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LEAs will use this planning template to describe their plan for addressing the academic and well-being needs of allstudents, including how they will meet federal and state requirements to address the disproportionate impact ofCOVID-19 on certain subgroups of students through key investments in evidence-based activities and LouisianaComeback Commitments. LEAs must submit their plans by September 30, 2021 in the Achieve! eGMS application.

LEA : Madison Parish School District 033

Planning Contact : Dr. Charlie E. Butler, Jr.

Planning Contact Title: Superintendent

Planning Contact Email : charlie.butler@madisonpsb,org

Planning Contact Phone Number: 318-574-3616

Fiscal Contact: Elvin Parker

Fiscal Contact Title: District Business Manager

Fiscal Contact Email: [email protected]

Fiscal Contact Phone Number: 318-574-3616

School System Leader: Dr. Charlie E. Butler, Jr.

School System Leader Signature: Signed document attached Date: September 29, 2021


https://oese.ed.gov/files/2021/03/FINAL_ARP-ESSER-FACT-SHEET.pdf

http://www.legis.la.gov/legis/ViewDocument.aspx?d=1235557

https://louisianacomeback.com/

https://louisianacomeback.com/


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NEEDS ASSESSMENTS✔ ✔ ✔

How will the LEA identify the disproportionate impact of COVID-19 on student groups , which include1

underrepresented student groups, including each major racial and ethnic group, children from low-income families,children with disabilities, English learners, gender, migrant students, students experiencing homelessness and youthin foster care? (check all that apply)

⊠ Student demographic data, such as race or ethnicity, FRPL eligibility, or English learner status

⊠ Student outcome data, such as assessments☐ State administrative data, such as unemployment claims

⊠ Health data, such as local Covid-19 infection rates or hospitalizations due to Covid-19

⊠ Conversations with community (stakeholder input)

⊠ Student enrollment and attendance data

⊠ Student chronic absenteeism data

⊠ Student instructional mode (virtual, hybrid, in-person)

⊠ Student course enrollment data☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.

Criteria Checklist

⊠ The LEA reviews and analyzes progress and gaps in all data sets to identify the disproportionate impact of COVID-19 on studentgroups.

⊠ Across all data sets, the LEA establishes the greatest needs and identifies the reasons the needs exist.

⊠ The LEA sets system-level improvement goals for the areas of greatest needs across all data sets, and interim goals that indicateprogress.

⊠ The LEA partners with school leaders to set school-level improvement goals that are aligned to the LEA goals (if applicable).

1 ARP ESSER Fact Sheet




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Commitment: ATTENDANCE & WELL-BEING✔ ✔

Key Investment: Attendance ESSER II $ 362,774 ESSER III $ 711,800

How will the LEA identify students who need to be re-engaged?

The Madison Parish School District collects scholar attendance data in the JPAMS’ system. The data revealsscholars by: demographic(race), socio-economic status, and diverse scholars status. The data isdisaggregated by the above scholars groups, by school, and by grade-level to drill information that wouldhelp identify the individual scholars who need to be engaged. Below are the key findings:

● Overall, MPSD scholar enrollment increased to 1,192 in 2021-2022 from 1,153 in 2020-2021.● As of September 2021 the total scholar enrollment is 1,192 an increase of 39 scholars.● The district is composed of 95% African-American, 4% White, and 1% Hispanic.● The district’s total number of free and reduced lunch is 95%.● All schools in the district are Title 1 Funded 100%.● There are 165 diverse learners in the district for the 21-22 school year as compared to 146 for

2020-21.

Which evidence-based activities will the LEA invest in using ESSER II & III funds? (check all that apply)

⊠ Re-engagement supports

⊠ Drop-out early warning systems☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.

How will the LEA seek to re-engage students with poor attendance?

1. Continue to make our school district a welcoming and engaging place.2. Use JPAMS data, Parent/Family Engagement Coordinator

● Truant Officers● CWA Supervisor● Hired

○ guidance counselors○ truant officer



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● Used○ social emotional classes○ counseling sessions○ MTSS coordinator to review and identify attendance issues and to connect with

parents/guardians3. Award PBIS points for attendance achievements.4. Focus on attendance schoolwide.5. Track and act on real-time (high dosage tutoring)6. Communicate attendance expectations to scholars and parents7. Focus on building positive relationships and customer service practices

Key Investment: Well-Being ESSER II $ 431,975 ESSER III $ 630,121

How will the LEA identify students who need mental and behavioral support?

