ESSERIII-3515 Old Sturbridge Academy web (1).xlsm

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Old Sturbridge Academy Charter Public School (District)

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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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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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Students

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Families

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School and District administrators, including special education administrators

13

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

We don't have union representation at our school

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Tribes*

N/A

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Civil rights organizations (including disability rights organizations)*

N/A

20

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 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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Expanding access to full-day, high-quality prekindergarten

Select

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Purchasing and/or expanding use of high-quality, aligned instructional materials (any content area) and associated professional development

Yes

MAP Testing, I-Ready Online Program, MCAS Test Results & EL Benchmarking Testing

Providing multi-tiered system of support. Promoting inclussion for sub groups and lack of progress w/ district measures.

29

Professional development for teachers and administrators re: culturally responsive teaching

Yes

EL Education mid-year and implementation review

Providing multi-tiered system of support. Promoting inclussion for sub groups and lack of progress w/ district measures.

30

Screening assessments and associated professional development (e.g., early literacy screening)

Yes

EL Benchmark, MAP Testing & I-Ready

Providing multi-tiered system of support. Promoting inclussion for sub groups and lack of progress w/ district measures.

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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

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Extending the school day/year and prioritizing student access to additional time by student need

Yes

Charter & Day extended to provide more time learning

Data to support what next action step is

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Tutoring programs and support, including early literacy tutoring (including training paraprofessionals) and peer tutoring programs.

Yes

MAP Testing, I-Ready Online Program, MCAS Test Results & EL Benchmarking Testing

Providing multi-tiered system of support. Promoting inclussion for sub groups and lack of progress w/ district measures.

34

Developing or strengthening data cycles to facilitate and inform student learning and associated professional development and support personnel

Yes

MAP Testing, I-Ready Online Program, MCAS Test Results & EL Benchmarking Testing

Data to support what next action step is

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Early college programs, particularly those focused on students underrepresented in higher education

Select

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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.

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Developing or expanding high quality co-teaching and inclusion models for students with disabilities and associated professional development

Yes

Student distrcit measures and staff surveys

Data to support what next action step is

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Acceleration academies (during school year vacations) and summer learning opportunities for individualized instruction and enrichment

Yes

2021 had the Summer Acceleration Academy for Early Literacy & Math Acdemy

Data to support what next action step is

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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

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Community-based afterschool programs for parents, including citizenship and ESL classes

Select

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Dropout prevention and recovery programs

Select

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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 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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Academic support staff, including academic coaches, interventionists, student teaching residency programs, paraprofessionals

Yes

EL Coaching, Fellowship Program, Practicum for school adjustment counselors to follow and Math Department Chair

Data to support what next action step is

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Diversifying the educator workforce through recruitment and retention strategies

Yes

We have recently hired a DEIA Director to support both Old Sturbridge Academy and Old Sturbridge Village & two Deans (Elementary & Middle School)

Providing more job oppertunities outside the classroom

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Strategies to staff hard-to-staff schools and positions with high-performing educators

Yes

Job fairs, indeed, schoolspring, MCSPA and working with college partnerships

Providing multi-tiered system of support. Promoting inclussion for sub groups and lack of progress w/ district measures.

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Increasing staff and opportunities for arts, enrichment, world languages, athletics, and elective courses

Yes

data from enrichment opportunties, course offerings, student schedules and staff roster

adding wellness, Art, Music and SEL classes. Adding Intramural sports to the Middle School Program

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Increasing high-quality common planning time for teachers and academic support staff

Yes

This has been implemented with an early dismissal time on Monday's to get teacher two hours to plan and have Professional Development on a weekly basis.

By adding in Specials this allows the common teachers planning time while the students are in Specials or LTE's (Learning through Experiences)

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Developing leadership pipeline programs for schools

Select

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Labor-management partnerships to improve student performance

Select

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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 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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Increasing personnel and services to support holistic student needs, including school guidance and adjustment counselors, nurses, psychologists, and/or social workers

Yes

We have recently hired an additional School Adjustment Councilor to make sure that our children are on the right path due to the pandemic.

