Plan for Federal Funds
The federal government has passed several laws in the past year to address the economic and health consequences of the coronavirus pandemic (pandemic). The Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act, signed into law on December 27, 2020, provided additional funding to school districts under the same programs established last year in the Coronavirus Aid, Relief and Economic Security (CARES) Act. The American Rescue Plan (ARP) Act was signed into law on March 11, 2021 and continues many of the programs enacted by the CARES Act by adding new phases, new allocations and new guidance to address issues related to the ongoing pandemic. The ARP Act also creates new programs to address continuing pandemic-related crises and fund recovery efforts.
Lancaster Central School District created a plan to utilize the allocation of federal funds to help our students and the school community address issues related to the ongoing pandemic that have affected all families and students. The main areas of focus are:
- Addressing the impacts of the COVID-19 pandemic on students, including the impacts of interrupted instruction and learning loss for all students, but especially the impacts on low-income students, children with disabilities, English language learners, and students experiencing homelessness;
- Implementing evidence-based strategies to meet students' social, emotional, mental health, and academic needs;
- Purchasing educational technology;
- Safely returning students to in-person instruction.
- Offering evidence-based summer, afterschool, and other extended learning and enrichment programs;
Prior to the District’s ARP plan becoming final, we encourage all stakeholders to review the plan and provide feedback including additional suggestions via the following email address: LCSDCommunityInput@lancasterschools.org by Wednesday, July 14, 2021.
Stakeholders’ comments on this plan will be considered as the District finalizes this plan. Our stakeholders include parents, teachers, administrators, and other members of the school community. Please identify which stakeholder group(s) you most closely identify within your email.
Learning Loss Due to Interrupted Instruction
- Hire reading specialists to support students not reading at grade level.
- Hire math intervention teachers to provide academic intervention services (AIS) for students at the K-3 level.
- Curriculum resources to support literacy instruction and alignment at the K-3 level.
- Curriculum resources to support alignment between teachers at the K-6 level (e.g., social studies at 4-6 level).
- Targeted professional development for intervention specialists, this training would be designed to meet the needs of students both struggling and excelling in mathematics.
Maximizing Instructional Time
- Expansion of K-12 summer school programs to increase the number of students receiving additional support.
- After school learning opportunities for students identified as needing instructional support, especially low-income students, children with disabilities, English language learners, and students experiencing homelessness.
- Creation of summer enrichment programs to focus on mathematics and literacy at the K-6 level.
- Provide opportunities for student testing during the summer months to increase the amount of time students are offered academic intervention services (AIS) during the school year.
Offering Enrichment Programs
- Purchase Advanced Placement (AP) exams for students to allow equitable access for all students.
- Provide professional development opportunities for our teachers to begin creation of Pre-AP courses.
Supporting Student Social, Emotional, and Mental Well-Being
- Curriculum resources for social-emotional learning to support students in our summer programs and during the school year.
- Hire additional mental health personnel (e.g., social workers, psychologists).
- Train appropriate personnel on best practices as it relates to Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS).
Educational Technology Purchases
Our plans for non-recurring expenses in the area of purchasing educational technology include:
- Replace devices (i.e., Chromebooks) for students
- Purchase of educational software to support the loss of instruction
Safely Returning Students to In-Person Instruction
- Hire additional cleaning personnel to address high-touch surfaces during the school day.
APR-ESSER Application Part 1 - Assurances
ARP-ESSER Application Part 2 - LEA Base 90% Allocation
CRRSA Act - Combined GEER and ESSER Funding Applications
ARP-ESSER State Reserves Application
ARP-ESSER State Reserves - 5% Learning Loss
ARP-ESSER State Reserves - 1% Comprehensive After School
ARP-ESSER State Reserves - 1% Summer Learning & Enrichment
Submit all inquiries and requests for future enhancements to the policy owner at NEW YORK STATE EDUCATION DEPARTMENT, Chief Information Officer, 89 Washington Avenue, Room 675 EBA, Albany, NY 12234 or via email at firstname.lastname@example.org.