American Rescue Plan (ARP) Act: Elementary and Secondary School Emergency Relief (ESSER) III Fund Input Survey
CHPS is seeking input from our staff and community regarding ESSER III set aside grant opportunities. The grant must be submitted by Nov. 23, 2021.
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Summer Learning Programs
Funds to support summer school programs that are at least four days per week and four hours per day for at least 8 weeks in duration. Requested funds should prioritize and provide for the learning needs of all students, with targeted support for struggling students and at-risk populations including students with disabilities, English learners, students who are economically disadvantaged, early learners, and underserved and/or underperforming students.

Allowable expenditures may include evidence-based programs that aim to:
▪ provide sustained summer school support for students to address academic, social-emotional, behavioral, and mental health needs*;
▪ provide evidence-based options for all students that address student learning needs (intervention, remediation, acceleration, bridge programs) within summer school programs;
▪ engage community partners to provide staff to address student needs and expand student opportunities in summer school programs;
▪ reduce student-teacher/tutor ratios through small groups to provide data-driven, personalized instruction during summer school programs;
▪ hire staff to coordinate and address the learning needs of students, including tutors and paraprofessionals, for summer school programs;
▪ provide funding for student subscriptions and/or virtual course options to address unfinished learning in a summer school program or for credit recovery;
▪ provide technology including devices required to implement proposed summer school programs;
▪ provide snacks for program participants;
▪ providing student transportation for summer school programs;
▪ develop and provide marketing and communication tools associated with proposed summer school programs; and/or
▪ accelerate, reinforce, remediate, extend, enrich, and reteach targeted skills in summer school programs based on students’ specific academic needs.

*Social/Emotional/Behavioral/Mental Health Supports - Funds to provide face-to-face and virtual mental health and physical support during summer programs.

Allowable expenditures may include evidence-based programs that aim to:
o address social-emotional, behavioral, and mental health needs of students;
o hire additional staff to coordinate division or school efforts to support and address social-emotional, behavioral, and mental health needs of students;
o normalize procedures for how students and staff receive appropriate mental health support;
o communicate regularly to students and staff the availability of mental health support;
o proactively offer and provide group and individual supports;
o provide technology including devices required to implement proposed programs;
o develop and provide marketing and communication tools associated with proposed programs;
o address student progress monitoring, program evaluation, and assessment, including social-emotional, behavioral, and mental health screening tools;
o training staff on addressing students’ social-emotional needs; and/or
o empowering and training students to advocate for support for themselves and others.

The following uses of funds are not allowable under this state set-aside grant: Capital improvements, HVAC replacement or improvement, facility renovation, and/or the purchase or lease of land or buildings. Technology hardware not related to the implementation of the grant proposal.
Input: Summer Learning Programs (as described above)
Before and After School Programs
Funds to support before and after school programs (before school, after school, weekend sessions, virtual, and/or alternate school-day schedules). Requested funds should prioritize and provide for the learning needs of all students, with targeted support for struggling students and at-risk populations including students with disabilities, English learners, students who are economically disadvantaged, early learners, and underserved and/or
underperforming students.

Allowable expenditures may include evidence-based programs that aim to:
▪ provide sustained after school support for students to address academic, social-emotional, behavioral, and mental health needs*;
▪ engage community partners to provide staff to address student needs and expand student opportunities in before and after school programs;
▪ reduce student-teacher/tutor ratios through small groups to provide data-driven, personalized instruction during before and after school programs;
▪ hire staff to coordinate and address the learning needs of students, including tutors and paraprofessionals, for before and after school programs;
▪ provide technology including devices required to implement proposed programs;

▪ provide funding for subscriptions and/or student virtual course options that address unfinished learning in before and after school programs;
▪ provide snacks for program participants;
▪ providing student transportation;
▪ develop and provide marketing and communication tools associated with proposed before and after school programs; and/or
▪ accelerate, reinforce, remediate, extend, enrich, and reteach targeted skills in before and after school programs based on students’ specific academic needs.

*Social/Emotional/Behavioral/Mental Health Supports - Funds to provide face-to-face and virtual mental health and physical support during before and after school programs.

