ARP ESSER III Plan

ARP ESSER III Plan

Purpose

ARP ESSER III funds must help meet a wide range of needs arising from the coronavirus pandemic, including reopening schools safely, sustaining their safe operation, and addressing students’ social, emotional, mental health, and academic needs resulting from - or exacerbated by - the pandemic.

The Florida Department of Education has provided an outline for districts to describe how they will support the development of high-quality plans for the use of ARP ESSER funds to achieve these objectives for the following student groups: students from low-income families, from each racial or ethnic background, by gender, English Language Learners, students with disabilities, experiencing homelessness, in foster care, migratory students and other student groups.

The following is the draft plan for the ARP ESSER III funds to help meet a wide range of needs arising from the coronavirus pandemic.

Part I: Implementation Plan

Activity 1: Addressing Learning Loss (at least 20% of total allocation).

Of the total amount allocated the School District of Lee County must reserve at least 20 percent of funds to address learning loss through the implementation of evidence-based interventions such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs, and ensure that those interventions respond to students’ social, emotional, and academic needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups (each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, migrant students, students experiencing homelessness, and children and youth in foster care).

Activity 2 (A): Any activity authorized by the Elementary and Secondary Education Act of 1965.

Activity 2 (B): Any activity authorized by the Individuals with Disabilities Education Act.

Activity 2 (C): Any activity authorized by the Adult Education and Family Literacy Act.

Activity 2 (D): Any activity authorized by the Carl D. Perkins Career and Technical Education Act of 2006.

Activity 2 (E): Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus.

Activity 2 (F): Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population.

Activity 2 (G): Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies.

Activity 2 (H): Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases.

Activity 2 (I): Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such agency.

Activity 2 (J): 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.

Activity 2 (K): Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency 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.

Activity 2 (L): Providing mental health services and supports, including through the implementation of evidence-based full-service community schools.

Activity 2 (M): Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.

Activity 2 (N): Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including by—

  1. 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;
  2. implementing evidence-based activities to meet the comprehensive needs of students;
  3. providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment; and
  4. tracking student attendance and improving student engagement in distance education.

Activity 2 (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.

Activity 2 (P): 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.

Activity 2 (Q): Developing strategies and implementing public health protocols including, to the greatest extent possible and not inconsistent with state law, policies in line with guidance from the Centers for Disease Control and Prevention for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff.

Activity 2 (R): Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational agency.

Activity 2 (S): Administration. LEAs may take reasonable and necessary administrative costs, to include direct and indirect costs. Indirect costs may be taken up to the negotiated, unrestricted indirect cost rate. However, to ensure that the total administrative costs are reasonable, the total direct and indirect costs may not exceed five percent (5%) of the LEA’s total award.

Part II: Ensuring Effectiveness of Interventions

Please describe how the LEA will ensure that the interventions it implements, including but not limited to the interventions 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 and youth in foster care, and migratory students. In your response, please include a description of interventions and strategies that are aligned to the LEA’s data (disaggregated by subgroup), and describe how the LEA will measure the effectiveness of the selected interventions.

The School District of Lee County will focus on closing the achievement gaps by identifying deficient standards through progress monitoring results. An analysis of the data will be used to determine individual learning paths to remediate standards and close achievement gaps. Students’ learning paths for remediation in iReady, ALEKS, and Compass will be adjusted and targeted to increase proficiency of math and ELA standards.

Tiered reading support is provided to all students. All elementary school students are provided daily explicit, systematic, and sequential approaches to reading instruction, developing phonemic awareness, and implementing multisensory intervention strategies through the 90-minute reading block. Students identified through progress monitoring as Tier 2 and Tier 3 receive an additional 60 minutes of individualized ELA intervention. All elementary school students are scheduled 75 minutes of daily standards-based math instruction to include a minimum of 30 minutes for individualized math intervention based on student’s individualized progress monitoring results.

All middle school students are scheduled into a tiered reading class and placement is fluid based on ongoing progress monitoring. All middle school students receive ELA and math every day to double their instructional time and provide targeted interventions and enrichment. In addition, students who are in the district’s L25 population have been scheduled into an intervention course to provide additional time for targeted instruction of standards in ELA using iReady. Tutorial Sessions, Lunch Bunch, and After School Programs are being held for students that are not successful.

In high schools, Level 1 and 2 students receive intensive reading instruction and placement into specific reading programs is fluid based on ongoing progress monitoring. Level 1 and 2 math students are double blocked into an Algebra course to engage students in mathematical concepts 84 minutes each day. Any Algebra student who showed deficiencies from Spring 2020 was double blocked into an 84-minute daily Geometry course to provide interventions and targeted instruction to close their gaps.

At all levels, additional time will be given for targeted intervention through the adjustment of schedules to allow for standards-based learning, credit retrieval, and increased intervention time during the school day. In addition, expanded before/after school tutoring is provided to allow for targeted interventions to improve academic outcomes for our at-risk students. Expanded learning, as well as Saturday learning, is offered for targeted interventions at our six lowest 300 elementary schools.

Master schedules for each school are reviewed and monitored at the district level for adherence to the expectations of academic time blocks and to ensure maximization of academic time.

Expanded learning opportunities will be afforded to all K-8 students using the iReady ELA and math individualized learning paths and data will be monitored by qualified teachers who will implement interventions and provide enrichment as the data indicates. ESE and ELL students will be provided daily individualized interventions based on their IEP goals and LEP plans.

