www.bigforkschools.org
BIGFORK PUBLIC SCHOOL DISTRICT 38
Home of the
P.O.
Box
188, 600
Commerce Street
Bigfork, Montana 59911
Phone: 406.837.7400 Fax: 406.837.7407
VIKES
and
VALS
BIGFORK SCHOOL DISTRICT ARP ESSER PLAN
UPDATED FEBRUARY 14, 2024
REVIEWED AND UPDATED DECEMBER 9, 2021
PARENT SURVEY SENT OUT DECEMBER 10, 2021
Bigfork School District #38
Plan for Safe Return to In-Person Instruction and Continuity of
Services
Date of Adoption: August 19, 2020
Revision Dates: Sept 9, Sept 25, Oct 7, Nov 11, Dec 9, 2021, Jan 6, Jan 13, Feb 10, Feb 17 Feb 22,
Mar 10, April 14, May 11, Aug 18, Dec 14, 2022, June 6,, Nov 8, 2023, Feb 14, 2024
HISTORICAL
RECORD
Anticipating COVID-19 spreading to the United States, Bigfork School District began Google
Level I training for all certified staff and interested classified staff in February of 2020. On
March 4, 2020 the Bigfork Board of Trustees reviewed the Google training details and options to
continue instruction virtually in the event there was a local lockdown response similar to other
countries.
On Sunday, March 15, 2020, Governor Bullock issued an executive order to close all in-person
instruction. Bigfork Schools started virtual instruction on Tuesday, March 17. On March 25,
Trustee Anderson made a motion to declare an unforeseen emergency in accordance with
Sections 20-9-801 through 20-9-806 MCA, due to the community and school health concerns
related to COVID-19 and authorize the administration to take the necessary steps to execute this
declaration and implement the Bigfork School District Plan of Action.
Bigfork schools continued to provide virtual instruction for the remainder of the 2019-2020
school year with the exception of 1:1 instruction and assessment. On April 22, 2020, Governor
Bullock lifted the Stay at Home Order, while setting expectations for schools to begin a phased
reopening. On May 7, 2020 schools were provided an option to return to on-site instruction.
Despite limited time, lack of PPE and other safety precautions, Bigfork Schools was able to
provide some on-site services for our most challenged students as well as gather assessment data
for all 3
rd
– 8
th
grade students. This data proved valuable for the back to school planning for the
2020 – 2021 school year.
The Bigfork Schools Phased Reopening Plan centered on being able to provide on-site
instruction, remote synchronous instruction, as well as a hybrid model of synchronous and
asynchronous instruction. The plan incorporated recommendations and requirements from
DPHS, FCHD and the CDC to limit exposure and mitigate transmission of COVID-19.
In October of 2020, Flathead County positive case numbers for COVID-19 increased beyond the
capacity of the contract tracers for FCHD and KRHC. In an effort to keep our schools open to
on-site instruction Bigfork School Administrators were trained and deputized as Flathead County
Contract Tracers and served in that capacity through the 2020-2021 school year.
In response to growing political opposition to mitigation strategies implemented by the district
and guided by DPHS, FCHD and the CDC, in December of 2020 Bigfork Schools established a
1
REVIEWED AND UPDATED DECEMBER, 2021
PARENT SURVEY SENT OUT DECEMBER 10, 2021
COVID Advisory Committee consisting of board members, staff, and community members. The
advisory committee continued to meet through February of 2021 discussing a range of COVID-
19 topics mostly related to instituted mitigation strategies and the changing landscape of
COVID-19. On February 10, the Bigfork Board of Trustees approved Policy 1910 extending
emergency leave measures through the school calendar year. On February 17, the board
approved a motion to continue with face coverings as a mitigation strategy through March 12,
2021. On February 22, the board approved a motion to open all school facilities for regular use
on April 3. On March 10, the board approved a motion to extend the face covering mitigation
strategy through April 9. On June 6, 2023, the board reviewed the plan with no changes.
Bigfork Schools maintained on-site instructional opportunities throughout the 2020-2021 school
year. Three calendar changes were approved by the board allowing staff additional instructional
preparation time and professional development opportunities to respond to the demands of
providing on-site instruction, remote synchronous instruction, as well as a hybrid model of
synchronous and asynchronous instruction. Additionally, all student activities fulfilled full
season schedules through flexible rescheduling of postponed events due to positive cases or
quarantines of scheduled competitors.
Bigfork Schools ended the 2020-2021 school year with around 8% of students testing positive
for COVID-19 and 26% of staff testing positive for COVID-19.
On October 13, 2021, the Bigfork Board of Trustees approved Policy 1910 extending emergency
leave measures through the 2021-2022 school year.
ESSER FUNDING
Fund Source
Time
BF Elem
BF H.S
Total Funds
MT CRF
March 2020 –
December 2020
$308,262
$141,474
$449,736
ESSER I –
March 2020 –
Sept 2022
$137,300
$48,376
$185,676
ESSER II – App.
