ESSER
Trego School District
Safe Return to School and Continuity of Services Plan
Date of Original Adoption: 04/30/2020
Date Plan was Last Revised: 07/13/2020
Dates Reviewed:07/08/2020, 07/13/2020, 08/12/2020, 11/1/2020, 11/11/2020, 01/13/2021, 01/20/2021, 03/10/2021, 12/13/2021, 06/28/2022, 12/14/2022, 6/20/2023
March 2020 - June 2021
1. The Trego School District was ordered to close to in person instruction on March 15, 2020, under an executive order issued by then-Governor Bullock. Districts were provided a two week period of time during which they could remain fully closed to instruction of any kind while developing a plan for remote instruction required by the Governor. Although our district was authorized to remain closed, we quickly mobilized and began remote instruction during the timeframe when we were authorized to remain closed. Thereafter, our district continued pursuant to a reopening plan approved by the Governor beginning March 30, 2020.
2. On April 22, 2020, then-Governor Bullock lifted his Stay at Home Order, and Announced a Plan to Begin Phased Reopening of Montana. As part of that plan, effective May 7, 2020, all schools were provided the option to return to in-classroom teaching at the discretion of local school boards. Our school district finished the 2019-20 school year through remote instruction. Our school district reopened to in classroom teaching during the entirety of the 2020-21 school year. The only exception during this timeframe was for temporary closures of part or all of in classroom teaching pursuant to quarantine or isolation orders issued by our county department of health. During the 2020-21 school year, our means of operation have included in person and offsite instruction for parents opting out pursuant to Policy 1908/1908F.
3. Our district developed a plan for reopening to in person instruction, with contingencies, and we implemented that plan for the 2020-21 school year. The reopening plan, details regarding which are provided below, included adoption of various model policies provided by the Montana School Boards Association under its 1900 Series, including model policies aligned with CDC guidance regarding mitigation strategies to limit exposure to and transmission of COVID-19 in school settings.
4. Our district is finishing the 2020-21 school year strong, having provided high quality learning opportunities to the students in our community in safe and effective learning environments.
5. We embraced a fundamental principle of providing extensive transparency to our community throughout the above timeframe. We publicly noticed, held meetings regarding, and provided extensive opportunities for our community to provide us with feedback regarding the School District’s plans and we carefully considered such feedback in developing and refining the School District’s plans throughout the last 14-15 months.
Safe Return to Schools and Continuity of Services Plan Contents:
March 2020-June 2021
Part I: Documentation of Meaningful Consultation in Developing and Refining the School District’s plan from March 2020 Through June 2021:
We noticed, held, and invited public comment on our evolving plans for a safe return to school and continuity of services on the following dates since March 2020:
03/17/2020, 03/26/2020, 04/30/2020, 07/08/2020, 07/13/2020, 08/12/2020,
11/01/2020, 11/11/2020, 01/13/2021, 01/20/2021, 03/10/2021, 12/13/2021, 06/28/2022, 12/14/2022, 06/20/2023
Our invitation for public input included a general opportunity for the public to provide input and was provided to everyone interested, including:
1. Students; families; school and district administrators (including special education administrators); teachers, principals, school leaders, other educators, school staff, and their unions; and
2. Civil rights organizations (including disability rights organizations); stakeholders representing the interests of children with disabilities, English learners, children experiencing homelessness, children in foster care, migratory students, and other underserved students.
Part II: Contents of The School District’s plan for Safe Return to In-Person Instruction and Continuity of Services:
A description of how the district will maintain the health and safety of students, educators, and other staff:
Following the lifting of the Stay-at-Home Order and subsequent reopening of the state on April 22, 2020, Trego School District utilized the Montana Public Education Center Roadmap for Safely Reopening Montana’s Public Schools Using Emergency School District Policies and accompanying MTSBA Model Emergency Policies. Utilizing these resources supported our district’s continued service to students with transparency and accountability while ensuring the operations of the school district reflected the circumstances in our community.
The policies ensured our Board of Trustees and school leaders honored the following priorities: quality instruction to students; a healthy and safe setting for students, staff, and the community; needed support of teachers and staff; and responsible financial and operational procedures. The policies provided an actionable plan for completing the 2020-2021 school fiscal year in a manner that met these priorities and secured district funding while providing an operational platform for considering long term innovations in the delivery of education services.
Trego School District implemented policy options that facilitated collaboration between the Board of Trustees, administrative team, employees, parents, students, health officials, and community as we established protocols aligned with CDC guidance addressing how instruction was to be delivered to students; how gatherings and events would take place on school property; how the health and safety of staff and students would be protected and preserved while schools were open; and how financial and operational functions of the school district would continue during the period of public health emergency.