All high school and middle school students who are credit deficient, will be provided learning opportunities through Edgenuity with a qualified instructor to close achievement gaps which will enable them to graduate on time. We will also offer science camps, ELL camps, and Algebra boot camps to provide students with experiential learning opportunities to increase proficiency of standards.

Any student who has been identified as not making adequate progress will be personally contacted by school personnel to discuss progress monitoring data, and grades.

All Kindergarten through second grade students will take the iReady ELA and Mathematics Diagnostic. All students in Kindergarten through second grade will receive daily explicit instruction in phonics and phonological awareness via one-on-one, and/or through small groups. Kindergarten through second grade will complete the Really Great Reading progress monitoring assessment to determine their individualized placement in the program.

Students will receive phonics and phonological awareness daily, instructed by the Classroom Teacher, Literacy Coach, and/or Resource Teacher. Multisensory materials will be utilized for hands-on during instruction.

Kindergarten through second grade will receive a minimum of 75 minutes daily math instruction to include 30 minutes of intervention/enrichment. All Kindergarten through second grade students will complete the iReady Math Diagnostic to determine individualized math needs.

All third to fifth grade students will take the iReady ELA and Mathematics Diagnostic. Students that are identified through the iReady ELA Diagnostic as having phonics and/or phonological awareness needs will be placed in the Really Great Reading Program and will complete the Really Great Reading progress monitoring assessment to determine their individualized placement.

Students that are identified through the iReady ELA Diagnostic as having vocabulary, and/or comprehension needs, will be placed in the Read 180 Program and will complete the Read 180 Reading Inventory.

Third to fifth grade students will receive a minimum of 75 minutes daily math instruction to include 30 minutes of intervention/enrichment. All 3-5 students will complete the iReady Math Diagnostic to determine individualized math needs.

Reading Coaches and other Academic Coaches will push in to provide targeted interventions via small group instruction. Remediation paths have been generated for each core class to provide additional learning paths to target deficient standards and assist with quarterly credit retrieval. iReady data is monitored weekly to determine which lessons from the Toolbox should be used for targeted small group instruction for math and ELA. In addition, intensive reading data will be monitored every three weeks to drive instructional decisions and adjust program placement as needed.

Students are placed into a tiered reading program based on data and the data is monitored regularly to drive instruction and inform new placement decisions. There are two placement levels in our tier three programs (Language Live or System 44 and Read 180 & supplemented with iReady), one placement for tier two (Inside with iReady) and our tier one students also receive reading to strengthen understanding of ELA standards (iReady).

ELA and math instruction have been increased to a double block this year so that students receive daily instruction and to afford teachers extra time for interventions and enrichments. Progress in ELA and math is monitored every three weeks to inform instruction.

High school students who are showing a decline in their reading proficiency, based upon their Baseline 2021 progress monitoring, will be provided an intensive reading course for the fall semester. The reading course will provide students with explicit interventions to close achievement gaps based upon targeted instruction of standards and skills. Reading Coaches will work directly with reading teachers to push in to provide additional targeted small group interventions.

For students showing a decline in mathematics (Algebra or Geometry) additional targeted learning activities will be provided via ALEKS, Math Nation, and/or Khan Academy.

In addition, all students will have their individualized ELA and mathematics learning paths adjusted after their progress monitoring.

Support from school social workers, school nurses, and licensed mental health professionals has been increased to assist schools with the most significant student mental health needs. One coordinator for social work services is being added for additional support to schools and to ensure appropriate levels of training and supervision for increased personnel. Additional school psychologists have been hired to address increasing needs related to mental health and student evaluations. One school counselor has been hired to monitor Baker Acts and provide training and assistance related to suicidal ideation. Materials will be purchased to allow for implementation of clinical therapy techniques to help students working through trauma and anxiety as a direct result of Covid-19. Additionally, materials are in the process of being secured that will be used to assess students who need an emotional/behavioral screening (as required by Florida Statute).

Finally, common district formative assessments are reviewed approximately every three to four weeks to adjust learning, provide targeted interventions/enrichments, and alter program placement as needed. At the District level, formative assessment data is used to adjust scope and sequence, provide additional resources to teachers, provide school support for Professional Learning Communities (PLCs) as well as the development of remediation pathways. At the School level, individual PLC teams review formative assessment data and adjust instruction, as well as develop intervention plans for individualized support for students. In each classroom, teachers use formative assessments to adjust their daily instruction to provide interventions and enrichment to students.

Part III: The School District of Lee County's Safe Return to In-Person Instruction

When the COVID-19 pandemic closed schools to in-person learning in March of 2020, school districts across Florida pivoted to a fully virtual learning environment for teachers, students and families. Districts, including The School District of Lee County, responded with creative solutions and new approaches to nearly all aspects of school operations.

Both the Florida Department of Education and the US Department of Education are requiring school districts to have an Instructional Continuity plan to address the safe return to in-person learning as well as a plan to ensure the continuation of all educational operations during periods of disruption to in-person learning.

The link below will take you to a draft plan which addresses both of those requirements and after receiving public feedback will be submitted to the Florida Department of Education for further review, and ultimately, approval.

Public Input

We appreciate your input in determining the best use of these funds and the best ways to provide instructional continuity. You are an important partner in our school community as we work together to maximize the educational experience for Lee County students.

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ARP ESSER III, ICP Form


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