Stoneham Public Schools ESSER III Fund Implementation Plan.xlsx

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4		Plans for the Use of ESSER III Funds: The United States Department of Education (USED) is requiring two plans from all recipients of ESSER III funds: 1) A plan for the safe return to in-person instruction and continuity of services The requirement for this plan is likely met by your District Reopening Plan submitted to DESE in August of 2020, along with any subsequent amendments (see Tab 3 Assurances). It will need to be revisited and revised as necessary every 6 months, including soliciting stakeholder input and considering changes to CDC guidance. 2) A plan for the Use of ESSER III Funds, based on broad stakeholder input, and addressing the following: • The district's prevention and mitigation strategies, including extent district has adopted CDC recommendations ( Step 4.4) • How the district will use its 20% reservation of ESSER III funds to address loss of instructional time with evidence- based interventions (Step 4.2 and Tab 6, Budget) • How the district will spend the remainder of its ESSER III funds for allowable expenditures (Tab 5) and budget (Tab 6) • How the use of ESSER III funds will respond to the academic, social, emotional and mental health needs of all students, especially those disproportionately impacted by the COVID-19 pandemic (Tab 4.2, Tab 4.3), including:
5		• students from low-income families • students of color • English learners • students with disabilities • students experiencing homelessness • students in foster care • migratory students • students who are incarcerated • other underserved students This application, when fully and thoughtfully completed, along with your District Reopening Plans, will constitute the plans required by USED. These plans must be published on your website and must be accessible to families in a language they understand, either translated in writing or orally, as well as in an accessible format for those with disabilities. You should expect that DESE will be collecting data and other information from you as a result of implementation of your plans for and use of ESSER funds.
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7	Step 4.1 of 4.4	ESSER III regulations require that the stakeholder groups below be meaningfully consulted as part of the planning process for use of ESSER III funds. Which of the following groups have you consulted with? (check all that apply)			If you have not yet consulted with this group in planning for use of ESSER III funds, when and how do you plan to get their input?
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10			Students
11			Families
12			School and District administrators, including special education administrators
13			School leaders
14			Teachers
15			Other educators
16			School staff
17			Unions representing educators and school staff
18			Tribes*		N/A
19			Civil rights organizations (including disability rights organizations)*		N/A
20			Stakeholders representing the interests of children with disabilities, English learners,
21			children experiencing homelessness, children in foster care, migratory students, children
22			who are incarcerated, and other underserved students.*
23			who are incarcerated, and other underserved students.*
24		*To the extent present in or served by the district
25	Step 4.2 of 4.4	Evidence-Based Strategies, Interventions, and Supports: Describe how ESSER III funds, including the required 20% reservation, will be used to respond to students' social, emotional, and academic needs through evidence-based interventions, how progress will be measured, and how/if chosen interventions address disproportionate impact of COVID-19 on underserved subgroups. Select from the following list of evidence-based interventions and provide a narrative at the bottom of this step for any of your district's evidence-based initiatives that are not listed. Note: Your district's 20% reservation to address loss of instructional time must be spent on evidence-based interventions.
26		Enhanced Core Instruction			Our district is using ESSER III funds for this strategy	This strategy will address pandemic-related learning loss/disproportionate impact	What data will you use to measure progress?	Does this strategy/intervention address the disproportionate impact of COVID-19 on underserved student subgroups (each major racial and ethnic group, students from low-income families, students with disabilities, English learners, gender, migrant students, students experiencing homelessness and students in foster care)? If yes, please explain which group(s) are being served, what impact is being addressed, and how this strategy/intervention will provide support.
27		Expanding access to full-day, high-quality prekindergarten			Select	Select
28		Purchasing and/or expanding use of high-quality, aligned instructional materials (any content area) and associated professional development			Yes	Yes	District level assessment data, grades, MCAS, and usage statistics from software reports.	Yes, this strategy provides for increased reading supports for students at the elementary, middle, and high school levels. It helps to provide varied instructional level reading supports across multiple disciplines, and provides students with progressively more advanced reading lexiles as their reading levels increase.
