Download as PDF

URL to view Results [Click Here]

Response Summary:


Montana School District ARP ESSER Plan Update


This tool allows districts to update their ARP ESSER plans at any point.  Updates must be completed at least once every six months.

 

Federal Requirement
The US Department of Education (USED) required the OPI to establish a process for district plans consistent with the ARP ESSER requirements for the use of ARP ESSER funds and ensure plans be made available to the public, within no later than 90 days after a district received its ARP ESSER allocation (August 24, 2021). The requirements for the school district plans include, at a minimum, how districts will:

 1. use funds to implement prevention and mitigation strategies; 
 2. use the funds totaling not less than 20% to address lost instructional time; 
 3. spend its remaining 80% of ARP ESSER funds; 
 4. respond to needs of student disproportionately affected by the pandemic; and 
 5. meaningfully engage with and consult stakeholders in crafting their plans. 
Each of these federally required components are embedded into this school district ARP ESSER plan.

In addition, the USED requires the OPI to support and monitor each school district's use of ARP ESSER funds, including:
i. implementation of evidence-based interventions;
ii. address the student groups specifically that were disproportionately impacted by the pandemic; and
iii. identify, reengage, and support students who have experienced the impact of lost instructional time.  
The plan will provide the information necessary for the OPI to support and monitor school districts as they move forward.
 
State Components
Throughout this school district ARP ESSER plan, the OPI has emphasized local control and coordination of state initiatives and requirements so that school districts can identify and innovate solutions for unique local needs and priorities. These components are embedded in the school district ARP ESSER plan. Additionally, the OPI will seek flexibility from the Board of Public Education to use the Goals section of this plan in place of the Continuous School Improvement Plan (CSIP). 
 

Initial ARP-ESSER plans were developed through the use of a template.  This plan update tool will provide districts with their most recent plan submission presented with the same fields and sections as their initial plan.  


The sections of this tool match the sections of the template provided for districts to use for the creation of their plans.  

The template sections are as follows: 
1. School District-Identified Priorities
2. Meaningful Consultation 
3. Goals 
4. Coordinating Funds 
5. Creating Safe and Healthy Learning Environment 
6. Addressing Lost Instructional Time 
7. Supporting the Educator Workforce 
8. Monitoring and Measuring Impact of ARP ESSER funds 

 

Prior to updating your school district ARP ESSER plan, consider the following:

What data do you have available to you to measure the impact of your work and guide plan adjustments?

What feedback have you received from stakeholders around your plan and/or your plan implementation?

What steps have you taken to engage stakeholders in your update process?

 

Instructions for updating your school district ARP ESSER plan

  • Review the information in each field to verify that it matches the information you have at the local level.  In the event that there is a difference please update any impacted fields during your update process.
  • It is recommended that you complete your plan revision in a single sitting.  If you are unable to do this please click through to the end of the survey and note on the final page that this submission represents an unfinished update draft.  
  • After you hit submit you will receive an email that contains a link that you can use for your next update.  If you were submitting a draft update please be sure to return to complete your draft before the deadline.
 
Resources to help with completing your plan
 
Next Steps:  
  • When you submit your update you will receive a confirmation email that contains a link to access a PDF of your plan submission and a link to complete your next update.
 
Please review the information in these fields and verify that it reflects the submission of this update.  
 
Q5. Please choose your county and district from the dropdown.
County Glacier
District Glacier ~ East Glacier Park Elem, LE0404
 
Q6. Who is the Authorized Representative submitting this form? 

Shayna Schildt

 
Q11. Please indicate your role in the district.
  • Principal
 
Q9. What is your AR email as shown in Egrants?

shaynaschildt@eastglacierschool.com

 
Q8. What is your school district phone number?

406-226-5543

 
Q74. Describe the stakeholder consultation that was completed to inform this update.  Include dates, locations, and links where relevant.

Parent Survey August 23rd, 2021. Parent Survey December 8th, 2021, Parent Survey March 7th 2022, November 22nd 2022,

 
Q75. Please write a summary statement describing this update.  Example: "This submission reflects our first update of our plan in November of 2021"

This submission reflects our first update of our plan in December of 2021

 
1. School District-Identified Priorities
 
Q33. Please provide the top priorities the school district has determined as the most pressing needs for students and schools within the school district as a result or in response to the COVID-19 pandemic. You may elect between 1-3 priorities by checking the box and providing the text response. 
  • Priority 1:

    Focusing on providing quality math curriculum and instruction for all students.

