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ARP ESSER - Application Details
Blount 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?
*
Blount County Schools implemented a ‘return-to-instruction’ plan prior to the 20-21 school year to comply with all regulations set forth by the CDC and the Alabama Department of Public Health in an effort to reduce virus transmission and avoid other health hazards. Our plan was publically available on our website in both English and Spanish. Families and community members were notified of the plan through call-outs in both English and Spanish, and social/local media. We operated our plan equitably for all Pre-K and K-12 learners. Students had the option of remote learning or blended learning. Prior to the 21-22 school year, we amended our plan, with identical promotional/equity efforts, following all guidance. BCS will use ESSER funds to implement prevention and mitigation strategies to continuously and safely operate schools for in-person learning to the extent possible by (a) hiring additional nurses/health aids, (b) hiring added custodial staff, (c) contracting with the County Commission to provide additional security measures, (d) upgrading buildings with bi-polar ionization to improve air quality, (e) providing PPE and sanitation supplies to support clean healthy environments, and more. A copy of our most recent COVID-19 Back to School Guidance is posted on our website and updated routinely to reflect all current guidelines by the ALSDE, the ADPH, and the CDC. Links available in the space provided.
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?
*
Blount County Schools (BCS) has dedicated a large portion of our funds to addressing learning loss, equitably. We have budgeted for certified interventionists at all schools. Schools were given flexibility between math, reading, special education intervention, or hiring additional staff for smaller class sizes based on the needs of each individual schools population. An intervention program for math was purchased with state funds. Reading interventionists are using SPIRE and are trained in IMSE/OG (Orton-Gillingham). In addition, we added four bi-lingual aides in our schools with the highest populations of EL learners. We budgeted for IMAGINE learning as a supplement to core classroom instruction and have already purchased ELLevation to help set goals with our EL learners. BCS has ten Additional Targeted Support (ATSI) schools, all identified in the area of Special Education. Curriculum to supplement regular classroom core instruction for our SpEd population is also in our budget. These programs can also support learners in the event of school shut-down or quarantine. During the first year of COVID-19 these populations were impacted; it jeopardized deadlines put in place by IDEA. Because of this, we have added additional Psychometrists and Speech Therapy Contracts to support learners experiencing regression due to restricted services during COVID-19. ESYS (Extended school year services) are also included in our budget to support learners whose Individualized Education Plan (IEP) Team identifies as experiencing regression due to lessened face-to-face instruction and therapies amid school closures. Summer learning opportunities are provided based on data for K-12 with EL and SpEd support being budgeted for those camps to meet the needs of all learners. Finally, professional learning is part of our budget to support teachers working with students experiencing learning loss, social-emotional trauma impeding learning, and better identification of social-emotional trauma. The LEA received a grant that allowed us to extend the contract of our Social worker from 9 months to 12 months. This is in an effort to meet the needs of all learners, equitably throughout the year. Our Social worker partners with community agencies such as Gateway, JBS, DHR, our migrant and homeless liaisons.
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.
*
BCS ensures equal opportunities and access for students, teachers, and other program beneficiaries.  Specific needs of individuals with regards to income, gender, race, color, national origin, disability, and age are addressed appropriately and equitably.  These needs are met through a variety of systems and procedures in place.  