- Marion County Public Schools
- ARP-ESSER III Plan
ARP-ESSER III Plan
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The School Board of Marion County, Florida
2021-24 American Rescue Plan (ARP) Elementary and
Secondary School Emergency Relief (ESSER) Fund Plan
(ARP-ESSER III Plan)Purpose
ARP ESSER III funds must help meet a wide range of needs arising from the coronavirus pandemic, including reopening schools safety, sustaining their safe operation, and addressing students‘ social, emotional, and mental health, as well as students’ academic needs resulting from- or exacerbated by- the pandemic.
The Florida Department of Education has provided an outline for districts to describe how they will support the development of high-quality plans for the use of ARP-ESSER funds to achieve these objectives for the following 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.
Part I: Implementation Plan
Activity 1: Addressing Learning Loss (at least 20% of total allocation).
The School Board of Marion County, Florida must reserve at least 20 percent of the total funds to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs. In addition, those interventions must respond to students’ social, emotional, and academic needs and address the disproportionate impact of COVID-19 on 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).
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Teachers
Intensive and intervention teachers to provide students (Pre-K-12) additional instruction to aid in closing the achievement gap for all students related to the COVID-19 pandemic.
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Class Coverage
Allows for classroom substitutes to support direct instruction and reduce interruption to highly-effective instruction due to teacher absence related to the COVID-19 pandemic.
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Content Area Specialists
To provide teachers and other instructional staff professional development to aid in closing the achievement gap for all students due to COVID-19 pandemic.
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Paraprofessionals
To provide additional instructional support to students (Pre-K-12) to aid in closing the achievement gap for all students related to the COVID-19 pandemic.
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Behavior Specialist
To support academics and behavioral interventions authorized by the individuals with Disabilities Education Act to aid in closing the achievement gap for all students related to the COVID-19 pandemic.
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Instructional Materials
To provide additional resources to address learning loss through implementation of evidenced based interventions. to close the achievement gap related to COVID-19.
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Technology Related Rentals
To provide software to be used throughout all grade levels to monitor progress made and close achievement gaps for students as related to COVID-19 learning loss.
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Classroom Libraries
Extensive research has shown that students who have immediate and ongoing access to engaging books in their classrooms exhibit higher reading achievement, better comprehension and an increased vocabulary.Purchase classroom libraries to promote literacy rich environment to aid in closing the achievement gap for all students related to the COVID-19 pandemic.
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Instructional Staff Training-Professional Development
Professional Learning Communities (PLC) are recognized as a powerful strategy for sustained, substantive school improvement. This PLC gives school teams the knowledge and tools to implement or refine this power process in their schools. Due to staff shortages related to COVID-19, additional training is needed for school leaders to design, develop and improve school-based PLC implementation in order to create school-wide systems to support students who are behind academically.
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Instructional Staff Training Services – Leadership Development for Principals and Assistant Principals
The pandemic created the need for leaders to design systems to create safe and supportive school cultures, provide job-embedded supports for teachers to learn new skills in new ways, and design systems to quickly identify students in need of remediation and enrichment. The NISL Program provides meaningful learning opportunities for school leaders to learn research-based practices in these areas and apply these skills through an action learning project. While the district has offered additional NISL cohorts in the past, the skill deficit identified through the pandemic creates a sense of urgency to scale up administrator practices.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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District Allocation(s)
The district has no planned initiatives at this time.
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Charter Allocation(s)
Charter school has no planned initiatives at this time.
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District Allocation(s)
The district has no planned initiatives at this time.
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Charter Allocation(s)
Charter School has no planned initiatives at this time.
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District Allocation(s)
The district has no planned initiatives at this time.
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Charter Allocation(s)
Charter school has no planned initiatives at this time.
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Activity 2 (D):
Any activity authorized by the Carl D. Perkins Career and Technical Education Act of 2006.
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Career and Technical Education
To provide online career and technical curriculum for additional instruction to aid in closing the achievement gap for students enrolled in career cluster programs related to the COVID-19 pandemic.
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Charter Allocation(s)
Charter School has no planned initiatives at this time.
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Activity 2 (E):
Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to COVID-19.
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Program Specialist – Health
To provide additional days for health program specialist to improve coordinated responses among such entities to prevent, prepare for, and respond to COVID-19.
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School-based non-instructional - Health
To hire health clinic assistants (HCA) during summer school assisting in efficient operation of the school health services to improve coordinated responses among such entities to prevent, prepare for, and respond to COVID-19.