  • Priority 2:

    Focusing on providing quality ELA curriculum and instruction for all students.

  • Priority 3:

    Focusing on providing skill building and relationship building for all students' mental health.

 
Q34. When you identified each of your district's priorities, what data points did you use? Please list any and all data sources, such as attendance, interim assessments, surveys, etc. 

Interim assessments, dibels scores, MAP assessments, parent surveys, attendance.

 
Q24. Please indicate which of the following student groups specifically referenced in ARP ESSER were more affected than others in your district. Choose all that apply.
  • Economically Disadvantaged (Free and Reduced Lunch)
  • American Indian or Alaska Native
 
2. Meaningful Consultation
 
Q25. ARP ESSER requires school districts to consult with a wide variety of stakeholders when developing a plan. Please select all of the following groups of stakeholders your district consulted and/or plans to consult. 

  • Parents
  • Students
  • Teachers
  • Staff
  • Tribal governments
  • Local bargaining units
  • County health departments
  • Community members
 
Q26. What method(s) did you use to seek stakeholder input? Choose all that apply.
  • Public meetings
  • Media
  • Social media
  • Other (please identify in the box below):

    Staff Meetings, Family Surveys

 
3. Goals
 
Q71.

Goal Action Plan: 

Please define your Math goal, English Language Arts (ELA) goal, and other goal, based on the priorities you identified.

Explain what instruments or methods will be used to monitor the progress of the goals and determine if the goals are met. Click the box and provide the text response for each applicable box.


  • Math Goal:

    Goal #1: East Glacier Park Grade School's math goal is to have our students individually improve on MAP Growth assessments from the beginning of the year to the end of the year. This will be monitored with MAPs Growth assessment data.

    Goal #2: East Glacier Park Grade School's math goal is to have our students individually improve on State standards on the interim testing This will be observed when East Glacier Park Grade School receives the State test results.

  • ELA Goal:

    Goal #1: East Glacier Park Grade School's ELA goal is to have our students individually improve on State standards on the interim testing. This will be observed when East Glacier Park Grade School receives the State test results.

    Goal #2: East Glacier Park Grade School's ELA goal is to have our students individually improve for Dibels testing by May 2023. This will be monitored throughout the school year.

  • Other Goal (For example, SEL, Mental Health, Graduation Rates, Recruitment/Retention, Professional Development, Community and Family Engagement, etc.):

    East Glacier Park Grade School's Mental Health goal for all students is to provide services and skill building through teacher professional development and counselling.

    East Glacier Park Grade School's Recruitment/Retention goal is to increase incentives for entry level teachers, and to retain exiting experienced staff members.

 
Q42.

Goal Action Plan, Part 2: 

Identify what strategies/action steps will be used to support the achievement of the goals.

Describe a realistic and achievable timeline to achieve the goals. 
Identify who is responsible to ensure the strategies/action steps are achieved. 

Click the box and provide the text response for each applicable box.

  • Math Goal Strategies, Actions, Timelines, and Assignments:

    East Glacier Park Grade School will review the newly purchased research-based math curriculum that better fits the needs of students and teachers and to continue to assess the curriculum. The Curriculum Committee will be in charge of reviewing the curriculum on a five-year schedule. The Principal and Curriculum Committee leader will be responsible for carrying out the strategies.

  • ELA Goal Strategies, Actions, Timelines, and Assignments:

    East Glacier Park Grade School will review and purchase research-based ELA curriculum that better fits the needs of students teachers. The Curriculum Committee will be in charge of reviewing the curriculum this school year and recommending ELA curriculum for purchase. The Principal and Curriculum Committee leader will be responsible for carrying out the strategies.

  • Other Goal (For example, SEL, Mental Health, Graduation Rates, Recruitment/Retention, Professional Development, Community and Family Engagement, etc.) Strategies, Actions, Timelines, and Assignments:

    East Glacier Park Grade School will have a teacher provide counselling services, with oversight and professional development through the Montana Small School Alliance. We will be purchasing and implementing a new science curriculum. The Principal will be responsible for overseeing that the programs are implemented.

    East Glacier Park Grade School increased starting teacher pay by 9% or more in 2021-22. The Principal, Business Manager, and Union Representative will be responsible for ensuring the increase is implemented. A retention stipend was considered for all staff.