Providing multi-tiered system of support. Promoting inclussion for sub groups and lack of progress w/ district measures.

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Building/strengthening partnerships with community-based organizations to increase student/family access to services for mental/physical health and well-being

Yes

Referrals from school adjustment councilors and school nurse to outside provides for mental / physical health and well-being.

School Adjustment Councelor's a working with families to direct them to access of outside angencies when needed

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Working with community-based organizations that provide enrichment during the school day and/or out of school time

Yes

We have a partnership with Old Sturbridge Village for in school programming such as LTE's & LTP's for children to have hands on experiences through learning throughout the Village's Museum.

Data to support what next action step is and increase student engagement and acadfemics

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Arranging for wraparound services to be provided at schools

Select

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Engaging community partners to build capacity among educators and support personnel to implement equitable and culturally responsive learning environments

Yes

Surveys

Hiring of the DEIA Director

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Create transitional programs, partnering with community based organizations, for students with mental health or behavioral-related absences returning to school

Select

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Parent-teacher home visiting programs to build positive relationships between home and school

Select

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Facilities improvements to create healthy and safe school environments

Yes

Yes, we have moved to a Micro-Campus model since the pandemic and returning back to school much quicker than a lot of schools due to being able to space out our kids and getting them back into the classrooms.

Data to support that we were able to have the kids in school 5 days a week for the 2020-2021 school year through the micro-campus modle.

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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 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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Select

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Select

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Select

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Select

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Select

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Select

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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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Developing the SEL Programming and mindfulness programming to increase the social and emotional stability for student needs. Professional Development to promote inclusion / co-teaching model with MTSS (Multi-Tiered Support System)

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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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1

Universal and correct wearing of masks

Yes

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2

Modifying facilities to allow for physical distancing (e.g., use of cohorts/podding)

Yes

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3

Handwashing and respiratory etiquette

Yes

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4

Cleaning and maintaining healthy facilities, including improving ventilation

Yes

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5

Contact tracing, isolation, quarantine in collaboration with health departments

Yes

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6

Diagnostic and screening testing

Yes

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Efforts to provide vaccination to school communities

Select

Select One

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Appropriate accommodations for children with disabilities with respect to health and safety policies

Yes

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Coordination with state and local health officials

Yes


1
2	Massachusetts Department of Elementary and Secondary Education STANDARD CONTRACT FORM AND APPLICATION FOR PROGRAM GRANTS
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4
5	UPLOAD A SCANNED, SIGNED COPY OF THIS PAGE WITH THE DATE OF SUBMISSION TO EDGRANTS WITH THE BUDGET FOR ESSER FUND CODE 119
6	District staff with the role of “control user” in EdGrants have been provided user log-in names and passwords and have been trained to submit a grant application via EdGrants. Provide all required application materials to your district control user with access to EdGrants in order to submit budget and attachments. Applications are due by Monday, October 4, 2021
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9		District Name:					Code:		3515
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11		Address:		2 Old Sturbridge Village Road			DESE Federal Grant Liaison		Colleen Holforty
12				Sturbridge, MA 01566			Phone number:		781-338-3522
13							Email:		colleen.e.holforty@mass.gov
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16							`
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18	I CERTIFY THAT THE INFORMATION CONTAINED IN THIS APPLICATION IS CORRECT AND COMPLETE; THAT THE APPLICANT AGENCY HAS AUTHORIZED ME, AS ITS REPRESENTATIVE, TO FILE THIS APPLICATION; AND THAT I UNDERSTAND THAT FOR ANY FUNDS RECEIVED THROUGH THIS APPLICATION THE AGENCY AGREES TO COMPLY WITH ALL APPLICABLE STATE AND FEDERAL GRANT REQUIREMENTS COVERING BOTH THE PROGRAMMATIC AND FISCAL ADMINISTRATION OF GRANT FUNDS, INCLUDING USING THE GRANT FUNDS FOR ACTIVITIES ALLOWABLE UNDER THE AMERICAN RESCUE PLAN ACT OF 2021. IN ADDITION, THE APPLICANT AGENCY ACKNOWLEDGES AND AFFIRMS THAT ITS FY22 FEDERAL GRANT ASSURANCES (AS WELL AS ANY FUTURE ASSURANCES PROVIDED DURING THE GRANT PERIOD) APPLY TO THIS GRANT.
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21	AUTHORIZED SIGNATURE:						TITLE:		Principal
22	PRINTED NAME:			Lisa DeTora			SUBMISSION DATE:		October 1st, 2021
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26	FY2022 Allocation		FEDERAL GRANT			PROJECT DURATION				TOTAL ALLOCATION
27			ESSER III Fund Fund Code 119		FROM			TO		$363,598
28			ESSER III Fund Fund Code 119		THE LATER OF: UPON APPROVAL OR JULY 1, 2021			6/30/2022		$363,598
29								Total Allocation for Schedule A Consortium For Those Districts Filing Schedule A only
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32	UPLOAD A SCANNED, SIGNED COPY OF THIS PAGE WITH THE DATE OF SUBMISSION TO EDGRANTS WITH THE BUDGET FOR THIS GRANT BY OCTOBER 4, 2021


