ESSER III CCLCS_FY2022

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1	FY2022 FC119 ESSER III Funds Application Workbook
2		Cape Cod Lighthouse Charter (District)
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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*
19			Civil rights organizations (including disability rights organizations)*
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.*
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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			Select	Select
29		Professional development for teachers and administrators re: culturally responsive teaching			Select	Select
30		Screening assessments and associated professional development (e.g., early literacy screening)			Yes	Yes	Purchase of math progress screening tools. We will use the data from these tools to modify and direct curriculum for all students, and to create individual learning plans for high needs students.	These progress tracking tools will allow us to identify delays in students whose lack of progress may have been difficult to identify using tradition classroom tools. Our Administrative Team will adapt the color coded student performance and social/emotional analysis tools that we developed during the pandemic, and add categories for traditionally underserved student subgroups that will allow us to target their needs intentionally and strategically.
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			Select	Select
33		Tutoring programs and support, including early literacy tutoring (including training paraprofessionals) and peer tutoring programs.			Select	Select
34		Developing or strengthening data cycles to facilitate and inform student learning and associated professional development and support personnel			Select	Select
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 use data from classroom benchmark assessments, standardized tests and newly purchased math and ELA screening tools to monitor progress.	The have dedicated an extra math teacher to work with lead classroom teachers to allow for targeted interventions for studenets in these categories. We have also hired extra learning specialists to work in a co-teaching model in all classes to provide learning supports for students who would benefit from interventions. These staff will utilize the student tracking dtabase and student IEPs to closely monitor the progress of targeted students.
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			Yes	Yes	We will use data from classroom benchmark assessments, standardized tests and newly purchased math and ELA screening tools to monitor progress.	Academic support staff will receive Professional Development in the use of diagnostic tools and the school's student progress analysis tools to allow them to better develop targeted interventions for students in underserved subgroups. This strategies impacts students from all categories who are underperforming by allowing for more targeted interventions with highly trained personnel.
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			Yes	Yes	Student performance data in these courses, and student mental health data from surveys. Student participation in all arts, enrichment, world language, athletics and elective courses.	The student performance and social/emotional analysis tool developed by our Administrative Team tracks student engagement in arts, enrichment, and athletics activities.We also track student course selections. All student experiences are made available at no charge to all families. School staff will monitor the engagement of students in traditionally underserved subgroups, and reach out to families to help them overcome barriers to access for all programs.
47		Increasing high-quality common planning time for teachers and academic support staff			Yes	Yes	Student performance data, and examination of class curriculum and pacing guides.	The Administrative Team has restructured traditional staff meeting experiences to allow more time for the Student Support Committee and targeted grade level team meetings to occur, which allows for greater identification of issues and problem solving for issues involving students from traditionally underserved subgroups.
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	Sudent and family mental health surveys. Data from the social/emotional analysis tool developed by Administrative Staff.	Yes, by making increased personnel available to all families.Use of the internal social/emotional analysis tool with added identification of students from traditionally underserved subgroups will allow for better tracking and more targeted intervention by our enhanced support staff.
52		Building/strengthening partnerships with community-based organizations to increase student/family access to services for mental/physical health and well-being			Yes	Yes	Student and family mental health surveys. Data from the social/emotional analysis tool developed by Administrative Staff.	Strengthening these partnerships is an express goal of our new Student Services Director, who will work with our screening tools to assure that the needs of traditionally underserved populations are being met.
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			Yes	Yes	Student and family mental health surveys. Data from the social/emotional analysis tool developed by Administrative Staff.	The hiring of a Director of Student Services will allow for better coordination of these services, which tend to be accessed more frequently by families in these categories.
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		We assure equitable use of these funds by basing allocations on family needs determined by extensive surveys. We also use non-exclusionary discipline, assuring that all students have full participation in school programming.
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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	No	This was developed after the reopening plan.
80		7	Efforts to provide vaccination to school communities	Yes	No	These were developed after the reopening plan
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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