The primary goal of Boaz City Schools 2021-2022 is to safely offer in-person instruction for all students in alignment with guidelines and recommendations from the Centers of Disease Control and Prevention, the Governor of Alabama, the Alabama Department of Health, and the Alabama Department of Education. Full-time inperson learning will begin August 11, 2021, for all PreK-12 students. Instructional staff will focus on providing an engaging instructional experience that mirrors learning prior to the pandemic that is focused on accelerating student learning. 

 

The LEA plans to use funds to implement prevention and mitigation strategies in order to continuously and safely operate schools for in-person learning in the following manner: additional teachers are included to reduce class sizes to allow for social distancing and address students’ academic and social emotional needs. Funds will be allocated to provide for additional cleaning and sanitation supplies as needed. Margaret Mastin 

In Boaz City Schools, we recognize and believe in accelerated learning versus simply focusing on remediation.  Accelerated learning is interdependent with strong instruction in the core classroom.  We believe that you cannot accelerate learning with poor instructional practices in place in the classroom; therefore, it is imperative that we have strong instruction that effectively supports unfinished learning for all students. As a district, we believe in developing our leaders and teachers on the concepts and best practices that hep accelerate learning and connect with strong instruction. The district does recognize, identify, support and plan for needed interventions for student subgroups and examine the progress in a student-centered way, focusing on student growth. 

The district is currently implementing a multi-tiered system of supports using the following to address unfinished learning: summer camp learning opportunities, credit recovery, school-based tutoring, small group, teacher led, and individual instructional opportunities, personalized and/or common assessments that create individualized learning pathways in reading and math for students. Data will be collected and synthesized to determine student needs due to unfinished learningm that include but are not limited to the following: enrollment, student and/or staff attendance, credits earned/lost, iReady diagnostic and personalized instruction reports, Scantron Performance Data, Edgenuity online learning reports, Alabama Comprehensive Assessment Program (ACAP) data, Ellevation and WIDA data for EL learners, discipline, graduation rate, teacher turnover rate, four-year cohort data, student credentials, etc. The district will continue to monitor ongoing needs as it relates to enrollment in virtual and face-to-face/blended learning, as well as student participation in extracurricular activities. 

All subgroups will have an opportunity to participate in interventions selected.  English Language Learners (EL) and Students with Disabilities, Gifted, Advanced Placement (AP--Grades 9-10), students who are not on track to meet graduation requirements, students who might need additional credits, virtual school students, and other focused sub-group. 

Boaz City Schools serves a diverse community of learners with a myriad of needs and abilities. The population includes students from low-income homes, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children in foster care. While the pandemic has been difficult for all students, some of the division’s most fragile young people and their families have suffered greatly. Boaz Cty Schools has set aside funds from ESSER III to provide for a mental health coordinator and additional intervention teachers to assist struggling students. As one might imagine, student needs vary by school community within the division. With that in mind, Boaz City Schools is providing each school with the opportunity to request funding to address the specific needs of their student population. Examples of school requests include funding for outdoor learning spaces which allow for greater social distancing, tutors for specific subject areas, and safe areas and activities to provide social emotional support to students. 

The Superintendent and the Chief Financial Officer will actively monitor ESSER grant allocations and prepare program budgets, schedules, and budget amendments to ensure compliance with statutory requirements. Additionally, district directors will assist the team by collecting and managing all required data elements by developing systems of collaboration with relevant program supervisors in the collection of required data elements. Required reporting elements will be posted on the LSS ESSER public site for public comment. The district team will audit all purchases prior to the obligation of funds to ensure funds are expended as approved in the ESSER grant applications. The CSFO will audit expenditures prior to requesting grant reimbursements and maintain documentation necessary for year-end audit reporting. Additional responsibilities include developing systems for assuring compliance with program requirements, monitoring program activities for progress and compliance, and evaluating program results against stated objectives. The district leadership team will also develop program goals in collaboration with district and school leaders, teachers, and other stakeholders. Upon clarification of required monitoring, auditing, and reporting elements at the state and federal levels, the district leadership team will update the procedures for ensuring compliance if necessary.

In developing the ARP ESSER Plan, Boaz City Schools sought input from employees, building principals, students, families and the general public when developing the ARP ESSER III spending plan. By completing a community survey, stakeholders provided their thoughts on school division priorities related to learning loss and the unique academic and emotional needs of students brought on by COVID-19. Survey and focus group data guided the discussion and planning for use of ESSER III funds. Boaz City Schools is making this federal funding plan available to the public by doing the following: • Posting the plan on the school division website, www.boazk12.org; • Presenting an overview of the plan at a School Board meeting; • Providing Spanish translations of the plan on the division website and printed translations upon request; and • Providing the plan in alternate formats for individuals with a disability as defined by the ADA Requests for alternate formats of the plan or translated documents should be made by calling 256-593-8180.