1
2	Old Sturbridge Academy Charter Public School (District) (3515)
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4	District Contact Information Please provide information for primary district contacts for your district's ESSER III Fund application
5	ESSER III Fund Application
6	Name of Primary Contact:			Lisa DeTora
7	Title:		Principal
8	Phone:	774-922-1840
9	Email:	ldetora@osacharter.org
10	EdGrants Control User (person responsible for uploading to EdGrants, if different person from above)
11	Name of Primary Contact:			Dara Griswold
12	Title:		Senior Accountant / Analyst
13	Phone:	508-347-0303
14	Email:	dgriswold@osv.org


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2			Old Sturbridge Academy Charter Public School (District) (3515)
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4			Assurances for ESSER III
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6	Assurance 1 In-Person Instruction		In-Person Instruction Plan Requirement
7	Assurance 1 In-Person Instruction		ESSER III requires that within 30 days of receiving ESSER III funding, districts must publish, on the public pages of their websites, a plan for the safe return to in-person instruction and continuity of services. The plan must be made available for public comment, which should be considered in plan development.
8			If a district already has in place a plan that incorporated public comment and is published on district website, no additional plan is required. District Reopening Plans submitted to the Department in the summer of 2020 likely qualify for purposes of ESSER III. Regardless of when your plan was created, all districts must revisit and revise the plan as necessary within 6 months of approval of your ESSER III grant application and at least every 6 months thereafter through the life of the ESSER III grant award.
9			Choose one:
10			Our district will/has met the In-Person Instruction Plan Requirement with an existing plan, or							Yes
11			Our district will meet the In-Person Instruction Plan Requirement within 30 days of receiving funding							Select One
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13	Assurance 2 District Use of Funds for Learning Loss/ and Disproportionate Impact		Reservation (20%) to address lost instruction and disproportionate impact
14			Each district must reserve at least 20% of its ESSER III allocation to address learning loss through the implementation of evidence-based interventions and ensure that those interventions respond to students' social, emotional, and academic needs and address the disproportionate impact of COVID-19 on underserved student subgroups (each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, migrant students, students experiencing homelessness and children and youth in foster care).
15			Our district will reserve and spend at least 20% of our ESSER III funds to address the impact of lost instructional time using evidence-based interventions and the disproportionate impact of the COVID-19 pandemic on our students as described above.							Yes
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17			Maintenance of Equity Requirement As a condition of receiving its allocation of ESSER III funds, your district must agree to the following for both FY22 and FY23:
18			• State and Local funds: Your district will not reduce the per-pupil allocation of state and local funds to your high-poverty schools by more than the total reduction of these funds to all schools divided by the total number of students enrolled in all of your schools for that fiscal year, and • Full-time Equivalent Staff: Your district will not reduce the per-pupil, full-time equivalent staff in any high-poverty school by an amount that exceeds the total reduction in full-time equivalent staff in all of your schools (if any) divided by the number of students enrolled in all of your schools for that fiscal year. High-poverty schools means schools that are in the highest quartile (25%) of the district's schools based on the percentage of economically disadvantaged schools served. Based on March 2021 SIMS data, your district's schools are listed below, ranked based on percentage of economically disadvantaged students. The schools appearing in green boxes comprise your highest quartile, rounded to the highest number. Exceptions: Districts with 1) a single school, 2) a single school per grade, or 3) less than 1,000 enrolled students are not subject to the maintenance of equity requirement. There is also an exception for an exceptional or uncontrollable circumstances, such as unpredictable changes in student enrollment or a precipitous decline in state and local funds available to the district. If you believe such an exception applies to your district, please contact your liaison to discuss.
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20			Choose one:
21			Our district will meet the Maintenance of Equity Requirement for both FY22 and FY23, or						Select One
22			Our district is exempt from meeting the Maintenance of Equity Requirement because we meet the following exception:						We enroll fewer than 1000 students
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26			School Code	School Name	Total Enrollment	# Econ. Disadvantaged Students	% Econ. Disadvantaged Students
27		1						0
28		2
29		3
30		4
31		5
32		6
33		7
34		8
35		9
36		10
37		11
38		12
39		13
40		14
41		15
42		16
43		17
44		18
45		19
46		20
47		21
48		22
49		23
50		24
51		25
52		26
53		27
54		28
55		29
56		30
57		31
58		32
59		33
60		34
61		35
62		36
63		37
64		38
65		39
66		40
67		41
68		42
69		43
70		44
71		45
72		46
73		47
74		48
75		49
76		50
77		51
78		52
79		53
80		54
81		55
82		56
83		57
84		58
85		59
86		60
87		61
88		62
89		63
90		64
91		65
92		66
93		67
94		68
95		69
96		70
97		71
98		72
99		73
100		74
101		75
102		76
103		77
104		78
105		79
106		80
107		81
108		82
109		83
110		84
111		85
112		86
113		87
114		88
115		89
116		90
117		91
118		92
119		93
120		94
121		95
122		96
123		97
124		98
125		99
126		100
127		101
128		102
129		103
130		104
131		105
132		106
133		107
134		108
135		109
136		110
137		111
138		112
139		113
140		114
141		115
142		116
143		117
144		118
145		119
146		120
147		121
148		122
149		123
150		124
151		125
152		126
153		127
154		128
155		129
156		130
157		131
158		132
159		133
160		134
161		135
162		136
163		137
164		138