Utilize a Social, Academic, and Emotional Behavior Risk Screener (questionnaires, observations,performance assessments, reports, and interviews and focus groups). The MTSS team will analyze the screenerdata and tier students accordingly.

Partner with The Best Man Company and LaFleur Leadership Institute to provide mental health services tostudents.

Conduct parent interviews to determine levels of support needed for students.

(For Students) Which evidence-based activities will the LEA invest in using ESSER II & III funds? (check all that apply)☒Mental and Behavioral Health☒ Character Building☒ Trauma-informed care☐ Full Service Community Schools☒ Adoption/ integration of SEL curriculum☒ Professional development for staff☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.

(For Students) Describe the LEAs plan for implementing evidence-based activities.

Each school will develop a shared leadership team that consists of an administrator, an interventionist, counselor, teacher(s), aspecial education representative, and a parent (the student when permissable). The shared leadership team will provide clearexpectations and communication strategies to guide students through stressful situations. This will allow the schooladministration to create a culture of underline support and well-being.

The district has purchased Lion’s Quest and PATHS to assist students with Social Emotional Learning. Each school will train thecounselors and various teachers to work with students on a daily and/or weekly basis to address the components included in theprogram.

The district also will partner with Best Man LLC and the Northeast Delta Human Services Authority that will service students andteachers on mental health, trauma, and the implementation of evidence based full-service community school. The district will



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hire staff to provide extracurricular activities to students to promote their involvement in their education, feel good about schooland encourage participation in their learning.

(For Educators) Which evidence-based activities will the LEA invest in using ESSER II & III funds? (check all that apply)

⊠Mental and Behavioral Health (virtual health coaches)☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.

ATTENDANCE & WELL-BEING 2021-2022 Total Funding Commitment $2,136670

Commitment: RECOVERY AND ACCELERATION✔ ✔ ✔

Key Investment: Targeted Learning Support ESSER II $ 1,685,681 ESSER III $ 2,919,266

How will the LEA identify the disproportionate impact of COVID-19 on student groups , which include2

underrepresented student groups, including each major racial and ethnic group, children from low-income families,children with disabilities, English learners, gender, migrant students, students experiencing homelessness and youthin foster care? (check all that apply)

☒ Student demographic data, such as race or ethnicity, FRPL eligibility, or English learner status☒ Student outcome data, such as assessments☐ State administrative data, such as unemployment claims☒ Health data, such as local Covid-19 infection rates or hospitalizations due to Covid-19☐ Conversations with community (stakeholder input)☒ Student enrollment and attendance data☒ Student instructional mode (virtual, hybrid, in-person)☒ Student course enrollment data☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.

How will the LEA allocate funds to students most impacted by the Covid-19 pandemic? (Please describe the formulaor decision-making rubric to allocate funds across schools).

Response

● The LEA will use the same formula used in the ESSA Title I (FRPL) funding to fund each school and decisions will be maderegarding funding of student health issues, student enrollment and attendance, student selected instructional mode, andstudent course enrollment. The LEA has hired an attendance clerk, another truancy officer, a behavioral counselor.Additionally, the LEA has begun face-to-face modes of instruction by hiring additional teachers and IGP career counselorsfor high school.

● The LEA reviewed data from SIS regarding the student demographic such as, children from low-income families, diverselearners, EL students, homeless and migrant students. LEA used the same formula used in the Title I grants. Allocated

2 ARP ESSER Fact Sheet




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funds were distributed to each school. Special Education teachers, EL teacher, Family and Parental EngagementCoordinator, developed the District Homeless Plan, sent parents applications for migrant students.

● The LEA made districtwide decisions regarding health and safety from the COVID-19 virus. The CDC’s guidelines wereused to develop a reopening plan. The information received about the local infection rates were considered in the LEA ‘sdecision. Allocated funds regarding health data were distributed districtwide. Decisions included hiring a District COVIDTracer, Covid custodian for each school, and bus monitors to monitor student distancing and contact, as well asmonitoring seat assignments. In addition, clerical assistants were hired to track attendance and code students correctly inthe JPAMS as being quarantined or quarantined close contact.