According to BCS Board Policy (2021) The Blount County BOE is committed to protecting its students and employees from bullying, harassment, or discrimination of any type. Pursuant to the requirement of Every Student Succeeds Act and the McKinney-Vento Homeless Education Act of 2001, all foster care, homeless, migratory, immigrant, and limited English proficient children will have equal access to education and services needed to ensure an opportunity is available to meet the same academic achievement standards to which all students are held. Enrollment of foster care, homeless, migrant, immigrant, and limited English proficient children and youth shall not be denied or delayed due to any of the following barriers: Lack of birth certificate, school records or transcripts, immunization or health records, proof of residency, transportation, guardianship or custody requirements. The district ensures that foster care, homeless, migratory, immigrant, limited English proficient students are not stigmatized nor segregated on the basis of their individual status. The BCBOE ensures that all children residing within the jurisdiction, age 3 to 21, regardless of the severity of the disability that need special education and related services are identified, located, and evaluated and provided a free appropriate public education as established by state and federal regulations. The Americans With Disabilities Act of 1990 ("ADA") provides that "no qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity." The BCS ADA specialist, oversees compliance with the ADA and adopts procedures providing prompt/equitable resolution of complaints. Title I funding and community partnerships ensure that students at or near poverty levels have a fair/equal opportunity to obtain a high quality education, which may have been a barrier otherwise. Board policies and procedures paired with federal and local funding sources meet the unique needs of all students, teachers, and other ARP/ESSER program beneficiaries, ensuring there are no barriers to prevent equitable and fair participation.
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?
*
BCS has District Improvement Team (DIT) that meets quarterly. When facing unique challenges we add meetings. Our shift in instructional practices during COVID-19 and the budgeting process emerging as a result of various ESSER funds resulted in multiple meetings in an effort to best support safe teaching and learning. We monitor and amend budgets throughout the year as allowable under each fund. All monies are tracked through Next Gen. Our Federal Programs Coordinator, CSFO, and bookkeepers review all budgets informally each month (and with each purchase) as part of their day-to-day responsibilities. Both our Superintendent and Assistant Superintendent are leaders and active members of our District Improvement Team; they participate in all meetings offering guidance throughout all budget and data meetings. Various initiatives have had a process outlined for collecting and monitoring data in regards to their impact on learning. We keep longitudinal data on a multitude of points such as demographics, achievement, attendance, behavior and more. All of this data will be compiled and monitored to help us determine the effectiveness of our outlined initiatives. We do this to gage the most effective use of funds prior to moving from one fiscal year to the next. We also use this information to design presentations to support our process for gathering ideas, feedback, and approval of all plans from Principals, staff, parents, community members, and Board members. We adhere to all guidance by making our financial information available to the public.
How will the LEA meaningfully engage with families and communities throughout the life of the ARP ESSER and other relief funds?
*
BCS actively seeks feedback from stakeholders throughout these processes of planning/budgeting. At regularly scheduled meetings an open discussion about data, plans for expenditures, and idea sharing was held with Principals while budgeting ARP ESSER and ARP SR funds. Parents/Guardians reviewed our data and offered suggestions at our Parent Advisory Council Meeting. Board members and the general public have been given an opportunity to share ideas about our data during our regular and specially called Board Meetings. Data and plan information has also been shared for feedback from our Blount County Education Foundation which partners with community organizations. We have had multiple callouts to parents sharing information on health and wellness, summer learning, and updates when our plans for instruction are in place and/or amended due to quarantines. We employ a Migrant Liaison, a Homeless Liaison, a Social Worker, and have Parent Involvement Specialists at some of our schools. Many of our Principals communicate through Remind and through a call-out system to update parents on changes in instruction and opportunities for their learners. Other funds, such as Title I, are shared on schools websites within each school's plan. Our Strategic Plan is shared on our LEA website. Stakeholders are involved in all of these processes as outlined by federal law. We will continue to share information about the implementation and monitoring of all federal funds in these manners.
Provide the URL for the LEA Return-to-Instruction Plan.
*Return to in Person Instruction: http://www.blountboe.net/UserFiles/Servers/Server_81098/File/Return%20to%20In-Person%20Instruction%20Plan%20%20English_Spanish%20.pdf Back to School Guidance: http://p19cdn4static.sharpschool.com/UserFiles/Servers/Server_81098/File/COVID-Back%20to%20School%20Guidance%2008-10-21%20SP.pdf