29		Professional development for teachers and administrators re: culturally responsive teaching			Yes	Yes	We will use data and input from student, educator, and administrator surveys.	District offerings for professional development will be a combination of district developed, as well as partener developed trainings with a focus on culturally responsive teaching.
30		Screening assessments and associated professional development (e.g., early literacy screening)			Yes	Yes	We will data from Lexia, STAR assessments, and DIBELS.	The implementation of these universal assessments will include all underserved populations as described above.
31		Expanding access to career-technical education (including "After Dark" district/vocational partnerships), innovation pathways, and advanced placement courses (including fee subsidies and teacher training)			Select	Select
32		Extending the school day/year and prioritizing student access to additional time by student need			Yes	Yes	We will data from Lexia, STAR assessments, and DIBELS, MCAS, and ACCESS data.	Summer school programming will be implemented during the summers 2022 and 2023. Students will be identified and prioritized based on their academic, social, and emotional needs. Recruitment will include specific outreach strategies to traditionally underserved populations.
33		Tutoring programs and support, including early literacy tutoring (including training paraprofessionals) and peer tutoring programs.			Yes	Yes	We will data from Lexia, STAR assessments, and DIBELS, MCAS, and ACCESS data.	Interventionists will be hired at each of the elementary schools and middle school with a focus on early literacy supports and math supports for struggling learners. The focus will be to close leanring gaps with these identified priority groups.
34		Developing or strengthening data cycles to facilitate and inform student learning and associated professional development and support personnel			Yes	Yes	We will data from Lexia, STAR assessments, and DIBELS, MCAS, and ACCESS data. We will also look at referral data and work with a consultatnt who will train our admin and instructional leadership team on streamlining our Student Support Team Process.	Data teams will be implemented at every elementary school and they will be tasked with measuring student progress against individual student learning goals.
35		Early college programs, particularly those focused on students underrepresented in higher education			Select	Select
36		Targeted Student Supports			Our district is using ESSER III funds for:	This strategy will address pandemic-related learning loss/disproportionate impact	What data will you use to measure progress?	Does this strategy/intervention address the disproportionate impact of COVID-19 on underserved student subgroups (each major racial and ethnic group, students from low-income families, students with disabilities, English learners, gender, migrant students, students experiencing homelessness and students in foster care)? If yes, please explain which group(s) are being served, what impact is being addressed, and how this strategy/intervention will provide support.
37		Developing or expanding high quality co-teaching and inclusion models for students with disabilities and associated professional development			Yes	Yes	We will data from Lexia, STAR assessments, and DIBELS, MCAS, and ACCESS data, as well as local grades and Newsela data.	The district is investing in a multi-year plan to train teachers to use the co-teaching model. This will be targeted specifically toward elementary, as well as toward content area specialists at the secondary level- so they will be co-teaching with a special educator. We will reallocate funds by phasing out many of our para professionals and phasing in co-teachers.
38		Acceleration academies (during school year vacations) and summer learning opportunities for individualized instruction and enrichment			Select	Select
39		Language support programs, including dual language and heritage language programs (students learning in-home/native language) and associated professional development			Select	Select
40		Community-based afterschool programs for parents, including citizenship and ESL classes			Select	Select
41		Dropout prevention and recovery programs			Select	Select
42		Talent Development and Staffing			Our district is using ESSER III funds for:	This strategy will address pandemic-related learning loss/disproportionate impact	What data will you use to measure progress?	Does this strategy/intervention address the disproportionate impact of COVID-19 on underserved student subgroups (each major racial and ethnic group, students from low-income families, students with disabilities, English learners, gender, migrant students, students experiencing homelessness and students in foster care) ? If yes, please explain which group(s) are being served, what impact is being addressed, and how this strategy/intervention will provide support.
43		Academic support staff, including academic coaches, interventionists, student teaching residency programs, paraprofessionals			Select	Select
44		Diversifying the educator workforce through recruitment and retention strategies			Select	Select
45		Strategies to staff hard-to-staff schools and positions with high-performing educators			Select	Select
46		Increasing staff and opportunities for arts, enrichment, world languages, athletics, and elective courses			Select	Select
47		Increasing high-quality common planning time for teachers and academic support staff			Yes	Yes	Schedules, as well as educator and amin feedback and input will measure success with this initiative.	By increasing scheduled common planning time, educators will be able to focus on the learning needs and plan more thoughfully for their high needs students.
