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ARP ESSER - Application Details
Dallas County, American Rescue Plan (ARP) ESSER - Fiscal Year 2021 (Rev 0)
 
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Cover Page & Required Narratives

Superintendent of Schools 
Name*
ARP ESSER Point of Contact 
Name*
Role*
Phone*
Ext
Required Narratives 
How does the LEA plan to use funds to implement prevention and mitigation strategies in order to continuously and safely operate schools for in-person learning?
*

DCSS recognizes that safe reopening schools and sustaining safe operations to maximize in- person instruction is essential for student learning and student well-being. The District will maintain the health and safety of students, educators and other district staff. To support the safe return to in-person instruction and sustain safe operation, the district developed the   “Return to Campus COVID 19 Guidelines Student/Parents/Staff Handbook”. The guide is available at: https://drive.google.com/file/d/1f4panW6nIBy4PHZLxKti6XoaSC8FBtHf/view. This guide will updated regularly to meet the guidelines and requirements provided by the Alabama Department of Health (ADPH)  and  Centers for Disease Control and Prevention (CDC). In order to continuously and safely open and operate schools for in-person learning, DCSS will use approximately $2,000,000.000 of its ARP ESSER III funds to implement the following prevention and mitigation strategies: 

1.       Screening,  Isolation, and testing aligned to guidelines from the Alabama Department of Education 

2.       Personal Protective Equipment (this protocol is subject to change) for staff, students, and visitors 

3.       Disinfecting and sanitizing learning and work environments including enhanced cleaning and disinfection, hand sanitation

4.       Ventilation improvements in all district buildings, school campuses, and buses 

5.       Purchase desks and store excess furniture to allow for social distancing in classrooms.

How will the LEA ensure that the evidence-based interventions will address the academic impact of lost instructional time and ensure that those interventions respond to the academic, social, emotional, and mental health needs of all students including 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) and those who are particularly impacted disproportionately by the COVID-19 pandemic?
*

Dallas County Schools will utilize funds to address the academic impact of lost instructional time through evidence-based interventions. The plans below detail the areas of focus Dallas County Schools will intentionally address the need to mitigate the impact of lost instructional time, the evidence-based interventions we will utilize to do so, the research citations and links for those evidence-based interventions, as well as a rationale explaining how our district will implement each evidence-based intervention. 

Prioritizing critical skills and standards will be used as an evidence-based intervention that helps teachers provide targeted support for the most important content. Teachers will work together to determine critical standards that will receive the most instructional time, will be frequently revisited, and taught to mastery. All required standards will be taught but critical standards will receive the most focus. Implementation strategies include training on the standards, time for teachers to collaborate before each instructional unit to revise the pacing as needed, and teacher stipends to complete this work and to collaborate on effective instructional strategies to teach standards.  National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics (June 2020). Moving Forward: Mathematics Learning in the Era of COVID- 19. https://www.mathedleadership.org/mathem atics-learning-in-the-era-of-covid-19/ 

The use of high quality instruction and materials will be used as an evidence-based intervention to explicitly teach vocabulary, to provide direct and explicit instruction on comprehension strategies, and to provide opportunities for extensive study of the meaning and interpretation of a text. Possible implementation strategies include training on various vocabulary strategies, training on highest effect size comprehension strategies for elementary and secondary students, investment and training in implementing leveled texts, and consulting with curriculum/content experts in the core areas of instruction to ensure that curriculum development and implementation are aligned district-wide to yield the highest results. Another implementation strategy will be to provide a quality substitute retention program by ensuring that every school has a dedicated amount of high quality substitute teachers assigned to their school who are paid at a higher rate. This will ensure consistency within schools and establish positive teacher-student relationships to minimize disruption to student learning and routines.   Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeG uide/adlit_pg_082608.pdf 

Professional Learning Communities will be used as an evidence-based intervention that focuses on student learning and builds a collaborative, results-driven culture. This practice will promote equity for students. Analysis of classroom-level data will drive teacher reflection of their instructional practices. Some implementation strategies include initial training on the PLC process, book studies that deepen understanding of PLCs, and stipends for school-based and district level professional learning held during off duty and off contract time.  

Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision-making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/dddm_pg_092909.pdf 

Formative assessment will be used as an evidence-based intervention specifically focused on learning loss that provides ongoing student progress towards a measurable academic goal. Some implementation strategies include training on strategic lesson planning that provides information on student progress and informs teaching and learning. 

