American Rescue Plan Act

The District had established a Committee to determine the best use of the ESSER Funding that is available over the next two-year period.  The Plan can be accessed here. ARP-ESSER-Funding-Plan 

MAYFIELD CENTRAL SCHOOL DISTRICT

ARP – ESSER FUNDING PLAN

The mission of the Mayfield Central Schools is to ensure that all students will acquire the academic and social skills to enable them to function successfully as productive citizens. 

“All students can learn

Plan Developed By: 

Andrea Bovee

Stephany Deuel

Joelle DiDomenico

Kristine Goodemote

Ann Greco

Christopher Harper

Katria Hitrick

Jennifer Horne

Valerie Horstman

Matthew Lewis

Michelle Moore

Jennifer Sanford

Jill Sheldon

Richard Somers

Megan Sullivan

Christopher Wojeski

Introduction

In recognition of the immense challenges facing students, educators, staff, schools as a result of the interrupted education and the trauma caused by the COVID-19 pandemic, Congress has made emergency funds available to prevent, prepare for, and respond to COVID-19, first through the Coronavirus Relief Aid, Relief, and Economic Security (CARES) Act enacted in March 2020; next through the Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act, 2021 enacted on December 27, 2020; and most recently through the American Rescue Plan (ARP) Act of 2021 enacted in March 2021.

The 2021-22 enacted state budget includes language requiring local education agencies, such as school districts, that receive funding from the Federal Elementary and Secondary School Emergency Relief Fund allocated by the American Rescue Plan Act of 2021 (ARP-ESSER) to post on its website a plan by school year of how these funds will be spent.

New York has been allocated nearly $8.99 billion in ARP-ESER funds, with a minimum of $8.09 billion (90%) going to local education agencies, including public schools. Mayfield CSD has been allocated $2,431,566.

Of this total, more than 20% is earmarked specifically for support summer programming, after-school programming and additional support to address learning loss. 

This document outlines the plan for the Mayfield Central School District’s Elementary and Secondary schools under the American Rescue Plan, Elementary and Secondary School Emergency Relief (ARP-ESSER).  Fund under the American Rescue Plan (ARP) Act of 2020-2021, public law 117-2, enacted on March 11, 2021.

Funding Source

Mayfield CSD Allocation

CARES – ESSER/GEER

$                       361,289

CRRSA – ESSER

$                    1,082,689

ARP – ESSER

$                    2,431,566

Coronavirus Aid, Relief, and Economic Security Act

  • (CARES)

On March 27, 2020, the Coronavirus Aid, Relief, and Economic Security (CARES) Act was passed by Congress and signed into law. The CARES Act provides $30.75 billion nationwide in an Education Stabilization Fund to prevent, prepare for and respond to the coronavirus. CARES is administered through two funds: the Elementary and Secondary School Emergency Relief (ESSER) Fund and the Governor’s Emergency Education Relief (GEER) Fund

ESSER:

  • New York State has been allocated $1.037 billion in ESSER funding. ESSER funding is being allocated to all LEAs that received 2019-20 Title I, Part A subgrants, including charter schools, Special Act School Districts and school districts employing fewer than eight teachers. Pursuant to the terms of the CARES Act, LEA allocations were calculated using the relative shares of grants awarded under Title I, Part A of the Elementary and Secondary Education Act (ESEA) for the most recent fiscal year (2019-20). The CARES Act requires that a portion of these funds be made available for providing equitable services to students and teachers in non-public schools.

GEER:

  • New York State has been allocated $164.2 million in GEER funding. Pursuant to the direction of the Governor’s Office and the Division of the Budget, GEER funding has been allocated to the State’s 673 major school districts. GEER funds are not being allocated to LEAs that are charter schools, Special Act School Districts, or school districts employing fewer than eight teachers. These funds have been allocated to eligible school districts using the relative shares of grants awarded under Title I, Part A of the ESEA for the most recent fiscal year (2019-20). The CARES Act requires that a portion of these funds be made available for providing equitable services to students and teachers in non-public schools.

Coronavirus Response and Relief Supplemental Appropriations Act
(CRRSAA)

On December 27, 2020, the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSA Act) was signed into law.  The CRRSA Act provides $81.88 billion nationwide in an Education Stabilization Fund to prevent, prepare for and respond to the coronavirus. CRRSA will be administered through two funds: the Elementary and Secondary School Emergency Relief (ESSER) Fund and the Governor’s Emergency Education Relief (GEER) Fund:


ESSER:

  • New York State has been allocated $4 billion under the Elementary and Secondary School Emergency Relief (ESSER) Fund.  Individual LEA allocations will be calculated by NYSED using the relative shares of grants awarded under Title I, Part A of the Elementary and Secondary Education Act (ESEA) for the 2019-20 fiscal year. The CRRSA Act does not require that a portion of these funds be made available for providing equitable services to students and teachers in non-public schools.