Due Sept. 1
March 2020 –
Sept 2023
$478,599
$178,038
$656,637
ESSER III –
Safe Return Plan
Draft due June
24
March 2020 –
Sept 2024
$1,037,026
$379,559
$1,416,585
Bigfork Schools uses ESSER II & ESSER III funds to Prevent, Prepare, Respond to COVID –
19. We have a duty to address the past, ongoing and future needs present by COVID -19. All
stakeholders have been active in the process throughout the pandemic and continue to assist in
driving the planning for our future. We have assessed our school specific needs and evaluated
them against allowable uses for ESSER II & ESSER III funds. We continue to study and seek
guidance from federal and state agencies including the OPI. Expenditures are as diverse as the
complications presented by COVID – 19.
2
REVIEWED AND UPDATED DECEMBER, 2021
PARENT SURVEY SENT OUT DECEMBER 10, 2021
Prevent:
•
Hire additional custodial services to prevent the spread of COVID-19.
•
Purchase PPE to minimize the spread of COVID -19.
•
Purchase air purification classroom systems to prevent the spread of COVID -19.
•
Assess all HVAC systems for proper ventilation and indoor air quality parameters.
•
Conduct a full test and balance of all systems to assess, evaluate and determine a path
forward to provide proper ventilation requirements while balancing energy costs.
•
Purchase cleaning supplies used to minimize the spread of COVID – 19
•
Purchase HVAC filters to minimize the spread of COVID – 19
•
Purchase Chromebooks to reduce sharing of technology devices to prevent spread of
COVID – 19.
Prepare:
•
Purchase hardware and software (i.e. desktops, laptops, Chromebooks, interactive boards
and associated software) to assist students and staff through on-site and remote education.
•
Hire a communication specialist to assist in keeping community up to date with
information related to on-site and remote instruction.
Respond:
•
Hire certified and classified staff on additional contracts to address learning loss.
•
Hire certified and classified staff to supplant elimination of anticipatory enrollment
increases from state funds.
•
Hire certified staff to gather student achievement data determining individual and grade
level student learning loss.
•
Provide supplies for summer school learning programs.
•
Hire administrative staff to organize, respond and supervise extended service contracts
for classified and certified staff.
•
Contract remote learning contracts (i.e. Virtual High School, MTDA) to support remote
education.
•
Supplement substitute salaries from staff absent due to COVID – 19.
•
Purchase curriculum materials to allow for remote education access.
•
Hire certified staff to complete additional assignments supporting on-site and remote
students.
•
Hire mental health professionals to support social, emotional, and mental health needs of
at-risk students.
•
Respond to schedule changes, travel accommodations and cleaning protocols for student
activities.
•
Hire ESSER fund audit and legal services.
SAFETY MEASURES
The District is taking the following measures to safely provide in-person instruction, including
consideration of guidance by the CDC and state and local health officials as follows:
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REVIEWED AND UPDATED DECEMBER, 2021
PARENT SURVEY SENT OUT DECEMBER 10, 2021
Universal and correct wearing of masks
On February 17, 2020, the Bigfork Board of Trustees reviewed Policy 1905 COVID-19
Emergency Measures, Governor Gianforte’s February 12 Directive Implementing Executive
Order 2-2021 and Flathead County Health Director letter to Flathead Valley superintendents. A
motion passed to continue the mask procedure in place until March 12, 2021. On March 10, the
Bigfork Board of Trustees extended the mask requirement deadline to close on April 9, 2021.
Bigfork Schools offers optional face coverings as of April 10 and into the 2021-22 school year.
Masks are mandatory for students and staff on school buses per Federal law.
Physical Distancing
During the 2020-2021 and 2021-22 school years all K-5 students maintained classroom grouping
by cohort including breakfast, recess, lunch and student entrance and exit of the building. All
6
th
-12
th
grade students practiced social distancing and cohort grouping by maintaining seating
assignments during lunch and other non-class events. Bigfork High School students will be
encouraged to maintain cohort groups by using established break out space during lunch. While
physical distancing will be encouraged, cohort groups will be maintained during the 2021-2022
school year.
Handwashing and Respiratory Etiquette
All Bigfork School District employees adopted procedures regarding personnel cleaning and
disinfecting in accordance with policy 1905. Additional hand sanitation stations are available at
all entry points in the building, water temperatures have been adjusted and monitored and
students have been trained on regular and thorough hand cleaning. Educational informational
posters and flyers developed by the DPHS, FCHD and the CDC are widely posted within each
building. Face coverings are optional.
Cleaning and Maintaining Healthy Facilities (including improving ventilation)
Bigfork Schools continues to take a proactive approach in preventing the spread of COVID-19.
