ESSER
On March 11, 2021, the American Rescue Plan (ARP) Act of 2021 was signed into law, dedicating funds for K-12 schools through the Elementary and Secondary School Emergency Relief (ESSER) funds. As a result, Carter County Schools is eligible to receive one-time federal funds through the ESSER program to address expenses and learning loss associated with the COVID-19 pandemic.
In compliance with state and federal regulations, Carter County Schools has posted the following documents detailing the expenditure of ESSER Funding.
ESSER Plans and Documents
- ESSER 3.0 Public Plan for Remaining Funds Addendum Guidance 2023-2024
- Safe Return to In-person Instruction and Continuity of Services Plan Addendum Guidance 2023-2024
- ESSER 3.0 Public Plan for Remaining Funds Addendum Guidance 2022-2023
- Six Month Update ESSER 3.0 Public Plan for Remaining Funds Addendum Guidance 2022-2023
- Safe Return to In-Person Instruction and Continuity of Services Plan Addendum Guidance 2022-2023
- Six Month Update: Safe Return to Schools
- Six Month Update: ESSER 3.0 Public Plan-Federal Relief Spending Addendum 2021-2022
ESSER 3.0 Public Plan for Remaining Funds Addendum Guidance 2023-2024
ESSER 3.0 Public Plan for Remaining Funds
Addendum Guidance
2023
Local educational agencies (LEAs) are required to update the ESSER 3.0 Public Plan every six months through Sept. 30, 2023. Each time, LEAs must seek public input on the plan and any revisions and must take such input into account.
Each LEA must complete the addendum and upload it to ePlan in the LEA Document Library (March 1 and Sept. 15). The LEA must also post the addendum to the LEA’s website. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website. The plan intends to provide transparency to stakeholders.
Please consider the following when completing the addendum:
-
On the summary page, the amounts should total the carryover amount for FY24 for each relief fund: ESSER 2.0 and ESSER 3.0.
-
The LEA must respond to all questions in the document.
-
The stakeholder engagement responses should closely align with the stakeholder engagement in the Health and Safety Plan.
-
The LEA should ensure it uses multiple models of engagement offered to stakeholders. Examples may include surveys, in-person or virtual committee meetings, town hall meetings, or other inclusive engagement opportunities.
-
LEAs should engage all applicable groups noted in meaningful consultation during the crafting of the plan and when making any significant revisions or updates to the plan.
-
The number of stakeholders engaged should represent the composition of students. For example, if students with disabilities make up 15 percent of students, then 10-20 percent of respondents should represent this subgroup.
-
Ensure the stakeholder engagement happened prior to the development/revision of the plan.
-
Plans require local board approval and public posting.
-
LEAs must update the ESSER Public Plan at least every six months through Sept. 30, 2023, seek public input on the plan and any revisions, and take such input into account.
-
The American Rescue Plan (ARP) Act requires LEAs to post plans online in a language that parents/caregivers can understand, or it is not practicable to provide written translations to an individual with limited English proficiency, be orally translated. The plan also must be provided in an alternative format accessible, upon request, by a parent who is an individual with a disability as defined by the Americans with Disabilities Act.
ESSER 3.0 Public Plan for Remaining Funds
The Elementary and Secondary School Emergency Relief 3.0 (ESSER 3.0) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, was enacted on March 11, 2021. Funding provided to states and local educational agencies (LEAs) helps safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.
In the fall of 2021, LEAs developed and made publicly available a Public Plan - Federal Relief Spending. All plans were developed with meaningful public consultation with stakeholder groups. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
The following information is intended to update stakeholders and address the requirement.
General Information
LEA Name: Carter County Schools
Director of Schools: Dr. Brandon Carpenter
ESSER Director: Katherine Hyder
Address:139 Keenburg Road, Elizabethton, TN 37643
Phone #: 423.547.4000 District Website: https://carterk12.net
Addendum Date: September 15, 2023
Total Student Enrollment: |
4398 |
Grades Served: |
Pre-K through 12 |
Number of Schools: |
15 |
Funding
ESSER 2.0 Remaining Funds: |
$0 |
ESSER 3.0 Remaining Funds: |
$11,838,971.89 |
Total Remaining Funds: |
$11,838,971.89 |
Budget Summary
ESSER 2.0 Remaining Funds |
ESSER 3.0 Remaining Funds |
||
Academics |
Tutoring |
0 |
21,702.24 |
Summer Programming |
0 |
0 |
|
Early Reading |
0 |
0 |
|
Interventionists |
0 |
93,216.69 |
|
Other |
0 |
78,999.40 |
|
Sub-Total |
0 |
193,918.33 |
|
Student Readiness |
AP and Dual Credit/ Enrollment Courses |
0 |
0 |
High School Innovation |
0 |
0 |
|
Academic Advising |
0 |
148,595.47 |
|
Special Populations |
0 |
157,771.20 |
|
Mental Health |
0 |
0 |
|
Other |
0 |
317,099.13 |
|
Sub-Total |
0 |
623,465.80 |
|
Educators |
Strategic Teacher Retention |
0 |
0 |
Grow Your Own |
0 |
0 |
|
Class Size Reduction |
0 |
1,592,241.87 |
|
Other |
0 |
0 |
|
Sub-Total |
0 |
1,592,241.87 |
|
Foundations |
Technology |
0 |
45,452.19 |
High-Speed Internet |
0 |
0 |
|
Academic Space (facilities) |
0 |
8,997,188.20 |
|
Auditing and Reporting |
0 |
27,212.50 |
|
Other |
0 |
359,493.00 |
|
Sub-Total |
|
9,429,345.89 |
|
Total |
0 |
11,838,971.89 |
Academics
-
Describe strategic allocations to accelerate Academic Achievement, including how allocations support the investments identified in the district’s needs assessment.
|
-
Describe initiatives included in the “other” category.
Lexia Grades 6-8 Mastery View Predictive Assessments Consumables Scholastic Magazine Amplify |
Student Readiness
-
Describe strategic allocations to support Student Readiness and the School-Related Supports necessary to access high-quality instruction, including how allocations support the investments identified in the district’s needs assessment.
Carter County Schools continues to support student readiness and access to high quality instruction by ensuring a district-wide intervention process based on research based best practices. The district is providing educators with access to high quality instructional materials that are aligned to best practices. These practices should improve academic acceleration for learners. Technological systems are being utilized that provide a more comprehensive view of student readiness and a more responsive approach in identifying individual student needs and acceleration. The Carter County Online Academy will continue to be an option for those students, who due to Covid, opt to continue learning online. A/P and dual enrollment courses will continue to be offered to enhance student readiness to better prepare them for post- secondary opportunities. Students will have access to a learning loss coordinator at Happy Valley High School, Unaka High School, Hampton High School, and Happy Valley Middle School for credit recovery and gap closure due to Covid; students will use the Edmentum program to meet individual skills deficit levels/needs; standards- based learning for credit recovery requirements is also supported. Recognizing the sub group, Students with Disabilities, evidence displays great struggle with learning loss during the Covid pandemic due to the virtual platform being used for direct instruction/learning. Educational assistants (6) will continue to be utilized to support our special education student population. All students benefit from in-person direct instruction, but our special education population requires more intense direct instruction. Instructional aides will be utilized on the high school level to close the learning loss gaps, follow individual student plans as outlined in the IEP, and design a plan for each student to allow each student success in graduating on time. The extra educational assistants will enhance classroom instruction by allowing effective small group instruction time and daily assistance/support for learners. One additional social worker will be funded to provide both mental, social, and emotional supports to students at Little Milligan Elementary and Unaka Elementary School. This support personnel will meet directly with both students and families to address needs to ensure student readiness and well being as he/she moves through the school year. The social worker will work with the district-wide support staff to connect families with those outside resources to provide needs. Additional nurses (2) will continue to help with the health and well-being of students, faculty, and staff. As Covid continues to resurface, nurses will continue contact tracing and following mandated guidelines as part of his/her duties. District wide family resource liaisons (2) will be supported through ESSER funding; these positions will work collaboratively with social workers and school level counselors to continue to provide extra support for mental health issues; during the pandemic, in addition to learning loss/gaps, our students, families, and employees have been faced with numerous issues concerning health and well-being. Social workers will continue to work diligently with other school staff to meet the needs of our stakeholders. The family resource liaisons will ensure all family needs are assessed and addressed by coordinating supports from outside resource agencies. Attendance/chronic absenteeism continues to be a focus for student readiness; attendance specialist and/or student support coordinators will continue to assist with truancy and assist both students and families to both recognize and address barriers to regular attendance.
|
-
Describe initiatives included in the “other” category.
Attendance Specialist Supplemental Nurses District-wide Family Resource Liaisons (2) Student Support Interventionist Social Worker |
Educators
-
Describe strategic allocations to Recruit, Retain and Support Educators and School Personnel, including how allocations support the investments identified in the district’s needs assessment.
As identified in the district’s needs assessment, there is an increased need for Math teachers, particularly Algebra 1. Evidenced as an area of concern in EOC results, additional math teachers will be added to support Algebra 1 by increasing math positions at all schools to better meet student needs and reduction in class size. This will help to accelerate the academic achievement for students in Algebra 1 and prepare them for higher level math classes in high school. Allocations have allowed for an academic coach in Math grades 4 – 8, funded through Title IIA; this role will provide support to teachers through plcs, professional development opportunities, data analysis of student performance, and effective instructional practices to accelerate achievement for students in math across the grade bands. The district wide learning loss coordinator will provide support to teachers regarding effective strategies to address skill deficits and learning loss/gap closures for students; this position is funded through the ESSER funds as part of the TnAll Corps required match. Allocations also allow for a coach in the education technology department to assist teachers in the effective implementation of technology including hardware, instructional programs, and curriculum. The Human Resources role will continue to recruit new educators by attending job fairs, virtual job fairs, creating marketing materials and recruitment videos. Due to the nationwide shortage of teachers and the LEA’s inability to compete with surrounding systems’ wages, it is difficult to maintain teachers and paraprofessionals. |
-
Describe initiatives included in the “other” category.
N/A |
Foundations
-
Describe strategic allocations to Strengthen Structural Expectations, including how allocations support the investments identified in the district’s needs assessment.
Allocations continue to support investments for student and teacher devices; these allocations have assisted/allowed the district to update imperative technological deficits to better educate and prepare the students of Carter County for future educational endeavors. Investing in upgraded technology continues to enable district schools the flexibility to meet diverse educational opportunities. Regardless of possible situations that may be out of the ordinary for learners (weather, illness), educational opportunities will continue to be provided for learners. Funds allow for the purchase of three buses. One of the buses remains on order from FY23, it is to be delivered spring of 2024. The other two buses are out for bid per board policy procedure. These buses will allow appropriate distancing as needed during the Covid pandemic. Funds have been allocated to do additional construction to a preexisting facility to house 6th – 8th grade; this addition will allow for class size reduction in grades 6-8 and will allow for more direct instruction for learners to close any learning loss gaps due to Covid.
|
-
Describe initiatives included in the “other” category.
School Bus (3) |
Monitoring, Auditing, and Reporting
-
Outline how the LEA is continuing to actively monitor allocations; conducting interim audits to ensure an appropriate application of funds; collecting and managing data elements required to be reported; and reporting this information to the community.
