ESSER III – 20% Data Tracking
Lynne Barbour, Deputy Director, Office of Learning Recovery (OLR)
Tina Letchworth, Assistant Director, Office of Federal Programs (OFP)
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Learning Objective: Participants in this session will be able to articulate their vision of how students will be able to address pandemic learning losses and the data that supports their programming design in relation to their PSU’s ESSER III 20% set-aside funding for disproportionately disadvantaged sub-groups.��Participants in this session will also be able to appraise current instructional interventions, revisit any unanswered questions, and continue the rich conversations from the ARP Convenings in July around various PRCs while being supported by NCDPI staff.
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PRC Updates (176, 177, 188, 189)
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PRC Reminders (176, 177, 188, 189)
DATES
176 & 177 - September 30, 2023
188 & 189 - September 30, 2024
SCHEDULING
176, 177, 188: To be used during summer months or track-outs
189: Afterschool programming for other “out-of-school-time” programming including before school, weekend, holiday, and during breaks (spring break, etc.).”
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PRC 189 Update
We received clarification from USED in reference to funds for PRC 189 that “it is reasonable for funding recipients to use the funds reserved for afterschool programming for other “out-of-school-time” programming including before school, weekend, holiday, and during breaks (spring break, etc.).”
Our interpretation of this statement is that using these funds during the instructional day is not an allowable use.
However, LEAs do have to use ESSER III 20% set-aside (PRC 181) for interventions and programs, of which instructional day tutoring would be an allowable use of funds.
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PRC 189 Exemplar #1: Math Enrichment Club
A potential schedule for the grades 4-8 Math Enrichment Club could include after school programming two days per week on Tuesday and Thursday for 90 minutes (4-5) and 60 minutes (6-8). MEC will include both math enrichment as well as a short break that will include a provided snack between school and math club. Each elementary school will have 1-2 classes of MEC and students will remain at their home school site for club. Middle schools will have 2-4 small groups per grade level at each middle school. We have 15 total sites that will offer MEC. 11 are elementary and 4 are middle school. ��An elementary schedule for the day may include the following and are built on student needs: 2:30-2:45-Snack /transition break, 2:45-3:00 Number talk, 3:00-3:20 exploring a math task, 3:20-3:50 small group instruction and 3:50-4:00 student reflection and goal setting. ��The middle school schedule will include the following: �3:30-3:45 (snack/student reflection and goal setting)�3:45-4:15 (small group task)�4:15-4:30 (student summary/data chat and reflection)
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PRC 189 Exemplar #2 – CTE Partnership
All sites will follow the same schedule for students in grades 5-8 for the 2022-2023 school year. There will be a 1 teacher to 12 student ratio. The program will be held at 3 elementary schools (where the 5th graders performed below the district average) and at 4 middle schools (where the 6th, 7th, and/or 8th graders performed below the district average). The schedule is Tuesday and Wednesday afternoon for 28 weeks. Our C/I team members will make our way around to all the sites each week to monitor the program and support our staff in their work.
�2:50-3:00 - Snack Time and prepare for the afternoon�3:00-3:45 - Math 180 - teacher facilitated portion is what will be utilized by LEA �3:45-4:30 - Individual school-based projects that allow students to utilize the math being learned and reinforced in real-world settings (raised bed gardens, planning out maps of the school, painting murals, working with CDCs on using math in various career settings). �4:30 – Dismissal
�Note: every 4 weeks, students will travel to their feeder high school to experience a true CTE class with hands-on activities in the areas of culinary arts, construction, and agriculture.
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PRC 189 Exemplar #3 – Coding/Robotics
We will run the program two days each week, after school from 3:00 until 4:30 PM at our schools which are performing at the lowest 20% in our district for Math. A sample schedule would be:
�Day 1. 3:00-3:15 Spiral Review of previous topics covered
Day 2. 3:00-3:15 Preview/Anticipatory Set� 3:15-3:45 New instruction/Acceleration
3:15-4:15 Enrichment Activity (Coding/Programming/Finch Robots)� 3:45-4:15 Application/Small group Activity
4:15-4:30 Connection to Focus/Targeted Skill� 4:15-4:30 Recap/Closing
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Changes (176-177)
If you need to update your plans for PRC 176-177 from FY22, follow the steps below.