GenEon mist fogger/blowers are used to sanitize buses, gymnasiums and classrooms. Active
Pure Technology air purifiers have been purchased for the purposes of diminishing the spread of
COVID-19 in smaller or sustained use spaces. Koch Multi-pleat MERV 13 high capacity air
filters have replaced all other air filters on campus. The high capacity filters enhance air quality
in the circulation process. All air filters were replaced prior to the start of the 2021-2022 school
year. The district employs a daytime custodian for cleaning and sanitizing during the school day.
Contact Tracing
Bigfork Schools continues to work with the Flathead County Health Department to identify close
contacts of confirmed positive cases. Building and district level administrators have been trained
and deputized for contact tracing purposes, making them ready to fulfill all aspects of the
quarantine process as needed.
4
REVIEWED AND UPDATED DECEMBER, 2021
PARENT SURVEY SENT OUT DECEMBER 10, 2021
Diagnostic and Screening Testing
Bigfork Schools acts as a conduit and resource for students, staff and community members with
inquiries on testing sites or protocols.
Vaccinations
The District will act in accordance with state and federal law with respect to vaccinations for its
staff and eligible students.
The District will not refuse, withhold from, or deny a person any services, goods, facilities,
advantages, privileges, licensing, educational opportunities, health care access, or employment
opportunities based on the person's vaccination status.
Accommodating Students with Disabilities
The District will provide accommodations to its policies for students with disabilities as
determined appropriate based upon the individual student needs and in accordance with a
individual accommodation plan or individualized education plan. Students requiring
accommodations should contact their building administrators or Matt Porrovecchio at
[email protected] to request information on plans for students with disabilities.
CONTINUITY OF SERVICES
The District will provide for continuity of services as follows:
Student Academic Needs
Student progress monitoring will continue at the building level at regular intervals. Students
identified as sub-proficient will be contacted for summer school/learning loss opportunities. All
students regardless of proficiency status are welcome to participate in summer school/learning
loss or course advancement course and programs.
Student Social, Emotional, Mental Health Needs and Other Student Needs
Bigfork Schools continues to offer a tiered system of supports for all students. Students have
access to their applicable IEP or 504 plans based on assessed needs. All students have access to
regular school counseling services and SAP group supports. Qualifying students will have
additional therapeutic services through CSCT. Students and parents will continue to be surveyed
5
REVIEWED AND UPDATED DECEMBER, 2021
PARENT SURVEY SENT OUT DECEMBER 10, 2021
to identify food scarcity needs. Bigfork Schools is looking at School Based Outpatient Therapy
for the 2021-2022 school year.
Staff Social, Emotional, Mental Health Needs and Other Staff Needs
The Bigfork Board of Trustees amended the 2020-2021 school calendar to include three
additional days for staff to prepare and respond to the increased teaching demands of additional
instructional preparation time and professional development opportunities to respond to the
demands of providing on-site instruction, remote synchronous instruction, as well as a hybrid
model of synchronous and asynchronous instruction. Certified staff have been compensated at
their hourly rate for additional work beyond their salaried contract. School culture and climate
surveys have been administered by a third party organization, which will continue to support the
school improvement process and social needs of all staff. Bigfork Schools staff have an
opportunity to participate in the SAP and small group therapeutic supports facilitated by
counseling and psychologist staff.
PUBLIC INPUT
The District will review this Plan at least once every six months and will provide an opportunity
for public input in association with any review of the Plan. The update plan will be posted to the
school website and available in printed form at the Bigfork Schools District Office.
6
Ql.
Montana School District ARP ESSER Plans
Federal Requirement
The US Department of Education (USED) required the OPI to establish a process for district plans consistent
with the ARP ESSER requirements for the use of ARP ESSER funds and ensure plans be made available to
the public, within no later than 90 days after a district received its ARP ESSER allocation (August 24, 2021).
The requirements for the school district plans include, at a minimum, how districts will:
1.
use funds to implement prevention and mitigation strategies;
2.
use the funds totaling not less than 20% to address lost instructional time;
3. spend its remaining 80% of ARP ESSER funds;
4. respond to needs of student disproportionately affected by the pandemic; and
5. meaningfully engage with and consult stakeholders in crafting their plans.
Each of these federally required components are embedded into this school district ARP ESSER plan.
In addition, the USED requires the OPI to support and monitor each school district's use of ARP ESSER
funds, including:
i.
implementation of evidence-based interventions;
ii. address the student groups specifically that were disproportionately impacted by the pandemic; and
iii.
identify, reengage, and support students who have experienced the impact of lost instructional time.
The plan will provide the information necessary for the OPI to support and monitor school districts as they
move forward.
State Components
Throughout this school district ARP ESSER plan, the OPI has emphasized local control and coordination of
state initiatives and requirements so that school districts can identify and innovate solutions for unique local
needs and priorities. These components are embedded in the school district ARP ESSER plan. Additionally,
the OPI will seek flexibility from the Board of Public Education to use the Goals section of this plan in place of
the Continuous School Improvement Plan (CSIP).
This template will guide the development of the school district's (LEA's) ARP ESSER plan.
