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Tri-Point CUSD 6J

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Use of Funds Plan

Tri-Point CUSD #6J ARP ESSER III Use of Funds Plan

 

As a result of the COVID-19 pandemic, opening schools for in-person instruction requires strict health and safety protocols which create barriers and limitations to teaching and learning. Recognizing that students across remote and in-person settings faced significant academic, social, emotional, and mental health challenges as a result of the interrupted education and the trauma caused by the COVID-19 pandemic, the U.S. Congress made emergency funds available to local school districts to prevent, prepare for, and respond to COVID-19. Most recently, funds available through the American Rescue Plan (ARP) Act require that school districts develop a Plan for Safe Return to In-Person Instruction and Continuity of Services. As such, this plan has been developed in accordance with this and the Illinois State Superintendent of Education declaration of July 9, 2021; is aligned with guidance provided by the Illinois Department of Public Health (IDPH) and the Centers for Disease Control and Prevention (CDC); and addresses adjustments needed in response to evolving COVID-19 pandemic circumstances.

Opportunity for the public to provide input will be continuously provided through a web-based comment platform. Upon request, this plan will be provided in an alternative format accessible to parents who are individuals with a disability as defined by the ADA. This plan will also be made publicly available on the district's website. School strategies in this plan may be changed based upon local conditions, levels of community transmission (i.e., minimal, moderate, substantial), local vaccine coverage, use of screening testing to detect cases in K-12 schools, and consultation with local public health officials to determine the prevention strategies needed. School officials will communicate any changes in plans to staff members, students, and parents through the district's regular communication platforms.

 

Plan Components

Tri-Point CUSD #6 will use ARP-ESSER III Funds to implement prevention and mitigation strategies that are, to the greatest extent practicable, in line with the most recent CDC guidance, in order to continuously and safely operate schools for in-person learning.

Tri-Point CUSD #6J will use the funds it reserves under section 2001(e)(1) of the ARP Act (totaling not less than 20 percent of the LEA’s total allocation of ARP ESSER funds) to address the academic impact of lost instructional time through the implementation of evidence-based interventions including summer learning and extended day.

Tri-Point CUSD #6J will spend the remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act Focusing on student groups most impacted by the pandemic; utilizing interventions and strategies for remediation; summer learning and enrichment; and to support educators and other school staff.

 Tri-Point CUSD #6J will ensure that the interventions it implements, including but not limited to the interventions under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children and youth in foster care, and migratory students.

Tri-Point CUSD #6J will engage in meaningful consultation with stakeholders. Meaningful consultation must occur with students; families; school and district administrators (including special education administrators); teachers, principals, other educators, school staff, and their unions; and stakeholders representing the interests of children with: disabilities, disabilities, children experiencing homelessness, children in foster care, migratory students, children who are incarcerated, and other underserved students.

Tri-Point CUSD #6J will provide the public the opportunity to provide input in the development of the district plan for the use of ARP ESSER funds and take such input into account. Opportunity for the public to provide input will be continuously provided through a web-based comment platform. Upon request, this plan will be provided in an alternative format accessible to parents who are individuals with a disability as defined by the ADA. This plan will also be made publicly available on the district's website.

Tri-Point CUSD #6J will use ARP-ESSER III funds to identify, re-engage, and support students most likely to have experienced the impact of lost instructional time on student learning. The district will utilize a decision-making tool such as "Leading the Change" that examines different types of data as well as a data cycle to help focus on an alignment of Federal, State and Local resources. The data cycle informs each step in the process of resource alignment. The Leading the Change process requires the full participation of the board and superintendent in the planning and also requires the leadership team to engage key stakeholders for feedback throughout the process.

The first step in the cycle is to get a baseline and set a direction. Baseline data reveals things as they are right now. In order for the district to determine an alignment of resources, it must first understand the current situation. In this step, the district rates the school's performance using several indicators in the areas of student achievement, enrollment, and environment. The use of a rating feature tool will help the district gauge where it needs the most resources and helps prioritize goals.

The second step is to identify the various Local, State, and Federal resources and align those resources to goals. Resource data helps the district to align district funds, staff, and facilities to serve the list of goals established in step one. The district will use this data to see what resources are currently available and direct them where they are most needed and can have the most impact. The district will then review research and guides on best practices for using the resources it has.