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Personal Protective Equipment (PPE)
To provide on-going PPE to all school health clinics to improve coordinated responses to prevent, prepare and respond to COVID-19.
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Charter School Allocation(s)
Charter School has no planned initiatives at this time.
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Activity 2 (F):
Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population.
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Professional Development
To help schools respond to COVID-19 additional training and support is needed for teachers and paraprofessionals to create a safe and supportive school-culture to promote student learning, parent/family engagement, and teacher retention.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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Activity 2 (G):
Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies.
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District Allocation(s)
The district has no planned initiatives at this time.
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Charter School Allocation(s)
Charter School has no planned initiatives at this time.
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Activity 2 (H):
Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases.
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District Allocation(s)
The district has no planned initiatives at this time.
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Charter School Allocation(s)
Charter School has no planned initiatives at this time.
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Activity 2 (I):
Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such agency.
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Personal Protection Equipment
Purchase equipment to facilitate cleaning and disinfecting and reduction of risk of the virus transmission to support all students’ health including low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth is readily available at the school sites.
To provide supplies and equipment to sanitize and clean all facilities of the district, including other building operated by the district.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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Activity 2 (J):
Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the Individuals with Disabilities Education Act and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.
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Learning Management System
Canvas offers the tools and functions of a traditional learning management system, such as the ability for instructors to upload content, facilitate online discussions, provide student grades, and develop online quizzes to aid students in regular and substantive education interaction online.
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Digital Dashboard
Purchase an evidence-based data dashboard for the aggregation, processing, and display and disparate data sources into actionable information. The dashboard will perform multiple functions, including data aggregation, transport, visualization, trend analysis, etc. Initiative success will be realized with the successful implementation of this product and the utilization of the actionable intelligence provided to appropriate district stakeholders.
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Activity 2 (K):
Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and children with disabilities, which may include assistive technology or adaptive equipment.
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Technology Related Noncapitalized Equipment and Connectivity
Information technology and technology support have become critical ingredients that have enabled institutions to adapt, with IT leaders reporting increases in their operational and strategic influence at their institutions since the beginning of the pandemic. Purchase additional Chromebooks to support online learning for summer and supplemental after school programs
Students cannot continue to be well served by their institutions when many of them are still struggling to get online. And some student populations in particular may lack critical technology and financial resources and face insurmountable barriers to device access and internet connectivity. Purchase hotspots with service plan to provide reliable and sustainable connectivity.
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Technology-Related Classroom Improvements
Digital technology in the classroom opens up new media types not available on its analog versions. And there is potential for far more interactivity being built into digital education content. Technology is a great way to accommodate various learning styles and pace content for individual students. What’s more, effective classroom technology doubles as assistive technology for students with a range of special needs. Purchase adaptive listening devices, interactive flat panels and hovercams to support highly effective instructional practices to aid in closing the achievement gap related to COVID-19 for all students.
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Technology Related Rentals
To provide software to be used throughout all grade levels to monitor progress made and close achievement gaps for students as related to COVID-19 learning loss.
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Technology Infrastructure
The fact is that a good school infrastructure, with renewed spaces, makes it possible for children and youths that live in remote areas to study and, in addition, tends to improve the attendance and interest of students and teachers in learning. It is necessary to upgrade the technology infrastructure to support digital education.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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Activity 2 (J):
Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the Individuals with Disabilities Education Act and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.
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Activity 2 (L):
Providing mental health services and supports, including through the implementation of evidence-based full-service community schools.
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Contracted Mental Health Professionals
To provide additional mental health support, during the school year, to students with indicated need using approved screeners and required mental health protocols with increased needs in mental health due to COVID-19. The increased capacity of mental health professionals will ensure that our schools will better respond to the impact of the COVID-19 pandemic including support for our students’ mental health and social/emotional needs such as increased anxiety due to social isolation, illness/death of family or loved ones, family stress due to economic distress, and other effects incurred over the past two years.
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Guidance Counselors – Summer School K-12
To provide additional mental health support, during summer school, several students with indicated need using approved screeners and required mental health protocols with increased needs in mental health due to COVID-19. The increased capacity of mental health professionals will ensure that our schools will better respond to the impact of the COVID-19 pandemic including support for our students’ mental health and social/emotional needs such as increased anxiety due to social isolation, illness/death of family or loved ones, family stress due to economic distress, and other effects incurred over the past two years.