The template
sections are as follows:
1.
School District-Identified Priorities
2.
Meaningful Consultation
3.
Goals
4.
Coordinating
Funds
5.
Creating Safe and Healthy Learning Environment
6.
Addressing Lost Instructional Time
7.
Supporting the Educator Workforce
8.
Monitoring and Measuring Impact of ARP ESSER funds
Prior to beginning your school district ARP ESSER plan, consider the following:
• Has your district and/or individual schools within the district completed a Gap Analysis to assist in
identifying the top needs due to Covid 19? If no, click on GaP- Analysis.
•
What kinds of data assisted you in identifying the gaps?
•
What were the needs you identified in your subgroups?
• Did you meet with all stakeholders to get input on needs and possible solutions to formulate a plan for
the funds? (Parents, Students, Teachers, Staff, Community Members, Tribal Members, School Board,
etc... ) If not, how will you make this happen prior to creating your plan?
Instructions for completing your school district ARP ESSER plan
•
When you reach a stopping point, click Next to save your work. Return anytime before August 24 to
finish your submission.
• When you're ready, click Submit at the end of the plan.
•
After you click Submit, your responses will display in a PDF file. Download the PDF file.
• Upload the PDF file of your responses to your district's webpage.
Note: The option to edit is no longer available once the plan is submitted by clicking the Submit button. If you
click Submit and then determine later that you need to make changes, contact [email protected].
While completing your school district ARP ESSER plan, consider the following:
• What would you like to achieve before the funding ends in September of 2024?
•
What goals will need to be established in order to get there?
• You may need to leave and come back to this form as you formulate your plan.
• You will still need to complete the eGrants application for ESSER Ill that is due September 1, 2021. It is
important that your school district ARP ESSER plan aligns with the budget amounts reported in
eGrants.
Resources to help with completing your plan
• Curriculum Selection
• Acceleration Guidance
• ESSA Tiers of Evidence
•
GaP-
Analysis
Tool
• U.S. DeP-artment of Education FAQ - ESSER/GEERS
• FAQ's of Maintenance of Eguity Reguirements
• Montana Office of Public Instruction ESSER website
• SEL Priorities
Next Steps:
• The OPI will confirm your submission via the email you provide at the start of your plan.
•
The OPI will reach out with questions and support as needed.
•
Districts will need to set up their own monitoring which needs to be paired with implementation.
•
Districts will be able to answer these same question every 6 months. The OPI created this temporary
form as a means to meet the federal timelines; it will be put in a more permanent location where you can
access and update your plan.
• The OPI will use this form to collect best practices to share with other districts.
QS. Please choose your county and district from the dropdown.
County I Flathead v j
District
I Bigfork Elem, LE0330 v
j
Q6. Who is submitting this form?
Tom
Stack
Qll.
Please indicate your role in the district.
@ District-level Administrator
0
Principal
O Other (Please identify your role in the box below.)
Q9. What is your official school district email address?
4068377400
To create RTI schools that will
support all students at all levels
both academically
as well as
social/emotional in terms of mental
health.
To
use
PLC's
with
assessments
and
data to support Tier 2 and Tier 3
learners
to increase skills in order
to get them to grade level
achievement.
QB.
What is
phone
Q30.
1. Priorities
Q33. Please provide the top priorities the school district has determined as the most pressing needs for
students and schools within the school district as a result or in response to the COVID-19 pandemic. You may
elect between 1-3 priorities by checking the box and providing the text response.
Priority
l
Priority
2
■
Priority3
identified each of your
what data points
use? Please list any
such as
STAR,Attendance, ACT-Aspire, ACT test in high school, SBAC and interim assessments.
Please indicate which of the following student groups specifically referenced in ARP ESSER were more
than others in your district. Choose all that apply.
(Free
and
tstack@bigfork.kl2.mt.us
O Black or African American
O American Indian or Alaska Native
0
Multi-
Racial
0 Migrant
Homeless
0 Foster Youth
Children with Disabilities
O Male
O Female
0 English Language Learners
O Other (please identify in the box below)
Q41.
2. Meaningful Consultation
Q25. ARP ESSER requires school districts to consult with a wide variety of stakeholders when developing a
plan. Please select all of the following groups of stakeholders your district consulted and/or plans to consult.
Parents
Students
Teachers
Staff
0 Tribal governments
Local bargaining units
O Educational advocacy organizations
O County health departments
Community members
O Other (please identify in the box below)
Q26. What method(s) did you use to seek stakeholder input? Choose all that apply.
0 Webinars
Public meetings
Website
0
Media
Social media
Email
O Other (please identify in the box below)
The
Goal
of
Bigfork
Elementary
will
continue
to
be
based
on
triaged
support.
Based on our dedicated
time, we are seeing the results of our
human capital investments and the results of our new curriculum adoption
and training.
Specifically, we will work to ensure all students are
proficient prior to the end of 3rd grade.
