Idaho Falls School District 91

1. Describe the LEA’s process, including timeline, for engaging meaningful consultation with stakeholders. Identify the stakeholder groups involved. Describe how the public was given an opportunity to provide input in the development of this plan.

Through a variety of methods, including text, website posting, school announcements, and invitations from district administration and school staff the district invited district stakeholders to attend 3 meetings during the month of September to discuss possible uses for the ARP ESSER funds allocated to the district. In attendance the district was able to get parents, teachers, school and district administrative staff and a representative from the board, all provided meaningful consultation.

The public was notified of the committee meetings in advance using both our website and e-mails sent to parents and staff. 3 meetings were held in total and all of the information about attending the meetings was posted prior to the event to allow as much patron and staff input as possible. Additionally, local agencies including City and County government were contacted and given the opportunity to participate in the committee meetings. Many of the districts directors are active members of local rotary, Civitan, United Way, and Food Coalition groups, these groups were invited to participate in helping develop the districts ARPA plan.

2. Describe how funds will be used to implement prevention and mitigation strategies that are consistent with the most recent Centers for Disease Control and Prevention (CDC) guidelines for reopening and operating schools for in-person learning.

Facilities -Upgrades and additions: The committee discussed ways that district facilities could be updated and remodeled to accommodate social distancing, provide for remote and hybrid learning, accommodate differing instruction types, and allow for increased air quality.

3. Describe how the LEA will use no less than, 20% of allotted ARP funds to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year. Specifically, address how the LEA will utilize funds to identify, reengage, and support students most likely to have experienced the impact of lost instructional time on student learning, such as:

The committee discussed ways that the district could use ARP ESSER funds to help mitigate the learning loss that students experienced during school COVID closures or required quarantines students may have experienced.

4. Describe how the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act (See Appendix A). In your description, please identify how funds will be allocated to schools and for districtwide activities based on student need to equitably and inclusively support student success.

Remaining funds, if available will be allocated to individual schools by FTE to provide extended school day and enrichment activities for increased learning and growth for all students. In addition to the listed interventions to support all students, the following interventions to specifically address the needs of students disproportionally impacted by COVID-19 are being implemented: Summer School for English Learners through grade 8 and migrant students through grade 12.

5. Describe how the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID–19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, migratory students, Hispanic students, and Native American students.

The district committee discussed ways to address the academic, social, emotional, and mental health needs of all students, including specific measures to address students who were disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, migratory students, Hispanic students, and Native American students.

6. Describe how the LEA will consistently monitor student progress and effectiveness of the strategies/interventions implemented to address gaps in student learning and well-being

The committee recommending using various methods to assess student needs and measure the progress and effectiveness of interventions used to address student needs.