1
2		Old Sturbridge Academy Charter Public School (District) (3515)
3
4		FY22 ESSER III Fund (Fund Code 119) Budget Worksheet
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6		Total Allocation				$363,598									To determine FTE, divide total amount on budget line by total salary of staff on the line, then multiply by number of staff on that line. For example, 2 staff are paid $80,000 each from the grant. Their total salaries from all sources amount to $120,000 each. Divide 80,000 by 120,000 to get FTE per staff member (.67 FTE), then multiply by 2. The FTE for that line is 1.3 (round to the nearest tenth).
7		Total Allocation				$363,598
8		Reservation of Funds to Address Learning Loss and Disproportionate Impact of COVID-19
9		Minimum funding (20% of total allocation) that must be used to address learning loss and disproportionate impact of COVID-19							20% of Total Allocation	$72,720
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14	Step 6.1 All Districts
15	Step 6.1 All Districts		Line Item Category: Select an option from the drop down menu.									Total Expenditures (whole numbers)		20% Reservation: How Much of Total Expenditure addresses learning loss/disproportionate impacts of COVID-19? (whole numbers)		Primary Function	Comments
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17			1	ADMINISTRATOR SALARIES:					# of staff	Total FTE	MTRS	Amount		Amount		Select from Drop Down List	Budget Detail
18				Other					2	1.26		$ 104,180				Providing mental health services and supports	Deans
19				Select One												Select One
20				Select One												Select One
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22			SUB-TOTAL						2	1.26		$ 104,180		$ -
23			2	INSTRUCTIONAL/PROF STAFF:					# of staff	Total FTE	MTRS	Amount		Amount		Select from Drop Down List	Budget Detail
24				Guidance or School Adjustment Counselors, Social Workers					2	2.00		$ 123,525				Providing mental health services and supports	Providing Social and Emotional Support to students and staff
25				Certified Specialist Teachers (providing individualized instruction)					1	1.00		$ 50,000		$ 50,000		Activities addressing learning loss	Providing Individualized Instruction to students for educational support in ESL/ELL & Reading
26				Select One												Select One
27				Select One												Select One
28				Select One												Select One
29				Select One												Select One
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31			SUB-TOTAL						3	3.00		$ 173,525		$ 50,000
32			3	SUPPORT STAFF SALARIES:					# of staff	Total FTE	MTRS	Amount		Amount		Select from Drop Down List	Budget Detail
33				Select One												Select One
34				Select One												Select One
35				Select One												Select One
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37			SUB-TOTAL						0	0.00		$ -		$ -
38			4	STIPENDS:				# of staff	Rate	Rate Type	MTRS	Amount		Amount		Select from Drop Down List	Budget Detail
39				Select One						select						Select One
40				Select One						select						Select One
41				Select One						select						Select One
42				Select One						select						Select One
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44			SUB-TOTAL									$ -		$ -
45			5	FRINGE BENEFITS:								Amount		Amount		Brief Description	Budget Detail
46				5a MTRS (automatically calculated if MTRS box is checked above)								$ 24,993
47				5b Other								$ -
48				Health Insurance
49				Other Retirement Systems
50				Federal Insurance Contributions Act (FICA)
51
52			SUB-TOTAL									$ 24,993		$ -
53			6	CONTRACTUAL SERVICES:					Rate	Rate Type		Amount		Amount		Select from Drop Down List	Budget Detail
54				Select One						flat						Select One
55				Select One						select						Select One
56				Select One						select						Select One
57				Select One						select						Select One
58				Select One						select						Select One
59				Select One						select						Select One
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61			SUB-TOTAL									$ -		$ -
62			7	SUPPLIES AND MATERIALS:								Amount		Amount		Select from Drop Down List	Budget Detail
63				Testing and Assessment Materials								$ 25,900		$ 25,900		Activities addressing learning loss	MAP Testing for Literacy Screening Assessment & Iready Onine Learning Program for Students
64				Instructional Technology								$ 15,000		$ 15,000		Acquiring education technology for students to facilitate remote learning	Ipads for Students
65				Other								$ 10,000				Supplies to sanitize schools and district facilities	PPE Supplies & COVID Testing