Additionally, we expect all
students to make at least the equivalent of one years growth as measured
by the STAR assessment.
Student whom fall below pace for adequate yearly
growth will receive intervention services based on triaged needs.
The goal of Bigfork High School will be to continue to provide multiple
assessments annually, reviewing scores with students and encouraging all
four years of math courses.
Currently students are required
to take three
years of math as apposed to previous classes only being required to
complete two.
We are exploring options for 4 years of math.
The
Goal
of
Bigfork
Elementary
will
continue
to
be
based
on
triaged
support.
Based on our dedicated
time, we are seeing the results of our
human capital investments and the results of our new curriculum adoption
and training.
Specifically,
we will work to ensure all students are
proficient prior to the end of 3rd grade.
Additionally, we expect all
students to make at least the equivalent of one years growth as measured
by the STAR assessment.
Student whom fall below pace for adequate yearly
growth will receive intervention services based on triaged needs.
Q12.
3. Goals
Action Plan:
Please define your Math goal, English Language Arts (ELA) goal, and other goal, based on the priorities you
identified.
Explain what instruments or methods will be used to monitor the progress of the goals and determine if the
goals are met. Click the box and provide the text response for each applicable box.
Math
Goal
ELA
Goal
Other
Goo.I
(For
SEL,
Mental
Gmdoot.loo
Rates,
and
Family
etc,)
The
Goal
of
Bigfork
Elementary
will
continue
to
be
based
on
triaged
support.
Based on our dedicated
time, we are seeing the results of our
human capital investments and the results of our new curriculum adoption
and training.
Specifically, we will work to ensure all students are
proficient prior to the end of 3rd grade.
Additionally, we expect all
students to make at least the equivalent of one years growth as measured
by the STAR assessment.
Student whom fall below pace for adequate yearly
growth will receive intervention services based on triaged needs.
In the
middle school and high school, we identify sub-proficient students to
receive targeted interventions, as part of
What I Need (WIN) period
built
into bell schedule.
Additionally, our lowest performing math students
receive a targeted additional period of direct math instruction.
In a Professional Learning Communities (PLC), staff collaborative
efforts concentrate
on the improvement
of Curriculum
and Instruction (C&I)
to raise the level of student achievement.
Although the strength of this
program is in its simplicity, the entire process is dependent
on the
individual team's ability to function effectively.
While grade level and
subject specific teams focus on the improvement of curriculum
and
instruction, focus groups work to achieve specific tasks.
Curriculum and
Instruction teams
review the Four Essential Questions and Inquiry Cycle to
prioritize objectives.
Focus groups are directed to use specific time
based plans not exceeding 90 days to accomplish specific objectives.
Grade level and department level audits follow the Four Essential
Questions.
Question 1: What do students need to know, understand and be
able to do? (Montana
Content Standards) are also
re-written
and shared
in
student friendly language.
Q42.
Goal Action Plan, Part 2:
Identify what strategies/action steps will be used to support the achievement of the goals.
Describe a realistic and achievable timeline to achieve the goals.
Identify who is responsible to ensure the strategies/action steps are achieved.
Click the box and provide the text response for each applicable box.
Math Goal
Sttategles,
and
Assignments
ELA
Goal Sltategles,
and
Assignments
Other
Goal (For
SEL,
Mental
Graduation
Rates,
and
Family
etc.)
Data
trends
are
analyzed
through
DIBELS,
STAR,
Reading
Mastery,
ACT
Aspire
and ACT assessment from one classroom to another.
Grade level teams then
collaborate through an inquiry cycle of support.
When we find an oddity
within a classroom or grade level, we reteach the priority standard
to
students demonstrating less than proficiency.
Sub-proficient students
receive targeted interventions
as part of a double dip or What I Need
(WIN) period built into the M.S and H.S bell schedule.
Additionally, we
solicit the observation of instructional experts identifying major trends
in either curriculum or instruction, when achievement gains are slower
than expected.
Grade level and department level audits follow the Four
Essential Questions.
Question 1: What do students need to know,
understand and be able to do?
Question 2: How will we teach effectively
to ensure students learn?
Question 3: How will we know that student
have
learned? (Formative and Summative Feedback)
Question 4:
What do we do
when students don't learn or reach proficiency before expectation?
We
work with the local preschool programs and head start programs as part of
our child find program starting with 3 year old children.
For students not
qualifying for services, we share our Kl and
Kindergarten Title 1 and
Coordinating Title I programs with families.
After each Kindergarten
enrollment, we also schedule a home visit for each child, where we share
everything to be expected in kindergarten
or Kl including Title 1
supports.
Q14. For which of the following student groups do you have a distinct Math goal? Choose all that apply.
■
Of
Alaska Native
■
Black
Of
African American
■
Hispanic
■
■
Free and
Homeless
Students with Disabilities
None
Q63. For which of the following student groups do you have a distinct English Language Arts (ELA) goal?
Choose all that apply.