Trego School District reviewed, considered, and addressed numerous areas of operation in our reopening process. On the topic of school district policy and procedures, the district considered emergency policies and procedures, adoption and amendment of policies, suspension of policies, and administrative procedures. To support students’ academic, mental, social and emotional success, the district considered alternative grading, counseling, extended school year, student instruction proficiency determinations and declarations, support for particularly vulnerable students, transportation services, access to internet for students, food preparation and service, summer school and additional student instruction resources. To ensure the health and safety of students, teachers, and staff, the district considered cleaning and disinfection, community use of facilities, county board of health orders, diagnosis and confidentiality, hand washing and related hygiene protocols, telework, school closure orders, stay at home orders, symptom monitoring and isolation, travel quarantines, visitors, volunteers, vulnerable individuals, masks and personal protective equipment, and physical distancing.
Following the Roadmap for Safely Reopening Montana’s Public Schools Using Emergency School District Policies ensured Trego School District has remained in compliance with guidance and best practices provided by federal, state, or local health officials. Our school district has continued to adapt and adjust our policies as new and updated guidance and best practices have become available.
Further, the policies provide options for consideration through input from our board of trustees, administrative team, employees, parents, students health officials, and community as collaborative partners as we have worked our way through ever evolving changes due to the pandemic. By considering all possible perspectives and factors when making the decisions to adopt or adjust a policy, or to implement a policy, we focused on the health and safety of our students, staff, and community for delivery of learning and services to our students. The policies have enabled us to adjust our procedures and practices during different phases in compliance with guidance and best practices provided by federal, state, and local agencies.
Trego School District will continue to follow the policies noted below while engaging in a quarterly reevaluation process to continue to ensure the health, safety and wellbeing of our students, teachers, staff, and community through 2024.
The extent to which the district has adopted policies, and a description of any such policies, on each of the following safety recommendations established by the CDC:
Topic
School District Policy Reference
Description of Policy
(All referenced polices can be found at the end of this document.)
Policy Adopted and Revised Date(s)
Universal and correct wearing of masks.
1905
1905: The School District has adopted the protocols outlined in this policy during the term of the declared public health emergency to ensure the safe and healthy delivery of education services provided to students on school property in accordance with Policy 1906, and a safe workplace when staff are present on school property in accordance with Policy 1909, and the safety, health and well-being of parents and community members. The supervising teacher, principal, superintendent or designated personnel are authorized to implement the protocols in coordination with state and local health officials. The policy establishes regulations making optional face coverings as personal protective equipment.
1. 04/30/20
2. 07/13/20
3. 05/10/23
(Rescinded based on Federal Guidance)
Modifying facilities to allow for physical distancing (e.g., use of cohorts/podding).
1905; 1905P
1905: The School District has adopted the protocols outlined in this policy during the term of the declared public health emergency to ensure the safe and healthy delivery of education services provided to students on school property in accordance with Policy 1906, and a safe workplace when staff are present on school property in accordance with Policy 1909, and the safety, health and well-being of parents and community members. The supervising teacher, principal, superintendent or designated personnel are authorized to implement the protocols in coordination with state and local health officials. The policy establishes regulations regarding physical distancing by requiring students, staff, volunteers, and visitors will maintain a three-foot distance between themselves and their colleagues and peers throughout the school day inside any school building, on school provided transportation, and on school property before and after school. Staff members will arrange classrooms and restructure courses, transportation services, and food service to meet this standard.
1905P: The administrative team of the School District has adopted these procedures regarding symptoms of illness, physical distancing and work areas, physical barriers and guides, and ventilation in accordance with Policy 1310 in order to implement Policy 1905 during the term of the declared public health emergency to ensure a safe and healthy work and instructional setting. These procedures were developed in accordance with the latest available guidance from the Centers for Disease Control and in coordination with applicable state, tribal, and local health officials. These procedures supplement Policy 1905.
1. 04/30/20
2. 07/13/20
3. 05/10/23
(Rescinded based on Federal Guidance)
Handwashing and respiratory etiquette.
1905; 1905P
1905: The School District has adopted the protocols outlined in this policy during the term of the declared public health emergency to ensure the safe and healthy delivery of education services provided to students on school property in accordance with Policy 1906, and a safe workplace when staff are present on school property in accordance with Policy 1909, and the safety, health and well-being of parents and community members. The supervising teacher, principal, superintendent or designated personnel are authorized to implement the protocols in coordination with state and local health officials. The policy establishes regulations regarding healthy hand hygiene behavior and symptoms of illness.
1905P: The administrative team of the School District has adopted these procedures regarding personnel cleaning and disinfecting, symptoms of illness, and water systems in accordance with Policy 1310 in order to implement Policy 1905 during the term of the declared public health emergency to ensure a safe and healthy work and instructional setting. These procedures were developed in accordance with the latest available guidance from the Centers for Disease Control and in coordination with applicable state, tribal, and local health officials. These procedures supplement Policy 1905.