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 paired with ARP ESSER SR, ESSER II, and the original ESSER CARES to support summer learning in the following ways:

(a) Summer camps in all schools with grades K-3 as outlined by the AL Literacy Act coupled with enrichment opportunities and

(b) Summer School for learners in grades 4-12 to support students who have unfinished learning.

Narrative Information: Summer literacy camps are mandated to have a minimum of 70 hours devoted to literacy. In BCS we offer a minimum of 84 hours so we can supplement literacy instruction with enrichment for math, music, and the arts. Enrichment is added with the intent to engage students. We partner with the Blount County Education Foundation who collaborates with various corporations and individuals (e.g., United Way, Alabama Power, and more) to support our learners. Our summer camp (Dreamcatchers) is outlined as an example of a Best Practice by the Alabama State Department of Education on p. 10 of the ALSDE Recovery Resource Guide, March 4, 2021. All of our summer camps follow our original model with varied timeframes. Our highest poverty elementary school's summer enrichment program lasts 20 days, our second highest lasts 15 days, and all other schools with grade spans K-3 last 12 days; all in June and achieving more than the minimum hours required by the Alabama Legislator. Students are invited to participate as outlined by the Alabama Literacy Act [student data report filed with the Alabama Reading Initiative (ARI)]. All learners chosen through ARI’s process are based on data from our formative assessment, aimsweb which is state approved. In addition to these students, we consider anecdotal data, social/emotional needs of learners, and standards-based report card grades of learners to extend opportunities. Additional support is provided for special populations at our camps such as EL and SpEd students. Our summer schools for grades 4-12 are based on students' end-of-course grades. Learning was significantly impacted due to school closures. Summer school locations are chosen based on the number of students participating in each school community. Three summer school locations are chosen to serve our entire 4-12 population. Those summer schools meet the needs of our learners and last the entire month of June. $95337.5 has been budgeted for FY22; $95337.50 for FY23; and $350K for FY24, for teachers (see job description).

175 Teachers FY22 / 175 Teachers FY23 / Teachers are budgeted in other fund sources for FY22 & 23

1,224 Teachers FY24

1100 - [134] $450,000 Salaries [220-250] $90,675 Benefits

TOTAL COST: $540,675.00


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)
N/A
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)
N/A
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)

ESSER funds will be used to support the increase in Extended School Year Services (ESYS) under IDEA for students with learning loss and regression of learning related to COVID-19, multiple school closings, and quarantine. Students will be given an opportunity to make up missed services due to school closures and quarantines. This should help students who are lacking progress in growing skills (meeting goals) due to COVID-19.    TOTAL COST: $186,225.00

IDEA Extended School Year Services

4,000 hours of summer instruction 1100-[134] Salaries $150,000 Salaries [220-250]; Benefits $30,225

Summer homebound Extended School Year Services 1100- [381] Travel $3,000

TOTAL COST:  183,225.00
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).

ARP ESSER funds will be paired with ARP ESSER SR, ESSER II, and the original ESSER CARES to:

(a) moved to CAT 1 K 

(b) EL Intervention: The Loss of Instructional Time during remote learning significantly impacted our ELs working on language acquisition. Our data in ACCESS declined significantly: in 2020, 30 students exited the program (61%, exceeding the state goal of 52% by 9 points); in 2021, 13 students exited the program (38% which missed the state goal of 54% by 16 percentage points). This funding hires 4 new EL bilingual aides and .5 Aides (see job description) to address loss of instruction through direct support of students with unfinished learning, during the school day. Aides will provide intervention with mastery of core content standards, and language acquisition, through push-in support during core instruction during the regular school day. Additionally, they will provide intervention to help fill the learning gap through pull-out support during non-core instructional time. This funding also supplements 5 teachers' salaries (see job description); these 5 EL Teachers  impact learning loss by offering more direct push-in support to students during the school day and additional pull-out support during non-core instructional time. Students will have more time with these EL teachers to help with lost instructional time. Students will work with teachers to goal-set in the new ELLevation platform, monitor gains of grade-level content standards where they experienced learning loss, and get added face-to-face support in class during core, real-time instruction. The purpose of the intervention is to recoup the loss of instructional time experienced by our EL population through push-in during core, and pull out during non-core instruction to support mastery of core grade-level standards and language acquisition; this will be accomplished through increased face-to-face learning opportunities. This is providing more support to these learners than in previous years as intervention.

