Elementary and Secondary Emergency Relief Fund

Coronavirus Aid, Relief, and Economic Security (CARES) Act

Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act

American Rescue Plan (ARP)

Presentation to the Board October 12, 2021Questions? Email BPSESSER@brevardschools.org

Dr. Stephanie SolivenAssistant Superintendent Secondary Leading and Learning

“When making decisions about how to use ESSER and GEER funds, States and LEAs are encouraged to take into consideration how the funds can be used to address inequities, including focusing supports and services on students from low-income families, students of color, students with disabilities, English learners, students experiencing homelessness, children and youth in foster care, migratory students, children who are incarcerated, and other underserved students who have been disproportionately impacted by the pandemic”.

U.S. DOE, May 2021

ESSER I Overview

CARES Act ESSER I Budget

PPE and Other Related Provisions $338,088.60

Summer School Staff for student, family, re-opening support $502,808.65

Technology and Facilities Support $1,106,696.01

School Year Academic Support Programs for Students (before, after, and Saturdays) $3,503,228.23

Academic Programs for PM, Online Access, and other digital subscriptions $1,381,780.20

Additional Staff COVID Response $650,927.48

Technology Network Support Personnel $4,226,932.85

Student Computing Devices $2,781,808.74

Indirect Costs $573,148.39

Non-Public Allocation $693,152.89

Charter Allocation $1,680,905.50

Total $17,439,477.54

ESSE

R II

Ove

rvie

wAcademic Acceleration $12,839,341

Non-Enrollment Assistance

$2,567,868

Technology Assistance $3,209,835

Lump Sum $45,579,663

Charter School Distribution approximately 10%Indirect Costs 4.87%

ESSER II/CRRSA Academic Acceleration

• In implementing its Academic Acceleration program, each school district shall: • (a) Use pre-assessments and post-assessments that are valid and reliable and have

been approved by the Department of Education to assess students' academic progress and assist classroom teachers in meeting the students' academic needs through differentiating instruction;

• (b) Implement evidence-based interventions to meet the comprehensive needs of students by using in classroom instruction both during and outside of the regular school day and year;

• (c) Use classroom teachers who have received professional development on the use of a multi-tiered system of supports; and

• (d) Provide information and assistance to parents on how they can effectively support students.

Academic Acceleration Funds Activity DescriptionsFY21 - FY23 Total Funding

Increased personnel and transportation for summer school to maximize learning gains

$1,314,419.69

Extra hour school day for FY 22 at 5 highest need, priority elementary schools to increase learning gains

$1,500,000.00

Additional pre-planning days to provide time and support for teachers beginning the year

$2,000,000.00

Digital software subscriptions for Tier 2/3 reading support to mitigate learning losses

$2,698,523.55

Additional personnel at high-needs, priority schools for increased student support $3,376,210.03

Total Academic Acceleration Fund $10,889,153.27

ESSER II/CRRSA Non-Enrollment Assistance

Funding Purpose / Priorities• The Non-Enrollment Assistance is provided to locate unaccounted students

within the school district, as provided in the General Appropriations Act (2021) (GAA) and its implementing legislation. The term "unaccounted student" means a student who:• (a) Was enrolled in a district or charter school in the 2019-2020 academic year but

was not counted in either the October 2020 full-time equivalent student membership survey or the February 2021 full-time equivalent student membership survey and for whom the school district or charter school does not have a record of the student's withdrawal from the district or charter school; or

• (b) Completed enrollment at a district or charter school for the 2020-2021 academic year but was not counted in either the October 2020 full-time equivalent student membership survey or the February 2021 full-time equivalent student membership survey and for whom the school district or charter school does not have record of the student delaying enrollment until the 2021-2022 academic year.

Non-Enrollment Assistance Funds Activity DescriptionsFY21 - FY23 Total Funding

Nurse Liaisons with Clerical support to make home visits with Social Worker or Parent Liaisons to assess family needs and medical intervention and support

$159,340.00

Social Workers for recovery and retention of students with high recovery needs and chronic absenteeism

$582,100.00

Parent Liaisons for recovery and retention of students with high recovery needs and chronic absenteeism

$1,436,390.48

Total Non-Enrollment Assistance Fund

$2,177,830.48

ESSER II/CRRSA Technology Assistance

Funding Purpose / Priorities

The Technology Assistance allocation is for the costs associated with purchasing educational technology, including hardware, software and connectivity, for students that aid in regular and substantive educational interaction between students and their classroom teacher, including low-income students and students with disabilities which may include assistive technology or adaptive equipment.