 
Q14. For which of the following student groups do you have a distinct Math goal? Choose all that apply.
  • American Indian or Alaska Native
 
Q63. For which of the following student groups do you have a distinct English Language Arts (ELA) goal? Choose all that apply.
  • American Indian or Alaska Native
 
Q64. For which of the following student groups do you have a distinct goal other than Math or ELA? Choose all that apply.
  • American Indian or Alaska Native
 
Q15. Describe your Math goal for each identified student group.

East Glacier Park Grade School's math goal for each identified student group is to provide the students with newly purchased quality curriculum and instruction, as well as small group and individual instruction.

 
Q16. Describe your ELA goal for each identified student group.

East Glacier Park Grade School's ELA goal for each identified student group is to provide the students with newly purchased quality curriculum and instruction, as well as small group and individual instruction.

 
Q65. Describe your Other goal for each identified student group.

East Glacier Park Grade School's mental health goal for each identified student group is to provide counselling for the students. East Glacier Park Grade School's mental health goal is to teach the identified student groups mindfulness and life coping skills to help them deal with the COVID pandemic.

East Glacier Park Grade School's recruitment and retention goal is to attract entry level teachers, provide a competitive wage, encourage new teachers to teach in future years, and to retain existing staff.

 
Q67. If you are planning to develop or use approaches that are novel to achieve your Math, ELA, or other goal, would you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly describe your innovation below.

As a small school our focus is on individual improvement for each student toward the goals, versus school-wide improvement.

 
4. Coordinating Funds
 
Identify other federal funding that you are coordinating with ARP ESSER funds to most effectively use funds to address student needs. 
 
Q60. Did you coordinate ARP ESSER funds with other federal funds to address student needs?
  • Yes
 
Q57. Please select each type of federal funding you are coordinating with ARP ESSER funds to most effectively use funds to address student needs.
  • Title I, Part A of the ESEA (Improving Basic Programs Operated by LEAs)
  • Title II, Part A of the ESEA (Supporting Effective Instruction)
  • Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants)
  • IDEA, Part B (Excess costs of providing FAPE)
  • IDEA, Part B (Coordinated Early Intervening Services)
 
5. Creating Safe and Healthy Learning Environments
 
Determine if ARP funds will be used to implement prevention and mitigation strategies, to the greatest extent practicable, in order to continuously operate schools for in-person learning.  
 
 
Q12. If you are planning to use ARP ESSER funds for prevention and/or mitigation strategies, please select the evidence-based practices below and/or describe an additional practice in the Other box. 
  • Mental health supports
  • Social emotional learning
  • Academic support
  • Hiring new staff and avoiding layoffs
  • Meeting the nutritional needs of underserved students.
  • Providing safe, healthy, inclusive learning environments.
  • Activities to address the unique needs of at-risk populations.
  • Developing and implementing procedures and systems to improve the preparedness and response efforts
  • Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases
  • Purchasing supplies to sanitize and clean the facilities
  • Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the Individuals with Disabilities Education Act and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.
  • Purchasing educational technology (including hardware, software, and connectivity) that aids in regular and substantive educational interaction between students and their classroom instructors including low-income students and children with disabilities, which may include assistive technology or adaptive equipment.
  • School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
  • Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and nonmechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement
 
Q68. If you are planning to develop or use approaches that are novel to implement prevention and mitigation strategies, would you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly describe your innovation below.

N/A

 
6. Addressing Lost Instructional Time
 
Describe how the school district will use ARP ESSER funds it reserves under Section 2001(e)(1) of the ARP Act to address lost instruction time through the implementation of evidence-based interventions.  The district must spend a minimum of 20% of ARP ESSER funds.  The full implementation of the evidence-based interventions should be considered including personnel, materials, equipment, professional development, and expenses needed to meet the needs of students.  Other evidenced-based practices may be utilized if the intervention meets one of the four tiers of evidence.  Evidence-based practices may be found at OPI's Multi-Tiered Systems of Support page.  
 
Q21. How do you plan to spend the required 20% set-aside to address lost instructional time? Choose all evidence-based practices that apply.
  • SEL learning supports
  • Evidenced-based curriculum
  • Accelerating learning through instructional approaches: Tutoring program-High-dosage tutoring provided consistently by well-trained tutors or educators at least 3 days per week for at least 30 minutes at a time in groups of five or fewer students.
  • Access to and effective use of technology
  • Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction
  • Tracking student attendance and improving student engagement provided by the school
  • Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi, other wireless, internet service, etc.), devices (laptops, tablets, etc.), printing costs for learning packets, instructional resources/tools, hardware, software, subscriptions, licenses, assistive technology or adaptive equipment, online learning platforms/learning management systems, other distance/remote learning costs
 
