Pitt County Schools (740) Regular Local School District - FY 2021 - American Rescue Plan Act-ESSER III PRC 181 - Rev 0 - American Rescue Plan ...
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Grant Details
Pitt County Schools (740) Regular Local School District - FY 2021 - American Rescue Plan Act-ESSER III PRC
181 - Rev 0 - American Rescue Plan Act-ESSER III PRC 181
DIRECTIONS: To ensure that the organization's plan for the use of the American Rescue Plan funds (ESSER III) funds
(PRC 181) is data-based and is reflective of needs that have emerged as a result of COVID-19, please provide answers
to each section below:
Part A: Needs Assessment-PSU Data
* In the space below provide data the PSU will use to determine its most important educational needs as a result of the
disruption in educational services and subsequent shift to remote learning due to COVID-19 and return to in-person
instruction.
Include 1) A description of the processes used, and groups involved in the development of the Needs Assessment and
Plan specifically for ESSER III funds including, but not limited to, school leaders, classroom educators, and other
stakeholders. 2) How the PSU intends to assess and address student learning loss resulting from the disruption in
educational services.
The processes that were used to develop the Needs Assessment and Plan are listed below. 1. The Pitt County
Schools Superintendent, Senior Leadership, and Educational Programs and Services Directors met and devised the
district strategic plan using an array of data 2. The Needs Assessment was reviewed and developed based on data
and alignment of the goals outlined in the strategic plan. 3. Both the Needs Assessment and district Strategic Plan
were shared with the Board of Education members for approval 4. Surveys were distributed to departments to assess
their needs as they relate to the student learning gaps and needs to support closing the gap and engaging the virtual
students 5. Student check-ins and benchmark assessments were given to assess the students' achievement levels. 6.
Attendance data was tracked for all students to gauge their level of engagement from the virtual or hybrid students 7.
All schools were asked to use their resources (i.e., counselors, teachers, social workers) to reach out to those
students that had low to no level of engagement on assignments due to poor attendance. 8. Based on the students'
academic data and the tenets of HB 82, preparations were made to support summer school students who fit the
following criteria. The needs were determined using report card data and attendance reports. Students who were
failing reading and math were two or more grade levels behind in reading or math according to i-Ready diagnostic
Page 1 of 17 6/18/2021 12:04:41 PMreading and math results will be invited to attend. Also, those students that had low to no attendance were asked to
attend. Principals will also provide additional data to support students attending this summer camp based on
summative data, formative data, and attendance data. To help students meet Reading and Math State academic
standards and close the learning gap, we plan to provide instruction in each subject area by high-quality in-person
instructors. These instructors will use pre and post-assessment to determine student needs. They will also differentiate
instruction based on the needs of this assessment and formative data as they work with students individually. TO
ensure that all students and teachers had access to devices and capability to continue teaching and learning, a
technology plan was devised by the Digital Learning Team and Educational Program Services to acquire devices and
internet capability (hotspots) to ensure that all students, teachers, administrators had access to technology. The plan is
that all students will have 1:1 devices as well as teachers. More devices will be needed to ensure that this is sustained
in the next years. The students that will attend PCS Virtual Academy will need devices as well. Stakeholders--
Superintendent, Senior Leadership, Directors, Principals/Assistant Principals, Instructional Coaches, Central Office
Staff, Bus Drivers, School Nutrition, Clerical, Support (EC Division), Transportation, Parents, Communities, and the
Board of Ed. We intend to assess and address through assessments (Pre and Post Assessments). Once the data is
available, individual plans for improvement will be developed for all students through Tiered Instruction.
Part B: Data Analysis
* In the space below, provide an analysis of the data submitted in Part A that will support allowable uses of ESSER III
funds (PRC 181) as provided by the American Rescue Plan Act selected in Part C-D.