The ESSER Coordinator will continue to monitor allocation of all ESSER grants. The ESSER coordinator is responsible for all duties associated with the administration and compliance of the grant including planning, budgeting, procurement, accounting, inventory, internal controls, internal audits, and monitoring. Resources have been designated to develop and maintain adequate inventory management; resources have also been allocated to assist in supervising expenditures, issuing of purchase orders, and requisitions to ensure adherence to all requirements of federal grant monies. All of these employees and activities will be supervised by the Carter County Federal Projects Director. The district has a strong financial management system and implements strong internal controls for full compliance of grants management systems ensuring that students and families receive all necessary resources. All involved employees will ensure that activities are aligned with the intent and purpose of the funds and verify the activities fall within the scope of the needs identified during stakeholder engagement sessions. Continuous feedback /input from stakeholders will be an ongoing process. District personnel will continue to participate in TDOE office hours, application webinars, EDGAR training, ESSER Relief Team Office hours, etc. to allow the best understanding of how ESSER funds may be used in compliance with the guidelines. All state and federal laws, policies, and regulations, including standard procurement process, will be followed. |
-
Describe how the LEA is meeting the requirements to spend 20 percent of the total ESSER 3.0 allocation on direct services to students to address learning loss, or indicate participation in TN ALL Corps.
The Carter County Board of Education has voted to designate 30% of ESSER 3.0 on direct services for students in order to continue to address learning loss due to Covid. For FY2, the district will continue to participate in TN All Corps. High dosage/low ratio tutoring will be offered to students in grades 1st through 8th focusing on both Math and ELA. High dosage/low ratio tutoring will consist of intensive tutoring that occurs at least two to three times per week for 45 minutes each session. Sessions will be provided by a qualified tutor to help all students accelerate their learning in an individualized manner. The focus of each session will be to scaffold academic content so students can access new learning, while scaffolding on the present knowledge base. Matched funding will be utilized to support personnel salaries and instructional supplies and materials in correlation with TN ALL Corps requirements. |
Family and Community Engagement
-
Describe how the LEA has continued to engage in meaningful consultation with stakeholders in the development of the revised plan.
Carter County conducted a survey to provide opportunities for stakeholders to participate/contribute meaningful information/concerns to guide decision making in the development of plans. The Carter County Board of Education meets monthly; meetings are open to the public and are streamed live on Facebook to reduce attendance barriers for interested stakeholders. Monthly ESSER financial reports on funding are publicly presented and discussed. The district continues to provide ESSER information and receive feedback at school level family engagement opportunities throughout the year. The focus has been to meet with all grade band schools including all areas of the district during the initial parent/student orientations for this school year. The district will continue to maintain and update the ESSER page with the links to ESSER Eplans and the links to the Safe Return to In-Person Instruction and Continuity of Services Plan, the Community Engagement Plan, the Needs Assessment document, and the Public Plans for Remaining Funds ESSER spending plan. The ESSER page provides contact information for any questions and feedback |
-
Describe how the LEA engaged at minimum 10 percent of the total stakeholders engaged vs. responses received in the development of the revised plan.
The district continues to align activities with the purpose to fall within the scope of the needs identified during district stakeholder engagement sessions and in accordance with survey responses. Input and feedback from stakeholders will continue to be solicited in regularly scheduled principal’s meetings, board meetings/work sessions, commissioner meetings, and school family engagement meetings for all grade band buildings and in meetings with sub groups of students (i.e. ELL, SWD, ED, etc.). |
-
Describe how the LEA engaged a representation of a diverse population of stakeholders.
The district continues to have open meetings throughout the district; subgroups of students and families have numerous ways to give input/feedback. Surveys are currently posted on the district website providing opportunity for feedback on the ESSER plans. Survey results will be widely announced with feedback monitored using subgroups: SWD, ED, ESL, Migrant workers, and families of foster children. The district will provide representation during some, not all, parent/student individual meetings. District representation will be present for school wide parent engagement activities to both receive feedback and provide answers to stakeholder questions. |
-
Describe how the LEA used multiple modes of engagement (such as surveys, scheduled in-person or virtual meetings, and town halls) to gain input from stakeholders in the development of the revised plan.
The district continues to engage in multiple modes of engagement to gain input from stakeholders. In person meetings have included: County Finance Meetings, Board of Education monthly meetings, individual school parent engagement/orientation meetings district wide. Throughout the year, district representatives will meet with the local education association, participate in ESL parent meetings and meet with parents of SWD in order to provide information on ESSER. Opportunity will be provided for feedback from stakeholders and explanation of plans will be provided. |
Safe Return to In-person Instruction and Continuity of Services Plan Addendum Guidance 2023-2024
Safe Return to In-person Instruction and
Continuity of Services Plan
Addendum Guidance
2023
LEAs are required to update the Safe Return to In-Person Instruction and Continuity of Services Plan every six months through Sept. 30, 2023. Each time, local education agencies (LEAs) must seek public input on the plan and any revisions and must take such input into account. The purpose of the plan is to keep stakeholders informed.
Every LEA should complete the addendum and upload it to ePlan in the LEA document library and post it to the LEA’s website (March 1 and Sept. 15). Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
Please consider the following when completing the addendum:
-
Ensure the LEA used multiple models of engagement offered to stakeholders. Examples may include surveys, in-person or virtual committee meetings, town hall meetings, or other inclusive engagement opportunities.
-
LEAs should engage all applicable groups noted in meaningful consultation during the crafting of the plan and when making any significant revisions or updates to the plan.
-
The number of stakeholders engaged should represent the composition of students. For example, if students with disabilities make up 15 percent of students, then 10-20 percent of respondents should represent this subgroup.
-
Ensure the stakeholder engagement happened prior to the development/revision of the plan.
-
The LEA must engage the health department in the development and revision of the plan. This is different from providing the health department with COVID-19 numbers.
-
Plans must explicitly address every bullet point in Question 3 regarding district policies and strategies.
-
Plans require local board approval and public posting.
-
LEAs must update the Safe Return to In-Person Instruction and Continuity of Services Plan at least every six months through Sept. 30, 2023, seek public input on the plan and any revisions, and take such input into account. All revisions must include an explanation and rationale of why the revisions were made.
-
All revisions must include an explanation and rationale, with meaningful public consultation and in an understandable format. The American Rescue Plan (ARP) Act requires LEAs to post their Health and Safety Plans online in a language that parents/caregivers can understand, or, if it is not practicable to provide written translations to an individual with limited English proficiency, be orally translated. The plan also must be provided in an alternative format accessible, upon request, by a parent who is an individual with a disability as defined by the Americans with Disabilities Act.
Safe Return to In-Person Instruction and
Continuity of Services Plan Addendum
The Elementary and Secondary School Emergency Relief 3.0 (ESSER 3.0) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, was enacted on March 11, 2021. Funding provided to states and local educational agencies (LEAs) helps safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.
In the fall of 2021, LEAs developed and made publicly available a Safe Return to In-Person Instruction and Continuity of Services Plan. All plans were developed with meaningful public consultation with stakeholder groups. LEAs are required to update the plan every six months through Sept. 30, 2023, and must seek public input on the plan and any revisions and must take such input into account. LEAs also must review and update their plans and ensure they align with any significant changes to CDC recommendations for K-12 schools. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
The following information is intended to update stakeholders and address the requirement.
LEA Name: Carter County Schools
Date: September 15, 2023
-
Describe how the LEA has continued to engage in meaningful consultation with stakeholders in the development of the revised plan.
In order to provide continuity of learning for students, the LEA works collaboratively with the school board, administration, and individual school leadership to develop an instructional plan that follows Tennessee Department of Health and CDC guidelines. The LEA consults with the Northeast TN Regional Health Department office and receives regular updates from the Regional Medical Director regarding changes to state level Covid guidance. Carter County Schools continues to have conversations and meetings with all stakeholders to gain input as we proceed with the utilization of ESSER funds to minimize learning loss. The ESSER coordinator has made the effort to be present at all school level parent informational meetings to openly share the plan for both safe return to schools and spending of the ESSER funding. The ESSER Coordinator will continue to meet throughout the year with subgroups of students/ parents to ensure stakeholders continue to have input as the plan is revised throughout the life of the grant. The LEA ESSER plan is available on the district website for review and to allow stakeholders to provide feedback. Through stakeholders completing surveys and participating in follow-up conversations, we have identified our greatest needs. All board meetings are open to the public and are on Facebook Live to be viewed by parents, teachers, and community members. Stakeholders have a quick link on the Carter County website under ESSER to provide feedback. School principals have had discussions with faculty and staff to identify needs in their individual school buildings and shared this with school district supervisors as well as Carter County BOE. Our SPED Director and Homeless Liaison work closely with school staff and parents to share district information and to gather feedback. The school nurses work daily with stakeholders in regards to the school safety plan. |
-
Describe how the LEA engaged the health department in the development of the revised plan.
Carter County Schools continues to work closely with our local and regional health department. Coordinated School Health, Health Services, and the Director of Schools to receive direct communication and updates by the Department of Health regarding the status of community spread and updated guidance and recommendations. Our system will maintain open communication and consult the health department as needed regarding operational planning during the pandemic. As covid positive numbers continue to rise, communication will continue to happen and revise the safety plan as needed. Currently, restrictions have been decreased concerning student attendance and Covid positive incidence. Guidelines will continue to be evaluated per Department of Health guidance. |
-
Provide the extent to which the LEA has updated adopted policies and a description of any such policies on each of the following health and safety strategies.
Appropriate accommodations for children with disabilities with respect to health and safety policies |
All self- contained classrooms and special education transportation buses have access to handheld sanitizing sprayers which are used to clean regularly throughout the week. Medically fragile students and their teachers/aides are encouraged to practice covid mitigation strategies when possible to reduce exposure. |
Physical distancing (e.g., use of cohorts/podding) |
Students are physically distanced when possible. TDH guidance no longer recommends cohorting for covid mitigation; however, many students are naturally in learning cohorts that provide reduction to the spread of communicable illness. |
Hand washing and respiratory etiquette |
Students are encouraged to frequently wash hands and utilize hand sanitizer when hand washing is not possible. Teachers work collaboratively with school health to provide health education to students/faculty regarding effective hand washing and respiratory etiquette. |
Cleaning and maintaining healthy facilities including improving ventilation |
Schools are methodically and frequently cleaned by school janitors and other staff members. Carter County Schools purchased back-pack sanitizing sprayers to disinfect classrooms and school buses regularly. |
Contact tracing in combination with isolation and quarantine |
Beginning in January, 2022, in accordance with TN Senate Bill 9014, our LEA relies on the Department of Health for contact tracing and notification to citizens regarding Covid. Covid positive students and staff should follow TN Department of Health Guidance regarding return to school/work. The school nurse continues to track incidence of isolation and quarantine on the building level. |
Diagnostic and screening testing |
Our system does not provide or participate in COVID testing or diagnostics. |
Efforts to provide vaccinations to educators, other staff, and students, if eligible |
Coordinated School Health provides staff and student families information on where to obtain vaccinations and vaccine guidance. |
Universal and correct wearing of masks |
Carter County Schools does not have a mask mandate in place; staff and students may wear face coverings if they choose to do so. |
-
Provide a current description as to how the LEA is ensuring continuity of services including but not limited to services that address students’ academic needs and students’ and staff’s social, emotional, mental health, and other needs, which may include student health and food services.
|
ESSER 3.0 Public Plan for Remaining Funds Addendum Guidance 2022-2023
ESSER 3.0 Public Plan for Remaining Funds
Addendum Guidance
2022-23
Local educational agencies (LEAs) are required to update the ESSER 3.0 Public Plan every six months through Sept. 30, 2023. Each time, LEAs must seek public input on the plan and any revisions and must take such input into account.