(b Exp): [1100-[101] Aide Salaries $208,576.50; 3.7 FTE]   AND    [5 EL Teachers (3 years) - 1100-[010] Salaries $217,161| 1.29 FTE]

(c) At-Risk Intervention: 25 Additional Intervention Teachers were hired to provide more push-in Tier II support during core instruction, more Tier III pull-out intervention during non-core instructional time, and to provide more direct instruction to students. This additional support is provided to at-risk students who are experiencing learning loss, regression, and/or have unfinished learning. Elementary Schools hired based on the needs of their learners during COVID-19; 18 total (see job description) Reading, math and/or SpEd. Five are High School level for a total of 23: Reading, math (see job description). [23 Intervention Teachers (1 year) 1100-[010] Salaries $1,272,411; (23 FTE)]. Part of these expenses are housed in ESSER Cares and ESSER II.

(c Exp):  23 Intervention Teachers (1 year) 1100-[010] Salaries $1,272,411; (23 FTE) ;  and   2 Intervention Teachers (2 years) - 1100-[010] Salaries $220,000; 4 FTE  

(d Voice Enhancement moved to CAT 2 - h)

(e) IDEA Service Contracts: These funds will be used to meet the requirements decided upon for specific learners Individual Education Plan (IEP) Team for additional services due to regression, learning loss, and/or unfinished learning by a student with special needs. It is a support designed to help a learner recoup skills. This may include academic, Speech/Language, and/or social-emotional needs of each learner.

(e Exp): IDEA Contracted Services - 2140-[326] $270,000

(f) Speech Intervention Therapy: Contracted therapy (Speech/Language) provider to give students additional direct services. Gaps for these services exist due to Covid-19 remote learning and illness; students experienced regression. 

(f Exp): Contracted 1 Speech Teacher (3 years) retired - Salaries 2180-[011] $96,000; 2180-[200-299] Benefits $7,411.20

(g moved to CAT 1 - L)

(h - Moved to CAT 5 on 10.6.21)

  Benefits Expenditures for positions b, c and e: 1100-[200-299] Benefits $770,541.36

TOTAL COST: 3,062,101.06



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 ESSER funds will be paired with ARP ESSER SR, ESSER II, and the original ESSER CARES to:

(a) Reading Specialists (see job description) in our schools. These specialists support the intervention process for literacy and support teachers with professional literacy coaching. They are essential to helping our learners experiencing learning loss due to COVID-19. They are experts in identifying reading interferences, delays, and learning gaps. Each of these are on the rise since COVID-19.

(a Expenditure): Reading Specialists partial for 3 years (5.76 FTE); 2210-[084] Salaries $349,578| 2210-[210-299] Benefits $123,201.55|

(b) Pre-K Teachers (see job description). There are six OSR First Class Pre K- units in Blount County. The OSR grant does not fully fund teacher salaries. The First Class Pre-k teachers (see job description) are vital in ensuring that preschool students are provided critical early learning support. They work with learners face-to-face, virtually during remote learning due to COVID-19, and support the teaching of healthy habits to these early learners.

(b Expenditures): Pre-K Auxillary Teacher & Teacher partial for 3 years (7.20 FTE) 9140-[010-101] Salaries $159,544.11 | 9140-[210-299] Benefits $99,606.33

(c) 16 Utility Substitute/Instructional Aides (see job description), one for each campus in our district  plus our  learning center and career technical center. These staff members will assist in filling vacant positions due to illness, quarantine, or unforeseen circumstances.  This will limit the disruption of student learning and limit the need to combine classes during COVID-19.

(c Expenditures):  | Utility Substitutes  1 year (16.50 FTE) 1100-[101] Salaries $302,319  | 1100-[210-299] Benefits $216,094.64|

(d) Substitutes for teachers experiencing COVID-19. Our Board voted to provide substitutes for teachers who are experiencing COVID-19 or are quarantined due to a positive case in their class/home. 

