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    NEEDS ASSESSMENT: The LEA identified a variety current data, including but not limited to state assessment performance, attendance, social-emotional health check-ins and surveys, community access surveys, focus group interviews, Title I Parent Meeting feedback, and others to conduct a needs assessment. The LEA also developed online surveys and had an open forum to collect additional feedback from all stakeholders, including faculty and staff, Board of Education members, Union leaders, and community members. The purpose of the Needs Assessment was to help district and school staff to

    1. find gaps between current conditions (what is) and desired conditions (what should be);
    2. place these gaps or needs in priority order;
    3. identify strategies, practices, and evidence-based interventions aligned to needs; and
    4. target resources to address needs.

    The LEA will conduct an annual Needs Assessment Cycle embedded into its Strategic Planning processes to ensure that all programs and interventions are sustainable and continue to have positive impact on student academics and social emotional needs. 

    DECISION-MAKING PROCESSES: The LEA engaged in meaningful consultation with teachers, principals, school leaders, other educators, school staff, and their unions early in the process. School and district administrators discussed building level needs with the faculty and staff within their school buildings and brought forth ideas to the district level administration. All members of the district level administration compiled a list of initiatives collaboratively and created a draft plan for uses of the funds.

    The LEA posted the district's tentative plan on the district website and alerted (through our all call, text, and email system) all district families, faculty, and staff that the draft plan was available for stakeholders to review and provide final draft feedback. Comments and suggestions were received via email and considered by the district in finalizing the plan for the use of funds.

    ONGOING STAKEHOLER ENGAGEMENT: The LEA will continue to engage stakeholders using a variety of inputs to solicit feedback about the effectiveness and impact of the evidence-based practices, as well as on-going and arising needs. The LEA will monitor and evaluate programs and practices at regular intervals through progress monitoring, focus groups, interviews and participant surveys. 

    Every six months, the LEA will hold a public forum to review the current status of funding and provide updates regarding the effectiveness and impact of evidence-based practices. The district will also provide updates in the District newsletter and post upates on the district website:  https://www.cattlv.wnyric.org/domain/302

  • The LEA will use ARP-ESSER funds to implement prevention and mitigation strategies that are consistent with the most recent CDC guidance on reopending schools. Based on our Comprehensive Needs Assessment, the LEA has identified that following critical areas of focus that must be addressed to open schools and operate safely for in-person learning: 

    1. The hiring of one buildings and grounds helper for two years to provide additional support in maintaining the facilities and safety protocolos aligned to local Department of Health regulations and Center for Disease Control and Prevention (CDC) guidelines. 
    2. Purchase of personal protective equipment  (mask, cleaning and sanitizing supplies, tempeature probes...) to support health and safety protocols.
    3. HVAC upgrades will be done in the elementary school to improve air filtration for a safe and healthy environment. 
    4. Developing after-school and extended day programming to address learning loss and lost instructional time. 
    5. The hiring of an administrator to oversee all programming associated with prevention and mitigation strategies to safely open and operate schools for in-person learning. 

    20% RESERVES: Academic Impact

    NEEDS ASSESSMENT - IMPACT OF LOST INSTRUCTIONAL TIME:

    • Students who delayed their transition to in-person learning (all virtual in 2020-21; only attended 1/2 days) have experienced learning loss and gaps in foundational skills; 
    • Primary aged students who did not attend PK or who had little exposure to in-person learning in K-2 are missing foundational reading and math skills; 
    • The district needs a strategic plan to ensure that all programs across all schools are leveraging resources and monies effeciently to ensure a sustainable plan after ESSER funding, which addresses lost instructional time using evidence based interventions; currently the district does not have personnel overseeing educational programmings; 
    • Students need individualized supports at Tier II and Tier III levels of RtI to address learning gaps

    EVIDENCE-BASED INTERVENTIONS - IMPACT OF LOST INSTRUCTIONAL TIME:

    Multi-Tiered Systems of Supports: a framework that helps educators provide academic and behavioral strategies for students with various needs. MTSS grew out of the integration of two other intervention-based frameworks: Response to Intervention; Title I Academic Interventions Supports; PBIS; Social-Emotional & Trauma Informed Learning; Family and Community Engagement.

