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Bourne Public Schools Imlemention
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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:
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• 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 tho
se 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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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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Students
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Families
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School and District administrators, including special education administrators
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School leaders
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Teachers
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Other educators
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School staff
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Unions representing educators and school staff
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Tribes*
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Civil rights organizations (including disability rights organizations)*
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Stakeholders representing the interests of children with disabilities, English learners,
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children experiencing homelessness, children in foster care, migratory students, children
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who are incarcerated, and other underserved students.*
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*To the extent present in or served by the district
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Step 4.2 of 4.4Evidence-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.
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Enhanced Core InstructionOur district is using ESSER III funds for this strategyThis strategy will address pandemic-related learning loss/disproportionate impactWhat 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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Expanding access to full-day, high-quality prekindergartenSelect Select
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Purchasing and/or expanding use of high-quality, aligned instructional materials (any content area) and associated professional developmentSelect Select MCAS Data/Edwin, Benchmarking data, Access, EWIS, Student Surveys, AP Enrollment, Learning Walks, Evaulation SystemIn order to align with District strategy and to represent all learners in their grade level material, a renewal of a newer ELA/Reading program at the Elementaries, and the adoption of a new ELA program for the Middle School are planned. Additionally, a Major Resource Team is planning for the adoption of a new elementary math program in order support high quality instruction based on high-quality materials. In these cases, major resources come with scaffolded curriculum and offer additional learning resources for Special Education and at risk students. Such resources address equity and inclsuion issues, while supporting culturally responsive practices.
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Professional development for teachers and administrators re: culturally responsive teachingYesYesMCAS Data/Edwin, Benchmarking data, Access, EWIS, Student Surveys, AP Enrollment, Learning Walks, Evaulation SystemProfessional Developnment in Universal Design for Learnning (L. Casna) and in RISE (D. Harris) will address all learners including ELs and Special Education students. The root for training in both of these endeavors is to broaden lenses to include culturally responsive and inclusive practice. Training in UDL and RISE will increase access to grade level curriculum for all students. Both methodologoes are supported by DESE and fit our MTSS model. RISE PD, intendent to initially impact Special Education teachers, will ultimatley have bearing on all students on IEPs. All Specail Education teachers and District ESPs will develop a plan to infuse stratgies that promote both inclusion and equitable access to grade level curriculum across all areas. UDL PD will also address enrichment needs and needs associated with our new What I Need period (WIN) for all students. All of our PD, including our access to DESE Safe Schools, DESE Culturaly Responsive Laedrship Training, and to individuals with whom we have contracted will focus on inclusivity, LGBTQ+, and will address issues of culturally responsive practice to enhance access to safe and engaging schools for all students.
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Screening assessments and associated professional development (e.g., early literacy screening)Select Select
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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
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Extending the school day/year and prioritizing student access to additional time by student needSelect Select
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Tutoring programs and support, including early literacy tutoring (including training paraprofessionals) and peer tutoring programs. YesYes
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Developing or strengthening data cycles to facilitate and inform student learning and associated professional development and support personnelYesYesMCAS Data/Edwin, Benchmarking data, Access, EWIS, Student Surveys, AP Enrollment, Learning Walks, Evaulation SystemAs part of the District's MTSS model, and in conjunction with Commonwealth Consulting, Data Teams will continue their training and strengthen their practice in analyzing data. Their work will tie directly into adjustments in classroom practice and it will be utilized to create flexible groupings for targetted interventions and extensions taking place during WIN periods. All earners have WIN periods in their schedules. Students on IEPs, ELL students, at-risk students, and students impacted by learning loss will received additional supports.