66				General Classroom Supplies								$ 10,000				Other activities re: maintaining district activities and continuing staff employment	General Classroom Supplies
67
68			SUB-TOTAL									$ 60,900		$ 40,900
69			8	TRAVEL: (mileage, conference registration, courses, hotels, etc.)								Amount		Amount		Select from Drop Down List	Budget Detail
70				Select One												Select One
71				Select One												Select One
72				Select One												Select One
73				Select One												Select One
74
75			SUB-TOTAL									$ -		$ -
76			9	OTHER COSTS:								Amount		Amount		Select from Drop Down List	Budget Detail
77				Select One												Select One
78				Select One												Select One
79				Select One												Select One
80				Select One												Select One
81				Select One												Select One
82				Select One												Select One
83
84			SUB-TOTAL									$ -		$ -
85					(a) rate (%) (e.g., if 3.4%, enter 3.4)							Amount		Amount
86			10	INDIRECT COSTS		3.4	(b) eligible allocation less indirect			$351,642
87							(c) maximum indirect allowed			$11,955	(a x b)
88
89
90			11	EQUIPMENT: Items costing $5,000+ per unit and having a useful life more than 1 year must be listed								Amount		Amount		Select from Drop Down List	Budget Detail
91				individually and described in Step 6.2, below (these expenditures are not eligible for recovery of indirect cost).												Select One
92
93			SUB-TOTAL									$ -		$ -
94
95
96											TOTAL FUNDS REQUESTED
97
98												$ 363,598		$ 90,900
99
100			DISCREPANCY: Difference between allocation and budgeted total, if any											$ 18,180
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102
103
104	Step 6.2 All districts with large contracts, capital expenditures, and/or equipment expenses	Major contracts and Capital Expenditures, Including Equipment No Indirect Costs Allowed on These Expenditures
105		Capital Expenditures (Equipment and Other Capital Expenditures) ESSER III Funds are subject to the Uniform Grants Guidance (2 CFR 200), which requires that capital expenditures and certain equipment have prior written approval from DESE. Capital expenditures are defined in the Uniform Guidance as “expenditures to acquire capital assets or expenditures to make additions, improvements, modifications, replacements, rearrangements, reinstallations, renovations, or alterations to capital assets that materially increase their value or useful life.” 2 CFR 200.1. Capital assets are any tangible or intangible (software) asset that has a useful life of greater than one year and meets or exceeds the capitalization level of the organization (usually $5,000). Capital assets include land, buildings/facilities, equipment, intellectual property. See 2 CFR 200.1 for additional information. Equipment is defined as “tangible personal property (including information technology systems) having a useful life of more than one year and a per-unit acquisition cost which equals or exceeds the lesser of the capitalization level established by the non-Federal entity for financial statement purposes, or $5,000.” 2 CFR 200.1 In order to receive prior approval of any equipment or other capital expenditure, please list them in the appropriate box below -- either Equipment or Other Capital Expenditures. Note that Other Capital Expenditures includes capital contracts, such as for renovations or facilities upgrades (such as HVAC). Contracts that are not capital expenditures (such as services contracts for pd, enrichment, etc.) and that exceed $25,000 should be listed in the first box. All expenditures listed below should also be included in one of the 11 categories of the main budget, above. Capital Expenditure Approval Form. Finally, for those capital expenditures (Equipment or Other Capital Expenditures) amounting to $30,000 or more ("Amount" cell will turn light blue), districts must fill out, sign and submit a Capital Expenditure Approval Form (see tab after Schedule A). These forms must be sent by email to your district liaison with your application. The form can also be found on DESE's Federal Grant Programs webpages here.												