1. 04/30/20
2. 07/13/20
3. 05/10/23
(Rescinded based on Federal Guidance)
Cleaning and maintaining healthy facilities, including improving ventilation.
1905; 1905P
1905: The School District has adopted the protocols outlined in this policy during the term of the declared public health emergency to ensure the safe and healthy delivery of education services provided to students on school property in accordance with Policy 1906, and a safe workplace when staff are present on school property in accordance with Policy 1909, and the safety, health and well-being of parents and community members. The supervising teacher, principal, superintendent or designated personnel are authorized to implement the protocols in coordination with state and local health officials. The policy establishes regulations regarding symptoms of illness, cleaning and disinfecting, temperature screening, vulnerable individuals, food preparation and meal service, and transportation services.
1905P: The administrative team of the School District has adopted these procedures regarding personnel cleaning and disinfecting, symptoms of illness, and ventilation in accordance with Policy 1310 in order to implement Policy 1905 during the term of the declared public health emergency to ensure a safe and healthy work and instructional setting. These procedures were developed in accordance with the latest available guidance from the Centers for Disease Control and in coordination with applicable state, tribal, and local health officials. These procedures supplement Policy 1905.
05/10/23
(Rescinded based on Federal Guidance)
Contact tracing in combination with isolation and quarantine, in collaboration with the State, local, territorial, or Tribal health departments.
1905; 3417
1905: The School District has adopted the protocols outlined in this policy during the term of the declared public health emergency to ensure the safe and healthy delivery of education services provided to students on school property in accordance with Policy 1906, and a safe workplace when staff are present on school property in accordance with Policy 1909, and the safety, health and well-being of parents and community members. The supervising teacher, principal, superintendent or designated personnel are authorized to implement the protocols in coordination with state and local health officials. The policy establishes regulations regarding symptoms of illness, temperature screening, public awareness, and confidentiality.
3417: In all proceedings related to this policy, the District will respect a student’s right to privacy. Although the District is required to provide educational services to all school-age children who reside within its boundaries, it may deny attendance at school to any child diagnosed as having a communicable disease that could make a child’s attendance harmful to the welfare of other students. The District will rely on advice of the public health and medical communities in assessing the risk of transmission of various communicable diseases to determine how best to protect the health of both students and staff. The District will manage common communicable diseases in accordance with Montana Department of Public Health and Human Services guidelines and communicable diseases control rules. The District may temporarily exclude from school attendance a student who exhibits symptoms of a communicable disease that is readily transmitted in a school setting. The District may notify parents of other children attending a school that their children have been exposed to a communicable disease without identifying the particular student who has the disease.
1. 04/30/20
2. 07/13/20
3. 05/10/23
(Policy 1905 Rescinded based on Federal Guidance)
Diagnostic and screening testing.
1905
1905: The School District has adopted the protocols outlined in this policy during the term of the declared public health emergency to ensure the safe and healthy delivery of education services provided to students on school property in accordance with Policy 1906, and a safe workplace when staff are present on school property in accordance with Policy 1909, and the safety, health and well-being of parents and community members. The supervising teacher, principal, superintendent or designated personnel are authorized to implement the protocols in coordination with state and local health officials. The policy establishes regulations regarding symptoms of illness, and temperature screening.
1. 04/30/20
2. 07/13/20
3. 05/10/23
(Rescinded based on Federal Guidance)
Efforts to provide vaccinations to school communities
3413
Please note that House Bill 702 passed the 2021 Legislature and was signed into law effective May 14, 2021. New Section 1 of that law provides that it is an unlawful discriminatory practice for a governmental entity to refuse, withhold from, or deny to a person any local or state services, goods, facilities, advantages, privileges, licensing, educational opportunities, health care access, or employment opportunities based on the person's vaccination status. The law also provides it is unlawful for an employer to refuse employment to a person, to bar a person from employment, or to discriminate against a person in compensation or in a term, condition, or privilege of employment based on the person's vaccination status. Finally, House Bill 702 provides it is unlawful for a public accommodation to exclude, limit, segregate, refuse to serve, or otherwise discriminate against a person based on the person's vaccination status.
3413: Upon initial enrollment, an immunization status form shall be completed by the student’s parent or guardian. The certificate shall be made a part of the student’s permanent record.
1. 07/13/20
Appropriate accommodations for children with disabilities with respect to health and safety policies.
1908; 2162; 2162P
1908: The Board of Trustees authorizes the supervising teacher or district administrator to provide Policy 1908F to families requesting to opt-out of onsite instruction at the school facility for the duration of the declared public health emergency. Students of families opting out of onsite instruction at the school facility shall receive offsite, online, and proficiency-based instruction, or any combination of the foregoing at the discretion of the School District in accordance with District Policy 1906. Students of families opting out of onsite delivery shall be treated the same as students instructed at the school facility for purposes of grading, discipline, and other educational rights.