GEER:

  • New York State has been allocated $322.9 million under the second Governor’s Emergency Education Relief (GEER) Fund.  Of the $322.9 million, $250.1 million is for a new Emergency Assistance to Non-Public Schools (EANS) grant program and the remaining $72.8 million is for the Governor to determine programming. The CRRSA Act requires the Governor to submit an application to USDE for the EANS funds and for NYSED to administer this program.
  • (Phase 1) June 2021 – Initial plan for academic and student well-being recovery, acceleration, and remediation strategies to be implemented for the summer and early fall of 2021. 
  • (Phase 2) Fall 2021 – Analyze student data from Phase 1 strategies and interventions. Reflect and build on learning. Adjust and begin longer-term planning of recovery and acceleration strategies and interventions for implementation over the course of school year 21-22. Continue to collect student data. 
  • (Phase 3) Spring 2022 – Continue evaluation and improvement cycle from Phase 2 by reviewing and analyzing student data to inform next steps and engage in long-term sustained strategies for the next school year and beyond

American Rescue Plan Act 

(ARP)

On March 11, 2021, President Biden signed into law the American Rescue Plan Act of 2021 (ARP). ARP makes available $122.8 billion nationally in a third round of Elementary and Secondary School Emergency Relief (ARP-ESSER) funds. There is no Governor’s Emergency Education Relief (GEER) Fund within ARPA.

ESSER:

  • New York State’s ARP-ESSER allocation is $8.99 billion. A minimum of 90% of these funds ($8.09 billion) must be allocated to local educational agencies (LEAs), including charter schools that are LEAs. ARPA does not require that a portion of the funds allocated to LEAs be made available for providing equitable services to students and teachers in non-public schools.
  • Individual LEA allocations will be calculated by NYSED using the relative shares of grants awarded under Title I, Part A of the Elementary and Secondary Education Act (ESEA) for the 2020 federal fiscal year.

Mayfield CSD’s Approach

In response to receiving the funding and the requirement to develop a plan for use of funds, Mayfield CSD created an American Response Plan committee. Our committee includes teachers, counselors, parents and administrators.  We met twice a week for two months and will continue to meet periodically to assess the students’ progress and the District’s use of ARP funds.  We surveyed teachers, students and held a community forum.  All recommendations were prioritized and we used data to show the largest learning gaps in the district. Our goal was to make critical investments and not just to recover, but to also implement and improve effective approaches for teaching and learning that accelerate student learning outcomes. Additional guiding principles our committee followed were: Identifying and addressing students’ needs, addressing learning loss, avoiding fiscal cliffs two and three years out, building on existing programs, and improving and innovating. Together the committee created Mayfield CSD’s ARP plan which is summarized in the following pages. 

Below is an example of our committee’s outreach to faculty for their input on what Mayfield CSD needs to support the students coming back for the 2021-2022 school year. 

Introduction Email to Faculty

Our top priority in the coming months must be to work together to safely return all students in grades pre-K through 12. The data and our daily experiences show our children need us to find a way to take this step. I know everyone has performed heroically under these difficult circumstances, supporting our students in school and remotely. 

Our task now, as a school district, will be to provide guidance and direction on how to ensure a safe and equitable 2021-2022 school year. We know the best ideas start with you. Together, we can support one another in the safe return of our students, while sharing the lessons learned from this past year.  We will focus on all of our students, including our Students with Disabilities,  economically disadvantaged pupils, and those who have been impacted most deeply by the pandemic.

This email is the beginning of how we will be outlining the efforts to best utilize these funds at Mayfield Elementary School and Mayfield Junior-Senior High School under the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSA) enacted on December 27, 2020 and the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, enacted on March 11, 2021. 

The purpose of these federal funds is to address learning loss of our students through the implementation of evidence-based interventions that respond to students’ social, emotional, and academic needs.

To begin our process, I have asked both principals to have a faculty meeting next week in each building to focus on the three questions below:

  1. What do you think you need to help support your teaching?
  2. What do you think our students need to succeed? 
  3. What do you think our facilities need to help ensure safety and wellness?

Please ponder these questions in the coming days, as we will brainstorm during our faculty meetings on Wednesday, May 19. Please always remember our mission at Mayfield Central School District is that all students can learn!

