Phoenixville Area School District

Elementary and Secondary School Emergency Relief Fund (ARP ESSER) Application

Section I: Assessing Impacts and Needs

Indicators of Impact

1. Understanding the Impact of the COVID-19 Pandemic: Describe how the LEA has identified or will identify the extent of the impact of the COVID-19 pandemic on student learning and well-being. Specifically, what methods (i.e., collecting and analyzing data and information from focus groups, surveys, and local assessment results) were used or will be used to identify and measure impacts in four key areas: (1) Academic impact of lost instructional time, (2) Chronic absenteeism, (3) Student engagement, and (4) Social-emotional well-being?

    

   Academic Impact of Lost Instructional Time –

   Phoenixville Area School District (PASD) uses district-wide assessments three times per year through educational technology software including Exact Path, Fountas & Pinnell, and Classroom Diagnostic Tools. PASD participates in all state-required testing including PSSAs, Keystones, and WIDA testing so we can look longitudinally at our students’ progress. Teachers will be analyzing benchmark data three times per year and using this information to guide instruction and direct any necessary interventions.

    

   Chronic Absenteeism –

   Home and School Visitors, principals, and counselors closely monitor students who have struggled with absenteeism in the past and will monitor attendance this school year to see if any new students struggle with absenteeism. Attendance is monitored for virtual students at the elementary level and work completion is monitored as a measure of absenteeism at the secondary level.

    

   Student Engagement –

   Teachers collect student and family survey data at the beginning of the school year to learn more about students, families, and prior experiences with school. Teachers, Interventionists, Principals, and counselors work as a team to identify any students who may be struggling with engagement.

    

   Social-Emotional Wellbeing –

   PASD is implementing the Student Risk Screening Scale that will be administered to students three times per year. Counselors, Principals, and teachers will be monitoring students closely to make sure needs are addressed within the building or connecting students and families to outside resources.

   Documenting Disproportionate Impacts

2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts.

    

   Students from Low-Income Families –

   Academic benchmarking data from school year 2020-2021 and 2021-2022 will be used to identify and measure academic gaps. In addition, attendance data, extracurricular involvement data, parents and student survey data, and anecdotal data from classroom teachers, counselors, and home and school visitors will be used to identify and measure impacts from the pandemic.

    

   English Learners –

   Academic benchmarking data from school year 2020-2021 and 2021-2022 will be used to identify and measure academic gaps. In addition, attendance data, extracurricular involvement data, parents and student survey data, and anecdotal data from classroom teachers, counselors, home and school visitors, and ELD teachers will be used to identify and measure impacts from the pandemic.

    

   Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]) –

   Academic benchmarking data from school year 2020-2021 and 2021-2022 will be used to identify and measure academic gaps. In addition, attendance data, extracurricular involvement data, parents and student survey data, and anecdotal data from classroom teachers, counselors, home and school visitors, and special education case managers will be used to identify and measure impacts from the pandemic.

   Reflecting on Local Strategies

3. Provide the LEA’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needs.

    

   Strategy One –

   Provide during and after school interventions and tutoring support. Interventions are provided to all students who are struggling and in need of additional academic support. In-school and outside-of-the-school day interventions are provided at the elementary level and tutoring is provided after school at the secondary level. In school year 2021-2022 tutoring will be a large focus with many teachers involved allowing us to expand beyond our typical offerings. Tutors are provided to all virtual students who are not assigned to a PASD teacher. Regardless of grade level, once per week these students will meet with the teacher to increase academic achievement and make sure virtual students are engaged with their programs.

    

   Strategy Two –

   Provide additional counseling services to students and training for staff and families. Additional counseling services will be available to support the social-emotional wellbeing of students. In addition, a variety of trauma workshops and trainings will be available for both staff and families.

    

   Strategy Three –

   Implement a Restorative Practices program throughout the district. A cohort of teachers will work to implement Restorative Practices in ways that are specific to the individual classrooms and circumstances to help restore engagement, address disproportionality, and provide power to the students in the classroom. We’ll be working with Restorative Practices in Action to assist us with this program.

   Section II: Engaging Stakeholders in Plan Development

   Stakeholder Engagement

4. Describe how the LEA, in planning for the use of ARP ESSER funds, has engaged or will engage in meaningful consultation with stakeholders.

    

   PASD gathered a diverse group of faculty and administrators to create the Educational Taskforce. This group met throughout 2021 to provide input and guide the investment of ARP funds. Recommendations by the Educational Taskforce were shared with all staff and board members to solicit feedback and further discussion on the use of these funds.

   Use of Stakeholder Input

5. Describe how the LEA has taken or will take stakeholder and public input into account in the development of the LEA Plan for the Use of ARP ESSER Funds.