Baseline 2020 Data Attendance: K-12 average daily attendance by PSU-District data 93% - Course Average of 60 in
four core courses 3570/7119=50.15% - Graduation rate-86.2% - Dropout rate-1.45% - Suspension rate-Short-term
231.3 Long Term- 0 Expulsions-0 - Student Retention rates-2% 510/21708 - Teacher Retention-6.9% - % of students
w/ devices-83% - % of teachers w/ devices-87% (i.e., laptops, mobile devices) Desk Tops-100% - % of classrooms
w/video cameras-1.2% Only 4 schools in the district Pitt County Schools uses a variety of assessments to measure
student achievement. Previously used assessments will continue to be used with increased data collection, analysis,
and monitoring. New assessments will be implemented either system-wide or in schools/grade levels that did not
previously use them. I-ready diagnostic assessments will be used in grades K-3. All students in grades K-3 will be
assessed in reading to guide instruction. Students are assessed multiple times, beginning, middle, and end of the
academic year. 3-8 students are assessed using BOG, I-Ready Reading/Math assessments, and NC Check-ins. I-
Ready uses an initial placement test and regular progress monitoring to target specific skills for students in selected
schools. District uses I-ready Reading/Math as a universal screener for academics. Panorama surveys are used BOY,
MOY, and EOY for SEL universal screeners for students. Schools use the I-Ready assessment to determine
Page 2 of 17 6/18/2021 12:04:41 PMproficiency within academic performance. The student's progress is monitored consistently throughout the year.
Canvas and Edgenuity will be available for the virtual students within Pitt County. This data will be used to identify and
target student needs to impact instruction directly. District-wide monitoring will increase effective implementation
through individual differentiation. K-2 Math assessments will be administered in all schools at the beginning, middle,
and end of an academic year. The WIDA ACCESS English Language Proficiency Tests are used to assess listening,
speaking, reading, and writing proficiency for Limited English Proficient (LEP) students in grades K-12. Early
Screening Profiles (EPS) cognitive screening is administered to all English-speaking preschoolers seeking admission
to all NCPK Inclusive Programs. Children who do not speak English are screened using an interpreter. It is used to
identify students below average in language and cognitive development. It is also used at the end of the school year to
determine proficiency in all preschoolers' language and cognitive development before moving into kindergarten. The
High/Scope Child Observation Record (COR), an ongoing assessment system, is used in all preschool classrooms to
provide documentation of each student's progress in six developmental indicators. For children functioning at a toddler
level, the Infant Toddler COR is used. Anecdotal records and work samples are used as part of this ongoing
assessment progress to document student growth. Beginning, Middle, and End of Year Assessments on skills
necessary for kindergarten are administered to NC Pre-K students to monitor growth and differentiated instruction.
Teachers use small group instruction to target specific skills for students. Teachers of LEP students use a separate
PEP designed to address specific needs for modification. Benchmark assessments and Check-ins are available to
schools to assist in the development of Common Formative Assessment. OTHER INDICATORS: At the LEA's
discretion, describe any other indicators that will be used in addition to the academic indicators described in section
1111 for the uses described in such section. Pitt County Schools will continue to monitor previously measured
indicators with increased data collection, analysis, and monitoring. Pitt County Schools measures, among others, the
following indicators: Attendance: K-12 Students' attendance will be monitored and tracked. Those students that are
absent for the 3, 6, 10 days will receive letters. Those students with low engagement will also be referred to the school
social workers to assess the reasons for poor or no attendance. Course Average: A course average of 60 in the four
core academic subjects-reading/language arts, mathematics, science, and social studies in grades 3-12. Graduation
rate Dropout rate Suspension rate Retention rates Teacher Retention High Needs Schools Rubric Data Analysis
Meeting Instructional Rounds Classroom Walk-throughs Professional Learning Communities Comparison of 2019-20
vs 2020-21 BOG Data (that shows gaps) BOG3 2019-20 2020-21 School Proficiency Proficiency 2020 %Tested AES
13.2 20.9 67.7 Belvoir 7.2 22.2 66.7 Low Performing Bethel 9.7 4.2 82.8 CES 20.0 14.5 62.6 Chicod 37.9 21.2 86.1
Falkland 15.6 27.3 34.4 Eastern 21.9 40.0 71.4 Elmhurst 25.4 18.2 71.4 Grifton 19.5 18.0 78.0 Low Performing GRW
22.4 29.3 80.4 LFS 20.8 9.6 69.2 Low Performing NWE 7.0 10.5 57.6 Low Performing Pactolus 9.1 7.5 69.0 RES 38.3
17.5 74.6 WHR 35.1 26.8 71.7 SB 21.8 16.1 68.5 SGE 12.5 2.9 71.4 Low Performing Stokes 25.9 22.2 96.4 WC 12.7
19.2 67.1 Low Performing WIS 34.8 46.2 73.5 PCS 23.9 23.3 70.5 State 26.5 24.6 67.7
Page 3 of 17 6/18/2021 12:04:41 PMPart C: Address Learning Loss
American Rescue Plan Act requires a minimum of 20% of the PSU's allocation amount to be used to address learning
loss through evidence-based interventions that respond to students' academic, social, and emotional needs.
