Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Narratives - Assessing Impacts and Needs LEA ARP ESSER APPLICATION

The Pennsylvania Department of Education (PDE) recognizes the extraordinary efforts made by Local Education Agencies (LEAs), schools, and educators to support students during the COVID-19 pandemic. The application below requests information from LEAs about: (1) Needs and impacts resulting from the pandemic, (2) Stakeholder engagement in the development of local plans to respond to these needs and impacts, (3) Specific elements in the LEA Plan for the Use of ARP ESSER Funds; and (4) Plans for monitoring and measuring progress. As submitted and accepted by PDE in final form, this application shall become part of the Grant Agreement for ARP ESSER funds as Appendix B. As used in this application, "the LEA" refers to the Grantee defined in the Grant Agreement.

ARP ESSER includes a significant focus on vulnerable student populations. Given these requirements, as well as PDE’s own equity commitments, the LEA application includes specific fields requesting information on programs to serve student groups that have experienced disproportionate impacts from the pandemic. Student groups are inclusive of the following:

Students from low-income families;

Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity);
Gender (e.g., identifying disparities and focusing on underserved student groups by gender); English learners;
Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]);
Students experiencing homelessness; Children and youth in foster care; Migrant students; and
Other groups disproportionately impacted by the pandemic that have been identified by the LEA (e.g., youth involved in the criminal justice system, students who have missed the most in-person instruction during the 2019-2020 and 2020-2021 school years, students who did not consistently participate in remote instruction when offered during school building closures, and LGBTQ+ students).

Section I: Assessing Impacts and Needs

In this first section, LEAs are asked to describe the impact of the pandemic on their students, examine disproportionate impacts on specific student groups, and highlight the LEA’s promising practices in supporting student needs since March 2020.

Indicators of Impact

1. Understanding the Impact of the COVID-19 Pandemic: Describe how the LEA has identified or will identify the extent of the impact of the COVID-19 pandemic on student learning and well-being. Specifically, what methods (i.e., collecting and analyzing data and information from focus groups, surveys,

Page 1 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

and local assessment results) were used or will be used to identify and measure impacts in four key areas: (1) Academic impact of lost instructional time, (2) Chronic absenteeism, (3) Student engagement, and (4) Social-emotional well-being?

	Methods Used to Understand Each Type of Impact

Academic Impact of Lost Instructional Time
	The District has examined and will continue to review curriculum-based assessments, state and national assessments, input from teachers, feedback from stakeholders and families, and surveys to identify academic needs of students. Data included benchmark assessments embedded in curricula, formative and summative assessments, DIBELS, and I Ready. The District has developed a Personalized Learning Tool to allow students to reflect on their performance with their teachers and family.

Chronic Absenteeism
	The District's Student Assistance Programs have reviewed and will continue to monitor, under the supervision of the Director of Student Services, attendance data and coordinate with counselors and principals to design attendance intervention plans.

Student Engagement
	Principals have and will continue to seek feedback from teachers and famililies regarding students who need assistance maintaining engagement, focus, and attention to learning, with appropriate interventions occurring as needed. The District has developed a Personalized Learning Tool to allow students to reflect on their performance with their teachers and family.

Social-emotional Well-being
	The District's Student Assistance Program has reviewed and will continue to monitor, under the supervision of the Director of Student Services, referrals for students needing additional social and emotional support and coordinate with counselors, mental health therapists, and principals to design intervention plans. Social-emotional learning is also being embedded in the curricula.
	
Other Indicators
	NA

Documenting Disproportionate Impacts

Student Group
	Provide specific strategies that were used or will be used to identify and measure impacts

Page
	
Students in the District's Title I program were monitored and will contine to be monitored based on classroom performance, DIBELS and progress monitoring scores (grades k-3), and diagnostic assessments, by Title I Reading Specialists,

2 of 23

2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts.

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Students from low-income families

Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA])

English learners

principals, and the Director of Curriculum, Instruction, Assessment, and Staff Development. Resources and interventions will continue to be adjusted as needed. K-2 teachers will participate in Language Essentials for Teachers of Reading and Spelling (LETRS) to assist with early literacy instruction. Principals also disaggregate state and national assessment data by low income students, Special education students, and ELL students.

