated prior to the pandemic), to provide for a Family Liaison who works closely with families, students, counselors and is establishing a Community Learning Center, expanded student opportunities to include more clubs as a result of a district survey, student motivation opportunities, transportation to summer programming, additional technology support for the additional technology devises now available,, counseling services for students where the need arises, a district School Resource Officer who will build and maintain relationships with students and who will also teach a class at the high school level, anticipated repairs to a Heat Recovery Wheel in the building's air handling system, replacement of carpeting in the offices (due to excessive cleaning and during the pandemic at building entrances), upgrades and repairs to the WiFi access for additional student access due to additional devices, upgrades/repair and/or replacement of the audio/visual system in the middle school/high school auditeria where many student gathering/ guest speakers present to students, to purchase a Mobile Column Lift for our transportation staff to work on buses purchased with ESSER funding to properly maintain those vehicles, With only one mechanic, this will allow continuity of services safely and properly maintain services and protect assets already purchased with ESSER funding.
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.
The LEA will ensure that the interventions it implements address the needs of the students by examining NWEA MAP assessment data beginning in May of 2021, MAP testing is completed three times each year in the areas of ELA and Math. Data is analyzed by teachers and administration to guide instruction and intervention. Additionally, the district purchased IXL in fall of 2021 and used it during FY22 and is continuing in FY23. Data indicates that students have demonstrated growth but achievement remains lower than expected. Other indicators used by the LEA to determine areas of need include scores from academic assessments (OSYT, EOC, KRA), attendance, discipline, visits to the clinic, requests to speak with counselors, participation in counselor/SPST led student support groups, student hospitalizations, homelessness, students in foster care and family attendance at school activities. Data will be collected throughout the year and reviewed by administrators, DLTS, BLTs, and TBTs and stakeholders to measure effectiveness and determine a course of action.
5. Briefly describe how the LEA determined its most important educational needs as a result of COVID-19.
Educational needs are determined in a number of ways. The LEA analyzes student achievement and student growth data from a variety of evidence-based resources. In addition, surveying all stakeholders (community, staff, families, and students) beginning in May 2021 and it continues through FY23, collecting data from FY20, 21 and 22 and seeking input from community agencies including mental health and public health agencies. LEA staff were surveyed and administrator, DLT, BLT ad TBT discussions reviewed data to determine needs.
6. Briefly describe the LEA's proposed timeline for providing services and assistance to students and staff with these funds.
Services began with previous ESSER funding sources. Summer programs were established for FY20, 21 and 22 and will continue if data indicates the need. Efforts will be ongoing year round through the expiration of this source of funding (and beyond) to monitor progress with students, teachers, families, other staff through discussions, surveys, family nights, assessments, etc.
7. Briefly describe the extent to which the LEA intends to use ARP ESSER funds to promote remote learning.
The district has returned to 100% in-person learning for the 2022/2023 school year. Remote learning is not anticipated for the current school year.
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.
LEA's plan for addressing learning loss- Maintain one tutor at the elementary level where it was found to be most effective. This tutor will meet with teachers regularly to determine the type and extent of interventions needed. Establish a Family Liaison who will continue to develop a Community Learning Center and work with families and community agencies to address student, family and community needs as they relate to student achievement and social emotional learning. Using data from MAP and IXL as well as curriculum based assessments regularly to determine academic progress. Reviewing data form attendance, discipline, student and family support, stakeholder surveys, Multi-Tiered Systems of Support (MTSS) in all buildings, and reviewing special education eligibilities and services. Continue the program of GRITT (Getting Results in Tough Times) with students and staff and have all stakeholders review the data, set and modify goals in order to ensure an effective educational and social/emotional path forward.
LEA's plan for addressing learning loss:
-Hiring 4.5 academic tutors who will meet with teachers regularly to determine the type and extent of intervention needed.
-Establishing a School/Community Liaison who will work with families and community agencies to address student, family and community needs as they relate to student achievement and social emotional learning.
-Using data from MAP and IXL as well as curriculum based assessments regularly to determine academic progress.
-Reviewing data from attendance, discipline, student and family support, stakeholder surveys, Multi-Tiered Systems of Support (MTSS) in all buildings, special education every 4.5 weeks.
Establishing GRITT (Getting Results in Tough Times) days once each month as a time when students and staff will review data, set and modify goals in order to ensure an educational and social/emotional path forward.
IDEA Part B (34 CFR 300.165, 34 CFR 300.201) requires that the LEA annually provide an opportunity for public comment, including individuals with disabilities and parents of children with disabilities, regarding the LEA's use of IDEA Part B funds. Please enter the date that the LEA provided the opportunity for public comment on the use of ARP IDEA Part B Special Education fund
ARP IDEA funds will be used to purchase supplies for special education classrooms, special education students, and technology for use by special education students.