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High School Graduation Facilitators
These positions are designated to work with high school students in regards to career exploration and post-secondary planning to facilitate the connection from school to career. These positions are available at each high school to mitigate the number of dropouts and encourage timely graduation from high school due to loss of academic achievement due to COVID-19.
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Career and Technical Education (CTE) Teachers
The COVID-19 pandemic has significantly impacted the education of K-12 students, including high school students’ access to career exploration activities. As students returned to school for the 2021-2022 school year, it was and still remains critical to provide them with a focus on career exploration and planning for required training to access their chosen career. CTE teachers will support career pathways in programs developed in response to community need.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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Activity 2 (M):
Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.
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Classroom Teacher: Elementary, Middle and High Summer/After-school School Teachers
Face to face summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care. These positions account for learning loss that is occurring during the school year based on COVID-19 absenteeism and/or quarantine.
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Paraprofessionals: Elementary, Middle and High Summer School Teachers
Face to face summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care. These positions account for learning loss that is occurring during the school ear based on Covid-19 absenteeism and/or quarantine.
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Bus Transportation
To provide equal access to all students electing to attend in summer school by providing school transportation to summer school host sites. Bus drivers and aides will be hired addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.
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School-based Summer Support Services
To provide support services for summer school program (PreK-12) with a receptionist, health clinic assistants and student service manager at each summer school site addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.
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Summer School Instructional Materials
To provide additional resources to address learning loss through implementation of evidenced based interventions. to close the achievement gap related to COVID-19 during the summer months.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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Activity 2 (N)
Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including by—
- administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction;
- implementing evidence-based activities to meet the comprehensive needs of students;
- providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment; and
- tracking student attendance and improving student engagement in distance education.
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Homeschool Liaisons
To provide additional personnel to assist in attendance and social work, these positions will aid in closing the achievement gap for all students. In collaboration with community agencies who provide additional personnel to assist our most at-risk students in the areas of behavior, attendance and social work services. This will be an added layer of intensive support for student specific needs as a response to and prevention of widening the achievement gap.
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Parent Engagement
Engage families and the community as partners to support student achievement, attendance and social emotional well-being. Strengthen two-way district communication and engagement with families and community. To provide Parent Partnership events to support parents with strategies and resources to best support their children.
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Professional Development – Family Engagement in Education
Family Engagement in Education prepares educators to create a school culture that honors and respects the knowledge that families bring to the learning process. With guidance from Harvard faculty and district and community leaders, participants study best practices in family engagement and identify strategies they can use to promote student learning and improve educational outcomes for all.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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Activity 2 (O):
School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
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School Choice Transportation
Continued support bus drivers to support school choice in reducing, eliminating, or preventing minority group isolation in feeder schools with substantial proportion of minority students.
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Air Quality Control
To purchase portable air purifiers to improve indoor air quality at schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
To construct covered outdoor dining for school lunch to improved exposure to fresh air and enhance social distancing.
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Contractual professional and technical services
Due to the volume of construction projects the district will obtain outside contracts as needed for inspections, permitting, and project management.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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Activity 2 (P):
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and nonmechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.
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Air Quality Control
Capitalized and non-capitalized equipment heating, ventilation air-conditioning remodeling and renovations to upgrade and address needs at identified schools
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Charter School Allocation(s)
Charter School has no planned initiatives at this time.
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Activity 2 (Q):
Developing strategies and implementing public health protocols including, to the greatest extent possible and not inconsistent with state law, policies in line with guidance from the Centers for Disease Control and Prevention for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff.
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District Allocation(s)
The district has no planned initiatives at this time.
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Charter Allocation(s)
Charter School has no planned initiatives at this time.
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Activity 2 (R):
Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational agency.
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Multi-cultural Coordinator
To support a multi-cultural coordinator position to support school and other departments in the importance and implementation of multi-cultural education and improve student achievement for English learners and migrant students.
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Community Engagement Director
To support a community engagement director to coordinate family outreach activities focusing on generating community support for all schools as well as soliciting and working with community partners.
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Principal on Assignment
To provide principal’s support, mentoring, data tracking and best practices to mitigate academic learning loss in school buildings due to the COVID-19 pandemic.
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Recruitment and Retention
Technology services to increase social media presence for closing the diversity gaps and hard to fill positions using common platforms. Additional resource to promote recruitment protocols to reduce the number of vacancies in the district.