● Student enrollment and attendance were also a districtwide decision, employing an additional truancy officer, a familyengagement director to collect data daily from each school of students that were not attending school, contact parents,inquire about the reasons the student is not in attendance, provide them with information regarding the variousinstructional modes, and the consequence of missing days from school without a doctor’s excuse. A Family and ParentalEngagement Director was hired to assist families and parents in getting their children to school and troubleshootchallenges and struggles that parents and families face in getting their children to school. The district’s procedure forvirtual school is to schedule a meeting with the Superintendent regarding extenuating circumstances.

● The LEA made decisions about student instructions, and course enrollment, but took into consideration the instructionalmode of each child in 2020-2021. Students' end of the year assessment and state test as well as screeners and diagnosticassessment taken at the beginning of the 2021-2022 school year were collected and Individual Student Profiles weredeveloped for each child. Teachers analyzed the data and developed the profiles and will use the information indeveloping instructions, interventions and tutoring for each student. The students that scored below Mastery aCommittee with parent and school staff to review their Individual Profile and make sure parents understand the tutoringand interventions sessions developed for their child and commit to assist with the student plan.


☒High-dosage Tutoring (ELA and Math) (if tutoring takes place during summer school or before or after school programs please use thosecategories)

☒ Literacy Interventions and Extensions☒ Individual Graduation Plans (IGP)☒ Administering and using high-quality assessments that are valid and reliable, to accurately assess students' academic progress

and assist educators in meeting students' academic needs, including through differentiating instruction.Other:

☐ Other:

Describe the LEAs plan for implementing evidence-based activities. How will the selected evidence-basedinterventions address those disproportionate impacts?

● The LEA will provide high-dosage tutoring during the summer, and after school. A LDOE vendor from the provider list willoffer high dosage of one-on-one tutoring for at-risk students from K-5 grade. Another LDOE provider will also offertutoring during the summer for students in grades K-5 and offer embedded coaching for teachers in grade K-5.

● Literacy interventions and extensions are offered by literacy coaches at each school. The state has provided a RegionalCLS representative that is working with the district literacy specialist and coaches in developing and implementing aschool literacy plan. The plan is being developed by the literacy team. Interventionist and coaches will work with smallgroups offering instructions that assist students that did not perform satisfactorily on the state test in ELA, and teachingliteracy skills to assist students in reaching their planned goal from Individual Student Profile/Plan. Interventionists willwork closely with literacy coaches in providing accelerated instruction including after school and during the summer.



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● The LEA has purchased several instruments for assessing students’ academic placement, and academic progress.Assessment such as, iReady, iSteep, Encase, Curriculum assessment, STAR, and DRC assessments. Teachers use the resultsto plan for instructions of their students, literacy coaches and imnterventionists also use the data and progress monitorstudents for the next step of instructions.

How will the LEA provide expanded support for students who did not score mastery or above on the state-wideassessment? (all areas outlined in Act 294 should be addressed)

The LEA will provide academic expanded support for students who did not score mastery or above on the state-wide assessment.Expansions such as:

● Offered high-dosage tutoring after school and during the summer; conducted by two state approved providers. Summersession was extended three weeks later than prior summer sessions. Canopy ED LLC and The Bailey Group will providethese services. Summer and after school.

● Developed a district academic plan following PPP and state board rules and regulations. Superintendent, and departmentsupervisors will review the Academic Recovery and Accelerate Plan identifying plans, evidence-based activities andfunding for each commitment and investment. Literacy Specialists, Instructional Coordinators and Principals wereresponsible for monitoring testing, providing teachers with results and forms to record data.

● Budgets were developed using appropriate and available funds to support all elements that foster the academicexpanded support in the plan. Continued ESSA funds, ESSER II and III funds and General fund if available.

● The LEA is in the process of offering (on-going) parents or legal guardian of students in need of academic expandedsupport:➔ Accelerated instruction➔ Placement of students in need of expanded support in a class taught by a highly effective teacher, if a highly

effective teacher is available in the school. The LEA was successful in hiring several additional highly effectiveinstructors, but many more were needed.

● Accelerated instructions will:1. Provide targeted instructions in the subject matter area in which the student has failed to perform satisfactorily.

Zearn, Learn Zillion-using guidebooks, a science curriculum (Amplify), and state standards for social studies.2. Be provided in addition to the instruction normally provided to students in the grade level in which the student

is enrolled. Additional instruction will be in the form of intervention classes using materials such as: iReady andiSteep interventions from pre- test, Edmentum, Literacy and Math strategies, STAR, Open SciEd.

3. Be provided for not less than thirty total hours during the following summer and school year, and includeinstruction for not less than once per week.