    

   PASD used family survey results from school year 2020-2021 to guide the development of the LEA Plan for the Use of ARP ESSER Funds. In addition, the PASD Strategic Plan, which involved a large variety of stakeholders in its creation, was utilized as a base for developing the LEA Plan for the Use of ARP ESSER Funds. We also used feedback from the Educational Task Force members to guide the use of funds

   Public Access to LEA Plan for the Use of ARP ESSER Funds

6. Describe the process for development, approval, and making public the LEA Plan for the Use of ARP ESSER Funds. The LEA Plan for the Use of ARP ESSER Funds must be made publicly available on the LEA website and submitted to PDE within 90 days of LEA receipt of ARP ESSER funding, must be written in a language that parents/caregivers can understand, and must be provided in alternate format upon request by a parent/caregiver who is an individual with a disability.

    

   A combination of Educational Taskforce recommendations, administrative recommendations, and PASD School Board meeting discussions have guided the development and approval of the LEA Plan for the Use of ARP ESSER Funds. This plan will be posted to the district’s website and will be available in all languages and formats.

   Section III: Using ARP ESSER Funds to Plan for Safe, In-Person Instruction

   Plan for 20 percent Reservation to Address the Impact of Lost Instructional Time

7. How will the LEA use the funds it reserves under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs?

    

   PASD will use reserved funds to address the academic impact of lost instructional time through evidence-based efforts, including summer school, extended day intervention, and an extensive tutoring program. Summer school is offered to K-12 students who need extra support and Kindergarten Camp is offered to all incoming Kindergarteners. Summer school offers remediation and support to students, and specific programs for students with disabilities and English Learner students. Extended day interventions at the elementary level will continue to run at every building and provide literacy and math support in a small group setting. In addition, the Achieve Program at the middle school is an extended day program for students who have struggled academically in the past. Tutoring will be provided to all secondary in-person students in a large variety of topics, and to all virtual students K-12 once per week. In addition, additional virtual teachers will be hired and funding will support the Brandywine Virtual Academy to ensure high quality, differentiated education for virtual students. A combination of academic benchmarking data, attendance data, parents and student survey data, and anecdotal data from classroom teachers, counselors, and home and school visitors will be used to identify students who need extra support due to missing in-person instruction during 2019-2020 and 2020-2021 school years or not consistently participating in remote instruction. The needs of these students and other students who have been disproportionately impacted will be addressed on a case-by-case basis with a team of people including teachers, counselors, and home and school visitors. The impact and effectiveness of these evidence-based interventions will be monitored on an ongoing basis utilizing a combination of class grades, benchmark data, and anecdotal evidence.

   Plan for Remaining Funds

8. How will the LEA spend its remaining ARP ESSER funds including for each of the four fields below, as applicable?
   1. Continuity of Services: How will the LEA use ARP ESSER funds to sustain services to address students’ academic needs; students’ and staff social, emotional, and mental health needs; and student nutrition and food services?
   2. Access to Instruction: How will the LEA use ARP ESSER funds to support the goals of increasing opportunity to learn and equity in instructional delivery? Consider regular attendance/chronic absenteeism data from the 2020-21 school year, including data disaggregated by student groups, in developing the response.
   3. Mitigation Strategies: How will the LEA use ARP ESSER funds to support prevention and mitigation policies in line with the most up-to-date guidance from the Centers for Disease Control and Prevention (CDC) for the reopening and operation of school facilities and transportation services to effectively maintain the health and safety of students, educators, and other staff? Consider the LEA’s Health and Safety Plan in developing the response.
   4. Facilities Improvements: How will the LEA use ARP ESSER funds to repair and improve school facilities to reduce risk of virus transmission, address environmental health hazards, and/or improve ventilation? Consider the LEA’s Health and Safety Plan in developing the response.

   To address students’ social, emotional, and mental health needs PASD will provide extensive counseling services to students, utilize a social emotional screener to identify students in need, and provide trauma trainings and workshops for both staff and families. Equity teams were formed to take steps to access equity at the building and district level and to take action on student and building needs as determined by the team. Rejoining DVCEE will provide access to professional development on equity topics for faculty and administration. NCEE professional development for district leadership will improve access to instruction, school culture, and equity in instructional delivery. To help restore student engagement, address disproportionality, and provide power to the students in the classroom, PASD be working with Restorative Practices in Action to assist us with the implementation of Restorative Practices through the district. A significant proportion of ARP ESSER funding will be utilized to purchase technology to increase opportunity to learn and equity in instructional delivery. Student attendance data from 2020-2021 will be utilized to determine students and student groups most in need of additional technology support. Building and grounds work and supplies will be funded to respond to pandemic-related needs to mitigate the spread of disease and maintain continuity of services. The PASD Health and Safety Plan includes a number of mitigation strategies that will be implemented in 2021-2022 school year. Hand sanitizing stations will be added and maintained throughout the district. All daily cleaning in buildings and buses will be followed by disinfecting with mist sprayers to capture all areas. Doorknobs, handrails, and other high touch areas will be cleaned several times per day. PASD will start 2021-2022 school year at 3 feet social distancing and adapt to 6ft or no social distancing if directed by the CDC, PA Department of Health, and the Chester County Department of Health. Universal wearing of masks will be required at the start of 2021-2022 school year. Diagnostic and screening testing will be provided on-site, along with vaccination clinics for students, staff, and the community. Ventilation systems will be both monitored and filters inspected regularly.