(d Expenditures):   Substitutes for Employees with Covid leave 3 years 1100-[180] Salaries $75,000| 1100-[230-250] Benefits $5,790

(e) HVAC Maintenance Technician: provide an employee (see job description) to help maintain all AC units in the schools (new bipolar ionization installations, and existing units) to ensure healthy air in all spaces where students and employees could transmit and/or contract COVID-19.

(e Expenditures): | HVAC Maintenance Technician 3 years (3 FTE) 3200-[177} Salary $188,787| 3200-[210-299} Benefits $62,085.53

(f) Attendance Officer: funds will be paired with At-Risk funds to add a person dedicated to attendance and safety (see job description). Both of these areas have been heavily impacted by COVID-19. We need someone dedicated to keep track of truancy, and to help us better organize our efforts in the area of safety as it relates to health and wellness.

(f Expenditures):  Attendance Officer 2 years (2 FTE) 2110-[129] Salary $150,000| 2110-[210-299] Benefits $49,425 

(g) Social-Emotional Intervention Support: IEP Program Specialist Consultant for Special Education (see job description) will provide additional direct support to aide learners dealing with social-emotional issues arising due to remote learning and COVID-19.

(g Exp): 1 Consulting IEP Program Specialist (3 Years) - 1100-[083] Salaries $208,278| 3 FTE| Benefits $73525.20 |In-state Travel 1100-382 $3000

(h) An additional Psychometrist (see job description) was added to directly support students through assessment of the effectiveness of interventions and next steps due to remote learning under Covid-19. Missed therapies and non-routine schedules impacted learning and increased students' need for this support.

(h Exp): 1 10 Month Psychometrist (3 years)- 2170-[086] Salaries $203,982; 2170-[200-299] Benefits $67,641| 3 FTE

(i) A Contracted Pre-K Psychometrist will work directly with students, providing psychometric services designed to meet the intervention needs of all pre-k learners. These interventions are designed to support learners who experienced learning loss during COVID-19. quarantines, and remote learning. ESY services will be provided.

(i Exp): Contract (2 years) retired- 9140-[086] Salaries $64,000; 9140-[200-299] Benefits $4,940.80

(j) Three SpEd teacher contracts were extended from a nine month to a 10 month contract, as Program Specialist for the 10th month, to help Special Education teachers and psychometrists with their expanding caseloads under COVID-19. IDEA timelines and increased workloads brought about by school closures, social-emotional issues with learners, and time missed with therapy's have impacted this department tremendously.

(j Exp): 3 SpEd Program Specialist (3 Years) 1 retired 1100-[010] $128,157| .45 FTE|Benefits $13,890.00

(k - moved from Int. E 10.6.21) Expand virtual learning opportunities at our existing Bridge Academy. One full-time teacher (see job description) will be added for real-time virtual support and tutoring for expanding population of learners not returning to in-person instruction after COVID-19. Supplements will be paid to teachers creating core content in Schoology outside of the regular school day (math, science, ELA, Social Studies) for students participating in the Bridge Academy, virtually (see job description). These teachers are needed in order to meet the requirements of highly qualified in grades 7-12, core content areas. These same teachers will provide office hours outside of the school day to support learners needing additional support other than what is provided by our contracted teacher. With multiple parents choosing to keep learners remote we had a need to expand this program or face a decline in student population due to the remaining threat of COVID-19 and it’s variants.

     (k Exp. ): [1 Virtual Teacher (1 Year) - 1100-[010] Salary $61,765; (1 FTE)]   AND   [3 FTE| Supplements for Virtual Teachers - 1100-[191] Salaries $64,000]  1100-[210-299} Benefits $35041.00 

(l moved from Int E - g on 10.6.21) RISE is an early childhood education program predominantly serving students with special needs as an early intervention service. An additional Teacher at RISE Learning Center is hired to give students more instruction than they would normally receive by reducing class sizes for the increased student population, and student regression, after Covid-19.  

