Admin

ESSER III Plan

ESSER III Plan

Attachment A

Superintendent’s Memo #260-22

November 4, 2022

 

Virginia Department of Education

School Division/LEA ARP ESSER Spending Plan

 

Introduction

 

On October 24, 2022, Governor Glenn Youngkin and state education leaders presented to the public a summary of the 2022 National Assessment of Education Progress data for Virginia. The data indicate that Virginia had the most significant declines in reading and mathematics in the nation. Our Commitment to Virginia’s Children is a seven step action plan to reverse the downward path of declining achievement and ensure that all children in Virginia have the tools and support structure to get back on track.

 

In Action Seven of the action plan, Governor Youngkin challenges school divisions to spend all of their remaining Elementary and Secondary School Emergency Relief (ESSER) funds on proven efforts to recover learning like: supplementing learning through instruction before school, after school, on weekends, and in the summer; providing direct support to families to access tutoring; extending the school year; and rewarding those teachers and schools that make the greatest impact on student learning with performance bonuses. Action Seven also directs the State Superintendent of Public Instruction to require all school divisions to reengage the public in consultation and to update their American Rescue Plan (ARP) ESSER spending plans, as initially required by federal regulation, by December 31, 2022.

 

To meet the requirement to update the ARP ESSER spending plan, each school division/Local Educational Agency (LEA) must complete all sections of this template. The completed template must be made publicly available on the LEA website by December 31, 2022. The Office of Federal Pandemic Relief Programs will monitor the public posting of updated plans on LEA websites and the alignment of updated plans with LEAs’ applications for ARP ESSER funds. Questions about this template should be directed to [email protected].    

 

Section 1: General Information

 

  1. School Division/LEA Name Bath County Public Schools
  2. Division Number 009
  3. Contact NameDr. Rick N. Bolling
  4. Contact Email [email protected]
  5. Contact Phone #5408392722

     

  6. Amount of ARP ESSER funding allocated to LEA $610,102.96

 

Section 2: Transparency and Accessibility

 

  1. LEA webpage where plan is posted (provide URL) https://www.bath.k12.va.us

     

  2. Describe how the plan is, to the extent practicable, written in a language that parents can understand, or if not practicable, will be orally translated for parents with limited English proficiency

     

    The ESSER III plan for Bath County Public Schools is straightforward and uncomplicated.  The plan simply calls for 5.0 additional classroom paraprofessionals and 4.0 elementary teachers to help the division’s students recover from learning loss.  The bulk of the funding will be used to cover salary and benefits for these crucial position.  Additionally, some learning loss funding is used to cover summer learning programs, summer learning support staff, and summer reading materials.  The only other expenditures include 2.25 additional school nurses and research-based literacy program cost and additional student computers to access these materials.  The division will use a translator to help with access for anyone who notifies the division of a need.

     

  3. Describe how the plan will be provided upon request in an alternative accessible format to a parent who is an individual with a disability

 

The division will ensure the plan is accessible to all stakeholders.  The plan can be reviewed orally or read to anyone who has difficulty accessing the content.

 

Section 3: Opportunity for Public Comment

 

  1. Describe how the LEA provided the public the opportunity to provide input on the updated ARP ESSER spending plan since initial submission in August 2021, with emphasis on the 2022-2023 school year

     

    The administration within the division has largely changed since the initial application was submitted.  The small division has a new superintendent, federal programs supervisor, and high school principal.  The plan was reviewed during administrative staff meetings and board meetings in which all stakeholders are encouraged to attend/participate prior to submission in 2021.

     

  2. Describe how the LEA took public input since August 2021into account

 

ESSER III funds have been continuously discussed at administrative staff meetings and open board meetings.  When it was determined, that a strong candidate could not be found for the behavioral intervention position, the plan was amended to include two additional paraprofessionals to support students’ behavioral, learning loss, and socioemotional needs.  The division will continue to involve stakeholders, but will not conduct focus groups or surveys this year because all of the ESSER III funds have been allocated for staff positions that are currently in place for 2022-23.  All funds will be spent by June 2023.

 

Section 4: Consultation with Stakeholders

 

Describe how the LEA consulted with each stakeholder group below. If a stakeholder group is not present in the LEA, indicate Not Applicable in the description of consultation conducted. If the LEA conducted a survey as a consultation method, provide a summary of the survey results as an Appendix to this spending plan.