Indirect costs Indirect costs are those expenses of doing business that are not readily identified with a particular grant, contract, project fund or activity, but are necessary for the general operation of the organization and the conduct of the activities it performs. Because these expenses are difficult to track with precision across all benefiting sources, federal grants allow use of a rate as a mechanism for fairly and conveniently apportioning indirect costs across all programs within the boundaries of sound administrative principles. See U.S. Department of Education, Indirect Cost Overview (https://www2.ed.gov/about/offices/list/ocfo/intro.html). For this grant, indirect costs must be consistent with the rate established by DESE's Office of School Finance. Note that districts are allowed to take less than the maximum allowable for indirect costs. The decision to recover indirect costs using these established rates is a local option. If indirect costs are recovered, they shall be returned to the general fund of the city or town in accordance with G.L. Chapter 44, Section 53. In the case of regional schools, indirect costs shall be returned to the regional school general fund. www.doe.mass.edu/Grants/essential.html In calculating the indirect cost allowable for a particular grant, some expenditures are not included. Two such exclusions include a portion of major subawards or subcontracts (those exceeding $25,000), and capital costs (see adjacent box for description). See also, U. S. Department of Education, Cost Allocation Guide for State and Local Governments. https://www2.ed.gov/about/offices/list/ocfo/fipao/guideigcwebsite.pdf • Contracts: For major contracts exceeding $25,000, districts may recover indirect costs on only the first $25,000 of each contract. The remainder of the contract amount is excluded from application of the indirect cost rate. Note that for contracts for professional services normally provided in-house, such as a speech pathologist or school nurse, this exclusion does not apply, even if the contract exceeds $25,000. Of course, these expenses are also subject to all other grant requirements (allowability, allocability, necessary and reasonable, etc.) to be properly chargeable to the grant.
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108			Non-Capital/Services Contracts exceeding $25,000 (include in budget categories above in addition to listing individually here). List non-capital contracts exceeding $25,000 below (but not those for professional services normally provided in house)
109												Equipment (from Line 11, above): List Items of personal property (not real property) costing $5,000+ per unit and having a useful life of more than 1 year.						Other Capital Expenditures (non-equipment) including Capital Contracts: List items that are not equipment costing $5,000 per unit and having a useful life of more than 1 year, including real property and contracts for repair/renovations.
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111				Amount of contract:		Amount excluded from indirect cost:			Description:			Amount:	Description:					Amount:	Description:
112				Amount of contract:		Amount excluded from indirect cost:			Description:			Amount:	Description:					Amount:	Description:
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2
3	Massachusetts Department of Elementary and Secondary Education
4	Coronavirus Aid, Relief, and Economic Security (CARES) Act, Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act and American Rescue Plan Act (ARPA)
5
6
7	Equipment and Capital Expenditures Request for Approval
8	For Proposed Capital Expenditures of $30,000 or More
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10	The CARES Act, CRRSA Act, and ARPA provide that the Elementary and Secondary School Emergency Relief (ESSER I, II & III*) Funds are subject to the Uniform Grants Guidance (2 CFR § 200), which requires that capital expenditures and certain equipment have prior written approval from DESE. 2 CFR § 200.439. In addition, the CRRSA Act/ARPA expressly added certain capital/equipment purchases (school facilities improvements related to environmental health and air quality) that are allowable using ESSER II & III funds (although all activities allowable using ESSER I, II, and III.
11
12	This form is required for prior approval of all capital expenditures or equipment of $30,000 or more. Capital expenditures are defined in the Uniform Guidance as “expenditures to acquire capital assets or expenditures to make additions, improvements, modifications, replacements, rearrangements, reinstallations, renovations, or alterations to capital assets that materially increase their value or useful life.” 2 CFR § 200.1. Equipment is defined as “tangible personal property (including information technology systems) having a useful life of more than one year and a per-unit acquisition cost which equals or exceeds the lesser of the capitalization level established by the non-Federal entity for financial statement purposes, or $5,000.” Id. Construction for purposes of ESSER I, II & III adopts the Impact Aid definition (Title VII of ESEA), and includes new construction, as well as remodeling, alterations, renovations, and repairs. Capital expenditures of less than $30,000 will continue to be approved as part of your grant application workbook budgets.
