ARP ESSER Plan
Madison Local School District ARP ESSER Plan
1. Intent to use ARP ESSER Funds to promote remote learning:
The only funds that could be attributed to remote learning would be the technology upgrades for the high school. The high school classrooms had little interactive boards that would be clear for teachers to do remote teaching. Therefore, the allocation of funds for those boards can be used for remote and in-person learning.
2. Plan for addressing learning loss:
Madison Local is using MAP testing data from multiple testing windows during the 2020-2021 school year; teacher input from our MTSS meetings for individual students; and through parent communication. Assessment data from last school year and MAP testing in September will help us determine the current gaps in learning. We are using this data to determine MTSS for each student and developing differentiated learning plans to close the gaps as quickly as possible. We will be using regular formative assessments to monitor the gap closure and make adjustments as needed. We are using the funds to provide SEL and support to students and families in the remote setting in order for the remote setting to be valuable to the students' educational growth. We are establishing a plan for solid valuable remote learning by addressing any technological needs. This will ensure productive well planned remote learning should/when it becomes necessary. Through the work last year and continued work with families and students we are maintaining active engagement and continued discussion of the remote/distance learning environment. If/when this environment is necessary the established relationships and process will allow the transition to have minimal disruption to the learning of all students. The level of student engagement will be maintained regardless of the learning environment dictated by health concerns.
3. ARP ESSER Funds use for maintaining the operations and continuity of services:
Funds will be used to replace/maintain the attendance officers for the retention and engagement of students.
4. Madison Local intervention implementation:
Through regular formative assessments, we will monitor the short-term successes of students and use the data to adjust our actions accordingly to ensure academic gap closure. Short-cycle assessments will also aid the monitoring of the adult implementation. A needs assessment is being completed with each student individually for tracking of needs outside of academics and monitored regularly through conversations/check-ins with students and parents. Also, an increase in the ESL and IS supports available; an attendance officer for retention and engagement; mental health services with our community partner; and PD for teachers on Orton-Gillingham Ponics First.
5. Determination of most important educational needs due to Covid:
We met with multiple entities including teachers, classified staff, and administrators to review data related to the COVID slide in student learning. We met as an administrative team to discuss our needs related to the data. Once we determined that the root cause of some of the data is directly related to COVID we determined our best course of action was to effectively provide instruction to students who have lost yearly growth due to not being in school for months. Our most important educational needs will be determined by performance on district test, special needs of vulnerable populations, barriers for disengaged students, technology equity across buildings, students with disabilities and English language learners' special circumstances, as well as gap analysis for ELA, social studies, science, and math.
6. Additional programming:
Madison Local began a summer learning program in June 2021 for students whom we need to target for personalized learning opportunities to close learning gaps. Also, attendance intervention and ELL/Literacy coach began with the 2021-2022 school year.
