• Community
    Plan for the uses ARP ESSER III

  • Use of Funds Plan

    Allowable Activities
    Any activity authorized under Elementary and Secondary Education Act (ESEA)

    • Pre-award, March 13, 2020 – July 22, 2021–application submission date
    • 2021-2022, including summer 2022
    • 2022-2023, including summer 2023
    • 2023-2024, including summer 2024 (carryover period)

    Any activity authorized under Individuals with Disabilities Education Act (IDEA)

    • Pre-award, March 13, 2020 – July 22, 2021–application submission date
    • 2021-2022, including summer 2022
    • 2022-2023, including summer 2023
    • 2023-2024, including summer 2024 (carryover period)

    Activities to address the unique needs of low-income students, students with disabilities (SWD), 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

    • Pre-award, March 13, 2020 – July 22, 2021–application submission date
    • 2021-2022, including summer 2022

    Purchasing supplies to sanitize and clean the facilities

    • Pre-award, March 13, 2020 – July 22, 2021–application submission date

    Planning for, coordinating, and implementing activities during long-term closures, … including providing technology for online learning to all students

    • Pre-award, March 13, 2020 – July 22, 2021–application submission date

    Planning and implementing activities related to afterschool programs -- providing classroom instruction or online learning and addressing the needs of low-income students, SWD, English learners, migrant students, students experiencing homelessness, & children in foster care

    • Pre-award, March 13, 2020 – July 22, 2021–application submission date
    • 2021-2022, including summer 2022
    • 2022-2023, including summer 2023
    • 2023-2024, including summer 2024 (carryover period)

    Addressing learning loss, including low-income students, SWD, English learners, racial & ethnic minorities, students experiencing homelessness, & children in foster care -- Administering and using high-quality assessments

    • Pre-award, March 13, 2020 – July 22, 2021–application submission date
    • 2021-2022, including summer 2022
    • 2022-2023, including summer 2023
    • 2023-2024, including summer 2024 (carryover period)

    Addressing learning loss, including low-income students, SWD, English learners, racial & ethnic minorities, students experiencing homelessness, & children in foster care -- Implementing evidence-based activities to meet the comprehensive needs of students

    • 2021-2022, including summer 2022
    • 2022-2023, including summer 2023
    • 2023-2024, including summer 2024 (carryover period)

    Other activities that are necessary to … continuing to employ existing staff of the LEA

    • 2021-2022, including summer 2022
    • 2022-2023, including summer 2023
    • 2023-2024, including summer 2024 (carryover period)

    Needs Process
    To determine added needs caused by the pandemic that would not be reimbursed by other fund sources, LWISD used the following processes in conducting its assessment:

    • LWISD conducted surveys to district-level staff
    • LWISD conducted surveys to campus-level staff
    • LWISD conducted surveys to parents
    • LWISD conducted surveys to students
    • LWISD sent direct communication to staff, parents, and/or students to gather input
    • LWISD identified needs as issues arose that were out of the ordinary
    • LWISD consulted with local school board to determine needs
    • LWISD determined needs through another process or data points not listed above

    To prioritize the identified needs, LWISD selected the following processes in determining the activities to be funded with ESSER III funds:

    • LWISD focused on needs serving the largest number of students
    • LWISD consulted with local school board to prioritize needs
    • LWISD focused on Economically Disadvantaged or Socioeconomically Disadvantaged data
    • LWISD focused on serving needs of identified student groups (at-risk, SWD, English Learners, Homeless, etc.)
    • LWISD focused on instructional continuity needs

    Maintenance of Equity
    LWISD is not exempt from the required Maintenance of Equity provision.

    Required Assurances
    LWISD assures that although funds may be used for one-time or ongoing purposes, the LEA understands the use of the funds for ongoing purposes could result in funding deficits in future years after the funding expires on September 30, 2024. The LEA assures it makes no assumption that the state will provide replacement state funds in future years, and that this fact will be raised and explicitly discussed in a meeting of its governing board.

    • LWISD assures that it engaged in meaningful consultation with stakeholders and gave the public an opportunity to provide input in the development of its plan for the uses of ARP ESSER III funds.
    • LWISD assures that it specifically, engaged in meaningful consultation with students; families; school and district administrators (including special education administrators); and teachers, principals, school leaders, other educators, school staff.
    • LWISD assures that it specifically, engaged in meaningful consultation with, and to the extent present in or served by the LEA tribes, civil rights organizations (including disability rights organizations).
    • LWISD assures that it engaged in meaningful consultation with stakeholders representing the interests of children with disabilities, English language learners, children experiencing homelessness, children in foster care, migrant students, children who are incarcerated, and other underserved students.
    • LWISD assures that its plan for the uses of ARP ESSER III funds is provided in an understandable and uniform format.

    Pre-Award March 13, 2020 – July 22, 2021–application submission date

    $713,583

    Minimum Required Set-Aside
    $844,881
    Brief Description of Activities:

    • LWHS will launch two new after-school activities selected based on student interest surveys which will offer students the benefit of working on teams, while also providing opportunities for application of coding and mechanics. These are being offered to increase student motivation and attendance as a direct result of addressing the need for extended day programs to mitigate learning loss and support the social, emotional, and academic needs of students.
    • Students will have opportunity to access online tutors outside of school hours. The tutors are subject specific, so students can choose which area of study in which they need help; the tutor will customize the support for each student. Students will have the ability to participate in tutoring when desired. LWISD will access student reports based on tutoring practices and use the info to sustain students in areas of need by addressing the learning loss impact of the pandemic.
    • Instructional specialists will support grade-level PLCs in campus-based assignments. Each campus will have an ELAR/SS and a Math/Science specialist to work with campus admin to support best practices for rigorous Tier 1 instruction in classrooms and effective implementation of the TEKS Resource System curriculum to mitigate the effects of the pandemic.
    • Character Strong (SEL): Along with learning loss, students have experienced social and emotional concerns that will be addressed to sustain a safe school environment.
    • School supplies: With 90% Economically Disadvantaged students in LWISD, essential school supplies for all students will provide tools needed to participate and engage in daily learning while addressing the impact of the coronavirus pandemic on students. Streamlining the purchasing will benefit families and ensure that all students have exactly what they need for their daily lessons. The schools will be more able to focus on mitigating learning loss and address the social, emotional, mental health and academic needs of their students caused by the pandemic.
    • NWEA MAP: The LEA will utilize these adaptive achievement and growth tests that are TEKS-aligned to create personalized high-quality assessments and accommodate to each student's learning level—precisely measuring progress and growth for each individual student in Reading, Language, Math, & Science. MAP will be used in K-11th grades three times a year to measure and address learning loss and the impact of the pandemic on students.

    Safe Return to In-Person Instruction and Continuity of Services Plan
    Reviewed at least every 6 months and updated as appropriate

    Prevention and Mitigation Strategies Consistent with Centers for Disease Control and Prevention (CDC)
    In following the CDC guidelines and help mitigate the spread of COVID-19, cleaning supplies were purchased. Buildings were deep cleaned daily for the safety of those employees who were required to report to in-person duties during the period of school closure and stay-at-home order.

     

    Updated 9/22/21