 

  1. Students

    Description of consultation conducted

    Student input was encouraged at board meetings. including monthly reports by the student representative on the board.

    Uses consulted on

    Monthly at each board meeting

    Feedback received

    Learning loss and social emotional needs are priorities.

     

  2. Families

    Description of consultation conducted

    Input from families was encouraged at board meetings.

    Uses consulted on

    Monthly at each board meeting

    Feedback received

    Learning loss and social emotional needs are priorities.

     

  3. School and district administrators including special education administrators

    Description of consultation conducted

    Input from district administrators and special education administrators was encouraged at both monthly leadership meetings and board meetings.  During the 22-23 school year, leadership meetings have occurred on 8/3/22, 8/26/22, 9/9/22, 9/23/22, and 10/11/22 thus far.

    Uses consulted on

    At least twice monthly at board meetings and leadership team meetings

    Feedback received

    Learning loss and social emotional needs are priorities.

     

  4. Teachers, principals, school leaders, other educators, school staff, and their unions

    Description of consultation conducted

    Input from principals and school leaders was encouraged at both monthly leadership meetings and board meetings.  During the 22-23 school year, leadership meetings have occurred on 8/3/22, 8/26/22, 9/9/22, 9/23/22, and 10/11/22 thus far.  School principals have conducted faculty and team meetings to discuss priorities.

    Uses consulted on

    At least twice monthly

    Feedback received

    Learning loss and social emotional needs are priorities.

     

  5. Tribes, if applicable

    Description of consultation conducted NA

    Uses consulted on NA

    Feedback received NA

     

  6. Civil rights organizations, including disability rights organizations

    Description of consultation conducted

    The special education advisory committee meets to discuss priorities and needs.

    Uses consulted on

    At least twice yearly

    Feedback received

    Learning loss and social emotional needs are priorities.

     

  7. Stakeholders representing the interests of children with disabilities, English learners, children experiencing homelessness, children in foster care, migratory students, children who are incarcerated, and other underserved services

    Description of consultation conducted

    The special education and student services advisory committee meets to discuss priorities and needs.

    Uses consulted on

    At least twice yearly

    Feedback received

    Learning loss and social emotional needs are priorities.

     

  8. Community based organizations, including partnerships to promote access to before and after-school programming

    Description of consultation conducted

    Community organizations are encouraged to attend and participate in board meetings.

    Uses consulted on

    At least monthly

    Feedback received

    Learning loss and social emotional needs are priorities.

     

  9. Early childhood education providers and families, including partnerships to ensure access to and continuity of care for families with children of different ages, particularly as they transition to school

Description of consultation conducted

Annual meetings with the Head Start Consortium

Uses consulted on

Annual Meetings with formative feedback along the way

Feedback received

Social emotional needs should be given priority.

 

Section 5: Addressing Learning Loss (recommended to be 100% of an LEA’s remaining allocation and must be at least 20% of an LEA’s allocation per federal statute)

 

Section 2001(e)(1) of the ARP Act requires each LEA to use at least twenty percent of its formula funds to address the academic impact of lost instructional time (learning loss) through the implementation of evidence-based interventions. Governor’s Challenge: in Action Seven of Our Commitment to Virginia’s Children, Governor Youngkin challenges LEAs to spend all of their remaining Elementary and Secondary School Emergency Relief (ESSER) funds on proven efforts to recover learning, such as: supplementing learning through instruction before school, after school, on weekends, and in the summer; providing direct support to families to access tutoring; extending the school year; and rewarding those teachers and schools that make the greatest impact on student learning with performance bonuses.

 

  1. Describe how the LEA identified learning loss, including among student groups most likely to have experienced the impact of lost instructional time such as students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students

     

    In review of PALS Reading Assessment and End-of-Course testing data, it was determined that the most severe learning loss occurred in our early grades in which the foundations of reading are taught.  Current second and third grade students were impacted most severely.  In addition, students with disabilities and students from poverty were greatly affected.

     

  2. Provide a detailed description of how the LEA used or will use the funds it reserves to implement evidence-based interventions to address learning loss

     

    The entirety of funds will be used to address learning loss and social emotional needs. 