2162: It is the intent of the District to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated, and provided with appropriate educational services. For those students who need or are believed to need special instruction and/or related services under Section 504 of the Rehabilitation Act of 1973, the District shall establish and implement a system of procedural safeguards.
2162P: If the parent or legal guardian of a student who qualifies under Section 504 for special instruction or related services disagrees with a decision of the District with respect to: (1) the identification of the child as qualifying for Section 504; (2) the District’s evaluation of the child; and/or (3) the educational placement of the child, the parents of the student are entitled to certain procedural safeguards. The student shall remain in his/her current placement until the matter has been resolved through the process set in the policy.
1. 07/13/20
2. 05/10/23
(Policy 1908 Rescinded based on Federal Guidance)
Coordination with State and local health officials.
1900; 1905; 1907; 3417
1900: In light of the COVID-19 pandemic, the Board of Trustees has found it necessary to adopt temporary policies related to emergency school closures, the ongoing provision of educational services to students, meetings of the Board, gatherings on school property, health and safety of students, staff and community members, human resource matters and budgetary matters. To ensure clarity and transparency, the board has organized all emergency school policies into a temporary chapter. School District Policies Numbered 1900-1999 are intended to govern during any emergency related to COVID-19 declared by the President, Congress, Montana Legislature, Governor, Montana Department of Public Health and Human Services, County Health Department or the Board of Trustees.
1905: The School District has adopted the protocols outlined in this policy during the term of the declared public health emergency to ensure the safe and healthy delivery of education services provided to students on school property in accordance with Policy 1906, and a safe workplace when staff are present on school property in accordance with Policy 1909, and the safety, health and well-being of parents and community members. The supervising teacher, principal, superintendent or designated personnel are authorized to implement the protocols in coordination with state and local health officials.
1907: The Board of Trustees is authorized to declare that a state of emergency exists within the community. A declaration issued by the Board of Trustees is distinct from any declaration in effect or previously issued by local, state or federal authorities.
3417: The District will manage common communicable diseases in accordance with Montana Department of Public Health and Human Services guidelines and communicable diseases control rules. When information is received by a staff member or a volunteer that a student is afflicted with a serious communicable disease, the staff member or volunteer will promptly notify a school nurse or other responsible person designated by the Board to determine appropriate measures to be taken to protect student and staff health and safety. A school nurse or other responsible person designated by the Board, after consultation with and on advice of public health officials, will determine which additional staff members, if any, have need to know of the affected student’s condition.
1. 04/30/20
2. 07/13/20
3. 05/10/23
(1900 Policies Rescinded based on Federal Guidance)
How the district will ensure continuity of services, including but not limited to services to address students' academic needs and students' and staff social, emotional, mental health, and other needs, which may include student health and food services.
1906; 1906P
1906: The School District has adopted the protocols outlined in this policy to govern during the term of the declared public health emergency to ensure the delivery of education services to students onsite at the school, offsite at other locations using available resources including but not limited to online methods. The supervising teacher, principal, superintendent or designated personnel are authorized to implement this policy. The Board of Trustees may revise the school calendar to adjust the completion of the school year for particular grade levels and groups once students have satisfied the required number of applicable aggregate hours.
The Board of Trustees authorizes instruction of students at the school facility in a manner that satisfies the aggregate number of instructional hours outlined in the School District’s adopted or revised calendar for a school year affected by a public health emergency.
Students shall receive services in accordance with the applicable Individualized Education Plan or Section 504 Plan based on methods and locations agreed upon and documented by the applicable team to meet the student’s needs and goals. Students shall have access to regular school counseling services whether their instruction is provided in an onsite, offsite or online setting. Staff shall promptly report any suspected student distress or concern to their supervisor for review and referral. Students receiving instruction in an offsite setting are governed by the staff obligation to report suspected child abuse or neglect. This policy in no way limits or adjusts the School District’s obligations to homeless students or students in foster care. Applicable District policies serving these students, or this population of students remain in full effect.
1906P: Proficiency or satisfying aggregate hours of instruction can be achieved through an on-site, off-site, or blended learning model as outlined in Policy 1906. Best practices will assist districts in facilitating quality learning for each student regardless of background or circumstance. Best practices include but are not limited to, planning and communication, clear expectations, differentiated instruction and learning models, and flexible demonstrations of learning.
1. 04/30/20
2. 07/13/20
3. 05/10/23
(Rescinded based on Federal Guidance)
June 2021
Part III – Updated Compliance for the District’s Previously Adopted Plan for the Safe Return to In-person Instruction and Continuity of Services:
Section 2001(i)(3) of the ARP Act states that a school district that developed a plan for the safe return to in-person instruction and continuity of services prior to the date of enactment of the ARP Act will be deemed to have met the requirement to develop a plan under section 2001(i)(1) as long as the plan meets the statutory requirements (i.e., is publicly available on the LEA's website and was developed after the LEA sought and took into account public comment).