4. Be designed to assist the student in achieving grade level performance in the applicable subject area.5. Be taught using high-quality instructional materials that are fully aligned with state content standards and that

are designed for supplemental instruction.6. Be provided to a student individually or in a group of not more than twelve students, unless the parent or legal

guardian of each student in the group authorizes a larger group.7. Be provided by a person with training in using the instructional materials pursuant to Paragraph (5) of this

Subsection and who receives ongoing oversight while providing the accelerated instruction.8. To the extent possible, be provided by the same person for the entirety of the student's supplemental instruction

period.9. Be provided in accordance with guidelines on research-based best practices and effective accelerated

instruction strategies developed and provided by the state Department of Education.● 1. The LEA shall establish an accelerated learning committee for each student in grades four through eight who failed to

achieve mastery on any statewide assessment administered pursuant to the state's school and district accountabilitysystem. The committee shall be composed of the student's parent or legal guardian, the teacher of the subject in whichthe student has failed to perform satisfactorily, and the school principal or his designee. The student's parent or legalguardian shall be notified of the time and place the committee will meet and the purpose of the committee.

2. A student's accelerated learning committee shall, not later than August thirty-first, develop an accelerated learningplan for the student that provides the accelerated instruction needed to enable the student to perform on grade level by


http://www.legis.la.gov/legis/ViewDocument.aspx?d=1235557


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the end of the 2021-2022 school year. The student's parent or legal guardian shall be provided with a copy of thestudent's accelerated learning plan. Student plans are being developed. Teachers are also adding diagnostic assessmentscores to plan.

● If a student fails to perform satisfactorily in the same subject matter area on a state assessment administered in thesubsequent school year, the accelerated learning committee shall:

1. Identify the reasons the student failed to perform satisfactorily.2. Determine whether the student needs additional expanded academic support including accelerated instruction,

summer learning programs, or other resources to meet the student's academic needs.

● 1. The LEA shall provide a report by June first of 2022 and 2023, to the state Department of Education on the number ofstudents identified as needing expanded academic support,the number of students provided each type of academicsupport, and the number who failed to achieve mastery on any statewide assessment administered pursuant to thestate's school and district accountability system during the 2021-2022 school year continuing to need additional academicsupport.

● 2. The state department shall submit a report to the Senate and House committees on education by July first of 2022 and2023, summarizing the information required by Paragraph (1) of this Subsection by school, by school system, andstatewide.

Key Investment: Before and After School Programs ESSER II $ 622,695 ESSER III $ 128,883


⊠Partner with organizations to provide before and/or after school programs☒ Partner with vendors to specifically provide tutoring before and/or after school☐ Develop and implement an LEA direct-run before/ after school program, staffed by LEA educator☐Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.

Describe the LEAs plan for implementing evidence-based activities. How will the selected evidence-based activitiesaddress disproportionate impacts?

The LEA will partner with vendors to provide before and after school tutoring such as REAL TIME vendors. The LEA has identifiedstudents that need academic expanded support, developed individual Student Profiles/plan, formed Accelerated AcademicSupport Committees and in the process of meeting with parents and legal guardians to inform them of their child’s plan and whatinstructions the child will receive and given a copy of the plan. 21st Century, the Bailey Group, New Directions and CANOPY, stateapproved providers, will offer after school and summer instructions. The 21st Century program is typically an enrichmentprogram. All of these programs are staffed by LEA educators virtually or face-to-face. The students are assigned to a teacher fromtheir assigned grade level; therefore, the teacher will be able to assist students with any struggling or challenging strategies theymay have. These supports will target students with the greatest disproportionate impacts and provide support in literacy andmath.

Key Investment: Summer Learning Programs ESSER II $ 560,796 ESSER III $ 473,689


☒ Vendor-provided summer learning programs

⊠ Partner with organizations to provide summer learning programs☒Partner with vendors to specifically provide tutoring during summer programming



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⊠ Develop LEA direct-run summer learning program, staffed by LEA educators☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.


The partnered vendors will review data, collaborate with teachers and parents to develop an individualized learning plan thataddresses literacy and math. The vendor will provide individual/small group instruction weekly with weekly progress monitoring.The LEA will also use its teachers and the accelerated curriculum provided by LDOE during the summer learning program. Thestudents that are invited to participate are at-risk students. Students that have failed to be successful on the state test, poorattendance during the Pandemic either virtual or face-to-face, students that have repeated a grade and 504 students as well as,SWD that are at-risk. These students will also receive interventions from the school interventionist, Master teacher, assignedsupport paras, Literacy Director and instructional Coordinator during a pull out class after the core curriculum. The students willbe identified as Tier I, Tier 2 or Tier 3 by the school’s MTSS committee. Tier 2 and 3 students will receive the additionalinterventions.