   For LEAs with one or more Comprehensive Support and Improvement (CSI) or Additional Targeted Support and Improvement (ATSI) school only

9. Please verify consultation of the Evidence Resource Center in developing the LEA Plan for the Use of ARP ESSER Funds and provide a justification for any intervention that is not supported by tier 1, 2, 3, or 4 evidence.

    

   We attended all trainings related to our ATSI middle school and are not participating in any interventions that are not district-wide and supported by tier 1, 2, 3, or 4 evidence.

    

   20% Reservation Calculation

10. Please enter your ARP ESSER total allocation and 20% reservation amount.

     

    ARP ESSER Allocation - $3,302,396

    20% Reservation - $660,479

    Section IV: Monitoring and Measuring Progress

    Capacity for Data Collection and Reporting

11. LEAs must continuously monitor progress and adjust strategies as needed. Describe the LEA’s capacity and strategy to collect and analyze data (disaggregated by student group, where applicable), for each of the following measures:

Student learning, including academic impact of lost instructional time during the COVID-19 pandemic –

Data related to academic impact of lost instructional time is collected via academic benchmarking data, attendance data, parents and student survey data, and anecdotal data from classroom teachers, counselors, and home and school visitors. EdInsight data warehouse software allows us to analyze and disaggregate student academic data. Teachers, principals, counselors, and administrators all have access to and have been trained on the use of this software to monitor progress related to the loss of instructional time during the pandemic and adjust strategies as needed. Student data is disaggregated by all factors, including but not limited to gender, age, EL status, race, and disability.

Opportunity to Learn Measures –

On an annual basis teachers are surveyed about resources to ensure all students and teachers have access to up-to-date resources. New resources are allocated for each subject every sixth year at a minimum and technology is refreshed on an annual basis. All educators receive regular professional development on the effective use of resources and technology in their classroom. The district and individual buildings are analyzed through an equity lens to ensure that students are provided with equitable access and opportunity to learn.

Jobs Created and Retained –

PASD’s Human Resources Department is responsible for tracking and analyzing the number of jobs created and retained, including the two interventionists, two virtual teachers, and two instructional coach positions that are funded with ARP ESSER grant funds.

Participation in Programs Funded by ARP ESSER –

Disaggregated student participation in ARP ESSER funded programs will be monitored, along with student growth before and after program if applicable.

Section V: ARP ESSER Fund Assurances

LEA agrees to the following:

• The LEA will implement appropriate fiscal monitoring of and internal controls for the ARP ESSER funds (e.g., by updating the LEA’s plan for monitoring funds and internal controls under the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and abuse; conducting random audits; or other tools).
• The LEA will complete quarterly Federal Financial Accountability Transparency Act (FFATA) reports and comply with all PDE reporting requirements, including on matters such as:
  • How the LEA is developing strategies and implementing public health protocols including, to the greatest extent practicable, policies and plans in line with the CDC guidance related to mitigating COVID-19 in schools;
  • Overall plans and policies related to LEA support for return to in-person instruction and maximizing in-person instruction time, including how funds will support a return to and maximize in-person instruction time, and advance equity and inclusivity in participation in in-person instruction.
  • Data on each LEA’s and school’s mode of instruction (fully in-person, hybrid, and fully remote) and conditions;
  • LEA uses of funds to meet students’ social, emotional, and academic needs, including through summer enrichment programming and other evidence-based interventions, and how they advance equity for underserved students;
  • LEA uses of funds to sustain and support access to LEA-supported early childhood education programs;
  • Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on personnel, student learning, and budgeting at the school and district level);
  • Student data (disaggregated by student subgroup) related to how the COVID-19 pandemic has affected instruction and learning;
  • Requirements under the FFATA; and
  • Additional reporting requirements as may be necessary to ensure accountability and transparency of ARP ESSER fund use.
• The LEA will cooperate with any examination of records with respect to such funds by making records available for inspection, production, and examination, and authorized individuals available for interview and examination, upon the request of: (a) the United States Department of Education and/or its Inspector General; (b) any other federal agency, commission, or department in the lawful exercise of its jurisdiction and authority; (c) the Pennsylvania Department of Education; and/or (d) the Pennsylvania Auditor General, Pennsylvania Inspector General, or any other state agency.
• Records pertaining to ARP ESSER Funds, including financial records related to the use of grant funds, will be tracked and retained separately from those records related to the LEA’s use of other Federal funds, including ESSER I and ESSER II Funds.
• The LEA will maintain inventory records, purchase orders and receipts for equipment (over $5,000) purchased, all computing devices, and special purpose equipment ($300 - $4,999), and will conduct a physical inventory every two years. Please note: inventory of equipment purchased with federal funds must be broken out by funding source.
• Any LEA receiving funding under this program will have on file with the SEA a set of assurances that meets the requirements of section 442 of the General Education Provisions Act (GEPA) (20 U.S.C. 1232e).
• The LEA will conduct its operations so that no person shall be excluded from participation in, be denied the benefits of, or be subject to discrimination under the ARP ESSER program or activity based on race; color; national origin, which includes a person’s limited English proficiency or English learner status and a person’s actual or perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-discrimination obligations arise under Federal civil rights laws, including but not limited to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of 1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975. In addition, the LEA must comply with all regulations, guidelines, and standards issued by the United States Department of Education under any of these statutes.
• The LEA will comply with all ARP Act and other ARP ESSER requirements, including but not limited to complying with the maintenance of equity provisions in section 2004(c) of the ARP Act. Under Maintenance of Equity, per-pupil funding from state and local sources and staffing levels for high poverty schools may not be decreased by an amount that exceeds LEA-wide reductions in per-pupil funding and staffing levels for all schools served by the LEA1. High poverty schools are the 25 percent of schools serving the highest percent of economically disadvantaged students in the LEA as measured by information LEAs submitted in PIMS that includes individual student data and identifying if the student meets economically disadvantaged criteria. This data is used to calculate school poverty percentages.  Note: An LEA is exempt from the Maintenance of Equity requirement if the LEA has a total enrollment of fewer than 1,000 students, operates a single school, serves all students in each grade span in a single school, or demonstrates an exceptional or uncontrollable circumstance, as determined by the United States Secretary of Education.
• The LEA will implement evidence-based interventions, as required by section 2001(e)(1) of the ARP Act.
• The LEA will address the disproportionate impact of the COVID-19 pandemic on underserved students (i.e., students from low-income families, students from underserved racial or ethnic groups and gender groups, English learners, children with disabilities, students experiencing homelessness, children and youth in foster care, migrant students, and other groups disproportionately impacted by the pandemic that have been identified by the LEA) as required by section 2001(e)(1) of the ARP Act.
• The LEA will develop and make publicly available a Plan for the Safe Return to In-Person Instruction and Continuity of Services, hereinafter referred to as the LEA Health and Safety Plan, that complies with section 2001(i) of the ARP Act. The plan will be submitted to PDE, in a manner and form determined by PDE, no later than July 30, 2021.
• The LEA’s Health and Safety Plan will include (1) how the LEA will, to the greatest extent practicable, support prevention and mitigation policies in line with the most up-to-date guidance from the CDC for the reopening and operation of school facilities to effectively maintain the health and safety   of students, educators, and other staff; (2) how the LEA will ensure continuity of services, including but not limited to services to address the students’ academic needs, and students’ and staff members’ social, emotional, mental health, and other needs, which   may include student health and food services; (3) how the LEA will maintain the health and safety of students, educators, and other staff and the extent to which it has adopted policies, and a description of any such policy on each of the following safety recommendations established by the CDC: (a) universal and correct wearing of masks; (b) modifying facilities to allow for physical distancing (e.g., use of cohorts/podding); (c) handwashing and respiratory etiquette; (d) cleaning and maintaining healthy facilities, including improving ventilation; (e) contact tracing in combination with isolation and quarantine, in collaboration with the State and local health departments; (f) diagnostic and screening testing; (g) efforts to provide vaccinations to school communities; (h) appropriate accommodations for children with disabilities with respect to health and safety policies; and (i) coordination with state and local health officials.
• The LEA will review its Health and Safety Plan at least every six months during the duration of the ARP ESSER grant period and make revisions as appropriate. When determining whether revisions are necessary, the LEA will take into consideration significant changes to CDC guidance on reopening schools and will seek public input and take public input into account.
• The LEA’s Health and Safety Plan will be made publicly available on the LEA website and must be written in a language that parents/caregivers can understand or be orally translated for parent/caregivers and must be provided in alternate format upon request by a parent/caregiver who is an individual with a disability.
• The LEA will provide to PDE: (1) the URL(s) where the public can readily find data on school operating status; and (2) the URL(s) for the LEA websites where the public can find the LEA’s Health and Safety plan as required under section 2001(i) of the ARP Act; and the LEA Plan for the Use of ARP ESSER Funds.

Section VI: Budget

Allocation: $3,302,396.00