The School District’s plan meets the requirements of Section 2001(i)(1) and (i)(2) of the ARP Act. The School District’s plan is available on our website and, as noted above, was developed through a process that included extensive public comment. Further, we have, as part of the organization of the School District’s plan for purposes of the ARP Act, revised the School District’s plan at a meeting held on June 9, 2021 that included not just a notice of opportunity for public input but which specifically invited meaningful consultation with and input from:
1. Students; families; school and district administrators (including special education administrators); teachers, principals, school leaders, other educators, school staff, and their unions; and
2. Civil rights organizations (including disability rights organizations); stakeholders representing the interests of children with disabilities, English learners, children experiencing homelessness, children in foster care, migratory students, and other underserved students.
We have considered the input of all affected parties and have carefully deliberated regarding the best possible means by which our district can provide safe effective learning environments for each of our students.
June 2021 - September 30, 2024
Part IV – Schedule for Future Review and Updates:
Consideration of this Safe Return to Schools and Continuity of Services Plan shall be added as a standing agenda item on each regular and special meeting of the board of trustees throughout the 2021-24 school years. The agenda item shall, at a minimum, include notice of any changes to the plan recommended by the administration with an invitation for input, notice of opportunity for public input, and consultation with:
1. Students; families; school and district administrators (including special education administrators); teachers, principals, school leaders, other educators, school staff, and their unions; and
2. Civil rights organizations (including disability rights organizations); stakeholders representing the interests of children with disabilities, English learners, children experiencing homelessness, children in foster care, migratory students, and other underserved students.
Appendix:
Trego School District’s adopted 1900 policies in their entirety (rescinded on May 10, 2023 based on Federal guidance).
MT-PEC A Roadmap for Safely Reopening Montana’s Public Schools Using Emergency School District Policies.
Dated this 20th day of June, 2023.
TREGO SCHOOL DISTRICT 53
By:
Dave Scott, Board Chair
Trego School Board
Montana School District ARP ESSER Plans
Federal Requirement
The US Department of Education (USED) required the OPI to establish a process for district plans consistent with the ARP ESSER requirements for the use of ARP ESSER funds and ensure plans be made available to the public, within no later than 90 days after a district received its ARP ESSER allocation (August 24, 2021). The requirements for the school district plans include, at a minimum, how districts will:
1. use funds to implement prevention and mitigation strategies;
2. use the funds totaling not less than 20% to address lost instructional time;
3. spend its remaining 80% of ARP ESSER funds;
4. respond to needs of student disproportionately affected by the pandemic; and
5. meaningfully engage with and consult stakeholders in crafting their plans.
Each of these federally required components are embedded into this school district ARP ESSER plan.
In addition, the USED requires the OPI to support and monitor each school district's use of ARP ESSER funds, including:
i. implementation of evidence-based interventions;
ii. address the student groups specifically that were disproportionately impacted by the pandemic; and
iii. identify, reengage, and support students who have experienced the impact of lost instructional time.
The plan will provide the information necessary for the OPI to support and monitor school districts as they move forward.
State Components
Throughout this school district ARP ESSER plan, the OPI has emphasized local control and coordination of state initiatives and requirements so that school districts can identify and innovate solutions for unique local needs and priorities. These components are embedded in the school district ARP ESSER plan. Additionally, the OPI will seek flexibility from the Board of Public Education to use the Goals section of this plan in place of the Continuous School Improvement Plan (CSIP).
This template will guide the development of the school district's (LEA's) ARP ESSER plan. The template sections are as follows:
1. School District-Identified Priorities
2. Meaningful Consultation
3. Goals
4. Coordinating Funds
5. Creating Safe and Healthy Learning Environment
6. Addressing Lost Instructional Time
7. Supporting the Educator Workforce
8. Monitoring and Measuring Impact of ARP ESSER funds
Prior to beginning your school district ARP ESSER plan, consider the following:
Has your district and/or individual schools within the district completed a Gap Analysis to assist in identifying the top needs due to Covid 19? If no, click on Gap Analysis.
What kinds of data assisted you in identifying the gaps? What were the needs you identified in your subgroups?
Did you meet with all stakeholders to get input on needs and possible solutions to formulate a plan for the funds? (Parents, Students, Teachers, Staff, Community Members, Tribal Members, School Board, etc…) If not, how will you make this happen prior to creating your plan?
Instructions for completing your school district ARP ESSER plan
When you reach a stopping point, click Next to save your work. Return anytime before August 24 to finish your submission.
When you're ready, click Submit at the end of the plan.
