The district will provide facility improvements to enable operation of the school to reduce the risk of COVID-19 transmission.  The district will use funds to improve air quality by purchasing air purification systems that are installed in the air conditioning units to "scrub" the air. The units  will be installed in all gymnasiums, school cafeterias and dining rooms due to the fact that all students visit these spaces at least once daily during the school day.  Any remaining funds will be utilized to add additional units to other air conditioners in spaces where large numbers of students and staff visit--, auditoriums, hallways, restrooms, etc.  This will allow continuous cleaning of the air and will prevent and mitigate the spread of communicable diseases and viruses. 

The district ensures that evidence based interventions are aligned to academic, social-emotional, mental health needs of ALL students. High quality, sustained professional development is being implemented and will continue to be utilized for the next three years. Content specific PD is focused on deepening the teacher’s knowledge and implementing instructional practices that are aligned to support all students including the students that may be underrepresented in subgroups. The district has aligned content standards, assessments, and pacing guides into electronic folders that are easily accessible to the teachers.  Multiple data points, using the STAR assessment as well as other high-quality assessments and in conjunction with PST/RtI when needed, will be utilized to determine the comprehensive needs of ALL students. Instructional specialists, teachers, and administrators will focus on individualized learning plans for all students that focus on specific areas of improvement.   Rhithm and DESSA will be utilized to screen/assess student’s current social/emotional/mental state.  These will be used to identify students who may be struggling and in need of specific interventions. Identified students will receive appropriate support and services in order for them to engage in the learning process.  School therapists will assist in the screening process, decision-making process, and implementing needed interventions.

In order to comply with the requirements of section 427 of GEPA (20 U.S.C. 1228a), the district will take the following steps to ensure equitable access to, and participation in ESSER III funds for students, teachers and other program beneficiaries with special needs.  The district understands the statute that highlights the six types of barriers that can impede equitable access or participation:  gender, race, national origin, color, disability or age.  The district’s current policies and practices have been established to eliminate barriers that may prevent teachers, students, etc., from access or participation in this grant application.  Our district will use ARP ESSER funds to purchase chrome books and hotspots as part of our school-wide technology upgrade. Due to a large number of our students in the district being from low socioeconomic families, the district will use grant funds to integrate technology in all classrooms and provide internet access in their homes. All students in the district will have equal access to these resources. We will ensure that no student or teacher will be denied participation based on gender, race, national origin, disability or age.

The LEA will actively monitor allocations by reviewing monthly budget analysis reports generated and distributed by the LEA accounting department.  These reports will outline revenue received, expenditures encumbered and disbursed, and how this financial data compares to the ARP ESSER budget.   

Data from these reports will also be used as an interim audit tool to ensure that funds are only expended on strategies outlined in the ARP ESSER application.

The LEA will collect and manage data elements using a variety of tools, and will seek out appropriate opportunities to report this information to the community through social media, websites, board of education meetings, and area civic organizations. 

 The district has employed a staggered start with only 25% of the students attending school for the first four calendar days.  This has provided time for the teachers to meet with the parents and families to discuss pertinent information.  Our parent and family liaison will continually provide updates and specific information as needed to support the students at home.  Dr. Willingham will provide periodic updates during our local board meetings that address ARP ESSER funding.  He will also be sharing this information with community service organizations.