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Early college programs, particularly those focused on students underrepresented in higher educationSelect Select
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Targeted Student SupportsOur district is using ESSER III funds for:This strategy will address pandemic-related learning loss/disproportionate impactWhat 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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Developing or expanding high quality co-teaching and inclusion models for students with disabilities and associated professional developmentYesYesMCAS Data/Edwin, Benchmarking data, Access, EWIS, Student Surveys, AP Enrollment, Student listening sessions, consultation reportsSpecial Education teachers, ESPs, and related service providers will be trained in RISE/Inclsuive Practices to better support students on IEPs and who receive Special Education services. This three year PD plan, involving Dr. Deborah Harris, will expand to include general/content practitioners so that they may develop and deliver a high quality co-teaching and inclusion model. Student discussions and listening sessions indicated that clarity around services, a more unified approach to service delivery, and a stronger co-teaching model was needed for students to report/reveal the benefit of IEP services.
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Acceleration academies (during school year vacations) and summer learning opportunities for individualized instruction and enrichmentYesSelect Attendance data, MCAS Data/Edwin, Benchmarking data, Access, EWIS, Student Surveys, District Common Assessments/Final Exams/ProjectsAcceleration summer programming is planned for 2 years. This added learning opportunity will be free of charge and will include transportation for all qualifying students. The program will target students who, by the end of each year, continue to demonstrate learning loss based on District employed measures. Using last year's model, we anticipate a well-attended program. Based on last year's attendnace and summer data, the program assisted students with the transition back to in person learning, afforded continuity of academic work from the school year, and provided individualized instruction for students identified as at-risk and low-income.
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Language support programs, including dual language and heritage language programs (students learning in-home/native language) and associated professional development Select Select
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Community-based afterschool programs for parents, including citizenship and ESL classesSelect Select
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Dropout prevention and recovery programsYesYesAttendnace data, MCAS Data/Edwin, Benchmarking data, Access, EWIS, Student Surveys, AP Enrollment, SEABRS DataEach school returned with new schedules that included WIN periods. During these periods all learners, in particular those who are struggling academically and/or socially, receive additional supports. Ultimately, the goal of additional supports is to form academic and social connections that mitigate the potential for dropping out of school.
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Talent Development and StaffingOur district is using ESSER III funds for:This strategy will address pandemic-related learning loss/disproportionate impactWhat 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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Academic support staff, including academic coaches, interventionists, student teaching residency programs, paraprofessionalsYesYesMCAS Data/Edwin, Benchmarking data, Access, EWIS, Student Surveys, AP Enrollment, Learning Walks, Evaulation SystemInterventions, Library Media Speacialists, and an additional ELA/Thatre teacher will, in consort, serve to increase access to grade level curriculum for all learners. Students whose aacademic progress has been impacted by the pandemic will see these professionals for additional support during WIN periods. Added support in the manner of skilled staff will ultimately strengthen student connections with their academic environment and build their academic skills - in particular for low income and at-risk students identified in District Data.
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Diversifying the educator workforce through recruitment and retention strategiesSelect Select
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Strategies to staff hard-to-staff schools and positions with high-performing educatorsSelect Select
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Increasing staff and opportunities for arts, enrichment, world languages, athletics, and elective coursesYesSelect Enrollment in elective offerings at Middle and High School Levels, student surveys, extra curricular engagement data,
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Increasing high-quality common planning time for teachers and academic support staffSelect Select
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Developing leadership pipeline programs for schoolsSelect Select
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Labor-management partnerships to improve student performanceSelect Select
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Conditions for Student Success - Social/Emotional and Mental Health SupportsOur district is using ESSER III funds for:This strategy will address pandemic-related learning loss/disproportionate impactWhat 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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Increasing personnel and services to support holistic student needs, including school guidance and adjustment counselors, nurses, psychologists, and/or social workersYesYesBBST/SST/Child Study Team Data, Saebrs data, Nurse Visit Data/Logs, EWIS dataA floating Nurse will assist with COVID-related medical issues at school. This position will assist with test and stay protocals, contact tracing, and family communication when needed. Having an additional Nurse during this time will likely help us to keep students engaged in on-ground/in-person learning.
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Building/strengthening partnerships with community-based organizations to increase student/family access to services for mental/physical health and well-beingYesSelect BBST/SST/Child Study Team Data, Saebrs data, EWIS, Listening Sessions/ Focus GroupsPlanned community events such as a Parent/Community Reading Group will increase access to a host of resource providers, workshops, guest speakers, and family-centered presentations on topics ranging from trauma and anxiety to healthy living and providing home-based academic support for families. Members of marginalized and underrepresented communities will be encouraged to attend and remain connected to by attending such events.