     

    ESSER III funds will be used to support 4.0 teaching positions in the elementary schools to help address learning loss.  In addition, ESSER III funds will be used to support 5.0 paraprofessional positions which will be used to address both learning loss and meeting the social emotional needs of our students.  Two paraprofessional positions will be funded in each elementary school and one paraprofessional will be funded at the high school level through use of the funds.  In addition, 2.25 nurse positions will be supported through the grant to help meet the social emotional needs of our students.  The small percentage of funds that remained was used to support summer learning through availability of literacy programs and summer reading materials during summer 2022.

     

  3. Describe how the LEA produces evidence of the effectiveness of evidence-based learning loss interventions employed

     

    The LEA will examine both PALS reading assessment data and state end-of-course assessment (SOL) data to monitor gains in academic proficiency.  Student behavioral data will be used to assess the effects on social emotional skills.

     

  4. Amount of ARP ESSER funds to address learning loss $440,554.66

 

Section 6: Other Uses of Funds

 

Section 2001(e)(2) of the ARP Act permits LEAs to use the ARP ESSER III funds not reserved to address learning loss to address needs arising from or exacerbated by the COVID-19 pandemic. Generally, allowable ESSER activities must meet the guidelines below.

  • The use of funds must be intended to prevent, prepare for, or respond to the COVID-19 pandemic, including its impact on the social, emotional, mental health, and academic needs of students;
  • The use of funds must fall under one of the authorized uses of ESSER funds; and
  • The use of funds must be permissible under the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance, 2 CFR Part 200). In particular, the use of funds must be deemed necessary and reasonable for the performance of the ESSER award.

 

  1. Describe how the LEA used or will use funds to support teacher and staff retention and recruitment strategies All ESSER III funds have been accounted for since 2021.Teacher and staff recruitment and retention strategies are not included directly in the grant.Yet, the availability of school nurses, additional paraprofessionals, and additional classroom teachers certainly decreases stress and spreads out responsibility.As such, these additional direct-service positions make recruiting and retaining staff easier.

     

    1. Total number of new staff hired with ARP ESSER funds

       

      11.25

     

    1. Plan to retain staff hired with ARP ESSER funds after September 30, 2024

     

    The LEA will work with the locality and state to try to retain these additional positions.  Our students benefit directly from these positions.

     

  2. Describe the extent to which the LEA used or will use ARP ESSER funds to implement prevention and mitigation strategies in order to continuously and safely operate schools for in-person learning

     

    These strategies were included in the ESSER I and ESSER II applications, but were not a part of the ESSER III grant application.

     

  3. If the LEA used or will use ARP ESSER funds for HVAC, renovation, or other capital projects, describe each project, including whether the LEAs has requested and received approval for the project

     

    These strategies were included in the ESSER I and ESSER II applications, but were not a part of the ESSER III grant application.

     

  4. If the LEA used or will use ARP ESSER funds for uses other than those listed above, describe below

     

    N/A

     

  5. Amount of ARP ESSER funds for the uses above (A. through D.)

 

$576,498.44 (All in Category A)


Section 7: Budget

 

Category

Description

Learning Loss Y/N

Budget

Amount Obligated

Amount Spent

Amount Remaining

Other

Hiring 4.0 Elementary Teachers and 5.0 Instructional Aides for the 22-23 School Year

YES

$264,487.41

$264,487.41

$105,794.96

$158,692.45

Other

Benefits for the 4.0 Elementary Teachers and 5.0 Instructional Aides for the 22-23 School Year

YES

$142,462.73

$142,462.73

$56,985.09

$85,477.64

Other

Hiring 2.25 School Nurses

NO

$109,024.28

$109,024.28

$43,609.71

$65,414.57

Other

Benefits for the 2.25 School Nurses

NO

$60,524.02

$60,524.02

$24,209.61

$36,314.41

Summer School

Pearson Education – Pearson Summer Starts (online) – estimated 80 students

YES

$8,046.00

$8,046.00

$8,046.00

$0

Summer School

School Bags –Summer/Fall Supplemental Reading Books ($30.00)

YES

$9,450.00

$9,450.00

$9,450.00

$0

Summer School

Extra Student Computers for Summer School ($335.00)

YES

$8,375.00

$8,375.00

$8,375.00

$0

Other

K-3 Literacy Program

YES

$7,733.52

$7,733.52

$7,733.52

$0

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