■
Of
Alaska Natlw
■
Black
Of
African American
■
Hispanic
•
■
Free and
Homeless
Students with Disabilities
Nooe
For which of the following student groups do you have a distinct goal other than Math or ELA? Choose
apply.
■
Of
Alaska Native
■
Black
or
African
American
The
goal
of
Bigfork
High
School
will
be
to
continue
to
provide
multiple
assessments annually, reviewing scores with students and encouraging
specific interventions to increase academic successes, so that they can
achieve high school graduation.
We use the ACT Aspire to start the goal
setting process as well as review strengths and weaknesses.
With the data
and
student input, we engage students in CTE, dual enrollment,
MTDA or VHS
credit recovery opportunities.
The Title and PLC process is geared
towards individualizing student needs and supports.
Interventions are
built into the regular day.
As a team, we set goals which includes the
basic goals of graduating high school, but is focused on building a
successful pathway for future career or next step opportunities.
O Hispanic
0
MultiRacial
0 White
Free and Reduced Lunch
Homeless
Students with Disabilities
O
None
Q15.
Describe your Math goal for each identified student group.
Q16.
Describe your ELA goal for each identified student group.
Q65. Describe your Other goal for each identified student group.
Q67. If you are planning to develop or use approaches that are novel to achieve your Math, ELA, or other
goal, would you be willing to have the OPI share your approaches with state and federal entities? If so,
please briefly describe your innovation below.
Q56.
4. Coordinating Funds
Every student with an IEP (Tier 3), Tile 1 (Tier 2) and homeless students will have individual goals shared with teachers, parents, and the students to
improve their assessments and skills
.
Every student with an IEP (Tier 3), Tile 1 (Tier 2) and homeless students will have individual goals shared with teachers, parents, and the students to
improve their assessments and skills
.
Every student with an IEP (Tier 3), Tile 1 (Tier 2) and homeless students will have individual goals shared with teachers, parents, and the students to
improve their assessments and skills
.
Identify other federal funding that you are coordinating with ARP ESSER funds to most effectively use funds
to address student needs.
Q60. Did you coordinate ARP ESSER funds with other federal funds to address student needs?
@ Yes
Q No
Q57. Please select each type of federal funding you are coordinating with ARP ESSER funds to most
effectively use funds to address student needs.
Title I, Part A of the ESEA (Improving Basic Programs Operated by LEAs)
O Title I, Part A-section 1003 school improvement (Comprehensive and Targeted Supports)
0 Title I, Part C of the ESEA (Education of Migratory Children)
O Title I, Part D, Subpart 1 of the ESEA (Prevention and Intervention Programs for Children and Youth Who Are
Neglected, Delinquent, or At Risk)
Title
11,
Part A of the ESEA (Supporting Effective Instruction)
O Title Ill, Part A of the ESEA (English Language Acquisition, Language Enhancement, and Academic Achievement)
Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants)
O Title IV, Part B of the ESEA (21st Century Community Learning Centers)
O Title V, Part B, Subpart 2 of the ESEA (Rural and Low-Income School Program)
McKinney-Vento Education for Homeless Children and Youth Program and section 2001(b)(l) of the ARP Act
O Carl D. Perkins Act Career and Technical Education Act
O IDEA, Part B (Excess costs of providing FAPE)
O IDEA, Part B (Coordinated Early Intervening Services)
O Workforce Innovation and Opportunity Act
Q46.
5. Creating Safe and Healthy Learning Environments
Determine if ARP funds will be used to implement prevention and mitigation strategies, to the greatest
extent practicable, in order to continuously operate schools for in-person learning.
Q12.
If you are planning to use ARP ESSER funds for prevention and/or mitigation strategies, please select
the evidence-based practices below and/or describe an additional practice in the Other box.
Mental health supports
Social emotional learning
Academic support
Extended learning/enrichment
Hiring new staff and avoiding layoffs
O Meeting the nutritional needs of underserved students.
O Locating absent students and re-engaging disconnected youth
Providing safe, healthy, inclusive learning environments.
Activities to address the unique needs of at-risk populations.
Developing and implementing procedures and systems to improve the preparedness and response efforts
O Training and professional development for staff of the local educational agency on sanitation and minimizing the
spread of infectious diseases
Purchasing supplies to sanitize and clean the facilities
Planning for, coordinating, and implementing activities during long-term closures, including providing meals to
eligible students, providing technology for online learning to all students, providing guidance for carrying out
requirements under the Individuals with Disabilities Education Act and ensuring other educational services can
continue to be provided consistent with all Federal, State, and local requirements.
Purchasing educational technology (including hardware, software, and connectivity) that aids in regular and
substantive educational interaction between students and their classroom instructors including low-income students
and children with disabilities, which may include assistive technology or adaptive equipment.
School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and
exposure to environmental health hazards, and to support student health needs.
O Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in
school facilities, including mechanical and nonmechanical heating, ventilation, and air conditioning systems, filtering,
purification and other air cleaning, fans, control systems, and window and door repair and replacement
O Other (please identify in the box below)
Q68. If you are planning to develop or use approaches that are novel to implement prevention and mitigation
strategies, would you be willing to have the OPI share your approaches with state and federal entities? If so,
please briefly describe your innovation below.
Q47.
6. Addressing Lost Instructional Time
Describe how the school district will use ARP ESSER funds it reserves under Section 2001(e)(l) of the ARP
Act to
address lost instruction time
through the implementation of evidence-based interventions. The
district must spend a minimum of 20% of ARP ESSER funds. The full implementation of the evidence-based
interventions should be considered including personnel, materials, equipment, professional development, and
expenses needed to meet the needs of students. Other evidenced-based practices may be utilized if the
intervention meets one of the four tiers of evidence. Evidence-based practices may be found at OPl's Multi-
Tiered SY-stems of Su1mort page.
Q21.
How do you plan to spend the required 20% set-aside to address lost instructional time? Choose all
evidence-based practices that apply.
Extended learning time
0 Tribal/community engagement
Wraparound academic/health/social services
SEL learning supports
Evidenced-based curriculum
O Accelerating learning through instructional approaches: In-school acceleration-Certified educators provide support
for students within the classroom and grade-level work, using high-quality instructional materials, instructional
strategies, and formative assessments.
O Accelerating learning through instructional approaches: Tutoring program-High-dosage tutoring provided consistently
by well-trained tutors or educators at least 3 days per week for at least 30 minutes at a time in groups of five or fewer
students.
O Accelerating learning through instructional approaches:Out-of-school time programs-Identified students, needing
additional support before, and after the regular school days, as well as on weekends, and during school breaks.
O Accelerating learning through instructional approaches: Summer learning and enrichment: Summer learning
programs, camps, community partnerships, work-based learning or community service that provide high-quality
instructional and are designed to meet the social and emotional needs of student through engaging and enriching
experiences.
0 Access to and effective use of technology
O Engaging families in digital learning training and effectively using technology and platforms
O Administering and using high-quality assessments that are valid and reliable, to accurately assess students'
academic progress and assist educators in meeting students' academic needs, including through differentiating
instruction
O Providing information and assistance to parents and families on how they can effectively support students
Tracking student attendance and improving student engagement provided by the school
O Using data about students opportunity to learn indicators to help target resources and support
Professional Learning Communities
O Access to advanced coursework, dual enrollment, work-place learning, and/or internships
O Career, Technical, and Agricultural Education expenses (approved under Perkins Act)
O Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi, other wireless, internet
service, etc.), devices (laptops, tablets, etc.), printing costs for learning packets, instructional resources/tools,
hardware, software, subscriptions, licenses, assistive technology or adaptive equipment, online learning
platforms/learning management systems, other distance/remote learning costs
O Other (please identify in the box below)
Q48. How do you plan to use the remaining 80% for the allowable uses of funds related to preventing,
preparing for, and responding to COVID-19 as required by ESSER I,
11,
and Ill? See page 5 of the ARP
ESSER Fact Sheet for more information. Choose all evidence-based practices that apply.
Extended learning time
Tribal/community engagement
O Wraparound academic/health/social services
SEL learning supports
Evidenced-based curriculum
O Accelerating learning through instructional approaches: In-school acceleration-Certified educators provide support
for students within the classroom and grade-level work, using high-quality instructional materials, instructional
strategies, and formative assessments.
O Accelerating learning through instructional approaches: Tutoring program-High-dosage tutoring provided consistently
by well-trained tutors or educators at least 3 days per week for at least 30 minutes at a time in groups of five or fewer
students.
Accelerating learning through instructional approaches: Out-of-school time programs-Identified students, needing
additional support before, and after the regular school days, as well as on weekends, and during school breaks.
Accelerating learning through instructional approaches: Summer learning and enrichment: Summer learning
programs, camps, community partnerships, work-based learning or community service that provide high-quality
instructional and are designed to meet the social and emotional needs of student through engaging and enriching
experiences.
Access to and effective use of technology
O Engaging families in digital learning training and effectively using technology and platforms
O Administering and using high-quality assessments that are valid and reliable, to accurately assess students'
academic progress and assist educators in meeting students' academic needs, including through differentiating
instruction
Providing information and assistance to parents and families on how they can effectively support students
O Tracking student attendance and improving student engagement provided by the school
Using data about students opportunity to learn indicators to help target resources and support
Professional Learning Communities
Access to advanced coursework, dual enrollment, work-place learning, and/or internships
O Career, Technical, and Agricultural Education expenses (approved under Perkins Act)
Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi, other wireless, internet
service, etc.), devices (laptops, tablets, etc.), printing costs for learning packets, instructional resources/tools,
hardware, software, subscriptions, licenses, assistive technology or adaptive equipment, online learning
platforms/learning management systems, other distance/remote learning costs
Mental health supports
Hiring new staff and avoiding layoffs
O Meeting the nutritional needs of underserved students
O Locating absent students and re-engaging disconnected youth
Providing safe, healthy, inclusive learning environments
Activities to address the unique needs of at-risk populations
O Developing and implementing procedures and systems to improve the preparedness and response efforts
O Training and professional development for staff of the local educational agency on sanitation and minimizing the
spread of infectious diseases
Purchasing supplies to sanitize and clean the facilities
Planning for, coordinating, and implementing activities during long-term closures, including providing meals to
eligible students, providing technology for online learning to all students, providing guidance for carrying out
requirements under the Individuals with Disabilities Education Act and ensuring other educational services can
continue to be provided consistent with all Federal, State, and local requirements.