    Data-Driven Inquiry: District- and Building-Level: the systematic collection, analysis, and application of many forms of data from myriad sources in order to enhance student performance while addressing student learning needs.

    FUNDING ACTIVITIES:

    1.0 FTE Director of Educational Programming/Chief Information Officer: The LEA will hire a Director of Educational Programming (Administrator) to oversee the District's Reopening Plan for in-person learning, including but not limited to: 

    • Oversee the reopening of school, track and report COVID - 19 positives/contract tracing in collaboration with the Department of Health and submission of mandated COVID - 19 DOH reports. The Contact Tracer will oversee the planning and implementation of on-site testing and vaccination clinics for district employees and the community, in conjunction with the Cattaraugus Department of Health. They will assist with communication that will enable the district to maintain the operation of and continuity of services, prioritizing in-person learning; 
    • Ensure adherence to federal, state and local policies and regulations; 
    • Oversee the planning, implementation and evaluation of federal, state and local grant funded programs, including ARP-ESSER; 
    • Oversee district-level plans for Strategic Planning, Multi-Tiered Systems of Supports (MTSS)/RtI, Family & Community Engagement (Title Grants), Mentoring, and PDP plans; 
    • Oversee district- and building-level data driven instruction (DDI) processes aligned to academic performance and growth, attendance and absenteeism, enrollment, subgroups, social-emotional wellness, and student engagement; 
    • Ensure equity and accessibility to quality and teaching and learning through a continuous evaluation cycle of program effectiveness and impact.

    OUTCOMES: 

    • MTSS District-Wide plan implemented in all 3 schools - ES, MS, HA
    • District-Wide Strategic Plan that addresses the impact of instructional time lost, ensuring equity and access for all subgroups
    • Increase faculty and staff access to real time data through Data-driven inquiry process at the district-, school- and team-levels using informed decision making processes
    • 20-30% increase of students receiving AIS services and academic supports as the result of program and resource realignment
    • Address mental health and trauma through the implementation of SEL program across the entire district
    • Increase student attendance and family engagement through the development of a Student and Community Engagement program 

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    High-Dosage Tutoring: 1:1 or small groups tutoring program offered at least three times per week before or after school, and/or weekends to support learners with learning loss or accelerated learning needs. 

    FUNDING ACTIVITIES:

    • Certified Teacher Tutors: The LEA will implement a 1:1 or small groups tutoring program offered at least three times per week before or after school, and/or weekends to support learners with learning loss or accelerated learning needs. Tutoring will be provided by a certified teacher who will define a learning plan that includes focus skills, evidence-based interventions, and progress monitoring. 

    OUTCOMES: 

    • 10-20 students will receive 1:1 tutoring by a certified teacher to address learning loss and accelerated learning. 

     

    REMAINING FUNDS: 

    NEEDS ASSESSMENT - PREVENTION & MITIGATION STRATEGIES

    • Students who delayed their transition to in-person learning (all virtual in 2020-21; only attended 1/2 days) have experienced learning loss and gaps in foundational skills; 
    • Primary aged students who did not attend PK or who had little exposure to in-person learning in K-2 are missing foundational reading and math skills; 
    • Students need individualized supports at Tier II and Tier III levels of RtI to address learning gaps
    • Additional supported needed to coordinating preparedness and response efforts with public health departments to prevent, prepare for, and respond to COVID-19, including sanitizing and minimizing the spread of infectious diseases;  purchasing supplies to sanitize and clean the LEA’s facilities; repairing and improving school facilities to reduce risk of virus transmission and exposure to environmental health hazards; improving indoor air quality.

    EVIDENCE-BASED INTERVENTIONS:

    High-Dosage Tutoring: 1:1 or small groups tutoring program offered at least three times per week before or after school, and/or weekends to support learners with learning loss or accelerated learning needs. 

    FUNDING ACTIVITIES:

    • Certified Teachers for 1:1 Tutoring : The LEA will implement a 1:1 or small group tutoring program offered before or after school, and/or weekends to support learners with learning loss or accelerated learning needs. Tutoring will be provided by a certified teacher who will define a learning plan that includes focus skills, evidence-based interventions, and progress monitoring. 

    OUTCOMES: 

    • 20-30 students will receive 1:1 tutoring by a certified teacher to address learning loss and accelerated learning.  