Allowable expenditures may include evidence-based programs that aim to:
o address social-emotional, behavioral, and mental health needs of students;
o hire additional staff to coordinate division or school efforts to support and address social-emotional, behavioral, and mental health needs of students;
o normalize procedures for how students and staff receive appropriate mental health support;
o communicate regularly to students and staff the availability of mental health support;
o proactively offer and provide group and individual supports;
o provide technology including devices required to implement proposed programs;
o develop and provide marketing and communication tools associated with proposed programs;
o address student progress monitoring, program evaluation, and assessment, including social-emotional, behavioral, and mental health screening tools;
o training staff on addressing students’ social-emotional needs; and/or
o empowering and training students to advocate for support for themselves and others.

The following uses of funds are not allowable under this state set-aside grant: capital improvements, HVAC replacement or improvement, facility renovation, and/or the purchase or lease of land or buildings. Technology hardware not related to the implementation of the grant proposal
Input: Before and After School Programs (as described above)
Addressing Unfinished Learning
Funds to prioritize and provide for the learning needs of all students, with targeted support for struggling students and at-risk populations including students with disabilities, English learners, students that are economically disadvantaged, early learners, and underserved and/or underperforming students. These funds requested in this section should not include expenditures that are intended only for before/after/summer school programs.

Allowable expenditures may include evidence-based programs that aim to:
▪ mitigate the academic impacts of the COVID-19 pandemic on students, including meeting the needs of quarantined students;
▪ provide sustained support for students to address academic, social-emotional, behavioral, and mental health needs*;
▪ reduce student-teacher/tutor ratios through small groups to provide data-driven, personalized instruction during the regular school day;
▪ hire individuals to coordinate efforts to support and address unfinished learning needs of students, including tutors and paraprofessionals;
▪ accelerate, reinforce, remediate, extend, enrich, and reteach targeted skills based on students’ specific academic needs;
▪ provide funding for student virtual course options that address unfinished learning including credit recovery programs;
▪ provide free kits to students/families that support literacy and numeracy in PK-8;

● Literacy PK-3 - Hands-on materials that support evidence-based early literacy practices that can be easily implemented by families and tutors/paraprofessionals, for example: literacy-based games, magnetic letters, and discussion starters for text
● Literacy 4-8 - Books that explore diverse genres, time periods, settings, characters, events, and topics, discussion starters for included texts, and supporting materials that connect to the texts
● Numeracy PK-8 - Engaging activities and related manipulatives that support and reinforce key concepts in mathematics and can be easily implemented by families and tutors/paraprofessionals

▪ purchase evidence-based instructional resources to address unfinished learning, including subscriptions for instructional and/or tutoring services;
▪ address student progress monitoring, program evaluation, and assessment, including academic screening tools;
▪ provide technology including devices required to implement proposed programs;
▪ develop and provide marketing and communication tools associated with proposed programs;
▪ provide snacks for program participants;
▪ providing student transportation;
▪ create, procure, or curate curriculum to address student learning needs and various instructional modalities; and/or
▪ develop or provide professional learning opportunities for staff related to addressing the learning needs of students.

*Social/Emotional/Behavioral/Mental Health Supports - Funds to provide face-to-face and virtual mental health and physical support during the regular school year, during before and after school programs, and throughout the summer.

Allowable expenditures may include evidence-based programs that aim to:
o address social-emotional, behavioral, and mental health needs of students;
o hire additional staff to coordinate division or school efforts to support and address social-emotional, behavioral, and mental health needs of students;
o normalize procedures for how students and staff receive appropriate mental health support;
o communicate regularly to students and staff the availability of mental health support;
o proactively offer and provide group and individual supports;
o provide technology including devices required to implement proposed programs;
o develop and provide marketing and communication tools associated with proposed programs;
o address student progress monitoring, program evaluation, and assessment, including social-emotional, behavioral, and mental health screening tools;
o training staff on addressing students’ social-emotional needs; and/or
o empowering and training students to advocate for support for themselves and others.

The following uses of funds are not allowable under this state set-aside grant: capital improvements, HVAC replacement or improvement, facility renovation, and/or the purchase or lease of land or buildings. Technology hardware not related to the implementation of the grant proposal
Input: Unfinished Learning Programs (as described above)
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