     (l Exp. ):  .50 RISE Teacher (3 years) -9140-[010] Salary $62,535; 9140-[200-299] Benefits $26,304| 1.50 FTE

(m - moved from Admin Costs -a per feedback 10.6.21) Extend the Elementary Principals contracts for one month to Administer Summer Learning under ARP ESSER. The purpose is to provide an additional month where they will serve as an administrator during summer learning (see job description). Elementary Principal contracts were 11 month and needed to be 12 months in order to facilitate/administer Summer Literacy and additional learning options funded thru ARP ESSER.

     (m Expenditure): 6 Elementary Principal (1 month salary for 3 years) 2310-[022] Salaries $152,727.06| 2310-[210-299} Benefits $46,326.50 (1.62 FTE)

(n - moved from Admin Costs -c per feedback 10.6.21) Hire 1/2 of an Operations Manager for 3 years to Administer all facility improvements funded by ARP ESSER. This person would be a full-time employee but used a minimum of half-time to Administer ARP ESSER funded projects.

     (n Expenditure):  1/2 Operations Manager (3 years) 3200-[059] Salary $106,980| 3200-[210-299] Benefits $38,756.47 ( 1.50 FTE)|

TOTAL COST: 3,143,280.19

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:

(a) replace existing Chromebooks that will no longer be supported in June of 22. These Chromebooks are needed to support remote learning under COVID-19.  (FY22-FY23)

(a Expenditures): Chromebooks (1,450) 1100-[491]$400,000|

(b) upgrade and expand our internet capabilities to better support remote learning of both learners and professional studies for staff. And, to upgrade and expand our Wi-Fi capabilities to better support remote learning (FY22-FY23)

(b Expenditures: Internet Service Upgrade (3 years) 2220-[362] $55,000    AND    WiFi Upgrade 2220-[491] $48,617.20 2220-[622] $46,382.80|

(c) provide laptops for teachers to support remote learning (FY22 and FY23)

(c Expenditures): Laptops for Teachers (200) 1100-[491] $100,000

(d) Chromebook Parts: Needed to support continued remote learning

(d Expenditures):  Chromebook parts (3 years) 2220-[419] $250,000

(e) Edmentum: extend our contract with Edmentum for three years. Edmentum is used for online learning for remote students.

(e Expenditures): Edmentum Contract (3 years) 1100-[311] $176,250

(f) KAMI: an online digital classroom platform that fosters collaborative learning for both in-person and remote learners during COVID-19.

(f Expenditures): Kami PDF Editor (3 years) 1100-[622] $60,000

(g) to employ a Technology Administrative Assistant (see job description)  for our technology department due to increasing demands for the ordering and inventory of electronic devices purchased with GEER, CARES, and ARP funds. The devices were purchased to provide all students access to technology should remote learning be necessary due to COVID-19 and, Employ Two Technology Technicians (see job Description) to assist with the set up and maintenance of the large influx of electronic devices purchased with GEER, CARES, and ARP Funds. The devices were purchased to provide all students access to technology should remote learning be necessary due to Covid-19.

(g Expenditures): Technology Administrative Assistant (3 years) 2220-[141] Salary $76,100;  AND  2 Technology Technicians (3 years) 2220-[139] Salary $396,486| 2220-[210-299] Benefits $179,224 (8.75 FTE)

(h, moved from Int E-d on 10.6.21) Provide Voice enhancement systems to all K-6 core classrooms and 7th grade teachers and Hayden Middle School. These systems are being installed to level the playing field for all learners in their ability to hear and understand the learning being offered them by their classroom teachers. This will be especially helpful when students and teachers are under a mask mandate, are divided by plexiglass for health/wellness, or are simply struggling with learning loss and needing to be more attentive and engaged.