Technology Assistance Funds Activity DescriptionsFY21 - FY23 Total Funding

Hotspots for continuation of services to support students without internet connectivity at home

$22,288.10

Laptops and charging stations in support of district 1:1 initiative $2,843,024.59

Total Technology Assistance Fund $2,865,312.69

ESSER II/CRRSA Lump Sum

Funding Purpose / Priorities

• The lump sum allocation is provided for any allowable purpose under ESSER II.

• In accordance with Line 116A of the General Appropriations Act, the department will submit a legislative budget amendment that includes detailed information about how each local educational agency will be expending its funds in compliance with the provisions of the ESSER II program under CRRSA. Awards are contingent upon legislative approval of the budget amendment.

Lump Sum Funds Activity DescriptionsFY21 - FY23 Total Funding

Professional Development and Mental Health training, services, and supports for staff and students

$746,200.00

Supplies and costs directly related to the prevention and mitigation of the COVID-19 pandemic

$5,906,370.53

Digital Content Subscriptions, Supplies, and Technology to support students $6,363,275.63

Direct additional support to schools for summer school and before/after school to mitigate learning losses

$11,739,721.42

Current and expanded employee positions to meet the needs of schools and district initiatives

$13,900,928.60

Total Lump Sum Fund $38,656,496.18

The American Rescue Plan Act of 2021’s Elementary and Secondary School Emergency Relief (ARP ESSER) Fund provides nearly $122 billion to help

schools reopen safely, sustain safe operations, and meet the social, emotional, mental health, and academic needs of the Nation’s students.

The purpose is to award funding to school districts to address the impact that COVID-19 has had and continues to have on elementary and secondary schools.

The funding will not replace current state and local funding but add to the available funds to support faculty, staff, curriculum, services, and supplies.

Frequently Asked Questions ESSER May 2021

Comparison: ESSER I, II and ARP ESSER

CARES ACT - ESSER I • May be used for pre-award

costs

• Allowable uses of funds related to preventing preparing and responding to COVID-19. Can include hiring new staff and avoiding layoffs.

• Equitable services to public and non-public school students and teachers.

CRRSA Act - ESSER II• May be used for pre-award

costs

• Allowable uses same allowable as ESSER and ARP ESSER including hiring of staff to avoid layoffs, addressing learning loss, preparation for reopening.

• Separate program for non-public schools, may apply to FLDOE services or assistance.

ARP ESSER – ESSER III• May be used for pre-award costs

• Allowable uses same allowable as ESSER and ARP ESSER including hiring of staff to avoid layoffs, addressing learning loss through the implementation of evidence-based interventions. Ensure that such interventions respond to students' social emotional needs as well as addressing disproportionate impact of COVID-19 on underrepresented student subgroups.

• Separate program for non-public schools, that enroll a significant percentage of low-income families impacted by COVID-19, may apply to FLDOE services or assistance.

Allowable Spending:

1. Coordinating preparedness and response efforts with State, local, Tribal, and territorial public health departments to prevent, prepare for, and respond to COVID-19;

2. Training and professional development on sanitizing and minimizing the spread of infectious diseases;

3. Purchasing supplies to sanitize and clean the LEA’s facilities;

4. Repairing and improving school facilities to reduce risk of virus transmission and exposure to environmental health hazards;

5. Improving indoor air quality;

6. Addressing the needs of children from low-income families, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth;

7. Developing and implementing procedures and systems to improve the preparedness and response efforts of LEAs;

8. Planning for or implementing activities during long-term closures, including providing meals to eligible students and providing technology for online learning;

9. Purchasing educational technology (including hardware, software, connectivity, assistive technology, and adaptive equipment) for students that aids in regular and substantive educational interaction between students and their classroom instructors, including students from low-income families and children with disabilities;

10. Providing mental health services and supports, including through the implementation of evidence based full-service community schools and the hiring of counselors;

11. Planning and implementing activities related to summer learning and supplemental after-school programs;

12. Addressing learning loss;

13. Other activities that are necessary to maintain operation of and continuity of and services, including continuing to employ existing or hiring new LEA and school staff

ARP ESSER Fact Sheet

Maintenance of Equity Requirement1. What is maintenance of equity (MOEquity)?