Students receiving Special Education services were monitored and will contine to be monitored based on classroom performance, I Ready and progress monitoring scores, and diagnostic assessments, by teachers,principals, and the Director of Special Education. Resources and interventions will continue to be adjusted as needed. K-2 teachers will participate in Language Essentials for Teachers of Reading and Spelling (LETRS) to assist with early literacy instruction. Principals also disaggregate state and national assessment data by low income students, Special education students, and ELL students.

Students in the District's English as a Second Language program were monitored and will contine to be monitored based on classroom performance and assessments, by teachers, principals, and the Director of Student Services. Resources and interventions will continue to be adjusted as needed. K-2 teachers will participate in Language Essentials for Teachers of Reading and Spelling (LETRS) to assist with early literacy instruction. Principals also disaggregate state and national assessment data by low income students, Special education students, and ELL
students.

Reflecting on Local Strategies

3. Provide the LEA’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19

Page 3 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needs.

	Strategy Description

Strategy #1
	Personalizing learning with a variety of instructional configurations and resources to meet student needs based on assessment, particularly in math and reading

i. Impacts that Strategy #1 best addresses: (select all that apply)

Academic impact of lost instructional time

Chronic absenteeism

Student engagement

Social-emotional well-being

Other impact

ii. If Other is selected above, please provide the description here:

iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply)

Students from low-income families

Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity)

Gender (e.g., identifying disparities and focusing on underserved student groups by gender)

English learners

Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA))

Students experiencing homelessness

Children and youth in foster care

Migrant students

Other student groups: (provide description below)

iv. If Other is selected above, please provide the description here.

Page 4 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Reflecting on Local Strategies: Strategy #2

	Strategy Description

Strategy #2
	Embedding social and emotional learning (SEL) strategies through curriculum and instruction to address student needs in the classroom, as well as other settings

i. Impacts that Strategy #2 best addresses: (select all that apply)

Academic impact of lost instructional time

Chronic absenteeism

Student engagement

Social-emotional well-being

Other impact

ii. If Other is selected above, please provide the description here:

iii. Student group(s) that Strategy #2 most effectively supports: (select all that apply)

Students from low-income families

Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity)

Gender (e.g., identifying disparities and focusing on underserved student groups by gender)

English learners

Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA))

Students experiencing homelessness

Children and youth in foster care

Migrant students

Other student groups: (provide description below)

Page 5 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

iv. If Other is selected above, please provide the description here.

Reflecting on Local Strategies: Strategy #3

	Strategy Description

Strategy #3
	Offer summer programming to address learning loss in grades k-8 in math and English/Language Arts

i. Impacts that Strategy #3 best addresses: (select all that apply)

Academic Impact of Lost Instructional Time

Chronic absenteeism

Student engagement

Social-emotional well-being

Other impact

ii. If Other is selected above, please provide the description here:

iii. Student group(s) that Strategy #3 most effectively supports: (select all that apply)

Students from low-income families

Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity)

Gender (e.g., identifying disparities and focusing on underserved student groups by gender)

English learners

Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA))

Students experiencing homelessness

Children and youth in foster care

Migrant students

Other student groups: (provide description below)

Page 6 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

iv. If Other is selected above, please provide the description here:

Page 7 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Narratives - Engaging Stakeholders in Plan Development Section II: Engaging Stakeholders in Plan Development

In this second section, LEAs are asked to provide information on how stakeholders will be engaged in planning for the use of ARP ESSER funds, how stakeholder input will be utilized, and how the LEA will make its LEA Plan for the Use of ARP ESSER Funds transparent to the public—all critical components in developing, implementing, and adjusting plans based on the differential impacts of the COVID-19 pandemic.

4. Stakeholder Engagement

Describe how the LEA, in planning for the use of ARP ESSER funds, has engaged or will engage in meaningful consultation with stakeholders. (3,000 characters max)

(Stakeholders include students; families; school and district administrators (including special education administrators); teachers; principals; school leaders; other educators; school staff; and unions. In addition, to the extent that the following groups are present in or served by the LEA, stakeholders also include community partners, civil rights organizations (including disability rights organizations); stakeholders representing the interests of children with disabilities, English learners, children experiencing homelessness, children and youth in foster care, migrant students, children who are incarcerated, and other underserved students; and tribes.)

The LEA employed various methods to gather input for ARP ESSER funds, including parent advisory council meetings, pandemic team meetings, consultation with the Keystone Oaks Education Association, community surveys, and administrative meetings. Communication will continue throughout implementation.