Key Investment: Extended Instructional Time ESSER II $ 93,515 ESSER III $ 66,112.


⊠ Extended school day (if implementing before/ after school programs separate from the school day, please use that category)

⊠ Extended school week☐ Extended school year⊠ Other: Saturday Academy☐ Other: Click or tap here to enter text.

Describe the LEAs plan for implementing evidence-based activities. How will the selected evidence-based activitiesaddress those disproportionate impacts?

The LEA will offer Saturday school to provide support for students to bridge the achievement gaps. The needs of Tier 2 and Tier 3students are not being met due to the large numbers. Ongoing interventions will be offered by newly hired staff during the weekfor Tier 2 and 3 students. Early warning system will be used to identify and address students' academic needs.

Students that are receiving Extended support because they did not make a Mastery score on the state test may also attendSaturday school. After school teachers will also work with these students during 21st Century (different grant) sessions and othersessions with the Bailey group and Canopy. Bailey and Canopy will use teachers from the LEA to provide instructions to thestudents. The summer learning programs will be extended an additional two weeks. These platforms of extended learning will befor all of the students that have been identified. iReady and iSteep will provide interventions as indicated for each student testedusing the diagnostic platform.

Key Investment: Individual Student Plans forSuccess

ESSER II $ 30,000 ESSER III $ 366,000


☒ Individual Graduation Plan (IGP)☒ IGP Planning Partner⊠ Other:Two IGP Coaches.☐ Other: Click or tap here to enter text.



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The LEA will partner with Career Compass to support students with Individual Graduation Planning (IGP). The LEA hired twoadditional employees to work directly with students and their parents to plan their academic path toward graduation. The fourschool counselors/coaches will track groups of students to monitor their progress on the IGPs. Every student in the ninth, tenth,eleventh and twelfth grade will have a coach. The coach will collect student data on assessments, behavior, and attendance.The student and his/her parents will meet with the Coach to discuss their academic plan for graduation. Specific to the tenthgraders, the parent and student with the support of the Coach, will select a graduation pathway (TOPS University, TOPS CareerTech, Career Diploma, or Certificate of Achievement). The coaches will also monitor and track the students daily, and weeklyprogress via JPAMS.

RECOVERY AND ACCELERATION 2021-2022 Total Funding Commitment $ 6,946,637

Commitment: PROFESSIONAL LEARNING & DEVELOPMENT✔✔ ✔

Key Investment: School Improvement BestPractices

ESSER II $ 1,044,944 ESSERIII

$.1,207,000


⊠ Instructional Leadership Teams (ILT)

◻Teacher Collaboration (Common Planning/PLC/ Cluster)͓͓͓͓⌧Other: School Literacy Team Meetings⌧ Other: LETRS Professional Development

Describe the LEAs plan for implementing evidence-based activities. How will the selected evidence-based activitiesaddress the disproportionate impact of COVID-19 on subgroups of students?

The LEA will address school improvement best practices with focus on proper implementation of Instructional Leadership Teams(ILTs) by partnering with the National Institute for Excellence in Teaching (NIET). The district has partnered with NIET over the lastfive (5) years. The partnership will continue with NIET and our SISS representative from The Louisiana Department of Education toguide and instruct school leaders on how to facilitate effective ILT meetings. Due to a lack of assistant principals, the district hashired administrative assistants to help the school leaders (principals) focus on instruction by taking the lead with student disciplineand other managerial duties. The school leaders will attend regularly scheduled guidance meetings with the district’s academiclead to analyze and disaggregate school data and then formulate an agenda to work with their ILT to use that data to inform andguide instruction.

The school's literacy team holds the responsibility for creating and monitoring the comprehensive literacy plan and setting goalsfor literacy in the school. Additionally, the school literary team will use Louisiana’s Four Pillars of Literacy as a guide for setting allliteracy goals and activities throughout the LEA’s district. Additionally, the Bailey Consultant Group has been providing professionaldevelopment for K-5 teachers. Also the district’s literacy project director will provide professional development to teachers basedon the recommendation of the school leader. Louisiana’s Act 108 requires early literacy training for K-3 teachers of reading, as



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well as principals and assistant principals of schools that include the K-3 grade levels. Therefore, the district’s lower and thirdgrade teachers will begin professional development training with Aim Pathways, an interactive, digital, professional developmentplatform designed to strengthen educators’ knowledge and skills in the science of literacy instruction. Both elementary principalsalong with literacy coaches, and district supervisors will receive the training as well.

