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FY2022 FC119 ESSER III Funds Application Workbook
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Georgetown
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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 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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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 4.4
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.
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Enhanced Core Instruction
Our district is using ESSER III funds for this strategy
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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Expanding access to full-day, high-quality prekindergartenSelectSelect
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Purchasing and/or expanding use of high-quality, aligned instructional materials (any content area) and associated professional developmentSelectSelect
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Professional development for teachers and administrators re: culturally responsive teachingYesYesSurveys related to culture, Professional Development Feedback.There is only a small sample size of diverse population within GPS, but the district is committed to ensuring that all students are treated equitably, and that all students leave GMHS with a positive feeling of belonging. This would impact students of diverse race, EL students, culture, disability, and gender.
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Screening assessments and associated professional development (e.g., early literacy screening)SelectSelect
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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)SelectSelect
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Extending the school day/year and prioritizing student access to additional time by student needSelectSelect
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Tutoring programs and support, including early literacy tutoring (including training paraprofessionals) and peer tutoring programs.YesYesFormative and standardized benchmark assessments, MCAS data, and progress monitoring data.Providing students with tutoring programs and support will assist in closing the achievement gap that grew as a result of COVID-19.
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Developing or strengthening data cycles to facilitate and inform student learning and associated professional development and support personnelSelectSelect
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Early college programs, particularly those focused on students underrepresented in higher educationSelectSelect
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Targeted Student Supports
Our 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 developmentSelectSelect
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Acceleration academies (during school year vacations) and summer learning opportunities for individualized instruction and enrichmentYesYesStudent Attendance, formative and standardized benchmark assessments, MCAS data, and progress monitoring data.Students who show signs of regression during extended breaks and who require additional instruction to close the achievement gap will have opportunities for high quality and targeted instruction during school vacations and summer months.
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Language support programs, including dual language and heritage language programs (students learning in-home/native language) and associated professional developmentSelectSelect
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Community-based afterschool programs for parents, including citizenship and ESL classesSelectSelect
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Dropout prevention and recovery programsSelectSelect
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Talent Development and Staffing
Our 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, paraprofessionalsYesYesSmaller class sizes, formative and standardized benchmark assessments, MCAS data, and progress monitoring data.Adding instructional support for students will result in lower class sizes. By doing so teachers will be able to provide targeted and individualized instruction to students to close the achievement gap that resulted from the impact of COVID-19.
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Diversifying the educator workforce through recruitment and retention strategiesSelectSelect
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Strategies to staff hard-to-staff schools and positions with high-performing educatorsSelectSelect
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Increasing staff and opportunities for arts, enrichment, world languages, athletics, and elective coursesSelectSelect
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Increasing high-quality common planning time for teachers and academic support staffSelectSelect
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Developing leadership pipeline programs for schoolsSelectSelect
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Labor-management partnerships to improve student performanceSelectSelect
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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 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 workersSelectSelect
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Building/strengthening partnerships with community-based organizations to increase student/family access to services for mental/physical health and well-beingSelectSelect
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Working with community-based organizations that provide enrichment during the school day and/or out of school timeSelectSelect
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Arranging for wraparound services to be provided at schoolsSelectSelect
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Engaging community partners to build capacity among educators and support personnel to implement equitable and culturally responsive learning environmentsSelectSelect
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Create transitional programs, partnering with community based organizations, for students with mental health or behavioral-related absences returning to schoolSelectSelect
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Parent-teacher home visiting programs to build positive relationships between home and schoolSelectSelect
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Facilities improvements to create healthy and safe school environmentsSelectSelect
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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 4.4
Equitable 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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The district has put together a compreshensive professional development plan to increase awareness of equity issues throughout its' schools. The district has contracted with a consultant to provide support and professional development for the upcoming year, and part of a five year plan.
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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 RecommendationDoes 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 masksYesYesProviding masks and other PPE to assist students in maintaining recommendations put out by the CDC.
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2Modifying facilities to allow for physical distancing (e.g., use of cohorts/podding)SelectSelect One
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3Handwashing and respiratory etiquetteSelectSelect One
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4Cleaning and maintaining healthy facilities, including improving ventilationYesYesHiring custodial staff as part of the return to school plan.
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5Contact tracing, isolation, quarantine in collaboration with health departmentsSelectSelect One
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6Diagnostic and screening testingSelectSelect One
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7Efforts to provide vaccination to school communitiesSelectSelect One
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8Appropriate accommodations for children with disabilities with respect to health and safety policiesSelectSelect One
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9Coordination with state and local health officialsSelectSelect One
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