5. Use of Stakeholder Input

Describe how the LEA has taken or will take stakeholder and public input into account in the development of the LEA Plan for the Use of ARP ESSER Funds. (3,000 characters max)

After meeting with parent advisory councils, the District pandemic team, the Keystone Oaks Education Association, and administrators, and reviewing the results of student surveys, themes emerged including extended learning time during the summer months to personalize instruction, resources to improve instruction in reading and math based on learning gaps, and improved ventilation in all schools with HVAC upgrades and roofing repairs.

6. Public Access to LEA Plan for the Use of ARP ESSER Funds

Describe the process for development, approval, and making public the LEA Plan for the Use of ARP ESSER Funds. The LEA Plan for the Use of ARP ESSER Funds must be made publicly available on the LEA website and submitted to PDE within 90 days of LEA receipt of ARP ESSER funding, must be written in a language that parents/caregivers can understand, and must be provided in alternate format upon request by a parent/caregiver who is an individual with a disability. (3,000 characters max)

Page 8 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

After writing the LEA Plan, sharing and updating drafts based on feedback, and finalizing the plan, the District plan will be posted on the District website

Page 9 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Narratives - Using ARP ESSER Funds to Plan for Safe, In-Person Instruction Section III: Using ARP ESSER Funds to Plan for Safe, In-Person Instruction

In this third section, LEAs are asked to reflect on both the impacts and needs described in Section I and stakeholder engagement described in Section II to provide a description of the LEA plan for the use of ARP ESSER funds , beginning with the minimum 20 percent reservation, to address the impact of lost instructional time as required by section 2001(e)(1) of the ARP Act.

Instructions: For both (a) the 20 percent reservation to address the impact of lost instructional time and (b) remaining funds, describe the LEA’s principles for emphasizing educational equity in expending ARP ESSER funds, including but not limited to:

Responding to students’ academic, social, emotional, and mental health needs, and addressing opportunity gaps that existed before—and were exacerbated by—the pandemic.
Allocating funding to individual schools and for LEA-wide activities based on student need. Implementing an equitable and inclusive return to in-person instruction. An inclusive return to in-person instruction includes, but is not limited to, establishing policies and practices that avoid the over-use of exclusionary discipline measures (including in- and out-of-school suspensions) and creating a positive and supportive learning environment for all students.
Taking steps to permit students, teachers, and other program beneficiaries to overcome barriers (including barriers based on gender, race, color, national origin, disability, and age) that impede equal access to, or participation in, the ARP ESSER-supported program, in compliance with the requirements of section 427 of GEPA (20 U.S.C. 1228a).
Attending to sustainability of plans supported by non-recurring ARP ESSER funds beyond the ARP ESSER funding period.

7. Plan for 20 percent Reservation to Address the Impact of Lost Instructional Time (Learning Loss)

How will the LEA use the funds it reserves under section 2001(e)(1) of the ARP Act 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 programs? (3,000 characters max)

The response must include:

a. A description of the evidence-based interventions (e.g., providing intensive or high-dosage tutoring, accelerating learning) the LEA has selected, and how the LEA will evaluate the impact of those interventions on an ongoing basis to determine effectiveness.
b. How the evidence-based interventions will specifically address the needs of student groups most disproportionately impacted.
c. The extent to which the LEA will use funds it reserves to identify, engage, and support (1) students who have missed the most in-person instruction during the 2019-2020 and 2020-2021 school years; and (2) students who did not consistently participate in remote instruction when offered during school building closures.

Page 10 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Keystone Oaks will utilize ARP funds in several ways to address the impact of learning loss and accelerate learning. First, based on identification by administrators, Student Assistance Teams, and teachers, students who missed the most in-person or remote instruction were identified. These students were invited to participate in the District's Summer Program for math and English/language arts, as these were areas identified as showing gaps on curriculum-based, local, and state assessments. Second, administrators analyzed student data by sub-group to identify areas of need. Due to the range of student learning loss and need for acceleration, personalized learning will be highly needed. Resources will be identified and purchased to address the needs of all students, but particularly low income, special education, and English learner. This will include professional development for early literacy, as that is our group showing the most deficits, especially in the primary grades. Teachers will participate in the Language Essentials for Teachers of Reading and Spelling (LETRS) online course and receive a stipend for participation. Resources will be utilized for Tier One, Two, and Three students during the school day, supplemental instruction for Tier Two students beyond the school day, and summer programming. Last, to assist students who are pursuing a cyber option, the District will employ a Cyber teacher for the 2021-2022 school year to monitor and assist with their remote instruction, using Waterfront Learning. This will support students whose parents choose a cyber option or students who need to quarantine. Additionally, based on data analysis, a kindergarten teacher will be employed to address gaps identified at kindergarten screening and decrease class size, a fourth grade math teacher, and a special education teacher will be hired to help these students at the middle school. These positions are for the 2021-2022 school year.