Key Investment: Literacy Professional Development ESSER II $ 954,233 ESSERIII

$1,425,801


⊠ Literacy Content Leaders

⊠ Literacy Coaches⊠ Other: District Literacy Project Director⊠ Other: Elementary school librarians


The LEA will integrate intensive literacy based instruction across all grade levels with a focus on the elementary grades. Allteachers are expected to implement literacy strategies districtwide. Again, the Bailey Consultant Group will continue to provideprofessional development with k-5 teachers in the district. The AIM Institute for Learning and Research will train lowerelementary teachers (k-3) to implement the science of reading. In addition, the literacy coaches in conjunction with the Center forDevelopmental Learning will support the literacy initiatives under the directions of the district’s literacy project director. Eachschool will be allocated additional funds to purchase literacy materials and supplies needed to support schools, teachers,interventions, and the creation of a culture of literacy in the district. School librarians will organize the library for student access,AR book selection, AR testing and order necessary books and documents to support the development of all literacy skills andactivities. Family and community-wide literacy initiatives such as family literacy events will occur every nine weeks.

PROFESSIONAL LEARNING & DEVELOPMENT 2021-2022 Total Funding Commitment $ 4,610,694

EARLY CHILDHOOD EDUCATION✔

Early Childhood Program Expansion ESSER II $ 236 922 ESSER III $ 197,580


⊠Ready Start Networks

⊠ Fund Pre-K seats☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.


Plans for implementing evidence -based activities will include the utilization of a comprehensive curriculum thatintegrates instruction across developmental domains and is aligned to Louisiana state and national standards. The



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cornerstones of the curriculum include: Integrated Lessons, Social-emotional development, differentiated instruction,Literacy, Math and Science, Comprehensive Support Materials, Family Resources, and Professional Learning Support.

The evidence -based activities will address our disproportionate scholars through a repertoire of strategies such as:● Online e -stories which extend learning into the home● Take-home activity materials● Encourage Families to Visit School● Weekly Family Connections Letters, provide extended time on tasks● Communicate and coordinate with families to provide consistency of interventions● Provide direct instruction with guided practice for children to address varying modes and levels of

development● Facilitate communication and language development during play and group activities● Provide books, stories, and lessons that address varying developmental levels● Plan lessons that address varying needs for extended and guided practice, hands-on activities, and real-life

activities with visuals● Provide interventions, accommodations, and adaptations to address needs for individual instruction, adapted

materials, and physical assistance● Provide intensive intervention and additional instruction for children who are experiencing difficulties● Discuss skills and behaviors related to children’s disabilities honestly but kindly with family members● Involve families in setting goals and in helping to monitor the impact of interventions in the home setting● Provide information about community resources and support groups that might be helpful to the family● Collaborate and have discussions with families to not only identify issues but to celebrate progress in steps

toward goals● Incorporated additional guided practice, individualized instruction, and intensive interventions into small

group/individual settings during the day● Plan for implementation of curriculum modifications during small group follow-up of lessons.

Early Childhood Program Enhancement ESSER II $ 100,596 ESSER III $ 291,333.


⊠CLASS Certification

☒ Professional Development from High-Quality Instructional Materials Vendor GuideOther: Click or tap here to enter text.☐ Other: Click or tap here to enter text.


The LEAs will use the Teachstone CLASS Training to observe and evaluate teachers and paraprofessionals'interaction with students.

● CLASS Observation Training is a 2-day training where participants gain an in-depth understanding of the CLASSmethodology and prepare to reliably assess teaching quality using CLASS.

● Pass a Reliability Test after Training(Annual)● Purchase an Observer Recertification



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Professional Development:Teachstone Webinars with CertificationTeachstone CLASS TrainingTeachstone CLASS Training VideosTeachstone CLASS RecertificationTeachstone CLASS Observer CertificationTraining on Frog Street Pre-K Curriculum Components and Implementation/Resources

EARLY CHILDHOOD EDUCATION 2021-2022 Total Funding Commitment $ 826,031

SCHOOL SAFETY & OPERATIONS✔

Safe School Reopening ESSER II $ 443,207 ESSER III $ 613,227

Provide the URL to the following LEA documents:

School Reopening Plan for In-Person Learning https://www.madisonpsb.org/498219_3

COVID-19 Vaccination policies for staff and students Click or tap here to enter text.