After you click Submit, your responses will display in a PDF file. Download the PDF file. Upload the PDF file of your responses to your district's webpage.
Note: The option to edit is no longer available once the plan is submitted by clicking the Submit button. If you click Submit and then determine later that you need to make changes, contact OPITeams@mt.gov.
While completing your school district ARP ESSER plan, consider the following:
What would you like to achieve before the funding ends in September of 2024? What goals will need to be established in order to get there?
You may need to leave and come back to this form as you formulate your plan. You will still need to complete the eGrants application for ESSER III that is due
September 1, 2021. It is important that your school district ARP ESSER plan aligns with
the budget amounts reported in eGrants.
Resources to help with completing your plan
Curriculum Selection Acceleration Guidance ESSA Tiers of Evidence Gap Analysis Tool
U.S. Department of Education FAQ - ESSER/GEERS FAQ’s of Maintenance of Equity Requirements Montana Office of Public Instruction ESSER website SEL Priorities
Next Steps:
The OPI will confirm your submission via the email you provide at the start of your plan. The OPI will reach out with questions and support as needed.
Districts will need to set up their own monitoring which needs to be paired with implementation.
Districts will be able to answer these same question every 6 months. The OPI created this temporary form as a means to meet the federal timelines; it will be put in a more permanent location where you can access and update your plan.
The OPI will use this form to collect best practices to share with other districts.
Please choose your county and district from the dropdown.
Lincoln
County
Trego Elem, LE0534
District
Who is submitting this form?
Please indicate your role in the district.
District-level Administrator
Principal
Other (Please identify your role in the box below.)
What is your official school district email address?
What is your school district phone number?
1. School District-Identified Priorities
Please provide the top priorities the school district has determined as the most pressing needs for students and schools within the school district as a result or in response to the COVID-19 pandemic. You may elect between 1-3 priorities by checking the box and providing the text response.
Priority 1
Priority 2
Priority 3
When you identified each of your district's priorities, what data points did you use? Please list any and all data sources, such as attendance, interim assessments, surveys, etc.
Please indicate which of the following student groups specifically referenced in ARP ESSER were more affected than others in your district. Choose all that apply.
Economically Disadvantaged (Free and Reduced Lunch)
White
Black or African American
American Indian or Alaska
Native
Multi-Racial Migrant
Homeless Foster Youth
Children with Disabilities
Male Female
English Language Learners
Other (please identify in the box below)
2. Meaningful Consultation
ARP ESSER requires school districts to consult with a wide variety of stakeholders when developing a plan. Please select all of the following groups of stakeholders your district consulted and/or plans to consult.
Parents Students Teachers Staff
Tribal governments
Local bargaining units Educational advocacy
organizations
County health departments
Community members
Other (please identify in the box below)
What method(s) did you use to seek stakeholder input? Choose all that apply.
Webinars
Public meetings
Website
Media
Social media
Other (please identify in the box below)
3. Goals
Goal Action Plan:
Please define your Math goal, English Language Arts (ELA) goal, and other goal, based on the priorities you identified.
Explain what instruments or methods will be used to monitor the progress of the goals and determine if the goals are met. Click the box and provide the text response for each applicable box.
Math Goal
ELA Goal
Other Goal (For example, SEL, Mental Health, Graduation Rates, Recruitment/Retention, Professional Development, Community and Family Engagement, etc.)
Goal Action Plan, Part 2:
Identify what strategies/action steps will be used to support the achievement of the goals. Describe a realistic and achievable timeline to achieve the goals.
I
dentify who is responsible to ensure the strategies/action steps are achieved. Click the box and provide the text response for each applicable box.
Math Goal Strategies, Actions, Timelines, and Assignments
ELA Goal Strategies, Actions, Timelines, and Assignments
Other Goal (For example, SEL, Mental Health, Graduation Rates, Recruitment/Retention, Professional Development, Community and Family Engagement, etc.) Strategies, Actions, Timelines, and Assignments
For which of the following student groups do you have a distinct Math goal? Choose all that apply.
American Indian or Alaska Native
Black or African American
Hispanic MultiRacial White
Free and Reduced Lunch Homeless
Students with Disabilities
None
For which of the following student groups do you have a distinct English Language Arts (ELA) goal? Choose all that apply.
American Indian or Alaska Native
Black or African
American Hispanic MultiRacial White
Free and Reduced Lunch Homeless
Students with Disabilities
None
For which of the following student groups do you have a distinct goal other than Math or ELA? Choose all that apply.
American Indian or Alaska Native
Black or African American
Hispanic MultiRacial White
Free and Reduced Lunch Homeless
Students with Disabilities
None
Describe your Math goal for each identified student group.
Describe your ELA goal for each identified student group.
Describe your Other goal for each identified student group.