8. Plan for Remaining Funds (funds not described under the question above)

How will the LEA spend its remaining ARP ESSER funds including for each of the four fields below, as applicable? (3,000 characters max)

a. Continuity of Services: How will the LEA use ARP ESSER funds to sustain services to address students’ academic needs; students’ and staff social, emotional, and mental health needs; and student nutrition and food services?
b. Access to Instruction: How will the LEA use ARP ESSER funds to support the goals of increasing opportunity to learn and equity in instructional delivery? Consider regular attendance/chronic absenteeism data from the 2020-21 school year, including data disaggregated by student groups, in developing the response.
c. Mitigation Strategies: How will the LEA use ARP ESSER funds to support prevention and mitigation policies in line with the most up-to-date guidance from the Centers for Disease Control and Prevention (CDC) for the reopening and operation of school facilities and transportation services to effectively maintain the health and safety of students, educators, and other staff? Consider the LEA’s Health and Safety Plan in developing the response.
d. Facilities Improvements: How will the LEA use ARP ESSER funds to repair and improve school facilities to reduce risk of virus transmission, address environmental health hazards, and/or improve ventilation? Consider the LEA’s Health and Safety Plan in developing the response.

To reduce students exposure to environmental health hazards the district will replace the middle school roof . WTI/Tremco roofing was hired to do thermal imaging of our roof at the high school and middle school. Both the middle school and high school roofs show significant compromise of their vapor barriers. The middle school roof leaks have caused mold to grow on ceiling tiles

Page 11 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

impacting indoor air quality. Air leaks to the vapor barrier have caused uncontrolled air movement. The results are indoor air quality problems that are made worse by the transmission of airborne contaminates and odors. Replacing the roof and vapor barrier will allow the district to better control air movement throughout classrooms and mitigate unwanted moisture throughout the building. To reduce students exposure to environmental health hazards the district will replace the high school roof . WTI/Tremco roofing was hired to do thermal imaging of our roof at the high school and middle school. Both the middle school and high school roofs show significant compromise of their vapor barriers. The high school roof leaks have caused mold to grow on ceiling tiles impacting indoor air quality. Air leaks to the vapor barrier have caused uncontrolled air movement. The results are indoor air quality problems that are made worse by the transmission of airborne contaminates and odors. Replacing the roof and vapor barrier will allow the district to better control air movement throughout classrooms and mitigate unwanted moisture throughout the building. The rooftop mechanical heating and ventilation systems at Middle School are 25 years old. The units cannot handle the increased resistance caused by the Merv 13 filters recommended by the CDC and ASHRAE. The district will replace the four existing roof top units with new Daiken units. The new units will have Merv 13 filtering and be capable of increased air flow to all classrooms. All units will come with Bi-polar ionization installed to provide increased air purification. The new units will allow the district to increase the number of air changes throughout the building at any time. The replacement of the four rooftop units will increase indoor air quality at Middle School. All equipment will be installed following the American Society of Heating, Refrigeration and Air Conditioning Engineers (ASHRAE) standards.

9. For LEAs with one or more Comprehensive Support and Improvement (CSI) or Additional Targeted Support and Improvement (ATSI) school only

Please verify consultation of the Evidence Resource Center in developing the LEA Plan for the Use of ARP ESSER Funds and provide a justification for any intervention that is not supported by tier 1, 2, 3, or 4 evidence. If the LEA does not include a school with a CSI or ATSI designation, indicate “Not Applicable.” (3,000 characters max)

NA

10. 20% Reservation Calculation

Please enter your ARP ESSER total allocation amount and then click Save.

*Please ensure that your 20% (or greater) budgeted amount for Learning Loss is itemized in your Budget.

	
ARP ESSER Allocation
	Reservation Requirement
	Reservation Amount (calculated on save)
	
20 Percent Reservation
	
3,316,373
	
20%
	
663,275

Page 12 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Narratives - Monitoring and Measuring Progress Section IV: Monitoring and Measuring Progress

In this fourth section, LEAs are asked to describe efforts to build local capacity to ensure high-quality data collection and reporting to safeguard funds for their intended purposes.

