Introduction

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

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

Section 4: Consultation with Stakeholders

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

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)

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

• 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.)