Elementary and Secondary School Emergency Relief (ESSER) Funds:
Coppell ISD's Plans for Safe Return to In-Person Instruction and Continuity of Services
At the start of the COVID-19 pandemic, Coppell ISD pivoted to a virtual learning model. Through our Board of Trustees and district forethought, CISD was already equipped with 1:1 devices for each student. We were able to mobilize and distribute the devices quickly. In addition, we provided Wi-Fi access through hotspots to families in need. We also developed a comprehensive plan to mitigate learning loss, and focused on prioritizing the social-emotional health of all our families.
Over a year later, Coppell ISD is committed to a successful transition back to in-person learning. We will work to achieve our goal of ensuring every student receives a rigorous and enriching educational experience that prepares them for success in college, career, and life. While the past year has provided challenges, we remain focused on pursuing personalized and equitable learning models that provide access to the tools and resources needed for all methods of learning.
Looking ahead to the 2021-2022 school year, we know that we will be fighting an uphill battle, as our teachers, staff, and families are fatigued, and many of our students need additional support to get back on track.
The dollars allocated through the Elementary and Secondary School Emergency Relief (ESSER) Fund are critical to getting our teachers and students back on track and ready for the upcoming school year and whatever lies ahead.
Coppell ISD has been allocated approximately $6.6M in ARP ESSER funds for the grant period beginning March 20, 2020 through September 30, 2023. We have a comprehensive, working plan to holistically tackle our needs. Our plan is informed by feedback, research, and a commitment to ensuring every student in Coppell ISD is prepared for success.
On June 10-17, 2021, Coppell ISD surveyed all district and community stakeholders to help determine how the district should best utilize these resources to address unfinished learning, ongoing COVID-19 recovery, and Federal Program grant funds. Over 1,100 responses indicated that stakeholders felt that the district's top priorities for the use of ESSER funds were:
- Addressing learning loss by administering and using high-quality assessments, implementing evidence-based activities to meet the comprehensive needs of students, and providing information and assistance to families on effectively supporting students.
- Providing mental health services and supports.
- Planning and implementing activities related to supplemental afterschool programs and summer learning.
ESSER Program Activities
Curriculum and Instruction
Estimated ESSER Funding: 50%
Coppell ISD remains focused on programs and initiatives that enable us to fully support our families and community. Afterschool and summer programs will be expanded to ensure our students have the additional instructional time they need to be prepared academically, including a Middle School Summer program, expanded High School Summer Recovery Opportunities, cross-curricular book clubs, and targeted interventions for students who are identified as having experienced learning loss due to the COVID pandemic.
CISD will expand its use of early intervention assessment tools to identify potential areas of need for each individual student. Additionally, educators will ensure progress toward academic goals using new progress monitoring tools. Educators will spend time reviewing learner data to revise CISD’s curriculum, ensuring learner needs are met and that identified learning loss is addressed while continuing to engage students with CISD’s High Priority Learning Standards.
ESSER Plan Progress Update Fall 2021
Throughout 2020-21 and for the first half of the 2021-22 school year, CISD has worked to address learning loss which has resulted from the disruption caused by the COVID-19 pandemic.
In the summer of 2021, CISD offered a Summer Bridge program to support students with identified learning disabilities and other learning differences. The district expanded credit recovery opportunities for high school students and piloted a middle school summer camp for learners who demonstrated a need for additional academic support.
Curriculum was created to address the specific needs of learners to target identified areas of academic concern.
Because the district has struggled to find fully certified staff during this school year, four part-time classroom staff positions have been created at elementaries experiencing large class sizes created by our ongoing educator shortage. Two high school level Academic and Social Emotional Support Teachers were hired to address the increased needs of high school students that have resulted from the pandemic.
The need for General Education Homebound instruction has also risen as a result of the pandemic, as students with serious health conditions have medical needs for homebound instruction. Current full-time CISD educators have graciously accepted the request to provide this instruction outside of their normal working hours to meet the needs of this student population.
Staff Recruitment and Retention
The district continues to struggle educator & staff recruitment and retention as a result of the pandemic. The Board’s approval of the one-time lump sum retention payment was communicated and then paid in mid-December 2021 to those staff who returned to the district this school year and stayed through the first semester.
Social-Emotional Health and Learning
Estimated ESSER Funding: 25%
Additional staff will ensure that every student in CISD has access to the social-emotional supports they need to be successful in school and in life.
In addition to making sure every school has campus-based support staff and that CISD’s approach to SEL is coordinated at the district-level, educators will receive training to ensure they are prepared to engage students in evidence-based SEL activities and supports.
SEL is shown to advance educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL helps address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
ESSER Plan Progress Update Fall 2021
In fall 2021, a Social Emotional Learning Curriculum was implemented to support the needs of learners and provide them with additional strategies to manage their emotions.
A Coordinator of Counseling and Social Emotional Learning was hired to streamline our district’s efforts to equip staff with the tools to support students who have an increased need for resources and strategies as a result of the pandemic. Two high school level Academic and Social Emotional Support Teachers were hired to address the increased needs of high school students that have resulted from the pandemic.
Additional Recovery Support
Estimated ESSER Funding: 25%
Even though COVID is currently well controlled, we will continue to be vigilant and allocate funds to reflect our commitment to ensure every student and staff member is as safe as possible, with the following investments:
- Sanitizers, disinfectants and cleaning supplies
- Enhanced filtration and air quality
Coppell ISD is taking a layered approach to reduce exposures to SARS-CoV-2, the virus that causes COVID-19. This approach includes using multiple mitigation strategies, including improvements to building air cleaning, to reduce the spread of disease and lower the risk of exposure. In addition to air purifiers, the layered approach includes regular custodial cleaning and disinfection, hand hygiene, respiratory and cough etiquette, and social distancing as much as possible.
SARS-CoV-2 viral particles spread between people more readily indoors than outdoors because the concentration of viral particles is often higher. When indoors, the use of portable high efficiency particulate air (HEPA) filtration systems coupled with a germicidal disinfectant will greatly enhance air cleaning. Multiple disinfectant technologies have shown to inactivate or kill microorganisms, including viruses like SARS-CoV-2.
HEPA filtration and germicidal disinfection technology mitigation strategies can help reduce indoor viral particle concentration. The lower the concentration, the less likely viral particles can be inhaled into the lungs; contact eyes, nose, and mouth; or fall out of the air to accumulate on surfaces. These types of protective interventions can reduce the airborne concentrations and reduce the overall viral dose to occupants.
ESSER Plan Progress Update Fall 2021
To obtain competitively bid pricing for portable air purifiers, on August 6, 2021, Coppell ISD Purchasing issued a Request for Proposal (RFP 031-10) for Portable Air Purifiers. Proposals were due on August 20, 2021, at 2:00 PM. A CISD district committee evaluated the submitted proposals and recommended the proposal that provides CISD the best value. On August 23, 2021, the CISD Board of Trustess approved the recommendation of award.
On September 7, 2021, 900 units were distributed to be placed in all classrooms and instructional areas at each campus. In summer 2022, the HEPA filters inside these air purifiers will reach the end of their life-cycle and replacements are planned for the summer months prior to the start of the 2022-23 school year.
Also in September 2021, CISD created an Itinerant/Floating Nurse position to assist campus nursing staff with the various safety protocols, reporting requirements, and other COVID-related activities, which are ongoing.
Alternative and accessible formats of these plans are available by request. By choosing "Translate" at the top right of this or any other CISD webpage, all content can be immediately translated into many, many languages. Please contact Robyn Webb, Director of Accountability, Assessment, and Federal Programs for more information.