11. Capacity for Data Collection and Reporting

LEAs must continuously monitor progress and adjust strategies as needed. Describe the LEA’s capacity and strategy to collect and analyze data (disaggregated by student group, where applicable), for each of the following measures:

	Data Collection and Analysis Plan (including plan to disaggregate data)
	
Student learning, including academic impact of lost instructional time during the COVID-19 pandemic
	
Administrators and teachers will monitor local, curriculum-based, and state assessments to gauge learning loss, particularly for economically disadvantaged and special education students and English learners. Data will be used to plan and personalize tier one, two, and three instruction and make adaptations as needed.
	
Opportunity to learn measures (see help text)
	
Surveys will be implemented and analyzed throughout the grant period to determine student engagement and to help personalize instruction.
	
Jobs created and retained (by number of FTEs and position type) (see help text)
	
Four positions will be created: cyber instruction teacher, kindergarten teacher, fourth grade math teacher, and middle school special education teacher.
	
Participation in programs funded by ARP ESSER resources (e.g., summer and afterschool programs)

Principals will compile and monitor student attendance in summer programming, with appropriate interventions occuring for non-participants.

Page 13 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Narratives - ARP ESSER Assurances ARP ESSER Fund Assurances

Please complete each of the following assurances prior to plan submission:

The LEA will implement appropriate fiscal monitoring of and internal controls for the ARP ESSER funds (e.g., by updating the LEA’s plan for monitoring funds and internal controls under the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and abuse; conducting random audits; or other tools).

The LEA will complete quarterly Federal Financial Accountability Transparency Act (FFATA) reports and comply with all PDE reporting requirements, including on matters such as:

How the LEA is developing strategies and implementing public health protocols including, to the greatest extent practicable, policies and plans in line with the CDC guidance related to mitigating COVID-19 in schools;
Overall plans and policies related to LEA support for return to in-person instruction and maximizing in-person instruction time, including how funds will support a return to and maximize in-person instruction time, and advance equity and inclusivity in participation in in-person instruction;
Data on each LEA’s and school’s mode of instruction (fully in-person, hybrid, and fully remote) and conditions;
LEA uses of funds to meet students’ social, emotional, and academic needs, including through summer enrichment programming and other evidence-based interventions, and how they advance equity for underserved students;
LEA uses of funds to sustain and support access to LEA-supported early childhood education programs;
Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on personnel, student learning, and budgeting at the school and district level);
Student data (disaggregated by student subgroup) related to how the COVID-19 pandemic has affected instruction and learning;
Requirements under the FFATA; and

Additional reporting requirements as may be necessary to ensure accountability and transparency of ARP ESSER fund use.

The LEA will cooperate with any examination of records with respect to such funds by making

Page 14 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

records available for inspection, production, and examination, and authorized individuals available for interview and examination, upon the request of: (a) the United States Department of Education and/or its Inspector General; (b) any other federal agency, commission, or department in the lawful exercise of its jurisdiction and authority; (c) the Pennsylvania Department of Education; and/or (d) the Pennsylvania Auditor General, Pennsylvania Inspector General, or any other state agency.

Records pertaining to ARP ESSER Funds, including financial records related to the use of grant funds, will be tracked and retained separately from those records related to the LEA’s use of other Federal funds, including ESSER I and ESSER II Funds.

The LEA will maintain inventory records, purchase orders and receipts for equipment (over $5,000) purchased, all computing devices, and special purpose equipment ($300 - $4,999), and will conduct a physical inventory every two years. Please note: inventory of equipment purchased with federal funds must be broken out by funding source.

Any LEA receiving funding under this program will have on file with the SEA a set of assurances that meets the requirements of section 442 of the General Education Provisions Act (GEPA) (20 U.S.C. 1232e).

The LEA will conduct its operations so that no person shall be excluded from participation in, be denied the benefits of, or be subject to discrimination under the ARP ESSER program or activity based on race; color; national origin, which includes a person’s limited English proficiency or English learner status and a person’s actual or perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-discrimination obligations arise under Federal civil rights laws, including but not limited to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of 1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975. In addition, the LEA must comply with all regulations, guidelines, and standards issued by the United States Department of Education under any of these statutes.