-> Utilizing the Create a Comment feature, enter your plan revision in the history log within CCIP for the budget only PRC in FY23. The plan revision will be documented in the history log.
-> Submit a budget reflecting any amendments needed and an approval will be processed.
Your Federal Programs Director can assist with the workflow as needed.
Changes (188-189)
If you need to update your plans for PRC 188-189 in FY23, follow the steps below.
-> Move to “Revision Started” to make grant detail content changes
-> Submit a budget reflecting any amendments needed
-> Re-submit back up to “Chief Admin Approved” level
Your Federal Programs Director can assist with the workflow as needed.
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PRC 189 Webinar
Stay Tuned!
The Office of Learning Recovery & Federal Programs are hosting a webinar, in partnership with the NC Center for Afterschool Programs.
November 9, 1:00-2:00 pm
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PRC 181 – ESSER III
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ESSER III – 20% Set-Aside (PRC 181)
An LEA must reserve not less than 20% of its total ARP ESSER allocation to address learning loss through the implementation of evidence-based interventions and ensure that such interventions respond to students’ academic, social, and emotional needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups.
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ESSER III – 20% Set-Aside (PRC 181)
Which activities or interventions did the LEA implement to satisfy the LEA’s mandatory set-aside requirements of ARP ESSER funds, which respond to students’ academic, social, and emotional needs and address the disproportionate impact of COVID-19 on underserved student groups, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, migratory students, students experiencing homelessness, youth in foster care, and other groups disproportionately impacted by the pandemic that have been identified by the SEA.
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ESSER III – 20% Set-Aside (PRC 181)
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Summer learning/enrichment |
Afterschool programs |
Extended instructional time |
Tutoring |
Additional classroom teachers |
Additional staffing/activities to support social-emotional well-being (excluding mental health supports) |
Additional staffing/activities to support mental health needs |
Additional staffing/activities to identify/respond to unique student needs (including socio-economic/demographic factors) |
Universal screening, academic assessments, and intervention data systems |
Improved coordination of services for students with multiple types of needs |
Early childhood programs |
Curriculum adoption & learning materials |
Core staff capacity building (PD) |
Other |
ESSER Tracking Tools
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ARP-ESSER III 20% Set-Aside (PRC 181)
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| Intervention Type�(as defined by USED) | Description of Intervention if "Other" | Total ESSER III Investment | # of Students Served | Cost Per Student �Served | Student Subgroup(s) | Impact on subgroup(s) | Program Start Date �(mm/dd/yyyy) | Program End Date�(mm/dd/yyyy) |
A | Additional staffing/activities to support mental health needs | EXAMPLE | $240,050 | 80 | $3,001 | Students with one or more disabilities, Students in Foster Care | High | 08/22/0222 | 5/5/2023 |
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Tool #1:
ARP 20% Set-Aside
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Tool #1:
ARP 20% Set-Aside
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Tool #1:
ESSER Tracking Resources
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ARP 20% Set-Aside by PSU (as of April 2021, planning amounts)
What is my PSU’s 20% set-aside amount?
ESSER Tracking Resources
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ESSER Tracking Resources
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ARP 20% Set-Aside Support
The ARP Learning Cohorts are an opportunity for PSUs to continue conversations that began at the 2022 Summer Convening in partnership with the EVAAS team at the SAS Institute. The purpose of the learning modules is to advise, create discussions, and support PSUs in the scaling of ESSER-funded initiatives as well as sharing these items with their stakeholders. Some of the topics being covered are:
Video overview of Learning Cohort Modules 1 - 3
Infographic for Learning Cohort Modules
Questions? Contact Dr. Richard Lewis at richard.lewis@dpi.nc.gov
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QUESTIONS
Lynne Barbour Lynne.Barbour@dpi.nc.gov
Tina Letchworth Tina.Letchworth@dpi.nc.gov
Dr. Richard Lewis Richard.Lewis@dpi.nc.gov
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