Each LEA must complete the addendum and upload it to ePlan in the LEA Document Library (Feb. 15 and Sept. 15). The LEA must also post the addendum to the LEA’s website. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website. The plan intends to provide transparency to stakeholders.
Please consider the following when completing the addendum:
-
On the summary page, the amounts should total the carryover amount for FY23 for each relief fund: ESSER 2.0, and ESSER 3.0.
-
The LEA must respond to all questions in the document.
-
The stakeholder engagement responses should closely align with the stakeholder engagement in the Health and Safety Plan.
-
The LEA should ensure it uses multiple models of engagement offered to stakeholders. Examples may include surveys, in-person or virtual committee meetings, town hall meetings, or other inclusive engagement opportunities.
-
LEAs should engage all applicable groups noted in meaningful consultation during the crafting of the plan and when making any significant revisions or updates to the plan.
-
The number of stakeholders engaged should represent the composition of students. For example, if students with disabilities make up 15 percent of students, then 10-20 percent of respondents should represent this subgroup.
-
Ensure the stakeholder engagement happened prior to the development/revision of the plan.
-
Plans require local board approval and public posting.
-
LEAs must update the ESSER Public Plan at least every six months through Sept. 30, 2023, seek public input on the plan and any revisions, and take such input into account.
-
The American Rescue Plan (ARP) Act requires LEAs to post plans online in a language that parents/caregivers can understand, or it is not practicable to provide written translations to an individual with limited English proficiency, be orally translated. The plan also must be provided in an alternative format accessible, upon request, by a parent who is an individual with a disability as defined by the Americans with Disabilities Act.
ESSER 3.0 Public Plan for Remaining Funds
The Elementary and Secondary School Emergency Relief 3.0 (ESSER 3.0) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, was enacted on March 11, 2021. Funding provided to states and local educational agencies (LEAs) helps safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.
In the fall of 2021, LEAs developed and made publicly available a Public Plan - Federal Relief Spending. All plans were developed with meaningful public consultation with stakeholder groups. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
The following information is intended to update stakeholders and address the requirement.
General Information
LEA Name: Carter County Schools
Director of Schools (Name): Dr. Brandon Carpenter
ESSER Director (Name): Katherine Hyder
Address: 305 Academy St., Elizabethton, Tn. 37643
Phone # : 423 – 547 - 4000 District Website: carterk12.net
Addendum Date: 9/ 12 /2022
Total Student Enrollment: |
4783 |
Grades Served: |
Pre-K through 12 |
Number of Schools: |
16 |
Funding
ESSER 2.0 Remaining Funds: |
$ 2,124,965.18 |
ESSER 3.0 Remaining Funds: |
$13,948,908.36 |
Total Remaining Funds: |
$16,073,873.54 |
Budget Summary
ESSER 2.0 Remaining Funds |
ESSER 3.0 Remaining Funds |
||
Academics |
Tutoring |
0 |
367,634.40 |
Summer Programming |
0 |
0 |
|
Early Reading |
0 |
0 |
|
Interventionists |
0 |
0 |
|
Other |
0 |
15,688.00 |
|
Sub-Total |
0 |
383,322.40 |
|
Student Readiness |
AP and Dual Credit/ Enrollment Courses |
0 |
60,000.00 |
High School Innovation |
54,318.78 |
0 |
|
Academic Advising |
0 |
112,239.78 |
|
Special Populations |
288,084.55 |
285,932.59 |
|
Mental Health |
0 |
109,532.54 |
|
Other |
228,184.35 |
424,936.19 |
|
Sub-Total |
570,587.68 |
992,641.10 |
|
Educators |
Strategic Teacher Retention |
0 |
1,413,763.68 |
Grow Your Own |
54,667.92 |
54,667.92 |
|
Class Size Reduction |
1,176,768.32 |
795,137.97 |
|
Other |
1,561.11 |
0 |
|
Sub-Total |
1,232,997.35 |
2,263,569.57 |
|
Foundations |
Technology |
180,808.19 |
40,296.08 |
High-Speed Internet |
0 |
0 |
|
Academic Space (facilities) |
140,571.96 |
10,197,161.21 |
|
Auditing and Reporting |
0 |
71,918.00 |
|
Other |
0 |
0 |
|
Sub-Total |
321,380.15 |
10,309,375.29 |
|
Total |
2,124,965.18 |
13,948,908.36 |
Academics
-
Describe strategic allocations to accelerate Academic Achievement, including how allocations support the investments identified in the district’s needs assessment.
Carter County Schools continues to utilize the public district’s needs assessment and academic data to strategically allocate funds to accelerate academic achievement. Due to the diverse academic needs of learners across all content areas, funding is needed to provide both students and teachers with high quality instructional materials, job embedded professional learning, high impact – low ratio math tutoring and more rigorous assessments and platforms to monitor student acceleration and academic achievement. To increase achievement in all academic areas, tutoring programs will continue to be offered during regular school days and during summer learning camps. Math and Reading achievement and growth will continue to be a focus for all grade bands. In conjunction with the Tn All Corp grant, funds will be matched to provide supplements to teachers providing high dosage tutoring in Math and Reading. Tutoring sessions are offered not only during the regular school day but also both before and after school. To accelerate academic achievement, this high dosage tutoring protects student/teacher ratios for small group sessions; a ratio of 1:3 will be protected for grades 1 – 5 and 1:4 for grades 6-8. Students will receive 90 minutes of high dosage tutoring each week. Highly effective, researched based supplies and materials will be purchased with the matching funds as well. Laptops will be purchased for those teachers/assistants who do not have a device to provide intervention. Carter County Schools has also partnered with the Niswonger Foundation to assist with funding the high dosage tutoring initiative. The three entities will work collaboratively to accelerate academic achievement and close learning loss gaps for learners. Intervention kits will be purchased through Amplify in order to provide high quality intervention for those students in grades K – 3 to close learning loss gaps; a high priority for the 22/23 school year will be on third grade reading and recovering learning loss due to Covid. During intervention sessions, student intervention will require the use of headphones for intervention/ assessment/ and progress monitoring in order to support a minimally distracting environment for learning and gap closures. Summer learning camps will continue to be provided through the 2022/2023 school year; these learning camps are designed/offered for rising first grade students through eighth grade students. The summer learning camps are designed to ensure high school students needing to recover learning loss or to accelerate learning are given the opportunity to do so. Priority for summer school admission in the elementary grade band targets those students who score at Approaching or Below in math or reading as evidenced by data from most recent state test/s and/or as indicated by STAR screeners. Other considerations for summer school participation was for schools whose academic achievement evidences less than 50% proficiency in Math and/or ELA, students who qualify for TANF benefits, and those students whose academic achievement was less than proficient due to chronic absenteeism. |
-
Describe initiatives included in the “other” category.
Supplies and materials to support high dosage tutoring Purchase of laptops for tutoring by tutors without a device to use Amplify (intervention kits for grades K – 3 intervention) Amazon (headphones for student use during intervention/ assessment/ progress monitoring) |
Student Readiness
-
Describe strategic allocations to support Student Readiness and the School-Related Supports necessary to access high-quality instruction, including how allocations support the investments identified in the district’s needs assessment.
Carter County Schools continues to support student readiness and access to high quality instruction by ensuring a district-wide intervention process based on research based best practices. The district is providing educators with access to high quality instructional materials that are aligned to best practices. These practices should improve academic acceleration for learners. Technological systems are being utilized that provide a more comprehensive view of student readiness and a more responsive approach in identifying individual student needs and acceleration. The Carter County Online Academy will continue to be an option for those students, who due to Covid, opt to continue learning online. A/P and dual enrollment courses will continue to be offered to enhance student readiness to better prepare them for post- secondary opportunities. Students will have access to a learning loss coordinator at Happy Valley High School and Unaka High School for credit recovery and gap closure due to Covid; students will use the Edmentum program to meet individual skills deficit levels/needs; standards- based learning for credit recovery requirements is also supported. Career counselors will continue to be utilized to assist with student placement at the middle and high school levels as well as post- secondary. Career counselors will provide academic advising to high school students to ensure students are enrolled in appropriate classes to both graduate on time and to prepare learners for post- secondary learning opportunities and programs of study. The focus is to introduce students to careers through career explorations and encourage and support a career path beginning in middle school and following individual student plans through high school. Recognizing the sub group, Students with Disabilities, evidence displays great struggle with learning loss during the Covid pandemic due to the virtual platform being used for direct instruction/learning. A transition teacher, speech pathologist, and educational assistants will continue to be utilized to support our special education student population. All students benefit from in-person direct instruction, but our special education population requires more intense direct instruction. The transition teacher will be utilized on the high school level to close the learning loss gaps, follow individual student plans as outlined in the IEP, and design a plan for each student to allow each student success in graduating on time. The extra educational assistants will enhance classroom instruction by allowing effective small group instruction time and daily assistance/support for learners. The continued service of an additional speech pathologist will assist with extra services provided by the school system; the speech pathologist will continue working with students both in person and virtually during the 2022/2023 school year. Additional nurses will continue to help with the health and well-being of students, faculty, and staff. As Covid continues to resurface, nurses will continue contact tracing and following mandated guidelines as part of his/her duties. The additional social workers will continue to provide extra support for mental health issues; during the pandemic, in addition to learning loss/gaps, our students, families, and employees have been faced with numerous issues concerning health and well-being. Social workers will continue to work diligently with other school staff to meet the needs of our stakeholders Attendance/chronic absenteeism continues to be a focus for student readiness; attendance specialist and/or student support coordinators will continue to assist with truancy and assist both students and families to both recognize and address barriers to regular attendance.
|
-
Describe initiatives included in the “other” category.
Attendance Specialist Supplemental Nurses Social Workers Learning Loss Gap Coordinators (2) On-Line Academy |
Educators
-
Describe strategic allocations to Recruit, Retain and Support Educators and School Personnel, including how allocations support the investments identified in the district’s needs assessment.
As identified in the district’s needs assessment, there is an increased need for Math teachers, particularly Algebra 1. Evidenced as an area of concern in EOC results, additional math teachers will be added support to Algebra 1 by increasing math positions at all schools to better meet student needs and reduction in class size. This will help to accelerate the academic achievement for students in Algebra 1 and prepare them for higher level math classes in high school. Allocations have allowed for an academic coach in Math grades 4 – 8; this role will provide support to teachers through plcs, professional development opportunities, data analysis of student performance, and effective instructional practices to accelerate achievement for students in math across the grade bands. Allocations also allow for a coach in the education technology department to assist teachers in the effective implementation of technology including hardware, instructional programs, and curriculum. The Human Resources role will continue to recruit new educators by attending job fairs, virtual job fairs, creating marketing materials and recruitment videos. Due to the nationwide shortage of teachers and the LEA’s inability to compete with surrounding systems’ wages, it is difficult to maintain teachers and paraprofessionals. In order to encourage employees to stay within the district, bonuses will be awarded as an incentive for going above and beyond expectations during the Covid pandemic. |
-
Describe initiatives included in the “other” category.
