Posted Date: 06/21/2021
In developing its plan, Coleman Schools has engaged in consultation with stakeholders and has given the public an opportunity to provide input. Specifically, we engaged in meaningful consultation with students, families, school and district administrators (including special education administrators), teachers, principals, school leaders, other educators, and staff. Further, the meaningful consultation extended to the Choctaw and Chickasaw Nations, civil rights organizations (including disability rights organizations) and stakeholders that represent the interests of children with disabilities, English Learners, children experiencing homelessness, children in foster care, migratory students, children who are incarcerated and other underserved students. Finally, the Coleman Schools’ plan is in an understandable and uniform format, written in a language that parents can understand, orally translated and, upon request by a parent who is individual with a disability, provided in an alternative format accessible to that parent. Our Plan consists of the following:
• (1) The extent to which and how the funds will be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for in-person learning;
• (2) How the LEA will use the funds it reserved under section 2001(e)(1) of the ARP Act [20% of ESSER ARP Act formula 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;
• (3) How the LEA will spend its remaining ARP ESSER funds consistent with the uses authorized in section 2001(e)(2) of the ARP Act; and
• (4) How the LEA will ensure that the interventions it implements, including but not limited to those implemented under section 2001(e)(1) [20% set-aside], will respond to the academic, social, emotional and mental health needs of students, and particularly those students disproportionately impacted by COVID-19, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care and migratory students
Part (1): Prevention and Mitigation Strategies for Operating Schools Safely
Part (2): Addressing the Academic Impact of Lost Instructional Time
Part (3): Use of Remaining ARP ESSER funds
Disproportionately Affected Populations at CPS
The following subgroups are student populations at Coleman Schools. These students have been adversely affected by Covid-19; therefore, these specific groups will receive some targeted interventions:
Low Income Summer Feeding Program
Elementary 65% free/reduced; Continued partnership with the SSO
High School 70% free/reduced; feeding program to ensure our students
District 68.8% free/reduced receive nutritious meals outside of school
Minority Group POSSE Program
Our school is heavily inundated with We will continue partnering with Choctaw
Native American Students, as we uniquely Nation in providing summer school program
reside within the Chickasaw and Choctaw to our Native students. Both our district
Nation Tribal areas. and the tribe will financially contribute.
Special Education Extended School Year
We currently have a high population of ESY services will enable our students to help
special education students at the elementary curb the slides made during the summer.
level of our district.
Foster Care, Homeless, Low-Achieving Summer Reading Program
While we do not have a huge population We will begin offering summer library times
of homeless or fostered families, we do have for our students and their families, while we
some, along with many Tier 2 and 3 readers. encourage and foster the love of reading.
Part (4): Assurances of our Response for ALL students