Accreditation, Affiliations, Compliance

Budget Transparency

Michigan Compiled Law, MCL 388.1618(2), requires school districts and intermediate school districts to post certain budget and financial information on the district's website within 30 days after a board adopts its annual operating budget or any subsequent revision to that budget. The Budget and Salary / Compensation Transparency Reporting is an opportunity to communicate to our community how Centreville Public Schools utilize the resources that are provided to us.

Michigan Department of Education (MDE) has published guidelines for MCL 388.1618(2) Budget and Salary / Compensation Transparency Reporting.

The following quick links (left side toolbar) are the required components of MCL 388.1618(2) Budget and Salary / Compensation Transparency Reporting.

Budget & Salary / Compensation Transparency Information

Annual Reports

2023-2024

District Annual Education Report (AER) (PDF)

Centreville Elementary School Annual Education Report (AER) (PDF)

Centreville Jr./Sr. High School Annual Education Report (AER) (PDF)

2022-2023

District Annual Education Report (AER) (PDF)

Centreville Elementary School Annual Education Report (AER) (PDF)

Centreville Jr./Sr. High School School Annual Education Report (AER) (PDF)

ARP/ESSER III Plan Use of Funds

American Rescue Plan/ESSER III - LEA Plan of Use Narrative
Agency: Centreville Public Schools 2023-24

Recipient Code: 75030

Please describe 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:

During the 2023-24 school year, Centreville Public Schools (CPS) will utilize mitigation strategies as recommended by the CDC. CPS established protocols for rapid testing, isolation, and quarantine guidelines. Staff and students are frequently reminded to stay home should they have symptoms related to Covid-19. CPS operations ensure daily cleaning of all buildings throughout the day. 20% of the funds will be allocated to address the academic impact of learning loss by 1) providing targeted instruction in an after-school and extended school year format and 2) utilizing additional staffing to provide added support to students who have experienced learning loss due to the pandemic. This method of closing the achievement gap has included the use of evidence-based instructional interventions after school and over the summer in an online and face-to-face instructional format.

Please describe how the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act (see below) 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 after school programs, or extended school year:

We will focus on building critical literacy skills necessary for being a successful reader through the use of extended learning opportunities outside of the regular school day and during the summer. Specifically, we will use Heggerty to provide evidence-based instructional delivery in phonological awareness. We will utilize Reading Mastery and Phonics for Reading for students working to master decoding skills. We will utilize REWARDS for students who are struggling with multisyllabic decoding in addition to Six Minute Solution to increase oral reading fluency and comprehension for our students. These evidence-based reading interventions are known for their effectiveness in ameliorating the skill gaps that students are disproportionately facing as a result of COVID. We offer math recovery strategies for students who are in need of mathematics intervention. Finally we will layer additional instructional intensity to our interventions by incorporating SIOP (Sheltered
Instruction Observation Protocol) strategies into our systematic and explicit instruction.

Please describe how the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act.

The remaining funds will be used to maintain the uninterrupted continuity of educational services within the district. Funds will be used for elementary school teachers’ wages and benefits which were already built into the collective bargaining agreement.

Please describe how the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act (see below) 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, and migratory students.

We will continue to use current district assessments including: NWEA, STAR literacy and math, and Acadience which allow for us to disaggregate our student achievement data by socioeconomic status, race, gender, English Language Learners, Special Education, 504s, homelessness, and foster care. We currently do not have any migratory students enrolled in our district. We triangulate and analyze this data to determine the impact of the instructional delivery of our evidenced-based interventions for students identified in these subgroups. In addition to the use of curriculum-based measurement and progress monitoring tools, we monitor the fidelity of implementation of the evidence-based programs with tools each program provides to do so. The fidelity tools measure the pace of the instruction, the opportunity for students to practice, receive corrective feedback, and cumulative and distributive practice. These components of high-quality instruction are important to determine if the intensity of the instruction is meeting the needs of the student.