     (h Exp): Voice Enhancements for classrooms - 1100-[491] $146,788.34

TOTAL COST: 1,934,848.34

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 funds will be used to:

(a) upgrade existing bathrooms with touchless faucets, hand-dryers, touchless toilets, and more. (FY22)

(a Expenditure): Bathroom Upgrades 3200-[442] $150,000

(b) purchase 18 sensor water bottle fillers to allow students access to fresh water without the sanitation concerns of traditional school water fountains. (FY22)

(b Expenditures): School Water Bottle Fillers (29) 3200-[493] $30,000

(c) place AC units with bi-polar ionization in Elementary Gyms to help keep students' air clean and healthy during COVID-19. Bi-polar ionization emits charged particles that attach to and deactivate harmful substances like bacteria, allergens, and mold.  (FY22 - FY23)

(c Expenditures): Air Condition for Elementary Gyms with Bipolar Ionization (9) 7200-[515] $640,461.37

(d) replace HVAC units with upgraded bi-polar ionization in our Central Office to help keep our air clean and healthy during COVID-19. Bi-polar ionization emits charged particles that attach to and deactivate harmful substances like bacteria, allergens, and mold.

(d Expenditures): Air Condition Upgrade for Central Office 7200-[515] $300,000|

(e) expand building automation to additional classrooms and the cafeteria and gym spaces; these control HVAC air circulation and ventilation in our buildings. Expanding the automation would add it to additional spaces not currently controlled in an effort for all areas to have quality air ventilation. Increasing run time for cleaner air will increase our electricity expenditure. (FY 22, FY 23, FY24)

(e Expenditures): Expand Building Automation to 1 High School Gym and Cafeteria 3200-[704] $50,000|and 1 school with new classrooms and lunchroom/band room 7200-[515] $100,000| Increase run-time for AC units 3200-[371] $100,000

TOTAL COST: 1,370,461.37

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, and other instructional staff that support increased student achievement in all core subject areas.

(a)Special Education and Social/Emotional Support Awareness: Mandt Training (de-escalation training); Mental Health first aid (skills needed to recognize mental health barriers to learning), Autism Awareness to support teachers in recognizing and de-escalating behaviors due to anxiety and stress - all related to social-emotional disturbances during COVID-19. (FY22, 23, 24)

  (a Expenditures): SPED Districtwide Mandt Training & Mental Health First Aide (3 years) 2215-[312] $150,000

(b) STIPENDS for AMSTI Summer Science Trainings (FY22, FY 23)

  (b Expenditures): AMSTI Science Summer training 2215-[192] $25,000| 2215-[220-299] Benefits $5,037.50

(c) IMSE Orton Gillingham Training 2215-[312] $90,000| Substitutes for Training 2215-[180] Salaries $30,000|Stipends for Training 2215-[192] Salaries $30,000| 2215-[220-299] Benefits $8,361|

TOTAL COST: 338,398.50

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

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. Timeframe for all services is outlined with expenditure. 

(a) Powerschool Assessment to better track the progress made by our learners who have gaps in learning due to COVID, to assist in tracking gains, and to support Standards-Based professional learning in PLCs.

(a Expenditure): PowerSchool Assessment addition (3 years) 2210-[311] $165,000

(b)  aimsweb after the ESSER II Assessment reserve is depleted. aimsweb is a formative assessment used to measure growth in reading and math grades K-8. (ALSDE approved list)

(b Expenditure): aimsweb continuation after ESSER 2 reserve 2210-[311] $40,000  (FY24)

(c - moved from Int E - h on 10.6.21)  Supplemental Curriculum for learners, in addition to core content, so support mastery of standards and skills and to aid teachers, learners, and families when learning goes remote and/or when a student is quarantined. LANGUAGE!, SRA Math, and Waterford are just a few of the curricula used. GOLD will be purchased for the RISE learners where we are seeing an increase in referrals since COVID-19. N2Y is a unique curriculum for students on Alternate Achievement Standards - Computer Based for Remote Learners.