Black, P., & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92, 81 -90. http://weaeducation.typepad.co.uk/files/bla Xbox-1.pdf 

Student engagement strategies will be used as an evidence-based intervention to provide meaningful student involvement in classroom learning and address learning loss. Strategies such as accountable talk,  intentional student discourse, choral responding, opportunities to respond, questioning strategies, wait time, guided notes, graphic organizers, use of visuals, student goal-setting, etc., increase student investment in their own learning and are linked to greater student achievement. Some implementation strategies include training for teachers on multiple engagement strategies, follow-up training on how these strategies are being implemented, materials and technology to implement engagement strategies, and stipends for teachers related to this professional learning.   Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., and Mooney, K. (2011). Measuring student engagement in upper elementary through high school: a description of 21 instruments. (Issues & Answers Report, REL 2011–No. 098). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. https://ies.ed.gov/ncee/edlabs/regions/sout heast/pdf/rel_2011098.pdf

Student engagement strategies will be used as an evidence-based intervention to provide meaningful student involvement in classroom learning and address learning loss. Strategies such as accountable talk, choral responding, opportunities to respond, questioning strategies, wait time, guided notes, graphic organizers, use of visuals, student goal-setting, etc., increase student investment in their own learning and are linked to greater student achievement. Some implementation strategies include training for teachers on multiple engagement strategies, follow-up training on how these strategies are being implemented, and materials and technology to implement engagement strategies.  Gould, E. (2011). Doing one thing (DOT) to increase student engagement: Increasing student opportunities to respond. Link Lines, Feb.-March. https://education.wm.edu/centers/ttac/reso urces/articles/challengebehav/stepupstudentengagement/index.php

  Multi-Tiered Systems of Support will be used as an evidence-based framework to give all students universal, supplemental, and targeted support. The four components of MTSS include universal screening, data-based decision making, multi-level prevention systems, and progress monitoring. All components make up an effective MTSS framework that allows districts and schools to promptly provide core differentiated instruction and intervention to support students' learning loss. Some implementation strategies include training on the MTSS Framework, training on effective intervention strategies, and effective ways to monitor progress. An MTSS district and/or school coordinator is also a possible intervention strategy and the purchase of evidence-based programs for intervention, a universal screener, and a progress monitoring system. Additionally, data platforms may be used to help districts and schools effectively analyze data and make data-based decisions.

 Burns, M. K., Jimerson, S. R., VanDerHeyden, A. M., & Deno, S. L. (2016). Toward a unified response-to-intervention model: Multi-tiered systems of support. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of Response to Intervention: The science and practice of multi-tiered systems of support (2nd ed.) (pp. 719–732). New York, NY: Springe

How will the LEA comply with the requirements of section 427 of GEPA (20 U.S.C. 1228a)?
The description must include information on the steps the LEA proposes to take to permit students, teachers, and other program beneficiaries to overcome barriers (including barriers based on gender, race, color, national origin, disability, and age) that impede equal access to, or participation in, the ESSER III program.
*

Dallas County Schools are committed to the safety, health, and wellness of all students, staff and our community at large.  School personnel will work closely with families of students who are immunocompromised regarding specific needs when returning to school. Staff will be given a choice as to the type of face covering which is most conducive to addressing their specific student needs. IEP services will be delivered with adherence to the wearing of facial coverings, social distancing, increased hand washing, and sanitizing. Students with sensory, cognitive, and/or behavioral needs will not be required to wear facial coverings, but will be encouraged to utilize a face shield. Students who are deaf/hard of hearing will not be required to wear facial coverings, but will be encouraged to utilize a face shield. All Dallas County School staff will exercise universal precautions in order to mitigate infection control. All staff who work with students who require more hands-on services such as diapering, feeding, etc. will be given all the necessary PPE that is necessary.  Dallas County Schools will adhere to all reporting guidelines and requirements when it comes to COVID-19 cases. The school nurses will not diagnose COVID-19, but will initiate a screening and contact families when a child is sent to the nurse’s office for illness.  