Administration to ESSER/ESSA Conference |
Foundations
-
Describe strategic allocations to Strengthen Structural Expectations, including how allocations support the investments identified in the district’s needs assessment.
Allocations continue to support investments for student and teacher devices; these allocations have assisted/allowed the district to update imperative technological deficits to better educate and prepare the students of Carter County for future educational endeavors. Investing in upgraded technology continues to enable district schools the flexibility to meet diverse educational opportunities. Regardless of possible situations that may be out of the ordinary for learners (weather, illness), educational opportunities will continue to be provided for learners. Funding allows for an extra custodial position to maintain a clean and healthy environment for all stakeholders at Happy Valley High School for FY23. Funds have been allocated to do an additional construction to a preexisting facility to house 6th – 8th grade; this addition will allow for class size reduction in grades 6-8 and will allow for more direct instruction for learners to close any learning loss gaps due to Covid.
|
-
Describe initiatives included in the “other” category.
None |
Monitoring, Auditing, and Reporting
-
Outline how the LEA is continuing to actively monitor allocations; conducting interim audits to ensure an appropriate application of funds; collecting and managing data elements required to be reported; and reporting this information to the community.
The ESSER Coordinator will continue to monitor allocation of all ESSER grants. The ESSER coordinator is responsible for all duties associated with the administration and compliance of the grant including planning, budgeting, procurement, accounting, inventory, internal controls, internal audits, and monitoring. Resources have been designated to develop and maintain adequate inventory management; resources have also been allocated to assist in supervising expenditures, issuing of purchase orders, and requisitions to ensure adherence to all requirements of federal grant monies. All of these employees and activities will be supervised by the Carter County Federal Projects Director. The district has a strong financial management system and implements strong internal controls for fully compliance of grants management systems ensuring that students and families receive all necessary resources. All involved employees will ensure that activities are aligned with the intent and purpose of the funds and verify the activities fall within the scope of the needs identified during stakeholder engagement sessions. Continuous feedback /input from stakeholders will be an ongoing process. District personnel will continue to participate in TDOE office hours, application webinars, EDGAR training, ESSER Relief Team Office hours, etc. to allow the best understanding of how ESSER funds may be used in compliance with the guidelines. All state and federal laws, policies, and regulations, including standard procurement process, will be followed. |
-
Describe how the LEA is meeting the requirements to spend 20 percent of the total ESSER 3.0 allocation on direct services to students to address learning loss, or indicate participation in TN ALL Corps.
The Carter County Board of Education has voted to designate 30% of ESSER 3.0 on direct services for students in order to continue to address learning loss due to Covid. For the FY23, the district will continue to participate in Tn All Corps. High dosage/low ratio tutoring will be offered to students in grades 1st through 8th focusing on both Math and ELA. High dosage/low ratio tutoring will consist of intensive tutoring that occurs at least two to three times per week for 45 minutes each session. Sessions will be provided by a qualified tutor to help all students accelerate their learning in an individualized manner. The focus of each session will be to scaffold academic content so students can access new learning, while scaffolding on the present knowledge base. Matched funding will be utilized to support personnel salaries and instructional supplies and materials in correlation with TN ALL Corps. |
Family and Community Engagement
-
Describe how the LEA has continued to engage in meaningful consultation with stakeholders in the development of the revised plan.
Carter County conducted a survey to provide opportunities for stakeholders to participate/contribute meaningful information/concerns to guide decision making in the development of plans. The Carter County Board of Education meets monthly; meetings are open to the public and are streamed live on Facebook to reduce attendance barriers for interested stakeholders. Monthly ESSER financial reports on funding are publicly presented and discussed. The district continues to provide ESSER information and receive feedback at school level family engagement opportunities throughout the year. The focus has been to meet with all grade band schools including all areas of the district during the initial parent/student orientations for this school year. The district will continue to maintain and update the ESSER page with the links to ESSER Eplans and the links to the Safe Return to In-Person Instruction and Continuity of Services Plan, the Community Engagement Plan, the Needs Assessment document, and the Public ESSER Spending Plan. The ESSER page provides contact information for any questions and feedback |
-
Describe how the LEA engaged at minimum 10 percent of the total stakeholders engaged vs. responses received in the development of the revised plan.
The district continues to align activities with the purpose to fall within the scope of the needs identified during district stakeholder engagement sessions and in accordance with survey responses. Input and feedback from stakeholders will continue to be solicited in regularly scheduled principal’s meetings, board meetings/work sessions, commissioner meetings, and school family engagement meetings for all grade band buildings and in meetings with sub groups of students (i.e. ELL, SWD, ED, etc.). |
-
Describe how the LEA engaged a representation of a diverse population of stakeholders.
The district continues to have open meetings throughout the district; subgroups of students and families have numerous ways to give input/feedback. Surveys are currently posted on the district website providing opportunity for feedback on the ESSER plans. Survey results will be widely announced with feedback monitored using subgroups: SWD, ED, ESL, Migrant workers, and families of foster children. The district will provide representation during some, not all, parent/student individual meetings. District representation will be present for school wide parent engagement activities to both receive feedback and provide answers to stakeholder questions. |
-
Describe how the LEA used multiple modes of engagement (such as surveys, scheduled in-person or virtual meetings, and town halls) to gain input from stakeholders in the development of the revised plan.
The district continues to engage in multiple modes of engagement to gain input from stakeholders. In person meetings have included: County Finance Meetings, Board of Education monthly meetings, individual school parent engagement/orientation meetings district wide. Throughout the year, district representative will meet with the local education association, participate in ESL parent meetings and meet with parents of SWD in order to provide information on ESSER. Opportunity will be provided for feedback from stakeholders and explanation of plans will be provided. |
Six Month Update ESSER 3.0 Public Plan for Remaining Funds Addendum Guidance 2022-2023
ESSER 3.0 Public Plan for Remaining Funds
Addendum Guidance
2023
Local educational agencies (LEAs) are required to update the ESSER 3.0 Public Plan every six months through Sept. 30, 2023. Each time, LEAs must seek public input on the plan and any revisions and must take such input into account.
Each LEA must complete the addendum and upload it to ePlan in the LEA Document Library (March 1 and Sept. 15). The LEA must also post the addendum to the LEA’s website. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website. The plan intends to provide transparency to stakeholders.
Please consider the following when completing the addendum:
-
On the summary page, the amounts should total the carryover amount for FY23 for each relief fund: ESSER 2.0, and ESSER 3.0.
-
The LEA must respond to all questions in the document.
-
The stakeholder engagement responses should closely align with the stakeholder engagement in the Health and Safety Plan.
-
The LEA should ensure it uses multiple models of engagement offered to stakeholders. Examples may include surveys, in-person or virtual committee meetings, town hall meetings, or other inclusive engagement opportunities.
-
LEAs should engage all applicable groups noted in meaningful consultation during the crafting of the plan and when making any significant revisions or updates to the plan.
-
The number of stakeholders engaged should represent the composition of students. For example, if students with disabilities make up 15 percent of students, then 10-20 percent of respondents should represent this subgroup.
-
Ensure the stakeholder engagement happened prior to the development/revision of the plan.
-
Plans require local board approval and public posting.
-
LEAs must update the ESSER Public Plan at least every six months through Sept. 30, 2023, seek public input on the plan and any revisions, and take such input into account.
-
The American Rescue Plan (ARP) Act requires LEAs to post plans online in a language that parents/caregivers can understand, or it is not practicable to provide written translations to an individual with limited English proficiency, be orally translated. The plan also must be provided in an alternative format accessible, upon request, by a parent who is an individual with a disability as defined by the Americans with Disabilities Act.
ESSER 3.0 Public Plan for Remaining Funds
The Elementary and Secondary School Emergency Relief 3.0 (ESSER 3.0) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, was enacted on March 11, 2021. Funding provided to states and local educational agencies (LEAs) helps safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.
In the fall of 2021, LEAs developed and made publicly available a Public Plan - Federal Relief Spending. All plans were developed with meaningful public consultation with stakeholder groups. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
The following information is intended to update stakeholders and address the requirement.
General Information
LEA Name: Carter County Schools
Director of Schools (Name): Dr. Brandon Carpenter
ESSER Director (Name) : Katherine Hyder
Address: 305 Academy St., Elizabethton TN 37643
Phone # 423.547.4000 District Website: carterk12.net
Addendum Date: March 1, 2023
Total Student Enrollment: |
4779 |
Grades Served: |
Pre-K through 12 |
Number of Schools: |
16 |
Funding
ESSER 2.0 Remaining Funds: |
$ 2,214,965.18 |
ESSER 3.0 Remaining Funds: |
$13,948,908.36 |
Total Remaining Funds: |
$16,073,873.54 |
Budget Summary
ESSER 2.0 Remaining Funds |
ESSER 3.0 Remaining Funds |
||
Academics |
Tutoring |
0 |
376,052.40 |
Summer Programming |
0 |
0 |
|
Early Reading |
0 |
0 |
|
Interventionists |
0 |
0 |
|
Other |
0 |
0 |
|
Sub-Total |
0 |
376,052.40 |
|
Student Readiness |
AP and Dual Credit/ Enrollment Courses |
0 |
60,000.00 |
High School Innovation |
54,348.78 |
0 |
|
Academic Advising |
73,652.98 |
73,652.98 |
|
Special Populations |
224,124.34 |
224,148.46 |
|
Mental Health |
0 |
115,304.28 |
|
Other |
0 |
196,936.94 |
|
Sub-Total |
352,126.10 |
670,042.66 |
|
Educators |
Strategic Teacher Retention |
0 |
1,469,025.17 |
Grow Your Own |
54,466.92 |
54,466.92 |
|
Class Size Reduction |
1,394,632.71 |
945,587.07 |
|
Other |
0 |
0 |
|
Sub-Total |
1,449,099.63 |
2,469,079.16 |
|
Foundations |
Technology |
183,137.65 |
48,834.88 |
High-Speed Internet |
0 |
0 |
|
Academic Space (facilities) |
140,601.80 |
10,196,980.27 |
|
Auditing and Reporting |
0 |
71,919.00 |
|
Other |
0 |
116,000.00 |
|
Sub-Total |
323,739.45 |
10,433,734.15 |
|
Total |
2,124,965.18 |
13,948,908.36 |
Academics
-
Describe strategic allocations to accelerate Academic Achievement, including how allocations support the investments identified in the district’s needs assessment.