The LEA will comply with all ARP Act and other ARP ESSER requirements, including but not limited to complying with the maintenance of equity provisions in section 2004(c) of the ARP

Page 15 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Act. Under Maintenance of Equity, per-pupil funding from state and local sources and staffing

levels for high poverty schools may not be decreased by an amount that exceeds LEA-wide reductions in per-pupil funding and staffing levels for all schools served by the LEA1. High

poverty schools are the 25 percent of schools serving the highest percent of economically disadvantaged students in the LEA as measured by information LEAs submitted in PIMS that includes individual student data and identifying if the student meets economically disadvantaged criteria. This data is used to calculate school poverty percentages . Note: An LEA is exempt from the Maintenance of Equity requirement if the LEA has a total enrollment of fewer than 1,000 students, operates a single school, serves all students in each grade span in a single school, or demonstrates an exceptional or uncontrollable circumstance, as determined by the United States Secretary of Education.

1Calculations for Maintenance of Equity: Per Pupil Funding from combined State and local funding = Total LEA funding from combined State and local funding for all schools served by the LEA in the given fiscal year, divided by the number of children enrolled in all schools served by the LEA in the given fiscal year.Full time equivalent staff = Total full-time equivalent staff in all schools served by the LEA in the given fiscal year, divided by the number of children enrolled in all schools served by the LEA in the given fiscal year.These calculations should be completed for all schools in the LEA as well as for high poverty schools in the LEA for FY 2021-22 and 2022-23. Reductions must not be greater for high poverty schools than for all schools in the LEA.

The LEA will implement evidence-based interventions, as required by section 2001(e)(1) of the ARP Act.

The LEA will address the disproportionate impact of the COVID-19 pandemic on underserved students (i.e., students from low-income families, students from underserved racial or ethnic groups and gender groups, English learners, children with disabilities, students experiencing homelessness, children and youth in foster care, migrant students, and other groups disproportionately impacted by the pandemic that have been identified by the LEA) as required by section 2001(e)(1) of the ARP Act.

The LEA will develop and make publicly available a Plan for the Safe Return to In-Person Instruction and Continuity of Services, hereinafter referred to as the LEA Health and Safety Plan, that complies with section 2001(i) of the ARP Act. The plan will be submitted to PDE, in a manner and form determined by PDE, no later than July 30, 2021.

Page 16 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

The LEA’s Health and Safety Plan will include (1) how the LEA will, to the greatest extent practicable, support prevention and mitigation policies in line with the most up-to-date guidance from the CDC for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff; (2) how the LEA will ensure continuity of services, including but not limited to services to address the students’ academic needs, and students’ and staff members’ social, emotional, mental health, and other needs, which may include student health and food services; (3) how the LEA will maintain the health and safety of students, educators, and other staff and the extent to which it has adopted policies, and a description of any such policy on each of the following safety recommendations established by the CDC: (a) universal and correct wearing of masks; (b) modifying facilities to allow for physical distancing (e.g., use of cohorts/podding); (c) handwashing and respiratory etiquette; (d) cleaning and maintaining healthy facilities, including improving ventilation; (e) contact tracing in combination with isolation and quarantine, in collaboration with the State and local health departments; (f) diagnostic and screening testing; (g) efforts to provide vaccinations to school communities; (h) appropriate accommodations for children with disabilities with respect to health and safety policies; and (i) coordination with state and local health officials.

The LEA will review its Health and Safety Plan at least every six months during the duration of the ARP ESSER grant period and make revisions as appropriate. When determining whether revisions are necessary, the LEA will take into consideration significant changes to CDC guidance on reopening schools and will seek public input and take public input into account.

The LEA’s Health and Safety Plan will be made publicly available on the LEA website and must be written in a language that parents/caregivers can understand or be orally translated for parent/caregivers and must be provided in alternate format upon request by a
parent/caregiver who is an individual with a disability.

The LEA will provide to PDE: (1) the URL(s) where the public can readily find data on school operating status; and (2) the URL(s) for the LEA websites where the public can find the LEA’s Health and Safety plan as required under section 2001(i) of the ARP Act; and the LEA Plan for the Use of ARP ESSER Funds.

Page 17 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Narratives - LEA Health and Safety Plan Upload LEA HEALTH AND SAFETY PLAN

Please upload your LEA Health and Safety Plan below, and check the assurance indicating that you have completed your upload. Please name the file using your LEA name followed by Health and Safety Plan. example: "LEA Name-Health and Safety Plan"

CHECK HERE - to assure that you have successfully uploaded your LEA Health and Safety Plan.