$ 13,892,012.00 * 20% (minimum) of PSU Allocation to be used to address learning loss through September 30,
2024.
In the required spaces below, provide a detailed description of how the PSU will be 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.
* (A) 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;
We will utilize iReady as our K-8 pre and post-assessment tool. Based on this data, students will be placed for optimal
instructional groupings. Interventions will be provided through the foundational domains in iReady. These domains are
phonological awareness, phonics, high-frequency words, vocabulary and comprehension literature, and informational
text. Math domains will be numbers and operations, algebraic thinking, measurement and data, and geometry.
Teachers will utilize common formative assessments to gauge their instructional delivery. Grades 9-12 will utilize
Edgenuity for core-specific pre and post-assessment and intervention strategies. All stakeholders will be involved in
planning to address the needs of all students/whole child (i.e., EC Director, ESL Coordinator, AIG Coordinator, Director
of Student Services, Testing and Accountability Director, Director of Elementary Schools, Director of Secondary
Schools, AVID, School Nutrition Director, Director of Federal Programs, Asst. Superintendent of Human Resources). A
draft of a sample schedule to address the tenets of HB 82 (i.e., SEL, Math, Reading, Science, and Encore class).
School Social Workers will reach out to the unresponsive parents.
* (B) implementing evidence-based activities to meet the comprehensive needs of students;
Instructional flexible grouping Reading Horizons (K-2) iReady for K-8 in Math and Reading Purposeful centers
Common lesson plans--Learning-Focused Summarizing strategies Text Analysis
* (C) Providing information and assistance to parents and families on how they can effectively support students,
including in a distance learning environment;
Edgenuity parent portal I-Ready Parent support Canvas and Seesaw training Information is sent to parents through
our PIO on a consistent basis
Page 4 of 17 6/18/2021 12:04:41 PM* (D) Tracking student attendance and improving student engagement in distance education;
Attendance logs will be utilized Open House for Summer School Teachers will make phone contact with parents
Counselors will be utilized Daily SEL lessons and support
* (E) Tracking student academic progress with evaluating and comparing to pre-pandemic grades and progress to
identify students that experienced learning loss.
Utilizing iReady, Edgenuity, and other assessment tools to gauge student progress work toward learning goals
Establish individual student learning goals Teacher-led vertical alignment discussions within their PLCs
Part D: Other Allowable Uses
In the table that follows, please indicate which other allowable uses from the law you intend to support with
ESSER III funds. For each use you intend to support, provide a brief description (1000 characters or less) of how
you will use the funds, timeline for usage of funds, impact measures and the total amount from ESSER III funds for
each allowable use area. Note that you are not required to spend funds in each of these areas.
Allowable Use ESSER III Briefly Timeline Impact Measures Total Amount
Formula describe (100 (500 characters) for Each
Funds ESSER III characters) Allowable Use
will be Formula Area
used to Funds will be
support used to
this support the
Allowable Allowable Use
Use area area
(1000
characters or
less and use
of bullet
points is
acceptable)
Page 5 of 17 6/18/2021 12:04:41 PMFACILITY * Outdoor June 2021- The outdoor learning $ 2,000,000.00
REPAIRS/IMPROVEMENTS Yes classroom September spaces will allow
TO MINIMIZE VIRUS spaces 2024 students and staff to
TRANSMISSION: No Outdoor be in cleaner
School facility repairs and seating areas environments with
improvements to enable These great airflow. Thus,
operation of schools to improvements this will reduce the
reduce risk of virus will increase cases of spreading
transmission and exposure the need for COVID. Student and
to environmental health additional staff attendance will
hazards, and to support restroom increase. Attendance
student health needs. facilities and will be tracked in
mowers for Power School.
surrounding Principals and
areas. Directors will track the
attendance of faculty
and staff. Increase
attendance will
decrease the number
of substitutes needed
in the building and
subsequently
increase student
achievement.