Carter County Schools continues to utilize the public district’s needs assessment and academic data to strategically allocate funds to accelerate academic achievement. Due to the diverse academic needs of learners across all content areas, funding is needed to provide both students and teachers with high quality instructional materials, job embedded professional learning, high impact – low ratio math tutoring and more rigorous assessments and platforms to monitor student acceleration and academic achievement. To increase achievement in all academic areas, tutoring programs will continue to be offered during regular school days and during summer learning camps. Math and Reading achievement and growth will continue to be a focus for all grade bands. In conjunction with the Tn All Corp grant, funds will be matched to provide supplements to teachers providing high dosage tutoring in Math and Reading. Tutoring sessions are offered not only during the regular school day but also both before and after school. To accelerate academic achievement, this high dosage tutoring protects student/teacher ratios for small group sessions; a ratio of 1:3 will be protected for grades 1 – 5 and 1:4 for grades 6-8. Students will receive 90 minutes of high dosage tutoring each week. Highly effective, researched based supplies and materials will be purchased with the matching funds as well. Laptops will be purchased for those teachers/assistants who do not have a device to provide intervention. Carter County Schools has also partnered with the Niswonger Foundation to assist with funding the high dosage tutoring initiative. The three entities will work collaboratively to accelerate academic achievement and close learning loss gaps for learners. Intervention kits will be purchased through Amplify in order to provide high quality intervention for those students in grades K – 3 to close learning loss gaps; a high priority for the 22/23 school year will be on third grade reading and recovering learning loss due to Covid. During intervention sessions, student intervention will require the use of headphones for intervention/ assessment/ and progress monitoring in order to support a minimally distracting environment for learning and gap closures. Summer learning camps will continue to be provided through the 2022/2023 school year; these learning camps are designed/offered for rising first grade students through eighth grade students. The summer learning camps are designed to ensure high school students needing to recover learning loss or to accelerate learning are given the opportunity to do so. Priority for summer school admission in the elementary grade band targets those students who score at Approaching or Below in math or reading as evidenced by data from most recent state test/s and/or as indicated by STAR screeners. Other considerations for summer school participation will be for schools whose academic achievement evidences less than 50% proficiency in Math and/or ELA, students who qualify for TANF benefits, and those students whose academic achievement was less than proficient due to chronic absenteeism. |
-
Describe initiatives included in the “other” category.
N/A |
Student Readiness
-
Describe strategic allocations to support Student Readiness and the School-Related Supports necessary to access high-quality instruction, including how allocations support the investments identified in the district’s needs assessment.
Carter County Schools continues to support student readiness and access to high quality instruction by ensuring a district-wide intervention process based on research based best practices. The district is providing educators with access to high quality instructional materials that are aligned to best practices. These practices should improve academic acceleration for learners. Technological systems are being utilized that provide a more comprehensive view of student readiness and a more responsive approach in identifying individual student needs and acceleration. The Carter County Online Academy will continue to be an option for those students, who due to Covid, opt to continue learning online. A/P and dual enrollment courses will continue to be offered to enhance student readiness to better prepare them for post- secondary opportunities. Students will have access to a learning loss coordinator at Happy Valley High School and Unaka High School for credit recovery and gap closure due to Covid; students will use the Edmentum program to meet individual skills deficit levels/needs; standards- based learning for credit recovery requirements is also supported.
Career counselors will continue to be utilized to assist with student placement at the middle and high school levels as well as post- secondary. Career counselors will provide academic advising to high school students to ensure students are enrolled in appropriate classes to both graduate on time and to prepare learners for post- secondary learning opportunities and programs of study. The focus is to introduce students to careers through career explorations and encourage and support a career path beginning in middle school and following individual student plans through high school.
Recognizing the sub group, Students with Disabilities, evidence displays great struggle with learning loss during the Covid pandemic due to the virtual platform being used for direct instruction/learning. A transition teacher, speech pathologist, and educational assistants will continue to be utilized to support our special education student population. All students benefit from in-person direct instruction, but our special education population requires more intense direct instruction. The transition teacher will be utilized on the high school level to close the learning loss gaps, follow individual student plans as outlined in the IEP, and design a plan for each student to allow each student success in graduating on time. The extra educational assistants will enhance classroom instruction by allowing effective small group instruction time and daily assistance/support for learners.
Additional nurses will continue to help with the health and well-being of students, faculty, and staff. As Covid continues to resurface, nurses will continue contact tracing and following mandated guidelines as part of his/her duties.
The additional social workers will continue to provide extra support for mental health issues; during the pandemic, in addition to learning loss/gaps, our students, families, and employees have been faced with numerous issues concerning health and well-being. Social workers will continue to work diligently with other school staff to meet the needs of our stakeholders.
Attendance/chronic absenteeism continues to be a focus for student readiness; attendance specialist and/or student support coordinators will continue to assist with truancy and assist both students and families to both recognize and address barriers to regular attendance.
-
Describe initiatives included in the “other” category.
Attendance Specialist Supplemental Nurses Social Workers Learning Loss Gap Coordinators On-Line Academy |
Educators
-
Describe strategic allocations to Recruit, Retain and Support Educators and School Personnel, including how allocations support the investments identified in the district’s needs assessment.
As identified in the district’s needs assessment, there is an increased need for Math teachers, particularly Algebra 1. Evidenced as an area of concern in EOC results, additional math teachers will be added to support Algebra 1 by increasing math positions at all schools to better meet student needs and reduction in class size. This will help to accelerate the academic achievement for students in Algebra 1 and prepare them for higher level math classes in high school. Allocations have allowed for an academic coach in Math grades 4 – 8; this role will provide support to teachers through plcs, professional development opportunities, data analysis of student performance, and effective instructional practices to accelerate achievement for students in math across the grade bands. Allocations also allow for a coach in the education technology department to assist teachers in the effective implementation of technology including hardware, instructional programs, and curriculum. The Human Resources role will continue to recruit new educators by attending job fairs, virtual job fairs, creating marketing materials and recruitment videos. Due to the nationwide shortage of teachers and the LEA’s inability to compete with surrounding systems’ wages, it is difficult to maintain teachers and paraprofessionals. |
-
Describe initiatives included in the “other” category.
N/A |
Foundations
-
Describe strategic allocations to Strengthen Structural Expectations, including how allocations support the investments identified in the district’s needs assessment.
Allocations continue to support investments for student and teacher devices; these allocations have assisted/allowed the district to update imperative technological deficits to better educate and prepare the students of Carter County for future educational endeavors. Investing in upgraded technology continues to enable district schools the flexibility to meet diverse educational opportunities. Regardless of possible situations that may be out of the ordinary for learners (weather, illness), educational opportunities will continue to be provided for learners. Funding allows for an extra custodial position to maintain a clean and healthy environment for all stakeholders at Happy Valley High School for FY23. Funds have been allocated to do an additional construction to a preexisting facility to house 6th – 8th grade; this addition will allow for class size reduction in grades 6-8 and will allow for more direct instruction for learners to close any learning loss gaps due to Covid. In order to address both learning loss and opportunity for students in secondary education, the purchase of land that joins an existing structure is necessary for campus expansion. For many of our students, the career and vocational classes provide lifelong opportunities for employment and continuing education. Due to the Covid pandemic, students were unable to receive face to face instruction in skilled trades during school closures. In order to provide students the ample opportunity to recover learning loss, The Carter Tech center will be designed to allow students to graduate with a career not just a diploma.
|
-
Describe initiatives included in the “other” category.
School Bus |
Monitoring, Auditing, and Reporting
-
Outline how the LEA is continuing to actively monitor allocations; conducting interim audits to ensure an appropriate application of funds; collecting and managing data elements required to be reported; and reporting this information to the community.
The ESSER Coordinator will continue to monitor allocation of all ESSER grants. The ESSER coordinator is responsible for all duties associated with the administration and compliance of the grant including planning, budgeting, procurement, accounting, inventory, internal controls, internal audits, and monitoring. Resources have been designated to develop and maintain adequate inventory management; resources have also been allocated to assist in supervising expenditures, issuing of purchase orders, and requisitions to ensure adherence to all requirements of federal grant monies. All of these employees and activities will be supervised by the Carter County Federal Projects Director. The district has a strong financial management system and implements strong internal controls for full compliance of grants management systems ensuring that students and families receive all necessary resources. All involved employees will ensure that activities are aligned with the intent and purpose of the funds and verify the activities fall within the scope of the needs identified during stakeholder engagement sessions. Continuous feedback /input from stakeholders will be an ongoing process. District personnel will continue to participate in TDOE office hours, application webinars, EDGAR training, ESSER Relief Team Office hours, etc. to allow the best understanding of how ESSER funds may be used in compliance with the guidelines. All state and federal laws, policies, and regulations, including standard procurement process, will be followed. |
-
Describe how the LEA is meeting the requirements to spend 20 percent of the total ESSER 3.0 allocation on direct services to students to address learning loss, or indicate participation in TN ALL Corps.
The Carter County Board of Education has voted to designate 30% of ESSER 3.0 on direct services for students in order to continue to address learning loss due to Covid. For FY23, the district will continue to participate in TN All Corps. High dosage/low ratio tutoring will be offered to students in grades 1st through 8th focusing on both Math and ELA. High dosage/low ratio tutoring will consist of intensive tutoring that occurs at least two to three times per week for 45 minutes each session. Sessions will be provided by a qualified tutor to help all students accelerate their learning in an individualized manner. The focus of each session will be to scaffold academic content so students can access new learning, while scaffolding on the present knowledge base. Matched funding will be utilized to support personnel salaries and instructional supplies and materials in correlation with TN ALL Corps. |
Family and Community Engagement
-
Describe how the LEA has continued to engage in meaningful consultation with stakeholders in the development of the revised plan.
Carter County conducted a survey to provide opportunities for stakeholders to participate/contribute meaningful information/concerns to guide decision making in the development of plans. The Carter County Board of Education meets monthly; meetings are open to the public and are streamed live on Facebook to reduce attendance barriers for interested stakeholders. Monthly ESSER financial reports on funding are publicly presented and discussed. The district continues to provide ESSER information and receive feedback at school level family engagement opportunities throughout the year. The focus has been to meet with all grade band schools including all areas of the district during the initial parent/student orientations for this school year. The district will continue to maintain and update the ESSER page with the links to ESSER Eplans and the links to the Safe Return to In-Person Instruction and Continuity of Services Plan, the Community Engagement Plan, the Needs Assessment document, and the Public ESSER Spending Plan. The ESSER page provides contact information for any questions and feedback |
-
Describe how the LEA engaged at minimum 10 percent of the total stakeholders engaged vs. responses received in the development of the revised plan.
The district continues to align activities with the purpose to fall within the scope of the needs identified during district stakeholder engagement sessions and in accordance with survey responses. Input and feedback from stakeholders will continue to be solicited in regularly scheduled principal’s meetings, board meetings/work sessions, commissioner meetings, and school family engagement meetings for all grade band buildings and in meetings with sub groups of students (i.e. ELL, SWD, ED, etc.). |
-
Describe how the LEA engaged a representation of a diverse population of stakeholders.
The district continues to have open meetings throughout the district; subgroups of students and families have numerous ways to give input/feedback. Surveys are currently posted on the district website providing opportunity for feedback on the ESSER plans. Survey results will be widely announced with feedback monitored using subgroups: SWD, ED, ESL, Migrant workers, and families of foster children. The district will provide representation during some, not all, parent/student individual meetings. District representation will be present for school wide parent engagement activities to both receive feedback and provide answers to stakeholder questions. |
-
Describe how the LEA used multiple modes of engagement (such as surveys, scheduled in-person or virtual meetings, and town halls) to gain input from stakeholders in the development of the revised plan.
The district continues to engage in multiple modes of engagement to gain input from stakeholders. In person meetings have included: County Finance Meetings, Board of Education monthly meetings, individual school parent engagement/orientation meetings district wide. Throughout the year, district representatives will meet with the local education association, participate in ESL parent meetings and meet with parents of SWD in order to provide information on ESSER. Opportunity will be provided for feedback from stakeholders and explanation of plans will be provided. |
Safe Return to In-Person Instruction and Continuity of Services Plan Addendum Guidance 2022-2023
Safe Return to In-person Instruction and
Continuity of Services Plan
Addendum Guidance
2022-2023
LEAs are required to update the Safe Return to In-Person Instruction and Continuity of Services Plan every six months through Sept. 30, 2023. Each time, local education agencies (LEAs) must seek public input on the plan and any revisions and must take such input into account. The purpose of the plan is to keep stakeholders informed.