      (c Exp, moved from Int E-h): SPED Curriculum -2210-[312 & 414] $150,000

TOTAL COST:  355,000.00

 

 

 

 

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
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)

 

Health and Safety: ARP ESSER Funds will be used to: 

(a) purchase emergency radio systems to help with communication in emergency situations (e.g., school closures, discipline related to social-emotional welfare of our learners, and more).  (FY22)

(a Expenditure): Emergency Radio System 3100-[493] $30,000| Emergency Radios for Schools 3100-[369] $50,000

(b) Contract for a School Resource Officer: This contract covers salary and fringes only to support one full time officer. This will help us ensure we have someone when an officer is out for an extended quarantine. These officers help us with discipline issues that are rising due to the social-emotional impact of COVID. These officers are also available to help us enforce any mandates related to COVID-19 such as school shut-downs, mask mandates, and/or emergency medical situations. The county commission supplements the support of these officers by providing their vehicle and uniform; our contract does not cover uniform/car expenses. 

(b Expenditure): 1/2 School Resource Officer contract (3 years) 3100-[329]$100,000

(c) Hire 6 Additional Nurses to provide additional nursing staff (see job description) for our schools in FY22, FY23, and FY24. These nurses are in addition to regular nursing staff who were shared between schools prior to COVID-19 and to help with isolation rooms.

(c Expenditure): 6 Additional School Nurses (3 years) 2140-[121-131] Salaries $673,023.41  2140-[210-299] Benefits $284,321.47 (16.27 FTE)

(d) Contract a Health Aide for Southeastern School due to the number of students, and the location of their isolation room  FY22

(d Expenditure):  Contract for 1 Health Aide 2140-[102] Salary $22,706| 2140-[230-299] Benefits $1,753    1 year

(e) Purchase Sanitation and PPE supplies for schools and district

(e Expenditure): Sanitation and PPE supplies for schools and district (3 years) 2140-[489] $178,710.00

(f) Automated External Defibrillators (AED) - removed from Budget per feedback - monies added to line e for additional PPE)

 (g) expand our custodial staff for FY24. Additional custodians (see job description) are needed to support additional sanitation efforts in schools during face-to-face instruction. These custodians clean, use electrostatic sprayers, and sanitize our schools for a more healthy learning environment.

(g Expenditure): 8 Custodians (1 year) 3200-[171] Salaries $166,928|3200-[210-299]Benefits $110,598.86 (8 FTE)

(h) Add Powerschool Online Enrollment and Attendance Tracking. Enrollment will allow parents and guardians to enroll their learners without coming into the school during COVID-19; it will promote social distancing. Attendance Tracking will help us better track absences due to health/wellness, students who are participating in remote learning due to COVID-19, and will help us have a better understanding of who might need more targeted intervention.

(h Expenditures):  PowerSchool Online Enrollment (3 years) 2220-[622] $72,600| PowerSchool Attendance Tracking (2 years) 2110-[622] $13,000  

TOTAL COST: 1,703,640.74

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)

Category 8: Mental Health

(a) A partnership with Gateway of United Way to contract with additional Mental Health Therapists to assist the rise in this service since COVID-19 (FY23). 

(a Expenditures):  Contracted Mental Health Therapist (1 year) 2170-[329] $60,000

TOTAL COST: 60,000.00

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)
N/A
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)
N/A
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)
N/A
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)
N/A


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.

Administrative costs under ARP ESSER are as follows:

(a - Elem Principals Contract moved to CAT 1, item m, per feedback 10.6.21)

(b) Hire an additional bookkeeper/payroll clerk (see job description). Bookkeeper/payroll clerk will be used to administer the ARP ESSER funds by monitoring the funds, processing purchases orders, and other needed duties.  They will also assist payroll with paperwork due to additional positions funded by ARP ESSER.

(b Expenditure):  1 Bookkeeper (3years) 6310-[133] Salary $137,000| 6310-[210-299] Benefits $54,884.80 (3 FTE)

(c - 1/2 Ops Manager moved to CAT 1, item n, per feedback 10.6.21) 

(d) Non-instructional equipment for administration staff under ARP ESSER. Non-instructional equipment is for administration of the funds. Items may be printers, computers, scanners, label makers, calculators, and other items directly related to administering and inventorying ESSER related items during COVID-19 (spend through 2024)

(d Expenditures): Non-Instructional Equipment for Staff Administration 2310-[493] $5,000

TOTAL COST: 196,884.80



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.