Mayfield CSD’s Plan

Safely returning students to in-person instruction

  • Upgrading air filtration/univents
  • Touchless toilet/sink upgrades
  • Replacement of traditional water fountains with bottle filling stations
  • Creating outdoor learning spaces
  • Purchasing nurse supplies and student telemed services
  • Miscellaneous classroom updates/cleanings

Maximizing in-person instruction time

  • Add section of 1st grade
  • Add section of 4th grade
  • Hire Attendance Coordinator

With the additions to our faculty we expect:

  • Students receive more individualized attention and interact more with the teacher.
  • Teachers have more flexibility to use different instructional approaches.
  • Fewer students are less distracting to each other than a large group of children.
  • Teachers have more time to teach because there are fewer discipline problems.
  • Students are more likely to participate in class and become more involved.
  • Teachers have more time to cover additional material and use more supplementary texts and enrichment activities.

Purchasing educational technology

  • Chromebooks – 1,150
  • Ipads – 30
  • Laptops – 15
  • SmartBoards – 30
  • Color Graphing Calculators – 100
  • Chromebook charging carts, supplies

Addressing the impact of the COVID-19 pandemic on all students, including low-income students, students with disabilities, English language learners, and students experiencing homelessness

  • Creating in-house 12:1:1 program
  • Hire 3 AIS/Special Education teachers

Implementing evidence-based strategies to meet students’, social, emotional, mental health and academic needs

  • Hiring Wellness (SPARRK) Coordinator – holding monthly Wellness Days for students and staff
  • Hiring Behavioral Specialist and Coach
  • Hiring Psychologist
  • Allocating $2,000-$3,000 per grade level/department to help fulfill these needs.
  • Positive Behavioral Interventions and Supports supplies
  • Teachers Pay Teachers subscription
  • Partial funding of School Resource Officer
  • Hiring 2 additional aides

Addressing the impacts of the COVID- 19 pandemic on students including interrupted instruction and learning loss

Summer School

  • Offering extended summer school programs (Six weeks compared to two)
  • Providing transportation and snacks

After School Enrichment

  • Homework Club – Offering 4-5 days per week, grades Kindergarten through 12, as well as providing transportation and snacks
  • Extracurricular Clubs; Mayfield CSD will be bringing back clubs cut from the budget as well as starting brand new clubs. 

Arts and Crafts

Book Club

Builders Club                                        

Coding Club

Drama Club 

Foreign Language

Gaming Club 

Garden Club

GSA

Investment Club

Lego Club

Junior Honor Society 

Math Club

Nordic Ski Club

Odyssey of the Mind

Outdoor Club

Paw Perfection

Photography Club

SPARRK

Sports

STEM

Teddy Bear Tales

Walking Club

Weightlifting Club

Addressing Learning Loss and Closing the Learning Gap

  • Hiring Library Media Specialist, continuing with General Fund monies in future years
  • Hiring 7-12 English Teacher
  • Creating APEX (credit recovery) program
  • Expanding Project Lead the Way to Elementary school, continuing with General Fund monies in future years

By definition, learning gaps are the difference between what a student is expected to have learned by a certain grade level versus what they have actually learned up to that point. These gaps are often compounding. Obviously, this poses a major challenge for both educators and students alike. Five steps we are taking to close the learning gaps are:

  1.   Gather the Evidence.
  2.   Undertake a Skills-mapping Exercise (Assessments)
  3.   Identify Learning Opportunities Geared Toward Closing the Gap
  4.   Create Engaging Learning Experiences
  5.   Monitor Your Progress.

Continuity of services

In the 2020-21 school year, the salaries of the following individuals were paid by the CARES grant money; in the future these positions will be paid by the general fund budget. 

  • Librarian 
  • 2 Counselors
  • Special Education Teacher
  • Math Teacher

A note from Superintendent, Christopher Harper: My heartfelt thanks goes out to everyone who worked extremely hard and unconditionally during the last four weeks to put this together. Teaching our next generation of leaders is one of the most important contributions we can make to the future.  Our educators carry out this mission every day. Alone, we can do so little, together we can do so much. I saw this at every one of our meetings.  Things change when everyone on the team is equally vested in the overall purpose and goal.  As superintendent of Mayfield Central Schools, I am amazed by the continued commitment of teachers and staff. Thank you for all you do 

I would also like to say thank you to our entire faculty and staff including our cafeteria workers, custodians and bus drivers.  All of you have gone above and beyond to make this year of the epidemic work, always putting our students first. All means all..  

If anyone has any questions, please contact the District Office at 518-661-8207.