ARP ESSER Plan
The 2021-22 enacted state budget includes language requiring local education agencies, such as school districts, that receive funding from the Federal Elementary and Secondary School Emergency Relief Fund allocated by the American Rescue Plan Act of 2021 (ARPA-ESSER), to post a plan by school year on their website of how these funds will be spent.
New York has been allocated nearly $9 billion in ARPA-ESSER funds, with a minimum of $8.09 billion (90 percent) going to local education agencies, including public schools.
Corinth Central School District has been allocated $2,729,505 from the American Rescue Plan Act (ARPA) and $989,773 from the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA- ESSER).
A portion of the ARPA funds (20%) or $332,589 must be allocated to address “Learning Loss” through the implementation of evidence-based interventions, such as: summer learning or summer enrichment, extended day, comprehensive after-school programs, or extended school year programs. It must also ensure that such interventions respond to students’ academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups.
Pursuant to applicable legislations and corresponding regulations, school districts are also required to prioritize spending on non-recurring expenses in the following areas:
Safely returning students to in-person instruction;
Maximizing in-person instruction time;
Operating schools and meeting the needs of students;
Purchasing educational technology;
Addressing the impacts of the COVID-19 pandemic on students, including the impacts of interrupted instruction and learning loss and the impacts on low-income students, children with disabilities, English language learners, and students experiencing homelessness;
Implementing evidence-based strategies to meet students' social, emotional, mental health, and academic needs;
Offering evidence-based summer, afterschool, and other extended learning and enrichment programs; and
Supporting early childhood education.
In addition, districts must identify programs and services that will continue beyond the availability of these federal funds and how local funds will be used moving forward in order to minimize disruption to core academic and other school programs.
Corinth Central School District’s commitment to improving opportunities for all students will continue to be our mission. The district strives to meet and realize the high aspirations our community has for its children. We expect all students to achieve their full potential for personal development, educational success, and lifelong learning. Doing so requires a steadfast focus on evolving as a learning community. Although the efforts and endeavors of the district were complicated, to say the least, by the COVID-19 pandemic, we remain true to our mission.
COVID-19 has further reinforced:
The need for a prioritization of skills and content students should know, understand and master
Grading for learning and not for scoring
Culturally responsive, equitable approaches and classrooms that foster engagement
Authentic learning experiences that address multiple intelligences and learning styles
Integration of technology to support independent learning and solution building
The importance of using evidence to understand the impact of instructional decisions, making on-demand adjustments
Social-emotional learning and the critical nature of relationships...peers, teacher-student and staff
Safety is valued and fosters a further sense of normalcy
To that end, with a keen focus on realizing the district goals and objectives, this plan was developed through input from major stakeholders - board of education, administration, teachers, staff, parents, community and students. Some key reminders to consider as you review the information below:
This is a multi-year plan, thus it is fluid, recognizing the changing needs of our students. Specific utilization or expenditures may change, but the major categories will remain the same
Spending will be prioritized based on non-recurring expenditures
Equitability of expenditures shall be applied as much as practicable
Sustainability of expenditures, meaning the capacity to use local resources beyond the availability of federal dollars, hence avoiding potential funding cliff
Categories and proposed use of funds
1. Safely returning students to in-person instruction & maximizing in-person instruction time
Plan Summary: Focus on accelerating students' learning by meeting them where they are, and providing them with the right tools and content to ensure success in the coming years. Approximately $500,000 is budgeted for the following personnel that will continue beyond the availability of federal funds, we will use local funds in order to minimize the disruption to core academic and other school programs:
Additional Academic Intervention Services teacher for UPK-4 to support reading
As the district plans on processes being implemented during this three-year period, the following personnel expenses will be non-recurring beyond the availability of federal funds:
Community Outreach Liaison (addressing challenges to attendance and participation)
MTSS Coordinator
In addition, approximately $115,000 of professional development is budgeted for non-recurring expenses beyond the availability of federal funds including:
Social-Emotional Learning- Students and Adults
Literacy and Numeracy (Fundations, ReadyMath)
Restorative Practices
2. Purchase of educational technology & operating schools and meeting the needs of students
Plan Summary: Enriching learning experience and closing the "learning loss” gap while adhering to EdLaw-2D compliance. Approximately $625,000 is budgeted for non-recurring expenses beyond the availability of federal funds including:
Instructional Technology- Chromebooks, Promethean boards, 3D printers, Macbooks, and adaptive technology
Software
3. Addressing the impact of the COVID-19 pandemic on all students, including low-income students, students with disabilities, English language learners, and students experiencing homelessness
Plan Summary: Preserving equity in opportunities through expansion and access. Approximately $230,000 is budgeted for non-recurring expenses beyond the availability of federal funds including:
High School Credit Recovery (GradPoint)
Behavioral Specialist
SEL Coordinator
4. Implementing evidence-based strategies to meet students’ social, emotional, mental health and academic needs
Plan Summary: Learning enhancement, improve engagement, bridging learning opportunities. Approximately $87,500 is budgeted for non-recurring expenses beyond the availability of federal funds including:
SEL, Equity, Mental Health
Contractual services for added mental health supports
5. Offering evidence-based summer, afterschool, and other extended learning and enrichment programs
Plan Summary: Preserving equity in opportunities through expansion and access. Approximately $1,045,000 budgeted for some non-recurring expenses beyond the availability of federal funds and some will continue beyond the availability of federal funds with local funds in order to minimize disruption to core academic and other school programs including:
Elementary, Middle and High School Summer School - to address potential “learning loss”
Elementary, Middle and High School summer enrichment programs
Extended school day tutoring for students struggling in reading and math
Extended school day for intramurals and mini-courses to promote the social and emotional wellbeing of the student
Expanded field trips to promote the social and emotional wellbeing of the student
Gifted and talented program
6. Supporting early childhood education
Plan Summary: Preserving equity in opportunities through expansion and access. Approximately $75,000 is budgeted for non-recurring expenses beyond the availability of federal funds including:
UPK-5 ELA, Math enhanced resources
UPK - 4 enrichment in STEAM