48		Developing leadership pipeline programs for schools			Select	Select
49		Labor-management partnerships to improve student performance			Select	Select
50		Conditions for Student Success - Social/Emotional and Mental Health Supports			Our district is using ESSER III funds for:	This strategy will address pandemic-related learning loss/disproportionate impact	What data will you use to measure progress?	Does this strategy/intervention address the disproportionate impact of COVID-19 on underserved student subgroups (each major racial and ethnic group, students from low-income families, students with disabilities, English learners, gender, migrant students, students experiencing homelessness and students in foster care)? If yes, please explain which group(s) are being served, what impact is being addressed, and how this strategy/intervention will provide support.
51		Increasing personnel and services to support holistic student needs, including school guidance and adjustment counselors, nurses, psychologists, and/or social workers			Yes	Yes	Student survey results.	Our goal is to outfit our school resource officer with a therapy dog- to work across all schools in the district with students with heightened social, emotional, behavioral, and trauma needs.
52		Building/strengthening partnerships with community-based organizations to increase student/family access to services for mental/physical health and well-being			Select	Select
53		Working with community-based organizations that provide enrichment during the school day and/or out of school time			Select	Select
54		Arranging for wraparound services to be provided at schools			Select	Select
55		Engaging community partners to build capacity among educators and support personnel to implement equitable and culturally responsive learning environments			Select	Select
56		Create transitional programs, partnering with community based organizations, for students with mental health or behavioral-related absences returning to school			Select	Select
57		Parent-teacher home visiting programs to build positive relationships between home and school			Select	Select
58		Facilities improvements to create healthy and safe school environments			Select	Select
59		Other Interventions/Strategies/Supports Use this section to describe evidence-based strategies your district will fund with ESSER III that are not listed above				This strategy will address pandemic-related learning loss/disproportionate impact	What data will you use to measure progress?	Does this strategy/intervention address the disproportionate impact of COVID-19 on underserved student subgroups (each major racial and ethnic group, students from low-income families, students with disabilities, English learners, gender, migrant students, students experiencing homelessness and students in foster care)? If yes, please explain which group(s) are being served, what impact is being addressed, and how this strategy/intervention will provide support.
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67	Step 4.3 of 4.4	Equitable Use of ESSER III Funds
68		How is your district taking educational equity into account when planning for expending your ESSER III funds? For example, 1) allocating funds both to schools and districtwide activities based on student needs, and 2) implementing an equitable and inclusive return to in-person learning by, for example, avoiding over-use of exclusionary discipline and creating a positive and supportive learning environment for all students.
69		The district has re-written it's strategic goals which now emphasize that all students will have access to teachers who are trained in MTSS/UDL strategies. We are also targeting supports for students with gaps in academic learning- and also students who have higher needs for social, emotional, and behavioral supports. Community input as well as stakeholder input from educators, students, and administrators was carefully considered in the development of our plan to use ESSER III funds.
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72	Step 4.4 of 4.4	CDC School Safety Recommendations This information will come from your District Reopening Plan as well as any supplemental/revised reopening policies for your district.
73		CDC Recommendation		Does your district have a policy or policies on this topic?	If "Yes," is it described in your District Reopening Plan?	If you have a policy but it is not described in your District Reopening Plan, please briefly describe here.
74		1	Universal and correct wearing of masks	Yes	Yes
75		2	Modifying facilities to allow for physical distancing (e.g., use of cohorts/podding)	Yes	Yes
76		3	Handwashing and respiratory etiquette	Yes	Yes
77		4	Cleaning and maintaining healthy facilities, including improving ventilation	Yes	Yes
78		5	Contact tracing, isolation, quarantine in collaboration with health departments	Yes	Yes
79		6	Diagnostic and screening testing	Yes	Yes
80		7	Efforts to provide vaccination to school communities	Yes	Yes
81		8	Appropriate accommodations for children with disabilities with respect to health and safety policies	Yes	Yes
82		9	Coordination with state and local health officials	Yes	Yes
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