Purchasing educational technology (including hardware, software, and connectivity) that aids in regular and
substantive educational interaction between students and their classroom instructors including low-income students
and children with disabilities, which may include assistive technology or adaptive equipment.
O School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and
exposure to environmental health hazards, and to support student health needs.
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in
school facilities, including mechanical and nonmechanical heating, ventilation, and air conditioning systems, filtering,
purification and other air cleaning, fans, control systems, and window and door repair and replacement.
0 Other (please identify in the box below)
Q70. If you are planning to develop or use approaches that are novel to address lost instructional time, would
you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly
describe your innovation below.
Q49.
7. Supporting the Educator Workforce
Determine if ARP funds will be used to support and stabilize the educator workforce consistent with Section
2001 (e) (2) of the ARP Act.
Q51. How do you plan to use ARP funds to support and stabilize the educator workforce? Choose all that
apply.
O Cover costs of offsetting the need to furlough or reduce the salaries of school-based staff
Cover costs of bonuses for recruiting and retaining educators and support personnel
Additional pay for additional work
Class-size reduction
Technology to support learning: enable students to learn anywhere and teachers to teach essential standards
Additional professional development for school leaders, teachers, and staff (trainings, extended professional
development days, programs, etc.)
O Staffing additional physical and mental health support staff (counselors, social workers)
O Other (please identify in the box below)
Q58.
Please provide the estimated number of jobs (FTEs) that have been or will be created by the school district
through the district's planned use of ESSER Ill Funds.
4
Q59.
Please provide the estimated number of jobs (FTEs) that have been or will be retained by the LEA through
the LEA's planned use of ESSER Ill Funds.
4
Q69. If you are planning to develop or use approaches that are novel to support and stabilize the educator
workforce, would you be willing to have the OPI share your approaches with state and federal entities? If so,
please briefly describe your innovation below.
Q52. 8. Monitoring and Measuring Impact of ARP ESSER funds
Q53. How will the District monitor the impact of the ARP ESSER funded interventions or strategies, including
but not limited to the 20% set-aside, to respond effectively to the academic, social, emotional, and mental
health needs of all students, and particularly those students disproportionately impacted?
Q23. Please indicate the type of data you are obtaining and using to monitor outcomes.
0 Early Warning System
Interim Formative Assessment
0 Opportunities to Learn surveys
Summative assessments
Chronic absenteeism
Student engagement
O Use of exclusionary discipline
0 Advanced coursework
0 Access to technology
O Educator PD on technology
O Access to and preparation of high-quality educators
O Access to mental health and nursing staff
Student, parent, or educator surveys
0 Per-pupil expenditures
Classified and certified staff (numbers of positions or people)
Summer, Afterschool, and ESY enrollment
Health protocols
O Student enrollment by Mode of instruction
O Student attendance by Mode of Instruction
O Other (please identify in the box below)
QSS. The OPI has created a way for the district respondents to return to this plan and edit it multiple times
before submitting. You can return anytime before August 24 to finish your submission.
• When you're ready, click Submit at the end of the plan.
•
After you click Submit, your responses will display in a PDF file. Download the PDF file.
• Upload the PDF file of your responses to your district's webpage.
Note: The option to edit is no longer available once the plan is submitted by clicking the Submit button. If you
click Submit and then determine later that you need to make changes, contact [email protected].
• This plan must be monitored continuously and updated every six months.
• The OPI will confirm your submission via the email you provide at the start of your plan.
•
The OPI will reach out with questions and support as needed.
Thank you for your submission!
Using PLC's to do assessments, and monitoring the data. Then look at the data monthly to monitor student growth as well a the students
social/emotional growth
. CSCT, Special Education Teachers, Title 1 teachers, counselors and administration will monitor behavior and communicate with
students and parents on how strengths and weakness are progressing
. Teaching strategies and differentiated instruction will be analyzed to improve
instruction
. Communication with parents and feedback will be used to further develop the students academically and socially. Health protocols will be
monitored and shared with staff as needed
.
Q74.
Include this Survey in Exports and Analysis?
@ Yes
Q
No
0
Follow Up
Location Data
Location: .(48.199905395508, -114.30339813232)
Source: GeolP Estimation
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