* July 2021- $ 5,920,000.00
Yes September
2024
No
Page 6 of 17 6/18/2021 12:04:41 PMIMPROVE AIR QUALITY: Flooring Upgrading and
Inspection, testing, replacement replacing HVAC will
maintenance, repair, Floor cleaning lower particulates in
replacement, and upgrade machines the air resulting in
projects to improve the HVAC better quality.
indoor air quality in school Upgrades Replacing the carpet
facilities, including Remove carpet will remove germs
mechanical and non- and replace from the air and
mechanical heating, with washable improve air quality.
ventilation, and air tile flooring. The COVID cases
conditioning systems; This will and numbers will be
filtering, purifications and require the tracked daily by our
other air cleaning; fans, purchase of school nurses for
control systems, and window additional floor both students and
and door repair and cleaning staff. Our data
replacement. machines. It managers will track
will also reduce the attendance data.
environmental An increase in
contaminants attendance will
by replacing air transcend to
handlers and improved attendance
boilers. & subsequently an
increase in student
academic
achievement. An
increase in teachers
will lower the use of
subs.
Page 7 of 17 6/18/2021 12:04:41 PMCOORDINATION OF * $ 0.00
PREPAREDNESS AND Yes
RESPONSE:
Coordination of No
preparedness and response
efforts of local educational
agencies with State, local,
Tribal, and public health
departments and other
relevant agencies, to
improve coordinated
responses among such
entities to prevent, prepare
for, and respond to
Coronavirus.
ADDRESSING UNIQUE * July 2021- $ 3,261,014.00
NEEDS OF SPECIAL Yes September
POPULATIONS: 2024
Activities to address the No
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.
Page 8 of 17 6/18/2021 12:04:41 PMContracting EC The impact of
Comp Ed Svc providing support and
Acquiring EC outreach and service
Software to delivery will be
meet the accomplished through
individual administering pre and
students with post-assessment to
disabilities and the EC subgroup. The
EL Hire EC data gleaned from the
Pre-K assessment will
Teachers Hire determine if IEP goals
EC Pre-K TAs will need to be
Hire EC Pre-K modified or services
Coach will need to be
Purchase increased or
additional bus decreased in the
used to run EC annual review
Pre-K meetings or if a
transportation meeting is called my
parents.
IMPROVING * $ 0.00
PREPAREDNESS AND Yes
RESPONSE:
Developing and No
implementing procedures
and systems to improve
preparedness and response
efforts.
Page 9 of 17 6/18/2021 12:04:41 PMTRAINING TO MINIMIZE * $ 0.00
VIRUS TRANSMISSION: Yes
Training and professional
development for staff of the No
local educational agency on
sanitation and minimizing
the spread of infectious
diseases.
SUPPLIES TO SANITIZE * Purchase of June 2021- $ 825,000.00
AND CLEAN: Yes sanitizing September
Purchasing supplies to zupplies. 2024
sanitize and clean the No Contracting
facilities of a local cleaning
educational agency, service after
including buildings operated summer
by such agency. learning
programs due
to short
turnaround in
time for the
opening of a
new academic
year.
Page 10 of 17 6/18/2021 12:04:41 PMA deep cleaning
between the
mandatory summer
school programs and
the opening of school
will provide a safer
environment to
minimize the spread
of airborne
contaminants and
cases of COVID. This
will ensure a safe
learning environment
as all students will
return to school in
Fall 2021. It will be
necessary to contract
additional janitorial
services to complete
this arduous task
before students and
staff return. This
should also support
our attendance efforts
for both students and
staff.
Page 11 of 17 6/18/2021 12:04:41 PMLONG-TERM CLOSURE * $ 0.00
ACTIVITIES: Yes
Planning for and
coordinating during long- No
term closures, including for
how to provide meals to
eligible students, how to
provide technology for online
learning to all students, how
to provide guidance for
carrying out requirements
under the Individuals with
Disabilities Education Act
and how to ensure other
educational services can
continue to be provided
consistent with all Federal,
State, and local
requirements.
* Purchases: July 2021- $ 3,725,000.00
Yes Devices- September
Students and 2024
No Faculty/Staff
Classroom
videocameras
1:1 devices for
students to
complete
assignments
Teacher to
integrate virtual
lessons
Page 12 of 17 6/18/2021 12:04:41 PMEDUCATION The Asst
TECHNOLOGY: Superintendent of
Purchasing educational Educational
technology (including Programs and
hardware, software, and Services, Finance
connectivity) for students Director, and the
who are served by the local Federal Programs
educational agency that aids Director will monitor
in regular and substantive monthly the ESSER
educational interaction purchase orders
between students and their (educational
classroom instructors, technology to ensure
including low-income that all funds are
students and students with used as designated
disabilities, which may through reports ran in
include assistive technology devices purchased (I-
or adaptive equipment. Ready usage reports,
Edgenuity & Canvas).