Q48. How do you plan to use the remaining 80% for the allowable uses of funds related to preventing, preparing for, and responding to COVID-19 as required by ESSER I, II, and III? See page 5 of the ARP ESSER Fact Sheet for more information. Choose all evidence-based practices that apply.
  • Tribal/community engagement
  • SEL learning supports
  • Evidenced-based curriculum
  • Accelerating learning through instructional approaches: In-school acceleration-Certified educators provide support for students within the classroom and grade-level work, using high-quality instructional materials, instructional strategies, and formative assessments.
  • Accelerating learning through instructional approaches: Tutoring program-High-dosage tutoring provided consistently by well-trained tutors or educators at least 3 days per week for at least 30 minutes at a time in groups of five or fewer students.
  • Access to and effective use of technology
  • Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction
  • Using data about students opportunity to learn indicators to help target resources and support
  • Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi, other wireless, internet service, etc.), devices (laptops, tablets, etc.), printing costs for learning packets, instructional resources/tools, hardware, software, subscriptions, licenses, assistive technology or adaptive equipment, online learning platforms/learning management systems, other distance/remote learning costs
  • Mental health supports
  • Hiring new staff and avoiding layoffs
  • Providing safe, healthy, inclusive learning environments
  • Developing and implementing procedures and systems to improve the preparedness and response efforts
  • Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the Individuals with Disabilities Education Act and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.
  • School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
  • Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and nonmechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.
 
Q70. If you are planning to develop or use approaches that are novel to address lost instructional time, would you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly describe your innovation below.

N/A

 
7. Supporting the Educator Workforce

Determine if ARP funds will be used to support and stabilize the educator workforce consistent with Section 2001 (e) (2) of the ARP Act.  
 
Q51. How do you plan to use ARP funds to support and stabilize the educator workforce? Choose all that apply.
  • Cover costs of offsetting the need to furlough or reduce the salaries of school-based staff
  • Cover costs of bonuses for recruiting and retaining educators and support personnel
  • Additional pay for additional work
  • Class-size reduction
  • Additional professional development for school leaders, teachers, and staff (trainings, extended professional development days, programs, etc.)
  • Staffing additional physical and mental health support staff (counselors, social workers)
  • Other (please identify in the box below):

    Not furlough/bonus, but extend two weeks of FMLA leave for quarantined staff and increase entry level teachers pay, and retention incentives for existing staff.

 
Q58.

Please provide the estimated number of jobs (FTEs) that have been or will be created by the school district through the district’s planned use of ESSER III Funds. 

3

 
Q59.

Please provide the estimated number of jobs (FTEs) that have been or will be retained by the LEA through the LEA’s planned use of ESSER III Funds. 

0

 
Q69. If you are planning to develop or use approaches that are novel to support and stabilize the educator workforce, would you be willing to have the OPI share your approaches with state and federal entities? If so, please briefly describe your innovation below.

N/A

 
8. Monitoring and Measuring Impact of ARP ESSER funds
 
Q53. How will the District monitor the impact of the ARP ESSER funded interventions or strategies, including but not limited to the 20% set-aside, to respond effectively to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted?

The East Glacier Park Grade School, School District #50, will monitor the impact of the ARP ESSER funded interventions or strategies with parent surveys, student surveys, teacher surveys, interim assessments, student attendance, and recruitment and retention of staff.

 
Q23.  Please indicate the type of data you are obtaining and using to monitor outcomes. 
  • Interim Formative Assessment
  • Summative assessments
  • Chronic absenteeism
  • Access to technology
  • Educator PD on technology
  • Access to mental health and nursing staff
  • Student, parent, or educator surveys
  • Classified and certified staff (numbers of positions or people)
  • Student attendance by Mode of Instruction
 
You have reached the end of the LEA ARP ESSER Plan Update Tool.

Please take a moment to verify that your plan is fully updated. This is your last opportunity to use the back buttons to update or edit your responses before submitting. 

 When you are ready to submit please respond to the items below to ensure that the OPI is able to process your submission.
 
Q77. Please select the statement below that accurately describes your role:
  • I am the Authorized Representative for this district.
 
Q78. Please select the statement below that accurately describes this submission:
  • Other:

    I need to download the PDF again

 
Q79. Please Sign Here
[Click here]
 

Embedded Data:

Q_R R_2s6gPgQEUMecLQS
Recipient shaynaschildt@eastglacierschool.com