Mask wearing policies for staff and students https://www.madisonpsb.org/498219_3

Physical distancing, cohorts, or learning pods https://www.madisonpsb.org/498219_3

If all information is in the main School Reopening Plan, please enter the same URL for each.


☐ Provide vaccinations to educators, other staff, and students, if eligible☒ Support universal and correct wearing of masks☒ Physical distancing (e.g., including use of cohorts/learning pods)☒ Handwashing and respiratory etiquette☒ Cleaning and maintenance of healthy facilities, including improving ventilation or hvac systems☒ Contact tracing in combination with isolation and quarantine, in collaboration with the state, local, territorial, or tribal health

departments☐ Diagnostic and screening testing☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.

Continuity of Teaching & Learning ESSER II $ 141,220 ESSER III $ 345,922


☒ Staff Training/Professional Development to support remote learning or safe reopening



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☒ Educational technology (computers/ laptops)☒ Educational technology (software/ programs)☒Mobile hotspots with paid data plans☒ Internet connected devices with paid data plans☐ Cost of home internet subscription☐ Cost of home internet through LEA-managed wireless network☐ Other: Click or tap here to enter text.☐ Other: Click or tap here to enter text.

SCHOOL SAFETY & OPERATIONS 2021-2022 Total Funding Commitment $ 1,543,576

DATA INFRASTRUCTURE✔

Data Infrastructure ESSER II $ 4,134.50 ESSER III $ 30,000.00

Which activities will the LEA invest in using ESSER II & III funds? (check all that apply)

☒ Early warning system to track student progression☒ Data security/cybersecurity☐ Data storage☐ Staff upskilling in data literacy/science/analysis☐ Statistical programs or analytics software☐ Enterprise data warehouse☐ Data dashboards or other activities to improve public transparency☒⊠ Other: Cybersecurity Education Software for Employees.☐ Other: Click or tap here to enter text.

Describe the LEAs plan for implementing evidence-based activities.

LEA will implement an early warning system that will improve attendance, increase course completion and promote on-timegraduation for students. Student progress will be tracked across multiple indicators, including academics, attendance, andbehavior. Data will be delivered automatically on a daily basis, and the system will be linked with Jpams to send alerts as well asdisplaying information on a dashboard. The cost is $12 per student at 1,200 students $14,400

Cybersecurity- LEA will use SolarWinds to secure the network against attacks. This solution will include the following:• Access Rights Manager to manage and audit access rights across the IT infrastructure• Security Event Manager to improve security posture and quickly demonstrate compliance• Identity Monitor to get notifications credentials have been leaked• Server Configuration Monitor to gain visibility into system changes and compare configurations over time• Patch manager to quickly address software vulnerabilities• Managed File Transfer Server to enhance security and control over file transfers.

Cost is $11, 182

Additionally, LEA will further enhance security through the use of security awareness testing and training. Employees will betrained with managed simulated phishing campaigns. There will also be on-demand phishing assessments, and personalized



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training for employees caught in a simulated attack. Automated reporting on phishing and training results will be used to planfurther training. Cost is $31.10 per user for 275 users = $8,552.50 for a 3 year period.

DATA INFRASTRUCTURE 2021-2022 Total Funding Commitment $34,134.50

Continuity of Teaching and Learning

Investment Unit Cost Total

Provide students access to broadband

internet required to interface with Zoom

in rural and underserved areas

Per household per

month

$10 or $120

per year

30 households at

$3,600 per year

Purchase Chromebooks with touch

screens(for students with disabilities) for

students

Per Student $300 600 devices at

$180,000

Pair this with

professional

development

Purchase Smart Boards and

Web cameras

Per teacher $2575

$30

20 SmartBoards at

$51,500

85 Webcams at $2550



↖

Purchase laptops for teachers Per Teacher $500 85 Laptops at

$42,500

Purchase hotspots or mifis Per student or

teacher

$60 200 hotspots at

$12,000

Purchase Wifi data for hotspots Per student/teacher $15 per

month

200 data services at

$36,000

Purchase Text to Speech Software for

chromebooks for Students with

Disabilities

Per student $1.80 per year 1200 students at

$2,160



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