Social Emotional Well-Being
Dallas County Schools are committed to providing a positive school climate, which promotes responsible and prosocial behavior, and social-emotional learning is reinforced through multi-tiered systems of support. Returning to school this year may feel overwhelming and impossible for students. Dallas County Schools recognize that, and are committed to providing children and families the support necessary to cope with social emotional and academic needs. The first two weeks of school will be designated to establish routines and expectations, and review prior knowledge and content to better ensure a healthy, positive environment for learning that will keep students actively involved on a daily basis through the course of the year. Our sincerest hope is that children and families remain safe and healthy. Dallas County School’s Mental Health Service Coordinator and School Counselors will continue to provide support in social emotional learning, building relationships, community building activities, and increased access to mental health/wellness services. 

The DCSS proposes to use the following steps to overcome program barriers  ( including barriers based on gender, race, color national origin, disability, and age) that impeded equal access to participation in ESSER III program:   

 

STEP 1:  Our district will use ARP  ESSER   grant funds to purchase devices and other related items to support the upgrade to our technology and internet needs. Due to our number of low-income students/families, many students do not have the ability to use digital devices on their own. The district is committed to offering a technology rich educational experience for all of our students. These funds will also be used to provide professional development opportunities to our teachers, which they would not otherwise have. We will ensure that no student or teacher will be denied participation based on gender, race, national origin, disability or age.

STEP 2: Our district will use ARP ESSER  grant funds to send staff to trainings to improve K-3 Early Literacy. The training is to ensure students are reading at grade level by the end of third grade. Staff will come back from the training and help other staff use techniques to ensure all students no matter gender, race, national origin, disability or age are denied help to ensure proper grade level reading. Staff will also be training to ensure all students feel safe and work on proper protocol for improvement of behavior and not disciplinary actions.

STEP 3: Our district will use the ARP ESSER funds to increase safety and enhance the social emotional well-being of our students. Our district will focus on  awareness programs  (RtI/ MTSS Training,  all sub-groups including gender, race, ethnicity, gender orientation and socio-economic status, through outreach to families and community members. Additionally, our district will initiate professional development in this area for all staff.

How will the LEA actively monitor their allocations, conduct interim audits to ensure an appropriate application of funds, collect and manage data elements required to be reported, and report this information to the community?
*

The Superintendent, CSFO, and Federal Programs Director will actively monitor ESSER grant allocations and prepare program budgets, schedules, and budget amendments to ensure compliance with statutory requirements. Additionally, the Federal Programs Director will collect and manage all required data elements by developing systems of collaboration with relevant program directors and supervisors in the collection of required data elements. Required reporting elements will be posted on the DCSS ESSER public site for public comment. The Superintendent and the Federal Programs Director  will audit all purchases prior to the obligation of funds to ensure funds are expended as approved in the ESSER grant applications. The CSFO and Department's Bookkeeper  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 Federal Programs Director  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, LSS will update the procedures for ensuring compliance if necessary.

How will the LEA meaningfully engage with families and communities throughout the life of the ARP ESSER and other relief funds?
*

The Dallas County School System will maintain the ESSER page of the district site to keep all stakeholders informed of the progress of ESSER funding plans and programs. The site information includes an email address for stakeholders to address comments related to ESSER funding, programs, and reporting. Stakeholders will also be notified of any public meetings that address the use of ESSER funds via  website, social media, and/ or automated stakeholder calls.  

Provide the URL for the LEA Return-to-Instruction Plan.
*https://drive.google.com/file/d/1f4panW6nIBy4PHZLxKti6XoaSC8FBtHf/view

LEA Reservation to Address Loss of Instructional Time

LEAs must reserve at least 20 percent of funds to address loss of instructional time through the implementation of evidence-based interventions 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.

For this reservation of funds, the following interventions are allowable:
1. Summer Learning & Summer Enrichment Programs
2. Extended Day Programs
3. Comprehensive After-School Programs
4. Extended School Year Programs
5. Other – See Intervention box E for more details.

Budget Amount & Details for Interventions Amount 
Intervention A (Summer Learning & Summer Enrichment Programs)
Intervention B (Extended Day Programs)
Intervention C (Comprehensive After-School Programs)
Intervention D (Extended School Year Programs)
Intervention E (Other)
Total Cost:


Intervention A (Summer Learning & Summer Enrichment Programs) 
Provide the following information for Intervention A (Summer Learning & Summer Enrichment Programs):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Example:
ARP ESSER funds will be used to host a Summer Enrichment Camp during the Summer of 2023. The camp will run for two weeks for four days a week. Subjects to be covered are science, technology, engineering, mathematics and reading. We will purchase general supplies such as pencils, notebooks, glue, color pencils, copy paper, etc. to effectively run the program. We will also purchase ELA & Math manipulatives to help improve student achievement. Additionally, we will purchase an online subscription to XYZ Company for the duration of the summer program to assist our participating EL students with the curriculum (See attached job description). Total cost: $109,030.00
[Cont.]
9130 - [010-199] (Salaries) $54,450.00 | 9130 - [200-299] (Benefits) $11,430.00
9130 - [400-499] (Materials and Supplies) $2,800.00 | 9130 - [400-499] (Software) $20,000.00
4120 - [010-199] (Bus Driver Salaries) $12,500.00 | 4120 - [200-299] (Bus Driver Benefits) $3,200.00
4120 - [300-399] (Mileage for Buses) $4,650.00

ARP ESSER funds will be used to provide personnel for Summer Learning and Enrichment Camps the summers of 2021-2024 for ARI Summer Literacy (K -3) and learning loss.  The camp will operate a hands-on curriculum for 20 days, five days a week.   The subjects covered will include mathematics, reading, writing, technology, engineering, coding, performing arts, foreign languages, health and fitness, and science. Elementary and Secondary Administrators will ensure that all academic and safety guidelines will be followed to mitigate the transmission of COVID-19 and to support decreasing the learning gaps created during the pandemic. Students will experience field trips  (museums, college campus tours, McWane Center, etc.) connected classroom lessons to further extend their learning experiences and expose students to build background knowledge. Also, nurses will be hired to provide continued health and wealth support to all students, especially immunocompromised students and other students who have health plans.  Materials and supplies required includes and not limited to technology, instructional licenses, supplemental workbooks, classroom libraries, writing utensils, art supplies, STEM resources, and health supplies  

3200 -3299  [010-199] (CNP Workers Salaries) $123,750.00 + [200-299] (Benefits) $24,936.00= $148,686.00

9130[010-199] (Nurses Salaries) $84,000.00 + [200-299] (Benefits) $16,926.00 benefits = $100,926.00 

9130 [400-499] (Cleaning Supplies for Schools Materials and Supplies) = $184,179.00 

9130 [010-199] (Janitors Salaries) $132,000.00 + [200-299] (Benefits)$ 26,598.00 benefits= $ 158,598.00

9130 [010-199] (Bus Drivers: Salaries) $99,000.00 + [200-299] (Benefits)- $19,950.00 benefits = $118,950.00

9130 - [010-199] (Teachers: Salaries) $1,043,832.00 +9130 - [200-299] Benefits-$210,456.00.00= $1,254,288.00

9130- [010-199] Secondary Admin. (Supplement)  $60,000.00 | 2300-2399[200-299] (Benefits) $ 12,090.00 = $72,090.00

9130 - [400-499] (Materials and Supplies) $498,001.00 

9130 - [600-699] (Licenses) $ 138,270.00

9130 - (300-399) Summer Enrichment Field Trips  = $216,000.00 

Total Intervention A (Summer Learning & Summer Enrichment Programs)  = $2,889,987.00


 



Intervention B (Extended Day Programs) 
Provide the following information for Intervention B (Extended Day Programs):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)

ARP ESSER funds will be used to host an Extended Day Program for the Elementary, Middle and High Schools during the fall and spring of 2021 -2024.   Elementary Schools will offer  after schools  tutorial support for  two (2) days a week per (2) hours daily. The program will employ six teachers per school (36  Teachers total).  Teachers providing extended day instructions will implement small group instruction and standard based  instruction. High School extended day learning will be two (2) days per week per  two(2) hours daily and teachers will employ four (4) core teachers per school (12  Teachers total).  Consequently, we will purchase instructional licenses , and instructional materials and supplies including but not limited to the following:  classroom libraries, math and reading supplemental supplies, pencils, students portfolios, colored pencils, paper, calculators, and etc.    

