White Settlement Independent School District

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Federal Programs » ESSER III Federal Funds

ESSER III Federal Funds

White Settlement ISD's Spending Plan for ARP: ESSER III Federal Funds
(American Rescue Plan: Elementary and Secondary School Emergency Relief) 

and Return to In-Person Instruction and Continuity of Services Plan

Plan de regreso a clases en persona y continuación de servicios

White Settlement ISD held a public meeting at 7 p.m. Monday, June 21, 2021 at the Administration Building, located at 401 S. Cherry Lane, White Settlement, Texas 76108.

The purpose of the meeting was to review and allow public comment regarding: 1) the plan for spending the ARP ESSER III federal funds for COVID related expenditures including those targeting learning loss from the COVID pandemic; and 2) the district’s plan for continuing to safely conduct in-person instruction.

The American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, enacted on March 11, 2021, provides a total of nearly $122 billion to states and school districts to help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.The following processes were used to determine the needs of the Local Education Agency (LEA) caused by the pandemic that would not be reimbursed by other fund sources (Federal Emergency Management Agency (FEMA), Child Nutrition Program, Child Care and Development Block Grant

The types of activities the LEA followed in conducting its process to identify the added needs caused by the pandemic.           
    • LEA conducted surveys to district-level staff. 
    • LEA conducted surveys to campus-level staff.     
    • LEA conducted surveys to parents.          
    • LEA conducted surveys to students.    
    • LEA sent direct communication to staff, parents, and/or students to gather input. 
    • LEA reviewed and analyzed data from local and state health authorities.
    • LEA consulted with local school board to determine needs. 
    • LEA followed some type of documented disaster or emergency plan with specific needs 

The following processes were used in prioritizing the needs in determining what activities would be funded with ESSER III funds. 

    • LEA consulted with local school board to prioritize needs.                
    • LEA focused on serving needs of identified student groups (at-risk, migrant, immigrant, SWD, English Learners, Homeless, Foster, etc.).         
    • LEA focused on wellness needs. 
    • LEA focused on instructional continuity needs.              
    • LEA focused on facility needs.    
    • LEA focused on school operational needs.            
    • LEA focused on technology needs.           
    • LEA focused on Personal Protective Equipment (PPE).     
    • LEA focused on professional development and training needs to facilitate transition to remote/online/virtual classrooms and teaching.

Personnel

      1. Instructional Coach *
        • Address learning loss among LEA students, including low income students, Students With Disabilities (SWD), English learners, racial and ethnic minorities, students experiencing homelessness and children in foster care
        • Implement evidence-based activities to meet the comprehensive needs of students
        • Develop curricular design including Tier 1 and Interventions, support the PLC process, and provide daily teacher support
      2. Diagnostician
        • Implement activities that address the unique needs of low-income students, students 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 
        • Identify students' strengths and weaknesses through the testing process (Impact of potential learning loss specific to the pandemic has increased the need for academic evaluations.)
      3. Interventionist/Tutoring * 
        • Address learning loss among LEA students, including low income students, SWD, English learners, racial and ethnic minorities, students experiencing homelessness and children in foster care and  implement evidence-based activities to meet the comprehensive needs of students
        • Work with targeted students exhibiting deficits from Spring 2020 to Spring 2021
        • Support homeroom teacher with scaffolding and accommodations for students with gaps due to learning loss caused by COVID-19
      4. CTE Staff at Brewer High School *
        • Any activity authorized by the Carl D Perkins Career and Technical Education Act of 2006 
        • Reduce class sizes in order to increase social distancing in the popular CTE course

Virtual Learning
    1. Virtual Academy Staffing 
        • Other activities that are necessary to maintain the operation of and continuity of services in the LEA 
        • The ability to meet the fiscal and social emotional health needs of students who would be more successful in the virtual learning environment 
    2. Virtual Academy Furniture and Marketing
    3. Other activities that are necessary to maintain the operation of and continuity of services in the LEA
        • Continuum of services for students continuing to be impacted by physical and social/emotional health concerns related to COVID-19
Resources
    1. Edmark * 
          • Address learning loss among LEA students, including low income students, SWD, English learners, racial and ethnic minorities, students experiencing homelessness and children in foster care
            • Implement evidence-based activities to meet the comprehensive needs of students
          • Reading program for Special Education students, elementary through high school.  This program directly targets to improve the reading abilities of Life Skills students.
              2. Summer School * 
          • Planning and implementing activities related to summer learning - providing classroom instruction or online learning during summer months and addressing needs of low-income students, SWD, English learners, migrant students, students experiencing homelessness & children in foster care. 
          • Elementary: Provide a 3 week jumpstart for students who have a deficit in reading levels and math computation from the previous school year
          • Secondary: Students will have 3 weeks to recover credits from core classes.  This will enable students to be back on track to graduate on time.
             3. Pre-Kindergarten Tuition * 
          • Activities to address the unique needs of low-income students, students 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. 
          • Funds will be used for two pre-kindergarten teachers to service WSISD children who would otherwise not meet the federal pre-kindergarten enrollment requirements.

Professional Development
    1. Capturing Kids' Hearts
        • Activities to address the unique needs of low-income students, students 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. 
        • This professional development will train our staff in how to build meaningful, productive relationships with every student and every colleague and how to create a safe, effective environment for learning.
                 2.  Ruby Payne
        • Activities to address the unique needs of low-income students, students 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.
        • This will provide critical strategies to address students' needs by building strong inner selves and identifying and addressing socio-emotional insecurities and deficits.  

Transportation
        • Additional Bus & Bus Routes
          • Develop and implement procedures and systems to improve the preparedness and response efforts of the LEA
          • Add routes to allow for social distancing on busses and maintain those routes to prepare for a spike in COVID-19 cases
Health/Sanitization
    1. HV Air Filtration 
        • Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including filtering, purification, and other air cleaning, fans, control systems
        • Prevent spread of COVID-19
    2. Sanitizing Supplies
        • Purchase supplies to sanitize and clean facilities of the LEA, including buildings operated by the LEA
        • Supplies used to prevent spread of COVID-19

    3. Desk Shields
        • Shields used to prevent spread of COVID-19
      •  
Communications/Marketing Personnel
          • Address learning loss among LEA students, including low-income students, SWD, English learners, racial and ethnic minorities, students experiencing homelessness and children in foster care
          • Provide information and assistance to parents and families on effectively supporting students.
          • Additional staff needed due to increased communication needs due to COVID-19.
Technology
    1. Operation Connectivity - District SharePurchase educational technology for students that aids in regular/substantive educational interaction between students and instructors, including low-income students and SWD, which may include assistive technology or adaptive equipment
          • Assist students with connectivity in order to participate in distance learning.
            2. Technology Computer/Hardware
          • Purchase educational technology for students that aids in regular/substantive educational interaction between students and instructors, including low-income students and SWD, which may include assistive technology or adaptive equipment
          • Refurbish and replace technology utilized during the pandemic in order to maintain continuity of instruction and prevent further learning loss
            3. Technology and MiFi for Virtual Academy (MiFis for Virtual Academy*)
          • Purchase educational technology for students that aids in regular/substantive educational interaction between students and instructors, including low-income students and SWD, which may include assistive technology or adaptive equipment
          • Continuum of services for students continuing to be impacted by physical and social/emotional health concerns related to COVID-19
* Denotes Minimum Required Set Aside for 20 Percent of Total Allocation for Learning Loss 
 
ESSER Proposed Budget
ESSER Proposed Budget