Page 18 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Budget - Instruction Expenditures BUDGET OVERVIEW

Budget

$3,316,373.00 Allocation

$3,316,373.00

Budget Over(Under) Allocation $0.00

INSTRUCTION EXPENDITURES

Function
	Object
	Amount
	Description

1000 - Instruction
	
100 - Salaries
	
$182,000.00
	
Salaries for four teachers

1000 - Instruction

100 - Salaries

$30,000.00
	
Partial Teacher Stipends for attending online LETRS course

1000 - Instruction
	
100 - Salaries
	
$25,252.46
	
Teacher salaries for Summer Program

1000 - Instruction
	
300 - Purchased Professional and Technical Services

$7,275.00
	
Waterfront Learning Platform for Cyber Students

1000 - Instruction

600 - Supplies

$368,748.00
	
Resources to address k-12 gaps in literacy and mathematics as evidenced by assessments

1000 - Instruction
	
200 - Benefits
	
$187,939.54
	
Benefits for four teachers

$801,215.00

Page 19 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Budget - Support and Non-Instructional Expenditures BUDGET OVERVIEW

Budget

$3,316,373.00 Allocation

$3,316,373.00

Budget Over(Under) Allocation $0.00

NON-INSTRUCTIONAL EXPENDITURES

Function
	Object
	Amount
	Description

4000 - FACILITIES ACQUISITION, CONSTRUCTION AND IMPROVEMENT SERVICES

700 - Property

$1,489,449.00

Middle School Roof Top Units

4000 - FACILITIES ACQUISITION, CONSTRUCTION AND IMPROVEMENT SERVICES

400 - Purchased Property Services

$724,709.00

Middle School Roof Replacement

4000 - FACILITIES ACQUISITION, CONSTRUCTION AND IMPROVEMENT SERVICES

400 - Purchased Property Services

$301,000.00

High School Roof Replacement

$2,515,158.00

Page 20 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

Section: Budget - Budget Summary BUDGET SUMMARY

	

100
Salaries

200
Benefits
	300
Purchased
Professional
and
Technical
Services

400
Purchased
Property
Services

500 Other
Purchased
Services
	600
Supplies
800
Dues
and
Fees

700
Property

Totals
	
1000 Instruction
	$237,252.46
	$187,939.54
	$7,275.00
	$0.00
	$0.00
	$368,748.00
	$0.00
	$801,215.00
	
1100 REGULAR
PROGRAMS –
ELEMENTARY /
SECONDARY

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00
	
1200 SPECIAL
PROGRAMS –
ELEMENTARY /
SECONDARY

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00
	
1300 CAREER
AND TECHNICAL
EDUCATION
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
1400 Other
Instructional
Programs –
Elementary /
Secondary

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00
	
1600 * ADULT
EDUCATION
PROGRAMS
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
1700 Higher
Education
Programs
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
1800 Pre-K
	$0.00
	$0.00
	$0.00
	$0.00
	$0.00
	$0.00
	$0.00
	$0.00
	
2000 SUPPORT
SERVICES
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
2100 SUPPORT
SERVICES –
STUDENTS
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
2200 Staff
Support
Services
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00

Page 21 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

										
										
	2300 SUPPORT
SERVICES –
ADMINISTRATION
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	2400 Health
Support
Services
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	2500 Business
Support
Services
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	2600 Operation
and Maintenance
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	2700 Student
Transportation
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	2800 Central
Support
Services
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	3000
OPERATION OF
NON-
INSTRUCTIONAL
SERVICES

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00

$0.00
	
	3100 Food
Services
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	3200 Student
Activities
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	3300 Community
Services
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
$0.00
	
	4000 FACILITIES
ACQUISITION,
CONSTRUCTION
AND
IMPROVEMENT
SERVICES

$0.00

$0.00

$0.00

$1,025,709.00

$0.00

$0.00

$1,489,449.00

$2,515,158.00
	
		$237,252.46
	$187,939.54
	$7,275.00
	$1,025,709.00
	$0.00
	$368,748.00
	$1,489,449.00
	$3,316,373.00

Page 22 of 23

Project #: 223-21-0213 Agency: Keystone Oaks SD AUN: 103025002
Grant Content Report
Elementary and Secondary School Emergency Relief Fund (ARP ESSER)

										
					Approve
	d Indirect Cost
	/Operational
	Rate: 0.0000
	$0.00
	
		Final
	$3,316,373.00

Page 23 of 23