9130 - [300-399] (Mileage for Buses) $18,000.00

9130 - [010-199] (Bus Driver Salaries) $36,000.00 | 4120 - [200-299] (Bus Driver Benefits) $7,254.00= $43,254.00

9130 - [010-199] (Teacher Salaries) $ 554,400.00 |9130 - [200-299] (Benefits) $117,714.00 =$666,114.00

9130- [400-499] (Material and Supplies) -$592,799.00

9130 - [600-699] (Licenses) $180,715.00  (IXL is a personalized learning platform with a comprehensive K-12 curriculum ( math, science, language arts , social studies, science, and Spanish)

Total Intervention B (Extended Day Programs) = $ 1,500,882.00 

Intervention C (Comprehensive After-School Programs) 
Provide the following information for Intervention C (Comprehensive After-School Programs):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Not applicable 
Intervention D (Extended School Year Programs) 
Provide the following information for Intervention D (Extended School Year Programs):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Not applicable 
Intervention E (Other) 
Provide the following information for Intervention E (Other):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
NOTE: If an LEA chooses to use the "Other" intervention option, the LEA must attach documentation in the Related Documents section that shows that the Intervention is evidence-based (Tier I | Tier II | Tier III | Tier IV).
Not applicable 

4. Remaining ARP ESSER Fund Uses

The remaining LEA funds after the LEA Reservation to Address Loss of Instructional Time can be used for a wide range of activities to address needs arising from the COVID-19 pandemic. Please refer to the allowable uses document in the Document Library for more guidance.

Budget Amount & Details for Additional Uses (Include Name for Other Categories) Amount 
Category 1 (Personnel)
Category 2 (Technology & Online Subscriptions)
Category 3 (Facility Improvements)
Category 4 (Professional Development)
Category 5 (Curriculum Materials & Assessments)
Category 6 (Parent & Family Engagement Activities)
Category 7 (Other)
Category 8 (Other)
Category 9 (Other)
Category 10 (Other)
Category 11 (Other)
Category 12 (Other)
Administrative Costs (must be reasonable and necessary)
Indirect Costs (maximum amount is the unrestricted rate)
Total Cost:


Category 1 (Personnel) 
Provide the following information for Category 1 (Personnel):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Example #1:
ARP ESSER funds will be used to employ two system-wide EL teachers (2.0 FTE) for the 2021-2022 and 2022-2023 school years to assist with the consistent increase of EL students within the district. In addition to working with students, the EL teachers will work with classroom teachers to ensure appropriate instructional strategies are implemented. (See job description in Related Documents section.)
Total cost: $550,880.00 | 1100 - [010-199] (Salaries) $354,450.00 | 1100 - [200-299] (Benefits) $196,430.00
Example #2:
ARP ESSER funds will be used to employ certified teachers and paraprofessionals for the 2021-2022 and 2022-2023 school years to assist with closing the achievement gap of students within the district. The following list identifies the number of teachers and paraprofessionals at each school: School A - 2 Paraprofessionals (2.0 FTE); School B - 1 Teacher (1.0 FTE) & 1 Paraprofessional (1.0 FTE). (See job description in Related Documents section.)
Total cost: $417,813.00 | 1100 - [010-199] (Salaries) $321,123.00 | 1100 - [200-299] (Benefits) $96,690.00

ARP Funds will be used to provide monthly supplements to 3 Virtual Facilitators ( Gr. K-3 facilitator, Gr. 4-8 Facilitator, and Gr.9-12 Facilitator). The Virtual Facilitators will perform duties during off contracted time. Facilitators will receive $1,501.88 per month for 9 months of virtual facilitation. The facilitators will provide continuous communication with parents of virtual students and assist with students academically.  Also, facilitators will provide weekly updates of their virtual curriculum assistance  to the Superintendent.  

Total cost:  $121,651.88  | 1100 - [010-199] (Supplement) $101,250.00| 1100 - [200-299] (Benefits) $20,401.88 

Category 2 (Technology & Online Subscriptions) 
Provide the following information for Category 2 (Technology & Online Subscriptions):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Example:
ARP ESSER funds will be used to purchase Chromebooks, Chromebook carts, document cameras, and touch screen panels to increase academic technology usage and improve student achievement. ARP ESSER funds will also purchase a subscription to ABC (all subscriptions will expire prior to September 30, 2024).
Total Cost: $432,158.00 | 1100 - [300-399] (Software License) $30,000.00 | 1100 - [400-499] (Technology) $402,158.00

ARP ESSER funds will be used to purchase instructional licenses for Skills Struck.  The program is aligned with national computer science standards. Skill Struck supplies instruction for in-demand coding languages with robust challenges and projects.  Students practice concepts and apply them in projects and challenges that solidify learning.  The timeline  of usage is October 2021 - May 2024.  ( see more information in Related documents.)  

