ESSER

Spring Valley C.C.S.D. #99 ESSER Relief Funds

District 99 is fortunate to receive ESSER III funding. In response to the COVID-19 pandemic, the United States Department of Education has released three grants for which local education agencies (K-12) can apply.  These ESSER grants will provide school districts with emergency relief funds to address the impact COVID-19 has had on elementary and secondary schools.  These grants, known as ESSER I, ESSER II, ESSER III, were authorized by the Coronavirus Aid, Relief, and Economic Security Act (CARES Act); the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA); and the American Rescue Plan (ARP). Please click below to view the detailed budget, which outlines our district's plan. 

ESSER funds are designated to be used in any or all of designated areas, which include addressing learning loss, providing professional development, improving indoor air quality, providing social and emotional supports, updating and providing technology, and other areas addressing health standards such as: 

• Universal and correct mask wearing

• Physical distancing and modifications necessary to achieve the same 

• Hand washing and respiratory etiquette

• Facility cleaning and maintenance

• Contract tracing and isolation/quarantine

• Diagnostic and screening testing

• Vaccination efforts

• Accommodations for students with disabilities

• Coordination with local health officials

Additional Allowable uses are:

• Coordinate emergency funding

• Purchase cleaning supplies

• Educational technology

• Mental health supports

• Supplementary learning

• Added needs for at risk population

• Transportation

• Coordinated services for long term closures

• Professional development

• Other grant allowable expenses

• McKinney Vento Expenses

• Parent education

• Learning loss (Required for ESSER III)

• Improving air quality

• Improving facilities

• Implementing public health acts

• Outdoor class spaces

Return to Learn Plan

Academic and Digital Learning Supports: Research is clear, there is no substitute for a high-quality, in-person teaching experience to ensure student academic success. The global pandemic interrupted our instructional model and forced schools to provide instruction in a variety of ways (i.e. remote, hybrid, asynchronous, etc.). As we return to full-time in-person instruction, we will:  

• Use assessments to identify learning gaps  

• Use research-based curricular programs  

• Redefine the District resources and intervention structure

• Implement in-school reading and math intervention groups

• Implement activities and services related to summer learning  

• Implement after-school academic support programs  

• Address the needs of children from low-income families, children with disabilities, English Learners, marginalized groups, students experiencing homelessness, and foster care youth  

• Provide family engagement opportunities for assisting parents and families on how they can effectively support students   

• Provide staff professional development opportunities  

Our plan recognizes that no less than 20% of all ESSER III funds must be used to address unfinished learning. The cost of the interventions listed above comprise more than 20% of the funds granted. 

Social/Emotional Supports for Students and Staff: We recognize that living through a global pandemic has taken an emotional toll on our students and our staff. Schools will play a vital role in helping students process their experiences and deal with any trauma the pandemic may have caused. As we return to full-time in-person instruction, we will:  

• Implement evidence-based SEL programs 

• Provide social/emotional/behavioral support to students by way of a social worker or counselor 

• Administer social/emotional screening tools to identify which students need support 

• Provide parent learning opportunities about trauma and ways to support students during a pandemic  

• Provide professional development for teachers in the area of social/emotional learning and trauma 

The District’s plan to address the social/emotional needs of our students will follow a universal design model and be individualized for students with more severe needs within a tier 2 and/or tier 3 setting. The District will utilize a screening process to identify students who have deficiencies in their social/emotional competence. Students who are identified as needing additional support will be provided with opportunities to strengthen those SEL skills in small group and individual settings dependent on needs.

Health and Safety Resources: The health and safety of our students and staff is always our top priority. The COVID-19 global pandemic has taught us important lessons on how to ensure the safety of our students and staff. These include, but are not limited to, cleaning protocols, hand sanitizing, physical distancing, and virus suppression. While the vaccine provides some level of protection, we will continue to require additional safety measures. As we return to full-time in-person instruction, we will:  

• Utilize EPA/OSHA approved cleansers for frequently touched surfaces and materials  

• Ensure mask wearing protocols when required or necessary  

• Provide training and professional development on cleaning, disinfecting, sanitizing and reduction of virus transmission  

• Continue to utilize equipment to sanitize and clean facilities routinely

• Plan for long-term closures, including providing meals to eligible students/families 

• Continue to contact trace in conjunction with the local health department

• Students/Staff will self certify at home each day prior to reporting to school.