Every LEA should complete the addendum and upload it to ePlan in the LEA document library and post it to the LEA’s website (Feb. 15 and Sept. 15). Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
Please consider the following when completing the addendum:
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Ensure the LEA used multiple models of engagement offered to stakeholders. Examples may include surveys, in-person or virtual committee meetings, town hall meetings, or other inclusive engagement opportunities.
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LEAs should engage all applicable groups noted in meaningful consultation during the crafting of the plan and when making any significant revisions or updates to the plan.
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The number of stakeholders engaged should represent the composition of students. For example, if students with disabilities make up 15 percent of students, then 10-20 percent of respondents should represent this subgroup.
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Ensure the stakeholder engagement happened prior to the development/revision of the plan.
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The LEA must engage the health department in the development and revision of the plan. This is different from providing the health department with COVID-19 numbers.
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Plans must explicitly address every bullet point in Question 3 regarding district policies and strategies.
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Plans require local board approval and public posting.
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LEAs must update the Safe Return to In-Person Instruction and Continuity of Services Plan at least every six months through Sept. 30, 2023, seek public input on the plan and any revisions, and take such input into account. All revisions must include an explanation and rationale of why the revisions were made.
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All revisions must include an explanation and rationale, with meaningful public consultation and in an understandable format. The American Rescue Plan (ARP) Act requires LEAs to post their Health and Safety Plans online in a language that parents/caregivers can understand, or, if it is not practicable to provide written translations to an individual with limited English proficiency, be orally translated. The plan also must be provided in an alternative format accessible, upon request, by a parent who is an individual with a disability as defined by the Americans with Disabilities Act.
Safe Return to In-Person Instruction and
Continuity of Services Plan Addendum
The Elementary and Secondary School Emergency Relief 3.0 (ESSER 3.0) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, was enacted on March 11, 2021. Funding provided to states and local educational agencies (LEAs) helps safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.
In the fall of 2021, LEAs developed and made publicly available a Safe Return to In-Person Instruction and Continuity of Services Plan. All plans were developed with meaningful public consultation with stakeholder groups. LEAs are required to update the plan every six months through Sept. 30, 2023, and must seek public input on the plan and any revisions and must take such input into account. LEAs also must review and update their plans and ensure they align with any significant changes to CDC recommendations for K-12 schools. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
The following information is intended to update stakeholders and address the requirement.
LEA Name: Carter County Schools
Date: 09/01/2022
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Describe how the LEA has continued to engage in meaningful consultation with stakeholders in the development of the revised plan.
In order to provide continuity of learning for students, the LEA works collaboratively with the school board, administration, andindividual school leadership to develop an instructional plan that follows Tennessee Department of Health and CDC guidelines. The LEA consults with the Northeast TN regional health department office and receives regular updates from the Regional Medical Director regarding changes to state level Covid guidance. Carter County Schools continues to have conversations and meetings with all stakeholders to gain input as we proceed with the utilization of ESSER funds to minimize learning loss. The ESSER coordinator has made the effort to be present at all school level parent informational meetings to openly share the plan for both safe retun to schools and spending of the ESSER funding. The ESSER Coordinator will continue to meet throughout the year with subgroups of students/ parents to ensure stakeholders continue to have input as the plan is revised throughout the life of the grant. The LEA ESSER plan is available on the district website for review and to allow stakeholders to provide feedback. Through stakeholders completing surveys and participating in follow-up conversations, we have identified our greatest needs. All board meetings are on Facebook Live and can be viewed by parents, teachers, and community members. These stakeholders also have the option to attend meetings in person. Stakeholders have a quick link on the Carter County website under ESSER to provide feedback. School principals have had discussions with faculty and staff to identify needs in their individual school buildings and shared this with school district supervisors as well as Carter County BOE. Our SPED Director and Homeless Liaison work closely with school staff and parents to share district information and to gather feedback. The school nurses work daily with stakeholders in regards to the school safety plan. |
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Describe how the LEA engaged the health department in the development of the revised plan.
Carter County Schools continues to work closely with our local and regional health department. Coordinated School Health, Health Services, and the Director of Schools receive direct communication and updates by the Department of Health regarding the status of community spread and updated guidance and recommendations. Our system will maintain open communication and consult the health department as needed regarding operational planning during the pandemic. As covid positive numbers continue to rise, communication will continue to happen and revise the safety plan as needed. |
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Provide the extent to which the LEA has updated adopted policies and a description of any such policies on each of the following health and safety strategies.
Appropriate accommodations for children with disabilities with respect to health and safety policies |
All self- contained classrooms and special education transportation buses have access to handheld sanitizing sprayers which are used to clean regularly throughout the week. Medically fragile students and their teachers/aides are encouraged to practice covid mitigation strategies when possible to reduce exposure. |
Physical distancing (e.g., use of cohorts/podding) |
Students are physically distanced when possibly. TDH guidance no longer recommends cohorting for covid mitigation, however, many students are naturally in learning cohorts that provide reduction to the spread of communicable illness. |
Hand washing and respiratory etiquette |
Students are encouraged to frequently wash hands and utilize hand sanitizer when hand washing is not possible. Teachers work collaboratively with school health to provide health education to students/faculty regarding effective hand washing and respiratory etiquette. |
Cleaning and maintaining healthy facilities including improving ventilation |
Schools are methodically and frequently cleaned by school janitors and other staff members. Carter County Schools purchased back-pack sanitizing sprayers to disinfect classrooms and school buses regularly. |
Contact tracing in combination with isolation and quarantine |
Beginning in January, 2022, in accordance with TN Senate Bill 9014, our LEA relies on the Department of Health for contact tracing and notification to citizens regarding Covid. Covid positive students and staff should follow TN Department of Health Guidance regarding return to school/work. The school nurse continues to track incidence of isolation and quarantine on the building level. |
Diagnostic and screening testing |
Our system does not provide or participate in COVID testing or diagnostics. |
Efforts to provide vaccinations to educators, other staff, and students, if eligible |
Coordinated School Health provides staff and and student families information on where to obtain vaccinations and vaccine guidance. |
Universal and correct wearing of masks |
Carter County Schools does not have a mask mandate in place; staff and students may wear face coverings if they choose to do so. |
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Provide a current description as to how the LEA is ensuring continuity of services including but not limited to services that address students’ academic needs and students’ and staff’s social, emotional, mental health, and other needs, which may include student health and food services.
Health Services: Students continue to see the same level of health services provided pre-pandemic. Additionally, our system has allotted funds to hire additional nurses during the last school year to ensure there is a nurse in every school. We continue to provide telehealth services for students at all schools. Coordinated School Health has been the point of contact for COVID related information and has provided students and their families, as well as staff, with quarantine and isolation guidance, vaccine information, maintained and updated daily record keeping. The latest COVID protocols and guidance are provided on the system wide website. Food Services: Carter County School Nutrition has ensured all students have access to free healthy meals regardless of income by electing to participate in the Nationwide Waiver to Allow the Seamless Summer Option through School Year 2022-2023. Students who are enrolled in an afterschool program or tutoring receive snack through CACFP or other funds. Mental Health: School based Social Workers in Carter County are working with students and families to meet social, emotional and mental health needs through case management services. Social Workers are able to meet with students and families individually or in group settings to help identify needs. They also assist students in overcoming barriers so that they are able to fully participate in the education program. Community based resources are provided to students to make sure basic needs are met. When needed, referrals are made to outside agencies such as mental health providers. Our social workers are implementing and promoting mental health and self-care practices for both faculty/staff and students throughout the school system on a daily basis. Carter County Schools will continue to provide staff training on mental health in order to better serve students and families. Academics: Since the beginning of the 2021-2022 school year, Carter County Schools are open and operating full-time on a regular schedule. Students are receiving in-person academic instruction daily. Students who areCovid positive are given several options to receive instruction. Students who are absent due to Covid are provided with “make-up” instruction either in person or through electronic communication. Students continue to receive tutoring for learning loss through our after school Carter Cares program and TN All Corp tutoring program which provides intense, high-dose/low ratio tutoring. We also offer a Carter County Online Academy as a virtual school option. |
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Six Month Update: Safe Return to Schools
Safe Return to In-person Instruction and
Continuity of Services Plan
Addendum Guidance
LEAs are required to update the Safe Return to In-Person Instruction and Continuity of Services Plan every six months through Sept. 30, 2023. Each time, LEAs must seek public input on the plan and any revisions and must take such input into account. The purpose of the plan is to keep stakeholders informed.
Every LEA should complete the addendum and upload in the LEA document library and post to the LEA’s website (February 1 and August 27). Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
Please consider the following when completing the addendum:
● Ensure the LEA used multiple models of engagement offered to stakeholders. Examples may include surveys, in-person or virtual committee meetings, town hall meetings, or other inclusive engagement opportunities.
● LEAs should engage all applicable groups noted in meaningful consultation during the crafting of the plan.
● The number of stakeholders engaged should represent the composition of students. For example, if students with disabilities make up 15 percent of students, then 10-20 percent of respondents should represent this subgroup.
● Ensure the stakeholder engagement happened prior to the development/revision of the plan. ● The LEA must engage the health department in the development of the plan. This is not the same as providing the health department with COVID-19 numbers.
● Plans must explicitly address every bullet point in Question 3 regarding district policies and strategies.
● Plans require local board approval and public posting.
● LEAs must update the Safe Return to In-Person Instruction and Continuity of Services Plan at least every six months through Sept. 30, 2023, seek public input on the plan and any revisions and take such input into account. All revisions must include an explanation and rationale of why the revisions were made.
● All revisions must include an explanation and rationale, with meaningful public consultation, and in an understandable format The American Rescue Plan (ARP) Act requires LEAs to post their Health and Safety Plans online in a language that parents/caregivers can understand, or, if it is not practicable to provide written translations to an individual with limited English proficiency, be orally translated. The plan also must be provided in an alternative format accessible, upon request, by a parent who is an individual with a disability as defined by the Americans with Disabilities Act.
Division of Federal Programs and Oversight
Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
Safe Return to In-Person Instruction and
Continuity of Services Plan Addendum
The Elementary and Secondary School Emergency Relief 3.0 (ESSER 3.0) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, was enacted on March 11, 2021. Funding provided to states and local educational agencies (LEAs) help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.
In the fall of 2021, LEAs developed and made publicly available a Safe Return to In-Person Instruction and Continuity of Services Plan. All plans were developed with meaningful public consultation with stakeholder groups. LEAs are required to update the plan every six months through September 30, 2023 and must seek public input on the plan and any revisions and must take such input into account. LEAs also must review and update their plans whenever there are significant changes to the CDC recommendations for K-12 schools and to ensure the plan is current. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
The following information is intended to update stakeholders and address the requirement. LEA Name: Carter County Schools
Date: 1.28.2022
1. Describe how the LEA engaged in meaningful consultation with stakeholders in development of the revised plan.
Our LEA worked collaboratively with the school board, administration, and school leadership to develop an instructional plan that followed Tennessee Department of Health and CDC guidelines and provided a continuity of learning for students. The LEA consulted with regional health department staff in bi-weekly phone calls as well as daily conversations between the school system liaison and the regional health department team.