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Working with community-based organizations that provide enrichment during the school day and/or out of school timeSelect Select
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Arranging for wraparound services to be provided at schoolsSelect Select
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Engaging community partners to build capacity among educators and support personnel to implement equitable and culturally responsive learning environmentsYesSelect BBST/SST/Child Study Team Data, Saebrs data, Nourse Visit Data/Logs, Membership in organizations such as MA Partnership for Youth, along with planned community events such as a Parent/Community Reading Group, will increase access to a host of workshops, webinars, student presentations, guest speakers, and family presentations on topics ranging from trauma informed practices for educators to anti-bullying and healthy living for families. Members of marginalized and underrepresented communities will be encouraged to attend and remain connected to groups such as our recently formed Diversirty, Equity, and Inclusion Committee.
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Create transitional programs, partnering with community based organizations, for students with mental health or behavioral-related absences returning to schoolSelect Select
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Parent-teacher home visiting programs to build positive relationships between home and schoolSelect Select
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Facilities improvements to create healthy and safe school environmentsSelect Select
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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 impactWhat 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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Step 4.3 of 4.4Equitable Use of ESSER III Funds
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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.
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s1. The District's Strategy and all decisions are hinged on three tenants that speak to educational equity: Building Community, Promoting Equity, and Striving for Excellence. 2. Our desire to build community, promote equity, and strive for excellence was crucial when assessing student needs and planning for the allocation of ESSER III funds. 3. Planning began in the Spring of 2021 when the BPS determined to adopt schedules that include “What I Need” (WIN periods) as the next phases/academic roll out of our MTSS model. Subsequently, a plan to hire skilled and specific staff to support students during these intervention and enrichment periods was born. The implementation of WIN is conceptually rooted in providing students with equitable support, be it intervention to address learning deficits/gaps/loss or extensions to afford enrichment above grade level. 4. With that in mind, a portion of ESSER III funds is being used to hire Interventionists and Specialists for students whose benchmark data - acquired during and after the 20-21 school year - revealed additional support to address aforementioned learning loss or need for enrichment. These practitioners, along with Data Team members, are charged with placing students in their WIN periods via flexible grouping and ensuring that students receive "What I Need." 5. District analysis of data from previous years, including early indicators of the Diversity Equity and Inclusion Committee, resulted in enlistment in the DESE Culturally Responsive Leadership Academy, DESE Literacy Academy, DESE Math Academy, and the DESE SEL Academy. In consort, consultation with these social, academic, and behaviorally-based Academies resulted in planning for use of ESSER III funds. Specifically, Academy work assisted us in addressing equity with ESSER III funds by - a.) assessing and replacing instructional resources not aligned with culturally responsive and inclusive practices, b.) securing relevant professional development for staff in the areas of UDL, RISE, and curriculum revision, c.) planning for summer/extended learning opportunities for students disadvantaged by the pandemic or whose data reveals the need for extended learning, d.) acquiring student technology/devices to be used both at home and in school, and e.) designing and implementing added opportunities for STEAM, Library Media/Digital Literacy, and Theatre for all students. Our return to full in-person learning has been buttressed by all of these efforts. ESSER III funds will provide continuance of these student-centered services for all populations while the District plans to build a budget based on resultant successes.
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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.
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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.
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1Universal and correct wearing of masksYesYes
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2Modifying facilities to allow for physical distancing (e.g., use of cohorts/podding)YesYes
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3Handwashing and respiratory etiquetteYesYes
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4Cleaning and maintaining healthy facilities, including improving ventilationYesYes
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5Contact tracing, isolation, quarantine in collaboration with health departmentsYesYes
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6Diagnostic and screening testingYesYes
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7Efforts to provide vaccination to school communitiesYesYes
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8Appropriate accommodations for children with disabilities with respect to health and safety policiesYesYes
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9Coordination with state and local health officialsYesYes
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