TOTAL :  $ 60,000.00  | 1100  (Licenses)  [300-399]  

Professional Development Auditorium and Computer Lab:  ESSER funds will be used to upgrade the professional development auditorium and computer lab.  The lab and auditorium currently exist to implement professional development activities.   

 Total Cost: 117,362.00| 2215 - [400-499] Computer Technology

TOTAL COST CATEGORY 2:$177,362.00

Category 3 (Facility Improvements) 
Provide the following information for Category 3 (Facility Improvements):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Example:
ARP ESSER funds will be used to replace 3 air conditioner units at ABC Elementary School, install 2 new air conditioner units at EFG Middle School, and repair 1 air conditioner unit at IJK High School. All services will be completed by June 2024. Total Cost: $55,500.00
7200 - [500-599] (Capitalized Units) $18,500.00 | 3200 - [400-499] (Non-Capitalized Units and Supplies for Repairs) $37,000.00

ARP ESSER III funds will be used to perform the following work:

All HVAC systems 15 years and older will be replaced. All systems will be redesigned and replaced to improve indoor air quality, increase building comfort, and address critical infrastructure needs. The new systems will support student health needs by meeting latest codes adopted by the Alabama Division of Construction Management. We are determining scope and cost to align with budgetary figure of $6,095,519.25
Replace HVAC units at Keith Middle-High, Replace HVAC units at Southside High, Replace HVAC units at Southside Primary, Replace HVAC units at Tipton-Durant Middle, Replace HVAC units at  Dallas County High, Replace HVAC units at Martin Middle, Replace HVAC units at  Valley Grande Elementary, Replace HVAC units at Brantley Elementary, Replace HVAC units at Career Tech Center, Replace HVAC units at J.E. Terry, Replace HVAC units at B.K. Craig, and Replace HVAC units at Salem Elementary.
All services will be completed by June 2024. # of HVAC Systems per school:  Keith High - 61;Southside High - 66;Southside Primary - 47;Tipton-Durant Middle - 45;Dallas County High - 48;Martin Middle - 39;Valley Grande - 42;Brantley - 27;Career Tech Center - 11;J. E. Terry - 23;B. K. Craig - 31; Salem Elementary - 24 =Total - 467

TOTAL COST CATEGORY 3: Building Services 7000-7999 - [500-599] - $6,095,519.25

 
Category 4 (Professional Development) 
Provide the following information for Category 4 (Professional Development):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Example:
ARP ESSER funds will be used to provide ongoing, high quality professional development for administrators, teachers, and other instructional staff that support increased student achievement in all core subject areas.
- Consultants: Our mathematics adoption textbook company (ABC Company) will provide high quality professional development in October 2021 and December 2021 to all teachers within the LEA to prepare them for the COS adoption. Total Cost: $14,000.00 | 2215 - [300-399] (Consultants) $14,000
- Stipends: Teachers and other instructional support staff will be provided a stipend to participate in professional development that is outside of their contracted hours during the Spring of 2022. Total Cost: $19,230.00 | 2215 - [010-199] (Stipends) $11,456.00 | 2215 - [200-299] (Benefits) $7,774.00
[Cont.]
- Substitutes: Teachers will work collaboratively during the school day to develop curriculum maps and common formative assessments once a quarter for the 2022-2023 school year for a total of 4 days. Our LEA uses ABC Company for subs, so all subs are contractual, and no benefits are provided. Total Cost: $18,000.00 | 2215 - [300-399] (Contract for Subs) $18,000
- Materials and Supplies: General supplies will be needed for all professional development sessions to include but not limited to chart paper, easels, paper, notebooks, pens, pencils, markers, colored pencils, etc. Total Cost: $3,400.00 | 2215 - [400-499] (Supplies & Materials) $3,400.00
[Cont.]
- Conference Attendance: 6 Teachers & 2 Administrators will attend the MEGA Conference (Mobile, AL) in July 2022 to be provided professional development from the ALSDE to support student achievement. Travel costs will include hotel, per diem, and mileage. Total Cost: $22,000.00 | 2215 - [600-899] (Registration) $4,000.00 | 2215 - [300-399] (Travel) $18,000.00

ARP ESSER funds will be used to provide ongoing, high quality professional development for administrators, teachers,  other instructional staff, and support staff  that support increased student achievement in all core subject areas and financial compliance.  TOTAL COST OF CATEGORY 4 - $ 191,841.72

Stipends: Teachers and other instructional support staff will be provided a stipend to participate in professional development that is outside of their contracted hours and summer hours  during beginning Spring 2022 until Fall 2024.