Carter County Schools continues to have conversations and meetings with all stakeholders to gain input as we proceed with the utilization of ESSER funds to minimize learning loss. Through stakeholders completing surveys and participated in follow-up conversations, we have identified our greatest needs. All board meetings are on Facebook Live and can be viewed by parents, teachers, and community members. These stakeholders also have the option to attend meetings in person. Stakeholders have a quick link on the Carter County website under ESSER to provide feedback. School principals have had discussions with faculty and staff to identify needs in their individual school buildings and shared this with school district supervisors as well as Carter County BOE. Our SPED Director and Homeless Liaison work closely with school staff and parents to share district information and to gather feedback. The school nurses work daily with stakeholders in regards to the school safety plan.
2. Describe how the LEA engaged the health department in the development of the revised plan.
Carter County Schools continues to work closely with our local and regional health department. Coordinated School Health, Health Services, and the Director of Schools participate in weekly calls and updates by the |
Division of Federal Programs and Oversight
Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
Department of Health. Our system will maintain open communication and consult the health department as needed regarding operational planning during the pandemic. |
Division of Federal Programs and Oversight
Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
3. Provide to the extent to which the LEA has updated adopted policies and a description of any such policies on each of the following health and safety strategies.
Appropriate accommodations for children with disabilities with respect to health and safety policies |
All self-contained classrooms and special transportation buses are sanitized each night by either the teacher, bus aide, or the janitors with a hand held sprayer. Medically fragile classrooms are able to eat breakfast and lunch in their classroom to help reduce contact with other students, faculty and staff. |
Physical distancing (e.g., use of cohorts/podding) |
Students are physically distanced when possible. Students have been moved to larger classrooms, when available. Alternative schedules for lunch, P.E., morning arrival, and special classes have been used to help with social distancing. During the school year 2020-2021, alternative schedules were used for students with alternate days of instruction. Our transportation supervisor has run buses in shifts, when needed, to lessen the number of students. For athletic events, as often as possible, extra buses were used to transport student athletes to games. |
Hand washing and respiratory etiquette |
Students are encouraged to frequently wash hands and utilize hand sanitizer when hand washing is not possible. Teachers work collaboratively with school health to provide health education. Schools utilize signage as reminders to students to use proper respiratory etiquette. Our administration also made video clips which are posted on our district website to promote hand washing, masks, and physical distancing. Cleaning and maintaining healthy facilities including improving ventilation Schools are methodically and frequently cleaned by school janitors and other staff members. Frequently touched surfaces receive extra attention between classes and times transition throughout the day. CCS also purchased back pack sprayers to disinfect classrooms and buses regularly as well as after a known exposure. A full day of extra cleaning was utilized during the 2020-2021 school year. Extra hours have been given to custodians during the 2021-2022 school year for deep cleaning. Contact tracing in combination with isolation and quarantine From September 2021 through December 2021 our schools conducted contact tracing and followed TDH guidance regarding return to school guidance for those students who were in quarantine or isolation. As of January 2022, in accordance with TN Senate Bill 9014, our LEA relies on the Dept. of Health for contact tracing and notification to citizens regarding Covid-19. COVID positive students and staff are to follow TDH guidance in regard to return to school/work. |
Diagnostic and screening testing |
Our system does not provide COVID testing or diagnostics. |
Efforts to provide vaccinations to educators, other staff, and students, if eligible |
Coordinated School Health provides staff and and student families information on where to obtain vaccinations and vaccine guidance. |
Universal and correct wearing of masks |
Our school system does not have a mask mandate in place. Staff and students may wear face coverings if they choose to do so. |
Division of Federal Programs and Oversight
Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
4. Provide a current description as to how the LEA is ensuring continuity of services including but not limited to services to address the students’ academic needs, and students’ and staff social, emotional, mental health, and other needs, which may include student health and food services.
Health Services: Students continue to see the same level of health services provided pre-pandemic. Additionally, our system has allotted funds to hire additional nurses during the last school year to ensure there is a nurse in every school. We continue to provide telehealth services for students at all schools. Coordinated School Health has been the point of contact for COVID related information and has provided students and their families, as well as staff, with quarantine and isolation guidance, vaccine information, maintained and updated daily record keeping. A COVID dashboard is maintained and updated daily on days school is in session. The latest COVID protocols and guidance are provided on the system wide website. Food Services: Carter County School Nutrition has ensured all students have access to free healthy meals regardless of income by electing to participate in the Nationwide Waiver to Allow the Seamless Summer Option through School Year 2021-2022. Students who are enrolled in an afterschool program or tutoring receive snack through CACFP or other funds. Mental Health: School based Social Workers in Carter County are working with students and families to meet social, emotional and mental health needs through case management services. Social Workers are able to meet with students and families individually or in group settings to help identify needs. They also assist students in overcoming barriers so that they are able to fully participate in the education program. Community based resources are provided to students to make sure they have basic needs meet. When needed, referrals are made to outside agencies such as mental health providers. Our social workers are implementing and promoting mental health and self-care practices through the school system on a daily basis. Carter County Schools has also increased staff training on mental health in order to better serve students and families. Academics: Beginning 2021-2022 school year, Carter County Schools are open full-time and on a regular schedule. Students are receiving in-person academic instruction daily. Students who are in quarantine are given several options to receive instruction. Students are obtaining make-up work from the classroom teachers through packets, Canvas assignments, and virtual meetings. As students return to school, they continue receiving direct instruction from classroom teachers. Students continue to receive after school tutoring for learning loss through our system Carter Cares Program. We are also starting the TN All Corp tutoring program during the week of January 24, 2022. The extra tutoring will include intense, high dosage and low ratio math tutoring for students in grades 1-8. Our Carter County Online Academy is also available in the Carter County School System. Currently we have 136 students in the program. Services for students are available to all students. |
Division of Federal Programs and Oversight
Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
Six Month Update: ESSER 3.0 Public Plan-Federal Relief Spending Addendum 2021-2022
ESSER 3.0 Public Plan-Federal Relief Spending Addendum
Addendum Guidance
Local educational agencies (LEAs) are required to update the ESSER 3.0 Public Plan every six months through Sept. 30, 2023. Each time, LEAs must seek public input on the plan and any revisions and must take such input into account.
Each LEA must complete the addendum and upload it to ePlan in the LEA Document Library (February 1 and August 27). The LEA must also post the addendum to the LEA’s website. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website. The intent of the plan is to provide transparency to stakeholders.
Please consider the following when completing the addendum:
● On the summary page, the amounts should total for each relief fund: ESSER 1.0, ESSER 2.0, and ESSER 3.0. and equal the allocation amounts.
● The LEA must respond to all questions in the document.
● The stakeholder engagement responses should closely align to the stakeholder engagement in the Health and Safety Plan.
● The LEA should ensure it used multiple models of engagement offered to stakeholders. Examples may include surveys, in-person or virtual committee meetings, town hall meetings, or other inclusive engagement opportunities.
● LEAs should engage all applicable groups noted in meaningful consultation during the crafting of the plan.
● The number of stakeholders engaged should represent the composition of students. For example, if students with disabilities make up 15 percent of students, then 10-20 percent of respondents should represent this subgroup.
● Ensure the stakeholder engagement happened prior to the development/revision of the plan. ● Plans require local board approval and public posting.
● LEAs must update the ESSER Public Plan at least every six months through Sept. 30, 2023, seek public input on the plan and any revisions and take such input into account. ● The American Rescue Plan (ARP) Act requires LEAs to post plans online in a language that parents/caregivers can understand, or, if it is not practicable to provide written translations to an individual with limited English proficiency, be orally translated. The plan also must be provided in an alternative format accessible, upon request, by a parent who is an individual with a disability as defined by the Americans with Disabilities Act.
Division of Federal Programs and Oversight 1 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
ESSER 3.0 Public Plan-Federal Relief Spending Addendum
The Elementary and Secondary School Emergency Relief 3.0 (ESSER 3.0) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, was enacted on March 11, 2021. Funding provided to states and local educational agencies (LEAs) help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.
In the fall of 2021, LEAs developed and made publicly available a Public Plan-Federal Relief Spending. All plans were developed with meaningful public consultation with stakeholder groups. Like the development of the plan, all revisions must be informed by community input and reviewed and approved by the governing body prior to posting on the LEA’s publicly available website.
The following information is intended to update stakeholders and address the requirement.