To promote retention of effective and highly effective certified teachers to provide excellent instruction and fill in gaps in student learning by ensuring that the most qualified teachers are assigned to the most at-risk students. School closures and student absences due to COVID-19 have led to an influx of students who are not reading on grade level. To promote retention of employees that have and continue to be instrumental in response to effects of COVID-19 in the workforce.
Exploration of international teachers participating in cultural exchange programs to address increased instructional vacancies.
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Administrative support
Provide a temporary record manager to support the health services and the continued monitoring of COVID-19 protocols and reporting requirements.
Provide fiscal management of the funds and program monitoring in according to local, state and federal guidelines with support from a budget specialist assigned federal funding.
Budget specialist ensures the preparation of budget reports, monitors spending and plans finances and manages the budgets for the ESSER grant. The ESSER grant is in direct response to the COVID 19 pandemic.
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Charter School Allocations
Charter School allocations based on student enrollment by school.
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Activity 2 (S):
Administration. LEAs may take reasonable and necessary administrative costs, to include direct and indirect costs. Indirect costs may be taken up to the negotiated, unrestricted indirect cost rate. However, to ensure that the total administrative costs are reasonable, the total direct and indirect costs may not exceed five percent (5%) of the LEA’s total award.
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Grant Manager
ESSER program specialist to process expenditures and district initiatives. This position is in response to the allocation(s) received from ESSER and prepare for expenditures of the grant through distribution, directly related to the COVID-19 pandemic.
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Indirect Cost
Indirect cost at negotiated rate of 5.26% .
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Part II: Ensuring Effectiveness of Interventions
Please describe how the LEA will ensure that the interventions it implements, including but not limited to the interventions under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children and youth in foster care, and migratory students. In your response, please include a description of interventions and strategies that are aligned to the LEA’s data (disaggregated by subgroup), and describe how the LEA will measure the effectiveness of the selected interventions.
Marion County Public Schools plans to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students by implementing a strategic data collection process. This includes the collection and use of screening, diagnostic assessments, progress monitoring, formative, and summative data as coordinated by The Student Pathways and Assessment Department.
The data collected is critical to all school teams as it is used to determine student learning loss and areas of need and to identify appropriate interventions for the purpose of addressing student deficits. The data then allows school teams to make appropriate decisions regarding in-class supports and intervention, after-school and Saturday tutoring support, and summer learning opportunities to help close the achievement gap with all students. Students with academic achievement gaps, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children and youth in foster care, and migratory students will be invited to participate in the school’s tutoring programs. During the ELA/Reading and math instructional blocks, teachers and paraprofessionals utilize small group opportunities to re-teach students who did not demonstrate proficiency on specific standards. Utilizing current data, schools assign mentors to targeted students to help make progress towards a year’s growth of instruction as appropriate.
Elementary schools administer diagnostic assessments to determine necessary intervention placement for reading and mathematics deficiencies. Secondary school Tier II and Tier III teachers also administer the diagnostic assessment to determine appropriate interventions for reading and mathematics. Students who need reading interventions are enrolled in options outlined in the state-approved K-12 Reading Plan. Students who need mathematics interventions are enrolled in district approved programs. At the secondary level, Math 180 has been expanded to address students below grade level or not on target for making one year’s growth.
Monthly i-Ready growth monitoring assessments are administered to select elementary students and middle school students who are receiving Tier II and Tier III interventions on a monthly basis. Teachers also regularly use the embedded assessment tools from the intervention programs to monitor progress and adjust to student needs. Additionally, historical academic and assessment data will be used help identify student learning gaps. District QSMA is administered three times a year in all Florida Standards Assessment and End of Course tested subjects and results are used for progress monitoring.