Total Cost: $70,000.00| 2215 - [010-199] (Stipends) $55,895.00 | 2215 - [200-299] (Benefits) $14,105.00

Substitutes: Teachers will work collaboratively during the school day to develop curriculum maps and common formative assessments once a quarter for the 2022-2023 school year for a total of 6 days. Also, our LEAS will provide substitutes for ongoing professional learning communities to support high quality professional learning in the areas of math, reading, and science .

Total Cost: $18,002.00 | 2215 -$14,373.00 (Salaries) + Benefits 3,629.00  [200-299] (Substitutes) $18,002.00

Professional Learning ( consultants, travel, lodging, registration fee, and professional Learning Auditorium and Computer lab update) : Teachers and administrators will participate in instate and out of state professional learning to learn how to strengthen to core curriculum and learn strategies to close gaps in learning. Consultants will provide high quality professional development in October 2021 - May 2024 in the implementation of the math and reading standards, implementation of coding and science curriculum, and also professional development for bookkeepers to support in compliance with federal law.     

Total Cost: $60,000.00 | 2215 - [300-399] (Consultants)

Total Cost: $16,000.00 | 2215 - [300-399] (travel and lodging  Instate travel $8,000.00 and out of state travel$ 8,000.00 )

Total Cost: $4,000.00 | 2215 - [600-699] ( Registration Fees)

-Materials and Supplies: General supplies will be needed for all professional development sessions to include but not limited to chart paper, easels, paper, notebooks, pens, pencils, markers, colored pencils, etc.

Total Cost: $23,839.72 | 2215 - [400-499] (Supplies & Materials) $23,839.72

Category 5 (Curriculum Materials & Assessments) 
Provide the following information for Category 5 (Curriculum Materials & Assessments):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Example:
ARP ESSER funds will be used to purchase assessment supplies and materials to help provide real time data to increase student achievement. These will include actual assessments and general supplies. All services will be purchased by the end of the 2021-2022 school year.
Total Cost: $8,791.00 | 2130 - [400-499] (Assessment Supplies & Materials) $8,791.00
Not applicable 
Category 6 (Parent & Family Engagement Activities) 
Provide the following information for Category 6 (Parent & Family Engagement Activities):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)
Example:
ARP ESSER funds will be used to purchase family handouts and resources for our Family Literacy Night in 2021 and 2022. The resources will include ELA and Math manipulatives and supplies needed to create family activities.
Total Cost: $4,500.00 | 2190 - [400-499] (Supplies and Materials) $4,500.00
Not applicable 
Category 7 (Other) 
Provide the following information for Category 7 (Other):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)

ARP ESSER III funds will be used to provide deep cleaning services for 14 campuses.  Deep cleaning  includes disinfecting and fogging services to mitigate COVID 19 virus and variants.  

This proposal is for weekly recurring disinfecting (for each school).  Timeline will begin Spring 2022 and in Fall 2024.  

TOTAL COST CATEGORY 7 =1,800,000.00

3200-3999 - [300-399] (Purchase  Service)Services for 15  building (6 HS, 2MS, 3HS, 1 ALC, 1-Career Tech, 1 Resource Center, 1 Central Office = $1,500,000.00

3200-3999 - [400-499] (Supplies and Materials) PPE Supplies to disinfect buildings and classrooms on a routine basis - $ 300,000.00

Category 8 (Other) 
Provide the following information for Category 8 (Other):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)

ARP Funds will be used to purchase 30- 72 passenger  buses to reduce the amount of students riding and to mitigate COVID 19 infection when transporting students.   The timeline for the funds to be expended  will begin October 2021 and in Spring 2022. 

TOTAL COST CATEGORY 8:  4120 - [500-599] (Purchase  Service)= $3,000,000.00

Chassis and Body Information:78" Headroom

(3) Alliance Batteries (2280 CCA) 18.7 CFM Air Compressor

14 Ply 11R 22.5" Hankook Tires (Spare Tire & Wheel Included) 270 Amp Leece Alternator
100 Gallon Fuel Tank
Alternately Flashing Headlamps

Allison 6 Speed Transmission Bendix Air Disc Brakes

 Standard Warranties:

3 year/50,000 mile Bumper to Bumper
5 year/100,000 mile Engine
7 year/Unlimited mile Transmission 3 year/50,000 mile AC System

Category 9 (Other) 
Provide the following information for Category 9 (Other):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)

ARP ESSER Funds will be used to purchase 30 MERV 1-3 A/C Air Filter at $395.00 per bus ($11,850.00) . Also, the LEA will utilize funds to continue providing our students with Bus Wifi System Service ( $200,000) in rural areas where connectivity is problematic.  The support will help our students as they continue utilizing their learning management systems.     The timeline for the funds to be expended  will begin October 2021 and in Spring 2022. 