If you are planning to develop or use approaches that are novel to achieve your Math, ELA, or
other goal, would you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly describe your innovation below.
4. Coordinating Funds
Identify other federal funding that you are coordinating with ARP ESSER funds to most effectively use funds to address student needs.
Did you coordinate ARP ESSER funds with other federal funds to address student needs?
Yes
No
Please select each type of federal funding you are coordinating with ARP ESSER funds to most effectively use funds to address student needs.
Title I, Part A of the ESEA (Improving Basic Programs Operated by LEAs)
Title I, Part A-section 1003 school improvement (Comprehensive and Targeted Supports)
Title I, Part C of the ESEA (Education of Migratory Children)
Title I, Part D, Subpart 1 of the ESEA (Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At Risk)
Title II, Part A of the ESEA (Supporting Effective Instruction)
Title III, Part A of the ESEA (English Language Acquisition, Language Enhancement, and Academic Achievement)
Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants)
Title IV, Part B of the ESEA (21st Century Community Learning Centers)
Title V, Part B, Subpart 2 of the ESEA (Rural and Low-Income School Program)
McKinney-Vento Education for Homeless Children and Youth Program and section 2001(b)
(1) of the ARP Act
Carl D. Perkins Act Career and Technical Education Act
IDEA, Part B (Excess costs of providing FAPE)
IDEA, Part B (Coordinated Early Intervening Services)
Workforce Innovation and Opportunity
Act
5. Creating Safe and Healthy Learning Environments
Determine if ARP funds will be used to implement prevention and mitigation strategies, to the greatest extent practicable, in order to continuously operate schools for in-person learning.
If you are planning to use ARP ESSER funds for prevention and/or mitigation strategies, please select the evidence-based practices below and/or describe an additional practice in the Other box.
Mental health supports
Social emotional learning
Academic support
Extended learning/enrichment
Hiring new staff and avoiding layoffs
Meeting the nutritional needs of underserved students.
Locating absent students and re-engaging disconnected youth
Providing safe, healthy, inclusive learning environments.
Activities to address the unique needs of at-risk populations.
Developing and implementing procedures and systems to improve the preparedness and response efforts
Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases
Purchasing supplies to sanitize and clean the facilities
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.
Purchasing educational technology (including hardware, software, and connectivity) 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.
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.
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
Other (please identify in the box below)
If you are planning to develop or use approaches that are novel to implement prevention and mitigation strategies, would you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly describe your innovation below.
6. Addressing Lost Instructional Time
Describe how the school district will use ARP ESSER funds it reserves under Section 2001(e)
(1) of the ARP Act to address lost instruction time through the implementation of evidence- based interventions. The district must spend a minimum of 20% of ARP ESSER funds. The full implementation of the evidence-based interventions should be considered including personnel, materials, equipment, professional development, and expenses needed to meet the needs of students. Other evidenced-based practices may be utilized if the intervention meets one of the four tiers of evidence. Evidence-based practices may be found at OPI's Multi-Tiered Systems of Support page.
How do you plan to spend the required 20% set-aside to address lost instructional time? Choose all evidence-based practices that apply.
Extended learning time
Tribal/community engagement
Wraparound academic/health/social services
SEL learning supports
Evidenced-based curriculum
Accelerating learning through instructional approaches: In-school acceleration- Certified educators provide support for students within the classroom and grade-level work, using high-quality instructional materials, instructional strategies, and formative assessments.
Accelerating learning through instructional approaches: Tutoring program-High-dosage tutoring provided consistently by well-trained tutors or educators at least 3 days per week for
at least 30 minutes at a time in groups of five or fewer students.
Accelerating learning through instructional approaches:Out-of-school time programs- Identified students, needing additional support before, and after the regular school days, as well as on weekends, and during school breaks.
Accelerating learning through instructional approaches: Summer learning and enrichment: Summer learning programs, camps, community partnerships, work-based learning or community service that provide high-quality instructional and are designed to meet the social and emotional needs of student through engaging and enriching experiences.
Access to and effective use of technology
Engaging families in digital learning training and effectively using technology and platforms
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
Providing information and assistance to parents and families on how they can effectively support students
Tracking student attendance and improving student engagement provided by the school
Using data about students opportunity to learn indicators to help target resources and support
Professional Learning Communities
Access to advanced coursework, dual enrollment, work-place learning, and/or internships
Career, Technical, and Agricultural Education expenses (approved under Perkins Act)
Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi, other wireless, internet service, etc.), devices (laptops, tablets, etc.), printing costs for learning packets, instructional resources/tools, hardware, software, subscriptions, licenses, assistive technology or adaptive equipment, online learning platforms/learning management systems, other distance/remote learning costs
Other (please identify in the box below)
How do you plan to use the remaining 80% for the allowable uses of funds related to preventing, preparing for, and responding to COVID-19 as required by ESSER I, II, and III? See page 5 of the ARP ESSER Fact Sheet for more information. Choose all evidence-based practices that apply.
