FY2022 Implementation Plan of ESSER III Funds

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1	FY2022 FC119 ESSER III Funds Application Workbook
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3		Georgetown
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5		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:
6		• 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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8	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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11			Students
12			Families
13			School and District administrators, including special education administrators
14			School leaders
15			Teachers
16			Other educators
17			School staff
18			Unions representing educators and school staff
19			Tribes*
20			Civil rights organizations (including disability rights organizations)*
21			Stakeholders representing the interests of children with disabilities, English learners,
22			children experiencing homelessness, children in foster care, migratory students, children
23			who are incarcerated, and other underserved students.*
24			who are incarcerated, and other underserved students.*
25		*To the extent present in or served by the district
26	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.
27		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.
28		Expanding access to full-day, high-quality prekindergarten			Select	Select
29		Purchasing and/or expanding use of high-quality, aligned instructional materials (any content area) and associated professional development			Select	Select
30		Professional development for teachers and administrators re: culturally responsive teaching			Yes	Yes	Surveys 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.
31		Screening assessments and associated professional development (e.g., early literacy screening)			Select	Select
32		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
33		Extending the school day/year and prioritizing student access to additional time by student need			Select	Select
34		Tutoring programs and support, including early literacy tutoring (including training paraprofessionals) and peer tutoring programs.			Yes	Yes	Formative 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.
35		Developing or strengthening data cycles to facilitate and inform student learning and associated professional development and support personnel			Select	Select
36		Early college programs, particularly those focused on students underrepresented in higher education			Select	Select
37		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.
38		Developing or expanding high quality co-teaching and inclusion models for students with disabilities and associated professional development			Select	Select
39		Acceleration academies (during school year vacations) and summer learning opportunities for individualized instruction and enrichment			Yes	Yes	Student 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.
40		Language support programs, including dual language and heritage language programs (students learning in-home/native language) and associated professional development			Select	Select
41		Community-based afterschool programs for parents, including citizenship and ESL classes			Select	Select
42		Dropout prevention and recovery programs			Select	Select
43		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.
44		Academic support staff, including academic coaches, interventionists, student teaching residency programs, paraprofessionals			Yes	Yes	Smaller 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.
45		Diversifying the educator workforce through recruitment and retention strategies			Select	Select
46		Strategies to staff hard-to-staff schools and positions with high-performing educators			Select	Select
47		Increasing staff and opportunities for arts, enrichment, world languages, athletics, and elective courses			Select	Select
48		Increasing high-quality common planning time for teachers and academic support staff			Select	Select
49		Developing leadership pipeline programs for schools			Select	Select
50		Labor-management partnerships to improve student performance			Select	Select
51		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.
52		Increasing personnel and services to support holistic student needs, including school guidance and adjustment counselors, nurses, psychologists, and/or social workers			Select	Select
53		Building/strengthening partnerships with community-based organizations to increase student/family access to services for mental/physical health and well-being			Select	Select
54		Working with community-based organizations that provide enrichment during the school day and/or out of school time			Select	Select
55		Arranging for wraparound services to be provided at schools			Select	Select
56		Engaging community partners to build capacity among educators and support personnel to implement equitable and culturally responsive learning environments			Select	Select
57		Create transitional programs, partnering with community based organizations, for students with mental health or behavioral-related absences returning to school			Select	Select
58		Parent-teacher home visiting programs to build positive relationships between home and school			Select	Select
59		Facilities improvements to create healthy and safe school environments			Select	Select
60		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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68	Step 4.3 of 4.4	Equitable Use of ESSER III Funds
69		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.
70		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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73	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.
74		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.
75		1	Universal and correct wearing of masks	Yes	Yes	Providing masks and other PPE to assist students in maintaining recommendations put out by the CDC.
76		2	Modifying facilities to allow for physical distancing (e.g., use of cohorts/podding)	Select	Select One
77		3	Handwashing and respiratory etiquette	Select	Select One
78		4	Cleaning and maintaining healthy facilities, including improving ventilation	Yes	Yes	Hiring custodial staff as part of the return to school plan.
79		5	Contact tracing, isolation, quarantine in collaboration with health departments	Select	Select One
80		6	Diagnostic and screening testing	Select	Select One
81		7	Efforts to provide vaccination to school communities	Select	Select One
82		8	Appropriate accommodations for children with disabilities with respect to health and safety policies	Select	Select One
83		9	Coordination with state and local health officials	Select	Select One
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