Schools play a major role in keeping communities safe. To that end, we will continue to follow both best practices and science when it comes to the health and safety of our students and staff. Many of the health and safety protocols put in place during the 2020-21 school year will continue.

Capital Improvements: The ESSER III funds provide districts with the opportunity to address structural issues that may need to be addressed within their schools. These capital improvements may help bridge the digital divide, improve the learning environment, or make schools safer for students and staff. As we return to full-time in-person instruction, we will:  

• Improve air quality. This will be accomplished by upgrading, installing, and routine maintenance checks of HVAC systems. 

We have learned a great deal from the global pandemic. The focus of our improvements will be on ways we can provide a safer environment by improving the air quality in order to suppress the spread of COVID as well as additional viruses.

Meaningful Consultation/Stakeholder Feedback Opportunities: 

• Board of Education Meeting Presentation beginning August 7, 2021 and continuing each month on the the 3rd Wednesday at 7:00 at JFK School. 

• Posting 2021-2022 ESSER Return to Learn Plan on the District Website (August 7, 2021)

• Final Approval of Return to Learn Plan at September Board of Education Meeting (September 20, 2021)

• Monthly staff meetings

• Needs survey sent to all stakeholders

• Multiple BPAC meetings

• A needs assessment is conducted through the Bureau, Marshall, and Putnam Special Education Cooperative 

ESSER III Update:

ACADEMIC IMPACT

The COVID-19 pandemic brought the need for more academic support to the forefront for our students. The district added interventionists in order to help students who need targeted instruction for skill deficits. The interventionists will help students master foundational skills in reading and math in order to be more successful in the classroom.

Based on test scores, our instructional leadership team decided that students needed extra academic support in mathematics in order to help students retain and apply skills. Janet Moore worked with the staff during the 2022-2023 school year to help them better understand the mathematical processes and teaching strategies to utilize in the classroom. Taking the information we learned throughout the professional development, teachers and administrators will evaluate and adopt a new math series in order to better meet student's academic needs.

Summer school will be provided for kindergarten through seventh grade students in order for those students to get a jump start on the new school year. This will enable those students to get a jump start by reviewing those skills learned the prior year in reading and math. Extended school year will be offered for our special population in order to reduce the summer learning loss. The District will provide Summer School for students in grades kindergarten through seventh for two-weeks prior to the start of school. This will help decrease summer learning loss and help students transition to the new school year.

Interventionists were hired to increase student learning and reduce learning deficits due to the pandemic. The interventionists serve students identified by our universal screener, FastBridge. Students receive support in reading and math. 

SOCIAL, EMOTIONAL, AND MENTAL HEALTH

A guidance counselor was added to help students learn coping skills, better social behaviors, and assist students on a daily basis when the need arises. The counseling department will host a family night to help families learn more about tools to help their children. Not only do the guidance counselors work with student individually and in small groups but they also deliver full class lessons to insure all students have those tools needed to be successful and proactive. At the beginning of the year the district uses SAEBERS to screen to see if any student is needing any  support with social emotional behavior. The guidance counselors use the Second Step program which is a evidence based social emotional curriculum that foster students emotional intelligence, empathy and problem solving skills. 

Remaining ARP ESSER Funds 

An outdoor learning environment will be constructed to provide a learning space in an open-air environment. If there is a need for masks again, this will provide students the opportunity for mask breaks while still being able to engage in learning and socially distanced. 

Supplemental materials for students will be purchased based on the need for each classroom. This includes but isn’t limited to, pedometers, reading materials, math materials, etc. 

Preschool playground equipment was purchased using ESSER II funds due to the compliance visit stating more equipment was needed for students. Funds from ESSER III will be utilized to install the equipment in the courtyard.