Extended learning time
Tribal/community engagement
Wraparound academic/health/social services
SEL learning
supports
Evidenced-based curriculum
Accelerating learning through instructional approaches: In-school acceleration- Certified educators provide support for students within the classroom and grade-level work, using high-quality instructional materials, instructional strategies, and formative assessments.
Accelerating learning through instructional approaches: Tutoring program-High-dosage tutoring provided consistently by well-trained tutors or educators at least 3 days per week for at least 30 minutes at a time in groups of five or fewer students.
Accelerating learning through instructional approaches: Out-of-school time programs- Identified students, needing additional support before, and after the regular school days, as well as on weekends, and during school breaks.
Accelerating learning through instructional approaches: Summer learning and enrichment: Summer learning programs, camps, community partnerships, work-based learning or community service that provide high-quality instructional and are designed to meet the social and emotional needs of student through engaging and enriching experiences.
Access to and effective use of technology
Engaging families in digital learning training and effectively using technology and platforms
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
Providing information and assistance to parents and families on how they can effectively support students
Tracking student attendance and improving student engagement provided by the school
Using data about students opportunity to learn indicators to help target resources and support
Professional Learning Communities
Access to advanced coursework, dual enrollment, work-place learning, and/or internships
Career, Technical, and Agricultural Education expenses (approved under Perkins Act)
Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi, other wireless, internet service, etc.), devices (laptops, tablets, etc.), printing costs for learning packets, instructional resources/tools, hardware, software, subscriptions, licenses, assistive technology or adaptive equipment, online learning platforms/learning management systems, other distance/remote learning costs
Mental health supports
Hiring new staff and avoiding layoffs
Meeting the nutritional needs of underserved students
Locating absent students and re-engaging disconnected
youth
Providing safe, healthy, inclusive learning environments
Activities to address the unique needs of at-risk populations
Developing and implementing procedures and systems to improve the preparedness and response efforts
Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases
Purchasing supplies to sanitize and clean the facilities
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.
Purchasing educational technology (including hardware, software, and connectivity) 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.
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.
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.
Other (please identify in the box below)
If you are planning to develop or use approaches that are novel to address lost instructional time, would you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly describe your innovation below.
7. Supporting the Educator Workforce
Determine if ARP funds will be used to support and stabilize the educator workforce consistent with Section 2001 (e) (2) of the ARP Act.
How do you plan to use ARP funds to support and stabilize the educator workforce? Choose all that apply.
Cover costs of offsetting the need to furlough or reduce the salaries of school-based
staff
Cover costs of bonuses for recruiting and retaining educators and support personnel
Additional pay for additional work
Class-size reduction
Technology to support learning: enable students to learn anywhere and teachers to teach essential standards
Additional professional development for school leaders, teachers, and staff (trainings, extended professional development days, programs, etc.)
Staffing additional physical and mental health support staff (counselors, social workers)
Other (please identify in the box below)
Please provide the estimated number of jobs (FTEs) that have been or will be created by the school district through the district’s planned use of ESSER III Funds.
Please provide the estimated number of jobs (FTEs) that have been or will be retained by the LEA through the LEA’s planned use of ESSER III Funds.
If you are planning to develop or use approaches that are novel to support and stabilize the educator workforce, would you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly describe your innovation below.
8. Monitoring and Measuring Impact of ARP ESSER funds
How will the District monitor the impact of the ARP ESSER funded interventions or strategies, including but not limited to the 20% set-aside, to respond effectively to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted?
Please indicate the type of data you are obtaining and using to monitor outcomes.
Early Warning System
Interim Formative
Assessment
Opportunities to Learn surveys
Summative assessments
Chronic absenteeism Student
engagement
Use of exclusionary discipline
Advanced coursework Access to
technology
Educator PD on technology
Access to and preparation of high-quality educators
Access to mental health and nursing staff
Student, parent, or educator surveys
Per-pupil expenditures
Classified and certified staff (numbers of positions or people)
Summer, Afterschool, and ESY enrollment
Health protocols
Student enrollment by Mode of instruction
Student attendance by Mode of Instruction
Other (please identify in the box below)
The OPI has created a way for the district respondents to return to this plan and edit it multiple times before submitting. You can return anytime before August 24 to finish your submission.
When you're ready, click Submit at the end of the plan.
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Note: The option to edit is no longer available once the plan is submitted by clicking the
Submit button. If you click Submit and then determine later that you need to make changes,
contact OPITeams@mt.gov.
This plan must be monitored continuously and updated every six months.
The OPI will confirm your submission via the email you provide at the start of your plan. The OPI will reach out with questions and support as needed.
Thank you for your submission!