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    After School Academic Support: after-school programs that designate time and create optimal space for homework completion. Certified teachers actively assist students in developing organizational, time-management, and study skills that help students complete their homework and encourage their overall academic success.

    FUNDING ACTIVITIES:

    • Certified Teachers for Homework Help: The LEA will implement an after-school program from 3-5pm, Mondays through Thursdays to give learners a quality space to complete homework with support from a certified teacher. 

    OUTCOMES: 

    • 25-40% of students Gr 3-12 will have access to after-school homework help by a certified teacher throughout the school year. 

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    CDC Guidance for COVID-19 Prevention in Schools: Screening testing, ventilation, handwashing and respiratory etiquette, staying home when sick and getting tested, contact tracing in combination with quarantine and isolation, and cleaning and disinfection are also important layers of prevention to keep schools safe. 

    FUNDING ACTIVITIES:

    • Personal Protective Equipment: The LEA will purchase personal protective equipment (mask, cleaning and sanitizing supplies, temperature probes) to support health and safety protocols. 
    • 1.0 FTE Buildings & Grounds Employee: The LEA will hire an additional buildings and grounds employee for two years to provide additional support in maintaining the facilities and safety protocolos aligned to local Department of Health regulations and Center for Disease Control and Prevention (CDC) guidelines. 

    OUTCOMES: 

    • Increase district's capacity to clean and disinfect spaces that support learning and extended day programs (after school homework help and tutoring, high-dose tutoring)
    • Increase the number of available PPE items for faculty, staff, and student use

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    Preventing, Preparing for, and Responding to COVID-19: Use a layered approach to preventing COVID-19 transimission including improving indoor air quality through upgrading current HVAC systems consistent with Federal, State, and local standards, and industry standards.

    FUNDING ACTIVITIES:

    1. HVAC System Upgrades: The LEA will expend funds to upgrade the current HVAC system in the elementary school to improve air filtration for a safe and healthy environment. 

    OUTCOMES: 

    • Installation of new HVAC system in the elementary school

  • The LEA examined longitudinal formal and informal assessment data along with collecting input from various stakeholder groups (e.g. teachers, parents) to identify the immediate needs for the 2021-22 school year. The LEA will continue to utilize our needs assessment data and stakeholder input to monitor student progress towards our goals and use of funds.

    The LEA will conduct a Needs Assessment Protocol to determine the most valuable and targeted use of the ARP-ESSER funds using the following data:

    • Compilation of data from formal data systems (NYSED Assessment/Performance Data; Attendance & Absenteeism; Enrollment - Subgroups; Special Education Data; Accessibility & Equity Data; Response to Intervention/Academic Intervention Services, etc.)
    • Compilation of data from informal data systems (Benchmarking programs - AimsWeb, iReady; Performance-Based Assessments - Running Records, Reading Inventories, DreamBox, IXL; Classroom Work Samples; CFAs & Math Spirals, etc.)
    • Surveys and questionnaires to evaluate impact of teaching and learning (faculty, staff, parents, families)
    • Interviews (phone call and/or face to face) to evaluate impact of programming - AIS/RtI; Special Education; SEL
    • Focus groups (conference call and/or face to face) - Title I Parent Groups; Instructional Teams; AIS Providers; Student Support Providers
    • Onsite review by focus teams (climate, engagement, SEL, academics, etc.)
    • Building Survey & Needs Assessment as part of Capital Project - District teams; outside consultants - SchoolRise
    • Mental Health & Social-Emotional Learning Surveys (programmatic - 7 mindsets; student mental health check-ins)
    • Progress monitoring tools aligned to specific, evidence-based interventions to address ELA, math and other skill-based deficits. 

    A Comprehensive Needs Assessment will be conducted annually as part of our district-wide strategic planning process. All data will be reviewed to determine overall growth, specific areas of focus, and actionable goal setting. In the Fall, Winter, and Spring each year, school-based teams will engage in Data-Driven Decision Making Processes that focuses on looking at benchmarking data, performance-based measures, CFAs, surveys and perception data to monitor progress toward district- and building-wide goals. The LEA will use on-going Progress Monitoring tools aligned specifically to evidence-based interventions to determing progress, impact, and growth. All data will be collected and reported at stakholder meetings, published on our website and presented to our BOE.