Meetings will be held
with principals
monthly to discuss
programs'
effectiveness through
the district's common
formative assessment
reports from Testing
Dept.
Page 13 of 17 6/18/2021 12:04:41 PMMENTAL HEALTH * Contracted July 2021- Hiring additional $ 2,158,655.00
SERVICES: Yes Services with September counselors will
Providing mental health School-Based 2024 support the schools
services and supports. No Mental Health as they work with
Hire 10 SEL & Counseling
counselors standards. The
Student Services
Director will monitor
the SEL survey
information push it
out to the counselors
to provide wrap-
around services or
contracted school-
based services
(depending upon
need). There will be a
decrease in the
discipline which will
be tracked monthly.
When students are in
school, they are
where they can
receive the
instruction& master
skills taught.
Page 14 of 17 6/18/2021 12:04:41 PMSUMMER LEARNING: * Homeless June 2021- This will be $ 11,963,824.00
Planning and implementing Yes Supplies September accomplished and
activities related to summer Afterschool 2024 measured by
learning and supplemental No Programs reviewing the I-ready
afterschool programs, Summer pre and post-data. I-
including providing Learning ready assessments
classroom instruction or Camps STEM will be given to all K-
online learning during the Supplies 8th graders in
summer months and Instructional summer school. EOC
addressing the needs of low- supplies scores will be used
income students, students Salaries and for a baseline for 9-12
with disabilities, English Supplements students and a
learners, migrant students, benchmark and
students experiencing progress monitoring
homelessness, and children during the summer.
in foster care. Summer
Learning-$17,100,000
Learning
Loss-$10,320,748
* July 2021- $ 24,334,950.00
Yes September
2024
No
Page 15 of 17 6/18/2021 12:04:41 PMOTHER ESSA ELIGIBLE Indirect Cost These positions will
ACTIVITIES: Staff provide continuity of
Other activities that are Supplements services as the
necessary to maintain the Purchase district faces a
operation of and continuity School reduction in ADM and
of services in local Nutrition Vans- allow for smaller class
educational agencies and Reduce the sizes to address
continuing to employ spread of learning deficiencies
existing staff of the local COVID and close gaps.
educational agency. Any Greenhouses, Purchasing new
activity authorized by the budget analyst, activity buses will
ESEA of 1965, including the project help to transport the
Native Hawaiian Education manager, 6 students safely and
Act and the Alaska Native activity buses, meet the CDC
Educational Equity, Support, and school guidelines for
and Assistance Act; the marquees for transportation. This
Individuals with Disabilities communication will decrease the
Education Act; the Adult number of COVID
Education and Family cases that are
Literacy Act; the Carl D. tracked through our
Perkins Career and nurses daily.
Technical Education Act of Marquees will
2006; or subtitle B of title VII increase
of the McKinney-Vento communication with
Homeless Assistance Act. the parents and
community to support
family and community
engagement
Total ESSER III Allotment $ 54,188,443.00
Part E: Assurances
Page 16 of 17 6/18/2021 12:04:41 PMCheck allassurances as required to receive ESSER III funds (PRC 181) as provided by the American Rescue Plan
Act. I assure that the PSU will:
* Create a budget of reasonable, necessary, and allowable expenditures of ESSER III funds that corresponds
to the PSU plan identified in Parts A through D.
* At least 20% of PSU allocation shall be used to address learning loss through evidence-based interventions
that respond to students' academic, social, and emotional needs as required with ESSER III funds outlined
in the American Rescue Plan Act.
* Maintain documentation related to the use of ESSER III funds (PRC 181) as part of the American Rescue
Plan Act that may be subject to audit or review.
* Comply with the requirements of section 442 (20 U.S.C. 1232e) and section 427 (20 U.S.C. 1228a) of the
General Education Provisions Act (GEPA).
* Funds shall not be transferred into or out of this allotment category.
* LEA Safe Return to In-Person Instruction Plan (New requirement with ESSER III-American Rescue
Plan Act-ARPA)
An LEA that receives ARPA ESSER funds must, within 30 days of receiving the funds, make publicly
available on its website a plan for the safe return to in-person instruction and continuity of services. Before
making the plan publicly available, the LEA must seek public comment on the plan. This plan will have to be
submitted with a live link to the PSU website after the 30 day comment period from each PSU to be in
compliance with ARPA.
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