Marion County Public Schools will employ these evidence-based interventions to meet the comprehensive needs of students by using in classroom instruction, both during and outside the regular day and year. These include:
Elementary
Building Vocabulary
Corrective Reading
Do the Math
Focused Reading Intervention
Early Interventions in Reading
Go Math Intervention Resources
Hand2Mind
Hands on Standards
iReady Toolbox
Leveled Literacy Intervention
Phonics for Reading
Reading Mastery
Read Naturally
Reading Plus
Savvas myFocus LiteracyMiddle School
Math 180
Read180 Universal
StudySync
System44High School
Math 180
Read180 Universal
Reading Plus
REWARDS SecondaryStudySync
Marion County Public Schools will ensure that classroom teachers will receive or have received professional development on the use of a multi-tiered system of supports by ensuring professional learning includes multiple opportunities to implement new learning with ongoing support and actionable feedback to continually improve educator practice and student outcomes.Part III: LEA Plan for Safe Return of In-Person Instruction
Each LEA developed and made publicly available on the LEA’s website a plan for the safe return of in-person learning in the Fall of 2020. This was before the enactment of the ARP Act. This plan must be updated to address the requirements of the U.S. Department of Education’s Interim Final Rule, 88 FR 21195. The Interim Final Rule “does not mandate that an LEA adopt the CDC guidance, but only requires that the LEA describe in its plan the extent to which it has adopted the key prevention and mitigation strategies identified in the guidance.” 88 FR at 21200. Any updated LEA plan must be consistent with state law, including any applicable executive order, any agency emergency order, or any agency regulation or rule. Note specifically that LEA policies must comply with section 381.00316, Florida Statutes, and that any policies implemented after August 9, 2021 must comply with Florida Department of Health Rule 64DER21 -12, F.A.C., and any policies implemented after September 22, 2021 must comply with Florida Department of Health Rule 64DER21-15, F.A.C.
Each LEA must seek public comment on the plan and take such comments into account prior to submission of the final plan to the Department within 60 days of the award. Upon the Department’s approval, the LEA shall post this updated plan on the LEA’s website within 90 days of the award.
Each LEA acknowledges the requirement that each LEA shall update its Plan for Safe Return of In-Person Instruction to reflect the requirements stated above, shall seek public comment on the updated plan and take such comments into account prior to the submission of the final plan to the Department within 60 days of the award. Upon the Department’s approval, the LEA shall post this updated plan on the LEA’s website within 90 days of the award.
Part IV: Assurances
Assurance 1: LEA Periodic Plan Update with Public Comment. As required in the U.S. Department of Education’s Interim Final Rule, 88 FR 21195, the LEA must regularly, but no less frequently than every six months, review and as appropriate, revise its plan for the safe return to in-person instruction and continuity of services. In determining whether revisions are necessary, and in making any revisions, the LEA must seek public input and take such input into account. If at the time the LEA revises its plan the CDC has updated its guidance on reopening schools, the revised plan must address the extent to which the LEA has adopted policies, and describe any policies, for each of the updated safety
recommendations. Significantly, the Interim Final Rule “does not mandate that an LEA adopt the CDC guidance, but only requires that the LEA describe in its plan the extent to which it has adopted the key prevention and mitigation strategies identified in the guidance.” 88 FR at 21200. Any updated LEA plan must be consistent with state law, including any applicable executive order, any agency emergency order, or any agency regulation or rule. Specifically, LEA policies must comply with section 381.00316, Florida Statutes, and any policies implemented after August 9, 2021 must comply with Florida Department of Health Rule 64DER21 -12, F.A.C., and any policies implemented after September 22, 2021 must comply with Florida Department of Health Rule 64DER21-15, F.A.C.
Assurance 2: Continue progress monitoring and interventions. The district agrees to provide robust progress monitoring and requisite interventions must be extended to all students with tiered support for students who are performing below grade level and are not making adequate progress. Students who are receiving instruction through innovative teaching methods must transition to another teaching method if they fail to make adequate progress. The district agrees to provide monthly progress monitoring reports to parent/guardians for students identified as performing below grade level and/or demonstrating decline on the district’s progress monitoring system.
Assurance 3: Allowable Uses of Funds. The LEA will use funds for activities allowable under section 2001(e) of the CRRSA Act.
Assurance 4: Maintenance of Equity. The LEA will comply with all requirements relating to Maintenance of Equity, in accordance with section 2004(c) of the ARP Act.
Assurance 5: Reporting. The LEA will comply with all reporting requirements, and submit required reports to the Florida Department of Education at such time and in such manner and containing such information as the department may subsequently require.
Assurance 6: Audits, Inspections or Examinations. The LEA will cooperate with any examination of records with respect to such funds by making records available for inspection, production, and examination, and authorized individuals available for interview and examination, upon the request of (i) the Florida Department of Education, the Florida Auditor General; (ii) the Department and/or its Inspector General; or (iii) any other federal or state agency, commission, or department in the lawful exercise of its jurisdiction and authority.