• MOEquity is a set of new fiscal equity requirements in ARP ESSER. Specifically, MOEquity ensures the following: • An LEA does not disproportionately reduce State and local per-pupil funding in high-poverty schools. • An LEA does not disproportionately reduce the number of full-time-equivalent (FTE) staff perpupil in high-poverty schools.

2. How is MOEquity different from maintenance of effort (MOE)? • Both requirements are intended to help ensure that States and LEAs:• Do not use ARP ESSER funds to reduce State and local financial support for education, which would have the effect of

mitigating or even eliminating the purpose of the ARP ESSER program, which is to provide the extra, supplemental funding needed to maintain teaching and learning during and after the pandemic

• Safely reopen schools and maintain operations for full-time, in-person instruction as soon as possible• Address the effects of lost instructional time on students’ social, emotional, mental health, and academic needs.

• The MOEffort requirements in section 2004(a) of the ARP Act ensure that a State maintains overall financial support for elementary and secondary education and for higher education.

• The MOEquity requirements in section 2004(b) and (c) ensure that, if funding reductions are necessary, each SEA and LEA does not disproportionately reduce per-pupil funding for education in those LEAs and schools in the State with the highest percentages of students from low-income families. Moreover, in the absolute highest-poverty LEAs, an SEA may not reduce per-pupil allocations of State funds below the LEAs’ FY 2019 level.

Name of School

Percent Economically Disadvantaged

Students(Percent includes

USDA 1.6x Mulitplier)

Name of School

Percent Economically Disadvantaged

Students(Percent includes

USDA 1.6x Mulitplier)

APOLLO ELEMENTARY SCHOOL 104.12% IMAGINE SCHOOLS AT WEST MELBOURNE 95.39%

CAMBRIDGE ELEMENTARY MAGNET SCHOOL 120.89% JOHN F. TURNER, SENIOR ELEMENTARY SCHOOL 99.84%

CHRISTA MCAULIFFE ELEMENTARY SCHOOL 89.29% JUPITER ELEMENTARY SCHOOL 95.23%

COLUMBIA ELEMENTARY SCHOOL 103.68% MILA ELEMENTARY SCHOOL 101.80%

COQUINA ELEMENTARY SCHOOL 112.83% MIMS ELEMENTARY SCHOOL 118.20%

CROTON ELEMENTARY SCHOOL 94.48% OAK PARK ELEMENTARY SCHOOL 101.84%

DISCOVERY ELEMENTARY SCHOOL 95.93% ODYSSEY PREPARATORY CHARTER ACADEMY 93.93%

DR. W.J. CREEL ELEMENTARY SCHOOL 100.80% PALM BAY ACADEMY CHARTER SCHOOL 106.81%

EMMA JEWEL CHARTER ACADEMY 133.77% PALM BAY ELEMENTARY SCHOOL 108.84%

ENDEAVOUR ELEMENTARY SCHOOL 116.20% PORT MALABAR ELEMENTARY SCHOOL 95.10%

FAIRGLEN ELEMENTARY SCHOOL 107.39% RIVIERA ELEMENTARY SCHOOL 94.92%

GOLFVIEW ELEMENTARY MAGNET SCHOOL 114.59% SABAL ELEMENTARY SCHOOL 99.50%

HARBOR CITY ELEMENTARY SCHOOL 105.24% SATURN ELEMENTARY SCHOOL 124.92%

UNIVERSITY PARK ELEMENTARY SCHOOL 118.92%

“In developing its plan, an LEA must engage in meaningful consultation with stakeholders including students; families; school and district administrators (including special education administrators); and teachers, principals, school leaders, other educators, school staff, and their unions. An LEA must also engage in meaningful consultation with each of the following to the extent present in or served by the LEA: Tribes; civil rights organizations; (including disability rights organizations); and stakeholder representing the interests of children with disabilities, English learners, children experiencing homelessness, children and youth in foster care, migratory students, children who are incarcerated and other underserved students”.

Surveys and meetings

Teachers, staff, school advisory committee, students, parents,

leadership, community, etc.

Data Spreadsheet

Ensure all feedback is documented

Feedback is shared with

leadership and public.

Transparency is key

Develop Plan based on feedback

Repeat process and

adjust as necessary

Feedback Process

Website to go live tomorrow, October 13th

Community groups encouraged to request a meeting - click the link or email BPSESSER@brevardschools.org

All feedback is tracked and put in

the public spreadsheet