TOTAL COST CATEGORY 9 = $ 211,850.00

4120 - [400-499] (Materials and Supplies)= $11,850.00

4120 - [300-399]  Purchase Service)= $200,000.00

Category 10 (Other) 
Provide the following information for Category 10 (Other):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)

ARP ESSER funds will be used for the renovation of restrooms in gyms at the 3 high schools and 2 middle schools:    The timeline for the funds to be expended  will begin October 2021 and in Spring 2024.  Currently non of our restrooms are touch-free. Not only do touch free solutions lower the spread of germs and improve hygiene, touchless alternatives reduce guests' fear of germs and contamination, ensuring they have a more hygienic restroom experience   The renovations will consist of the following:  hot water heater at all lavatories in each locker room,  new plumbing fixtures ,clean finishes on new finishes, new toilet partitions improve ADA compliance , ceiling repairs and upgrades, new Lockers ,new HVAC equipment and other miscellaneous improvements  

TOTAL COST CATEGORY 10 :  7200 - [500-599] (Capital Outlay = $ 1,600,000.00)

Category 11 (Other) 
Provide the following information for Category 11 (Other):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)

ARP ESSER funds will be used to purchase touch-free water fountains. The 90 touch-free water fountains will be placed in the following locations: Brantley Elementary, Valley Grande Elementary, Martin Middle, J. E. Terry Elementary, Dallas County High, Salem Elementary, Keith Middle High,  Southside Primary, Bruce K. Craig Elementary, Tipton Durant Middle, Southside Primary, Career Tech Center, and Learning Resource Center. The timeline for the funds to be expended  will begin October 2021 and in Spring 2023. 

TOTAL COST CATEGORY 11:  3200 - [300-399] (Purchase  Service)= $92,609.00

Category 12 (Other) 
Provide the following information for Category 12 (Other):
1) Brief description and timeline for each service (service must end by 9/30/2024)
2) Number of employees and FTE(s) (if applicable)
3) Itemized Budget using Function & Object codes (must match Budget Grid)

ARP ESSER funds will be used for the Renovation of Restrooms: Salem, Brantley, Southside Primary, Southside High,  B. K. Craig, Dallas County High,  J.E. Terry, and Career Tech Center.  The timeline for the funds to be expended  will begin October 2021 and in Spring 2024. Currently non of our restrooms are touch-free. Not only do touch free solutions lower the spread of germs and improve hygiene, touchless alternatives reduce guests' fear of germs and contamination, ensuring they have a more hygienic restroom experience   The renovations will consist of the following:  Hot water heater at all lavatories/toiletry in each restroom, new plumbing fixtures, clean finishes on new finishes, new toilet partitions improve ADA compliance ceiling repairs and upgrades, and new HVAC equipment and other miscellaneous improvements  

TOTAL COST:  7200 - [500-599] (Capital Outlay)= $ 3,978,452.94



Administrative Costs 
Program Administration must be reasonable and necessary in order to manage the federal grant in a compliant and effective manner.*
Provide a summary of how the grant program will be administered, including the title of the staff responsible for the grant administration, the FTE(s), and other funding sources (if applicable) that will contribute to administrative staff salaries/benefits. Additionally, the description must include all estimated costs, match the administrative costs dollar amount listed above, and include the Function and Object codes associated with the charge.
Not applicable


Indirect Costs 
Indirect Costs represent the expenses of doing business that are not readily identified with the ARP ESSER but are necessary for the general operation of the organization and the conduct of activities it performs. These costs must be reasonable and necessary, and LEAs can use the unrestricted indirect cost rate for calculation.*
% - Unrestricted Indirect Cost Rate for LEA
Maximum Indirect Cost amount for the ARP ESSER Fund
Function/Object Code used on the Budget Grid

SYSTEM PLAN ITEMS RELATED BY FISCAL RESOURCE
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There are currently no Goal or Action Step items associated with this Grant.