Elementary and Secondary School Emergency Relief (ESSER) Fund Plan

Last Updated: 9/20/2021 3:21 PM

LEA  ARP ESSER Plan – Use of Funds

 

Download the pdf version of the plan here

 

Having an LEA ARP ESSER Plan is a condition of receiving ARP ESSER funds for each LEA. 

Instructions: Complete this plan template by engaging in meaningful consultation with stakeholders, as identified in the assurances below, and by giving the public an opportunity to provide input in the development of this plan.  Email this completed and signed plan, or a Plan developed by the LEA that includes all requirements, to Lisa at lenglish@sde.idaho.gov by October 1, 2021. 

LEA # and Name:  Preston School District #201            

Website link to the LEA’s ARP ESSER Plan – Use of Funds:

 http://www.prestonidahoschools.org/Content/esser-lost-instruction

 

 

Section 1: Using ARP ESSER funds for the continuous and safe operation of in-person learning

 

  1. Describe the LEA’s process, including timeline, for engaging meaningful consultation with stakeholders. Identify the stakeholder groups involved.  Describe how the public was given an opportunity to provide input in the development of this plan. 


The superintendent for the 2020-21 school year met with the District Administrative Team and the Preston Education Association Leadership Team to discuss appropriate use of ARP ESSER funds. An initial plan was proposed, and anticipated funds appropriated to agreed upon areas for the FY22 budget. In July-September, the new 2021-22 superintendent continued to meet with various teams including principals, special education director, federal program director, district supervisors, and teacher union representatives in which dialogue for the best use of the funds was discussed, specifically if there were any current needs that would precipitate the need to reallocate ESSER funds to different areas. Some parents had previously shared concerns with teachers or administrators. The district staff was able to represent the parents by brining those concerns forward at the planning meetings. The plan outlining the proposed use of funds was shared at the interagency community council meeting in September 2021. Individuals attending the community partnership meeting included the Mayor of Preston, Mayor of Dayton, Hospital Representative (FCMC Charge Nurse), Ambulance Representative, Police Chief, Sheriff, County Deputy, Preston City Economic Development Chair. PSD Special Education Director, and PSD Superintendent. The feedback received is summarized in the statement, “Do what you as the school district feels will best help students recover lost learning.”The school board was given a copy of the plan to review. It was discussed and approved at the September 2021 School Board Meeting.

 

  1. Describe how funds will be used to implement prevention and mitigation strategies that are consistent with the most recent Centers for Disease Control and Prevention (CDC) guidelines[1] for reopening and operating schools for in-person learning.


In July 2021, the CDC said, “Students benefit from in-person learning, and safely returning to in-person instruction in the fall 2021 is a priority…Children should return to full-time in-person learning in the fall with layered prevention strategies in place.” Preston School District also believes that meeting in-person can best address the educational progress and emotional well-being of students. Safe and continuous in-person learning is a priority for PSD, and we have established strategies to promote the safety of all students and staff. PSD will continue to take steps to mitigate the Covid-19 public health crisis and prevent the spread of sickness and disease.For the 2021-22 academic year, Preston School District (PSD) offered on-campus instruction to all students. Learning loss funds will be used for such things as 1) technology upgrades, 2) HVAC improvements for indoor air quality, 3) staffing salaries, 4) student progress monitoring systems, and 5) emotional health programs in an effort to support safe and continuous in-person learning for students and staff in Preston School District.

 

  1. Describe how the LEA will use no less than, 20% of allotted ARP funds 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. Specifically, address how the LEA will utilize funds to identify, reengage, and support students most likely to have experienced the impact of lost instructional time on student learning, such as:
    1. Students who have missed the most in-person instruction during the 2019-2020 and 2020-2021 school years;
    2. Students who did not consistently participate in remote instruction when offered during school building closures; and
    3. Students most at-risk of dropping out of school.
    4. Subgroups of students disproportionally impacted by COVID-19, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, migratory students, Hispanic students, and Native American students.


Each school in the district has a leadership team and a student assist team which meets as Professional Learning Communities (PLCs) to discuss needs of students. Student with special needs and vulnerable health conditions were given special consideration in the planning to address lost instruction and learning. A teacher was hired to work over the 2021 summer to meet the needs of a child severely impacted my lost instruction. Both elementary schools provided summer school. Credit recovery services were also offered to secondary students during the summer of 2021. For students with exceptionalities, Extended School Year (ESY) Instruction was delivered to students. To support all at-risk groups and those disproportionally impacted by the pandemic, a baseline assessment and progress monitoring tool was purchased. This Star Assessment will first of all be implemented schoolwide with in the junior high and with students and then with students at-risk and receiving special education services at the high school. ARP ESSER funds will also be used to continue purchasing 1-1 devices for students. This not only helps all students, but also specifically enhances learning for those without computers in the home.
 