The next step is to identify programs and review policies and procedures. In this step, the district will examine existing programs such as curriculum, supports for teachers and principals, and family outreach for their capacity to serve the goals established in step one and resourced in step two. In this step, goals and resources will be matched with programs in the most equitable fashion. This step also provides for the examination of the effectiveness of policies and procedures to meet the goals established given the alignment of resources.

The final step is to monitor progress. This step will help the school district see whether its alignment of resources, programs, actions, policies and procedures are getting the results the district wants. Indicators that are the most relevant to the district's goals will be most heavily weighted in the district's assessment of the effectiveness of resource alignment. This examination of indicators allows the school district to see whether it's alignment of resources are working or whether it needs to focus on a new alignment. The results thus become the baseline for the next round of decision making using the data cycle.

Tri-Point CUSD #6J will allocate funding both to schools and for districtwide activities based on student need. The district conducts benchmark testing in Reading and Math three times per school year: 1. Within the first two weeks of the school year; 2. Within two weeks of the semester break and; 3. Within two weeks of May 1.  The district also progress monitors, every 2-3 weeks, students that are identified through the benchmark process of needing additional academic supports or at risk of academic failure.  Based on the monitoring of student growth, student achievement, and teacher recommendation, students are provided diverse academic supports in Reading and Math to support identified needs and to prevent failure. An ongoing analysis of student growth and achievement data, teachers, principals, parents, school psychologist, school social worker, speech therapist, and other appropriate school personnel provided guidance to identify academic areas, specific students and groups of students in need of academic supports. These diverse stakeholders identify potential academic interventions to assist students with identified needs to meet state academic standards.  The plan is annually implemented and influences staffing patterns to ensure that adequate personnel is available to provide services.  Staffing decision are made in the spring based on projected student numbers needing services.  Specific intervention and service assignments are made every fall and following the semester data day.

Tri-Point CUSD #6J will implement an equitable and inclusive return to in-person instruction. An inclusive return to in-person instruction includes, but is not limited to, establishing policies and practices that avoid the over-use of exclusionary discipline measures (including in- and out- of-school suspensions) and creating a positive and supportive learning environment for all students. The district has already started to offer in-person learning opportunities in addition to the remote learning options we have offered from the beginning of the 2020-2021 school year.  Those opportunities include in-person attendance at school, after-school study table and tutoring sessions, and small group or individual Tier plans to provide remediation services to all students.  The district will continue to offer services through the rest of the 2021-2022 school year.  Identified timeline is August 2021 through September 2022 if requirements are met.

The overall plans and policies of Tri-Point CUSD #6J related to district 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. This plan has been developed in accordance with this the Illinois State Superintendent of Education declaration of July 9, 2021; is aligned with guidance provided by the Illinois Department of Public Health (IDPH) and the Centers for Disease Control and Prevention (CDC); and addresses adjustments needed in response to evolving COVID-19 pandemic circumstances. Additionally, this plan is in compliance with the mask mandated imposed by Governor Pritzker on August 4, 2021.Opportunity for the public to provide input will be continuously provided through a web-based comment platform. Upon request, this plan will be provided in an alternative format accessible to parents who are individuals with a disability as defined by the ADA. This plan will also be made publicly available on the district's website. School strategies in this plan may be changed based upon local conditions, levels of community transmission (i.e., minimal, moderate, substantial), local vaccine coverage, use of screening testing to detect cases in K-12 schools, and consultation with local public health officials to determine the prevention strategies needed. School officials will communicate any changes in plans to staff members, students, and parents through the district's regular communication platforms.

 Tri-Point CUSD #6J will use its ARP-ESSER III funds to meet students’ social, emotional, and academic needs, including through summer enrichment programming and other evidence-based interventions, to advance equity for underserved students. The district will carry out the following initiatives with ESSR III Funds

     1. The District will employ 4.5 FTE teachers to provide remote and remedial instruction to students

     2. The District will employ 2.5 FTE classroom aides to work under the direct supervision of

classroom teachers to provide remediation services through Tier plans to student to overcome learning deficits

     3. The district will lease 110 laptop computers for students to use for remote instruction

     4. The district will supply remote hot spots and connectivity to students without services at home

     5. The district will provide after school extended learning opportunities and extended year summer

            school.

 

Tri-Point CUSD #6J will use its ARP-ESSER III funds to sustain and support access to early childhood education programs through the funding of after-school and summer learning programs available to students enrolled in the district early childhood program.