ESSER 3 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						TRUE	#REF!
11			Families						TRUE	#REF!
12			School and District administrators, including special education administrators						TRUE	#REF!
13			School leaders						TRUE	#REF!
14			Teachers						TRUE	#REF!
15			Other educators						TRUE	#REF!
16			School staff						TRUE	#REF!
17			Unions representing educators and school staff						TRUE	#REF!
18			Tribes*		Melrose has no exsisting tribes				FALSE	#REF!
19			Civil rights organizations (including disability rights organizations)*						TRUE	#REF!
20			Stakeholders representing the interests of children with disabilities, English learners,						TRUE	#REF!
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	The district will implement high quality instructional tech to support literacy and math in K-8 data collected from the IT will be analyzed 5x per year to determine effectiveness of the programs in accesslorting program and data will be review.	Yes the data will be analyzed for sub groups most impacted by Covid 19 including low income, ELL, homeless and students with disabilities. Instructional technology will specifically target identified areas where disproportionality exists in these sub groups.
29		Professional development for teachers and administrators re: culturally responsive teaching			Yes	Yes	The professional development focus on the creation and materials to be implemented by teachers and staff. Each individual session will be evaluated with exit surveys in addition all materials will be assessed for impact for social emotion students’ impact. Students in k-12 will be assessed using an SEL screener and the data will be used to measure the impact of growth. The district will also impact a student, staff and family climate survey in fall 2021 the survey will also be administered and in subsequent years.	Materials and resources will be created and support will sub groups who are most impacted from the pandemic. The district will use data k-12 to determine areas of disproportionality professional development will focus on supporting areas, schools, and sub groups who are identified by the data.
30		Screening assessments and associated professional development (e.g., early literacy screening)			Select	Select
31		Expanding access to career-technical education, 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.			Yes	Yes	All students K-5 will be assessed in literacy Dibels #8 edition. All students in grade 1-8 will be assessed in Iready math assessment. Teachers will review the assessment data 5 times a school year to determine the students in need for supports and the focus areas of needed supports. Students at risk or some risk I’ll be progress monitored to ensure that they are making adequate progress toward grade level benchmarks and standards.	The literacy and math data will be analyzed to determine areas of disproportionality, specifically these sub groups of students. The academic interventionist research based interventions in small groups during the school day to accelerate learning.
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			Select	Select
38		Acceleration academies (during school year vacations) and summer learning opportunities for individualized instruction and enrichment			Yes	Yes	The district will assess all grades K-8 using identified literacy and math assessments K-5 students are administered 8th edition Dibels for literacy in math grades 1-8 participate in Iready math. In 6-8 students are participating in Iready reading. Teachers will review the data 5x during the school year to determine students at risk. Students will be progress monitored, using the data in need of acceleration these students will be identified for acceleration academics and summer learning opportunities.	Yes, using the literacy and math data students in need of acceleration will be identified, paying specific attention to particular sub groups impacted by Covid 19, disabilities, social emotional learning and social economic and racial and ethnic groups.
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			Select	Select
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	Teachers in grades K-12 will complete SEL screeners who are struggling with social emotional skills. Teachers will meet to review 5x a school year to review data will be reviewed to find areas of disproportionality. A student staff and family will 2021 and spring 2022 and in subsequent years to assess impact trauma and social emotional learning skills.	Yes, social emotional learning data will determine disproportionality specifically particular sub groups mostly impacted including low income, disabilities, ELL and the homeless. Services will specifically support identified students in areas of specific support.
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			Yes	Yes
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		In order to account for educational equity, all students Prek-12 will be asses in literacy and math to determine their particular strengths and needs. The data will be analyzed by teachers to determine researched based interventions to accelerate learning. The data will be analyzed at least 5x per year to specifically areas of disproportionality exist. The data will be analyzed to determine the impact of sub groups most impacted by Covid 19 ELL ... Academic interventions and additional staff, and technology will target the identified areas with the ultimate goal of reducing the disproportionality and providing for equitable access for all students
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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)	Select	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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