General Information
LEA Name:Carter County Schools
Director of Schools (Name):Dr. Tracy McAbee
ESSER Director (Name): Pamela T. Cox
Address:305 Academy Street
Phone #:423.547.4000 District Website:Carterk12.net
Addendum Date: 1.28.2022
Total Student Enrollment: |
4,847 |
Grades Served: |
Pre-K to 12 |
Number of Schools: |
16 |
Funding
ESSER 1.0 Allocation: |
$ 1,592,960.01 |
ESSER 2.0 Allocation: |
$ 6,694,242.58 |
ESSER 3.0 Allocation: |
$15,034,317.91 |
Total Allocation: |
$23,321,520.50 |
Division of Federal Programs and Oversight 2 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
Budget Summary
ESSER 1.0 |
ESSER 2.0 |
ESSER 3.0 |
|
Academics |
Tutoring 121,778.04 |
612,820.00 |
183,846.00 |
Summer Programming 0 |
540,305.82 |
0 |
|
Early Reading 27,284.40 |
0 |
0 |
|
Interventionists 0 |
0 |
0 |
|
Other 343,899.71 |
766,752.79 |
900,613.75 |
|
Sub-Total 492,962.15 |
1,919,878.61 |
1,084,459.75 |
|
Student Readiness Educators |
AP and Dual Credit/ Enrollment Courses0 |
0 |
|
High School Innovation 0 |
54,585.00 |
0 |
|
Academic Advising 0 Special Populations 0 Mental Health 3,646.25 |
144,952.17 306,238.44 0 |
65,992.00 576,551.76 157,668.00 |
|
Other 163,506.24 |
16,710.00 |
28,900.00 |
|
Sub-Total 167,152.49 Strategic Teacher Retention0 Grow Your Own 0 Class Size Reduction 0 |
522,485.61 0 0 1,159,275.14 |
829,111.76 0 0 1,599,927.75 |
|
Other 169,811.01 |
1,080,144.80 |
470,632.50 |
|
Sub-Total 169,811.01 |
2,239,419.94 |
2,070,560.25 |
|
Foundations |
Technology 547,746.26 |
1,200,732.49 |
266,269.25 |
High Speed Internet 63,644.80 |
0 |
0 |
|
Academic Space (facilities)0 |
385,925.02 |
10,524,022.53 |
|
Auditing and Reporting 0 |
52,042.50 |
137,245.00 |
|
Other 151,643.30 |
373,758.41 |
122,649.37 |
|
Sub-Total 763,034.36 |
2,012,458.42 |
11,050,186.15 |
|
Total 1,592,960.01 |
6,694,242.58 |
15,034,317.91 |
Division of Federal Programs and Oversight 3 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
Academics
1. Describe strategic allocations to accelerate Academic Achievement, including how allocations support the investments identified in the district’s needs assessment:
Carter County Schools used the public district’s needs assessment, as well as academic data to strategically allocate funds to accelerate academic achievement. Due to the diverse academic needs spanning across content areas, funds were needed to provide students and teachers with high quality instructional materials, job-embedded professional learning, high impact-low ratio math tutoring, and more robust assessments and platforms to monitor student acceleration. To increase achievement in all academic areas, we offed tutoring programs at the schools during regular school days and during summer learning camps. Summer learning camps were provided for rising first-grade through eighth-grade students and to ensure that high school students needing to recover learning loss or accelerate learning by earning additional credits were given the opportunity to do so. Summer Learning Camps, STREAM Camps, and Learning Loss Bridge Camps (served rising 1st-8th grade students) At the elementary, priority students targeted for summer school admittance included those who scored at "Approaching” or “Below” in math or reading on their most recent state test and/or as indicated on STAR, our approved state screener. Additionally, students who attended school where less than 50% of students are proficient in math or reading, or students eligible for TANF benefits were also priority students offered summer school instruction. A total of (6) hours of instructional programming occurred each day in summer school across (4) weeks. Students received (1.5) hours of instruction each day in both reading and math by a certified teacher. Intervention was also provided to all students for (1) hour each day, during which students across all tiers were provided tutoring and support based on areas of need. Some students needed remediation to master standards and concepts, while others needed enrichment to further accelerate their learning. The materials used included: iReady Math, Benchmark Advance, and Pioneer Valley tutoring materials. In order to accelerate the learning of students, funds were used to provide STREAM camp for students across grades K-8. Centered around a common nature theme, inquiry-based projects were implemented across the district and students experienced hands-on opportunities to explore and learn about the world around them (4) days per week. In order to accelerate learning aligned to the weekly inquiry nature experiences, students took a field trip (1) day each week to a local area in the Appalachian Mountains in order to apply the weekly scientific concepts learned during STREAM Camp. ESSER funds were used to purchase science materials for students to explore nature and life sciences. ESSER funds were used to supplement state dollars to staff the summer learning programs that took place across the district to serve rising 1st- 12th grade students. A total of (44) teachers, (33) assistants, (1) principal, custodian, and secretary for each summer school site were paid, along with numerous bus drivers. |
2. Describe initiatives included in the “other” category
Science Materials Instructional Materials for ELA Stipends for Teachers who have performed extra duties at the academic level Staff Member Sanitizing of Devices Substitute Pay Increase Level of Interest Reading Materials |
Division of Federal Programs and Oversight 4 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
Math Curriculum K-8 (iReady) 9-12 Math (HMH) |
Student Readiness
1. Description of strategic allocations to support Student Readiness and the School-Related Supports necessary to access high-quality instruction, including how allocations support the investments identified in the district’s needs assessment:
Carter County Schools is supporting student readiness and access to high quality instruction by ensuring a district-wide intervention process based on science and research-based practices. The district is providing educators with access to high quality instructional materials that are aligned to best practices, and job-embedded professional learning to improve teachers’ content-specific instructional practices in order to improve academic acceleration. The district is using robust technological systems that provide a more comprehensive view of student readiness, and more responsive approach to student need and acceleration. Career counselors were added to help with student placement in classes at the middle and high school as well as post-secondary. These counselors are also helping students choose a career path beginning in middle school and then following the plan into high school. A transition teacher, speech pathologists, and educational assistants were added to work with our special education students. Our special education students were some of our students who were hit the hardest during the pandemic due to the virtual platform that we were forced to use for academic instruction. All students can benefit from in-person direct instruction but our special education group needs more intense direct instruction. Our transition teacher will be working at the high school level to close the learning loss gaps, follow the IEPs, and set students on a path to graduate on time. Extra assistants will enhance the classroom instruction by allowing small group instruction and assistance daily. An extra speech pathologist is used to help with the extra services provided by our school system. This speech therapist is working with students in person and virtually during the 2021-2022 school year. Extra nurses will be added to help with the health and well-being of our students, faculty and staff. Contact tracing and following mandated guidelines will also be part of the nursing staff's duties. An extra social worker was added as an extra support for mental health issues. During the pandemic our students and families as well as employees have been faced with numerous issues besides academic learning loss. Social workers have worked with other school staff in dealing with these issues. Food was prepared by cafeteria staff and available at schools during school closures. These cafeteria workers also prepared food for our summer learning camps. An academic specialist was added to assist with truancy and help get students back on track with chronic absenteeism. School staff members were also given a stipend during the summer to clean and sanitize all devices as they were returned to the schools. These devices were ready for student use as soon began in August, 2021. Classroom sanitation supplies like gloves, hand sanitizer, and masks were purchased for all schools and used with students, faculty, and staff to help with the spread of COVID-19. |
2. Describe initiatives included in the “other” category
Attendance Specialist Supplemental Nurses |
Division of Federal Programs and Oversight 5 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
Food Service Transportation Department emergency communication Printing Services for paper packets for parent and student use |
Educators
1. Describe strategic allocations to Recruit, Retain and Support Educators and School Personnel, including how allocations support the investments identified in the district’s needs assessment:
Allocations allowed for Academic Coaches to support new teachers, struggling teachers and implementation of new curriculum. Investment in Academic Coaches allowed for support for teachers through afternoon “Teacher Institutes” to support them in identifying their areas of need. Allocations also allowed us to establish an Education Technology Department to assist teachers in implementation of new technology including hardware, instructional programs and curriculum. We have been able to expand our Human Resources role in recruiting new educators by attending job fairs, virtual job fairs, creating marketing materials and recruitment videos. Specifically, we have added support to Algebra 1 by increasing math positions at all schools to better meet student needs and decrease class sizes. Funding has allowed us to increase substitute teacher compensation to $80 per day. Competitive sub pay has improved recruitment and retaining of qualified substitutes. Substitutes provide not only adequate coverage when staff must quarantine but also an opportunity to train new curriculum provided by these allocations. Social Workers were also added to better support teachers and staff with difficult student situations and bolster SEL programming. Nurses have been added at two schools which lacked support to serve students and staff daily and during high risk periods.
2. Describe initiatives included in the “other” category
Technology Coordinator Technology Coaches Professional Development and materials Additional Data Processing Personnel |
Foundations
1. Describe strategic allocations to Strengthen Structural Expectations, including how allocations support the investments identified in the district’s needs assessment:
Allocations support investments in Hot Spots, Canvas, student and teacher devices, and Viewsonic Boards enabled the district to update technology to better educate and prepare Carter County Students for their futures. Investment in technology also gives Carter County Schools the flexibility to meet diverse educational opportunities. Technology enables Carter County Schools the ability to continue to provide educational opportunities no matter the current health or weather related conditions. Being able to teach in a traditional brick and mortar school, remote, or blended learning environment has allowed Carter County Schools to continue to teach our students no matter the circumstances. |
Division of Federal Programs and Oversight 6 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
2. Describe initiatives included in the “other” category
Canvas Single Sign-On On-line Chemistry teacher Extra Custodian Cleaning supplies ACT Online Program Extra Bus and replacement parts On-line Library Books |
Monitoring, Auditing and Reporting
1. Outline how the LEA is continuing to actively monitor allocations; conducting interim audits to ensure an appropriate application of funds; collecting and managing data elements required to be reported; and reporting this information to the community.
An ESSER Coordinator has been hired to monitor allocation of all ESSER Grants. The ESSER Coordinator will be responsible for all duties associated with the administration and compliance of the grant including planning, budgeting, procurement, accounting, inventory, internal controls, internal audits and monitoring. Resources have been designated to develop and maintain adequate inventory management. Resources have also been allocated to assist in supervising expenditures, issuing of requisitions and purchase orders to ensure adherence to all requirements of federal grant monies. All of these employees and activities will be supervised by the Carter County Federal Projects Director. The district has a strong financial management system and implements strong internal controls for fully compliant grants management system ensuring that students and families receive all necessary resources. All involved employees will ensure that we are aligning activities with the intent and purpose of the funds and make sure they fall within the scope of the needs identified during our stakeholder engagement sessions and we will continue to solicit input/feedback from all stakeholders. District personnel have participated in TDOE office hours, application webinars, EDGAR training, ESSER FAQs to allow the best understanding of how ESSER funds may be used in compliance with the guidelines. All State and Federal laws, policies, regulation including standard procurement process will be followed as well. |
2. Describe how the LEA will meet the requirements to spend 20 percent of ESSER 3.0 on direct services to students to address learning loss or indicate participation in TN ALL Corps.
The Carter County Board of Education has voted to designate 30% of ESSER 3.0 on direct services to students in order to address learning loss. This additional 10 percent over the required 20 percent demonstrates the awareness and need to address learning loss within the county. Starting in January 2022, Carter County will participate in TN All Corps. We will provide high dosage/low ratio |
Division of Federal Programs and Oversight 7 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
tutoring services to students in the single subject area of Math for grades 1-8. Our pupil teacher ratio will be 1 teacher to 3 students in grades 1-5 and 1 teacher to 4 students in grades 6-8. |
Family and Community Engagement
1. Describe how the LEA engaged in meaningful consultation with stakeholders in development of the revised plan.
Carter County conducted a survey to provide opportunities for stakeholders to participate and to contribute meaningful information to guide our decision making in the development of the plans. The Carter County Board of Education meets monthly. These meetings are open to the public and are streamed on Facebook Live to reduce attendance barriers for stakeholders. Each month, financial reports on ESSER funding are publicly presented and discussed. The district has provided ESSER information and received feedback at school level family engagement opportunities held throughout the year. We have maintained and updated our ESSER page with the links to ESSER E-Plans and the links to the Health and Safety Plan, the Community Engagement Plan, the Needs Assessment document and the Public ESSER Spending Plan. The ESSER page also provides contact information for questions and feedback. |
2. Describe how the LEA engaged at minimum 10% of the total stakeholders engaged vs. responses received in the development of the revised plan.
The district has aligned activities with the purpose to fall within the scope of the needs identified during our stakeholder engagement sessions and in accordance with survey responses. We will continue to solicit input and feedback from stakeholders in regularly scheduled principal's meeting, board meetings/work sessions, commissioner meetings, and school family engagement meetings. |
3. Describe how the LEA engaged a representation of a diverse population of stakeholders.
Subgroups of students/families have numerous ways to give input/feedback during open meetings in our district. Surveys will be issued again at a later date with opportunities for feedback on the ESSER plans. These surveys will be widely announced with feedback monitored using subgroups consisting of: SWD, ED, ESL, Migrant workers, and families with foster children. Opportunities to focus on specific subgroups will be used as a form of feedback for the ESSER funds during parent/student individual meetings. |
4. Describe how the LEA used multiple modes of engagement (such as surveys, scheduled in-person or virtual meetings, town halls) to gain input from stakeholders in development of the revised plan.
We have engaged in multiple modes of engagement to gain input from stakeholders. In-person meetings have included County Finance Meetings and Education Committee Meetings with County Commissioners who have been briefed on ESSER and given feedback. Virtual BOE meetings are held monthly. We plan to have meetings with the Carter County Education Association, ESL Parent |
Division of Federal Programs and Oversight 8 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education
Meetings and SWD meetings to provide information on ESSER and to gain their feedback. Two county-wide town hall type meetings will be planned in early spring 2022. |
Division of Federal Programs and Oversight 9 | Date 2020 Andrew Johnson Tower • 710 James Robertson Parkway • Nashville, TN 37243
tn.gov/education