  1. Describe how the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act (See Appendix A). In your description, please identify how funds will be allocated to schools and for districtwide activities based on student need to equitably and inclusively support student success.

    A bulk of ARP ESSER funds will be used on salaries and benefits to maintain and retain qualified certified faculty and classified staff. Pay raises will be given to individuals districtwide. As briefly indicated above, ESSER funds will be used to enhance technology.  It’s important to note that State Technology distributions were decreased for FY22. The school teams determined that an appropriate use of ESSER funds would be to make up for technology shortfalls. Besides the continued purchase of 1-1 devises for students, the district will install additional access spots to support stable online learning in the schools. Additionally, ESSER funds will help improve the indoor air quality through an upgrade of the Heating, Ventilation, and Air Conditioning (HVAC) Systems. The junior high will be done first since that school is in need of air conditioning. Pioneer Elementary will be done next since they have need to replace a partial system. Oakwood Elementary will be completed as pods are remodeled. The high school will have new HVAC installed during the building upgrade project. Finally, ESSER funds will be used to address staff/student social, emotional and other health through training in the FISH! Philosophy. All district employees will receive the book, FISH! A Proven Way to Boost Morale and Improve Results.  During the 2021-22 school year, training on the four practices of the Fish Philosophy (Be There. Play. Make Their Day. Choose Your Attitude) will be shared in an effort to improve emotional well-being and re-energize the mindset of students and staff. 

 

  1. Describe how the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented 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, migratory students, Hispanic students, and Native American students.


Leadership, grade level, department, and special service teams meet frequently in Professional Learning Communities (PLCs) to review student data and make adjustments to instruction to improve student learning. Benchmark testing and progress monitoring assessments are conducted. Teachers use those tests and other tools (Istation Reading and Math, IXL Math, AIMSWeb Reading, Star Math, Star Reading, etc. ) to evaluate and track student growth.
 

 

  1. Describe how the LEA will consistently monitor student progress and effectiveness of the strategies/interventions implemented to address gaps in student learning and well-being. 


The Preston School Board developed and established four goals for the 2021-22 school year which support the goal for the district schools to monitor student progress and effectiveness of the strategies/interventions implemented to address gaps in student-learning and well-being.
The board focus includes the following four goals:

1. Establish and maintain an academic focus in board meetings. (We will strive to have the majority of agenda items with an academic focus supporting student success.)

2. Receive short monthly reports from principals.(We will receive data supported student achievement reports in Math and Reading beginning with a baseline report in September and progress reports each month thereafter.We would also like to hear one school concern and one success from each principal as part of their monthly report.)

3. Receive reports from each grade level and department lead at least once during the year.(We want to hear how it is going in the schools where the meaningful work of effective teaching and student learning takes place. How are your PLC’s working?What successes and challenges do you face?)

4. Review behavior policies and emotional support systems currently in place and determine at least one way we can support and help in these areas as a board. (We will find out what is actually happening in the schools so we can make data driven decisions to support staff and students.)

Additional, teachers and administrators will use high-quality assessments, which are valid and reliable, to inform teaching and learning.Some teacher teams meet weekly to monitor student progress. All PLCs meet monthly at minimum to review student data.

Section 2: Assurances

Assurance

LEA Response

  1. The LEA assures that, to the best of the LEA’s knowledge and belief, all information in this plan is true and correct.

Yes

No

  1. The LEA engaged in meaningful consultation with stakeholders and gave the public an opportunity to provide input in the development of this plan. Specifically, the LEA engaged in meaningful consultation with students; families; school and district administrators (including special education administrators); and teachers, principals, school leaders, other educators, school staff, and their unions. Keep documentation of stakeholder communications and meetings on file at the LEA. 

Yes

No

  1. The LEA engaged in meaningful consultation with each of the following, to the extent present in or served by the LEA: Tribes; civil rights organizations (including disability rights organizations); and 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 students. Keep documentation of stakeholder communications and meetings on file at the LEA. 

Yes

No

  1. The plan is in an understandable and uniform format; to the extent practicable, written in a language that parents can understand or, if not practicable, orally translated; and, upon request by a parent who is an individual with a disability, will be provided in an alternative format accessible to that parent.

Yes

No

  1. The plan is publicly available on the LEA website.

Yes

No

 

Signatures

Superintendent/Charter Administrator Printed Name:

   Lance K Harrison, PhD

 

Superintendent/Charter Administrator Signature:

 

 

Date:

September 15, 2021

Local Board of Trustees, President’s Printed Name:

   Joy Christensen

 

Local Board of Trustees, President’s Signature:

 

 

Date:

September 15, 2021

 

Email this completed and signed plan to Lisa English at lenglish@sde.idaho.gov no later than October 1, 2021.