13
14	By submitting this request, you are assuring that the authorized use-of-funds criteria for ESSER I, II, and III Funds have been met. Particularly, you are agreeing to review and follow all local, state, and federal policies and regulations when making a purchase using these federal funds, including federal and state procurement requirements that may be tied to certain dollar thresholds, in accordance with 2 CFR §§ 200.317-326, and Massachusetts procurement standards (see Massachusetts Inspector General’s public procurement webpages and chart summarizing procurement requirements), as applicable. Note that in most cases districts will follow state law for procurement of supplies and services (M.G.L. ch. 30B) and for building construction contracts (M.G.L. ch. 149) (see for example, OIG’s COVID-19 and Chapter 30B FAQ: Your Procurement Questions Answered \| Mass.gov) in the first instance, unless federal law supplements or mandates other requirements. If you are unsure about which law and regulations to follow or possible conflicting requirements, please consult your legal counsel. In addition, to the extent your projected expenditure includes construction and/or renovation, you will follow the requirements set forth in 34 CFR § 76.600, as well as the regulations that may relate to your project, including, but are not limited to, 2 CFR § 200.311 (real property) and 2 CFR § 200.449 (financing costs), and 521 CMR § 3.3.2 (MA regulations: accessibility triggered by improvements exceeding 30% of the “full and fair cash value” of the building). Districts are advised to consult with municipal staff with regulatory expertise in these areas.
15	Along with this form, please email to your district’s DESE federal grants liaison:
16		1) A final, accepted bid or contract of the expenses to be funded with ESSER funds, and/or
17		2) If you do not have a final bid or contract, or if your proposed expenditure is $100,000 or more, please submit your procurement policy with this form, and,
18		3) For construction projects, a copy of the plan with all required approvals, certifications, and signoffs appearing on them (pdf is acceptable), as well as a copy of any required building permits.
19	For those without a final bid or final plans or building permits, your proposed expense will be provisionally approved, assuming satisfactory responses in this form, subject to submission of a final bid, plans and permits once procurement has been completed and the plan and permits are available. Capital Expenditure forms must be approved in order to approve your grant budget. No construction funds should be drawn until the final bid/contract and approved plans and permits have been submitted and accepted by DESE. All approvals are subject to further monitoring by DESE.
20	*This form uses “ESSER II” for CRRSA Act funds and “ESSER III” for ARPA funds to differentiate from the ESSER funds of CARES Act (ESSER I).
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22	Please provide full and complete answers to the following by typing where indicated:
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24	1. Date of Request:
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26	2. District Name:
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28	3. Name of Primary Contact:
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30	4. Title of Primary Contact:
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32	5. Email Address:
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34	6. Phone Number:
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36	7. Short Title of Project/Expenditure Name:
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38	8. Funding Source(s) Used:
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40	9. Estimated Total Cost of the Project:
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42	10. Amount of Total Cost that will be paid with ESSER I funds:
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44	11. Amount of Total Cost that will be paid with ESSER II funds:
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46	12. Amount of Total Cost that will be paid with ESSER III funds:
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48	13. Name of district/town Chief Procurement Officer (CPO) or designee involved in the project/expenditure (required):
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50	14. Does the CPO or designee have a Massachusetts Certified Public Purchasing Office (MCPPO) designation
51	from the Massachusetts Office of the Inspector General?			Select One
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53	15. Please describe the capital expenditure/construction that will be funded with ESSER I, II, and/or III funds:
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55
56	16. The federal procurement standards require, among other things, that districts conduct an analysis of “lease versus
57	purchase alternatives, and any other appropriate analysis to determine the most economical approach.” 2 CFR §200.318(d).
58	Please explain, briefly, how the proposed expenditure represents the most economic approach for your district:
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60
61	17. Was this expenditure part of any district/school facilities or capital plan
62	created on or before March 13, 2020?		Select One
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64	18. Please describe which of the allowable uses of ESSER I, II and/or III funds apply to these expenditures and how they are related to the impact of COVID-19:
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66
67
68	19. Please describe how this expense is reasonable and necessary. (2 CFR §§ 200.404-405):
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70
71	20. Are you providing a final bid or contract that has been obtained through a procurement process? Yes, no, or explain:
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74	If you are not including a final bid/contract, please provide a copy of your procurement policy along with this form to your DESE liaison.
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76	21. Does this expense include new construction, renovation, remodeling, alteration or repair (do no include routine maintenance)? If “Yes”, please go on to specific requirements and assurances, below. If “No”, skip to signature.			Select One
77				Select One
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79	CONSTRUCTION, RENOVATION, REMODELING, ALTERATIONS, AND REPAIRS Specific Requirements and Assurances: In addition to any other assurance provided in this form for capital expenditures.
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81	A. We, the grantee, understand that the construction project identified in this form using ESSER funds (i.e., remodeling, renovation, and new construction) must comply with applicable Uniform Guidance requirements, Davis-Bacon prevailing wage requirements, OMB Standard Forms 24B and D			Select One
82	(Assurances for Non-Construction and Construction Programs), and all of the United States Department of Education’s applicable regulations regarding construction at 34 CFR §§ 76.600 and §§ 75.600-75.618, as well as M.G.L. ch. 149. We will comply with all regulations relating to our construction project.
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84	B. We have completed/will complete an environmental impact assessment before initiating the construction and fully considered any potential environmental ramifications before proceeding with the project (34 CFR § 75.601), as well as a cost analysis for procurements over $250,000. 2 CFR § 200.324.			Select One
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86	C. We have considered/will consider the probable effects of proposed construction on any district, site, building, or structure that is included or eligible for inclusion in the National Register of Historic Places (34 CFR § 75.602).			Select One
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88	D. We have title or other interest in the site on which the construction project will take place, including right of access, that is sufficient to ensure that the grantee will have use and possession of the facility for 50 years or the useful life of the facility, whichever is longer (34 CFR § 75.603).			Select One
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90	E. We will begin the approved construction in a reasonable time period and will have the final plans approved before the construction is advertised or placed on the market for bidding (34 CFR § 75.605).			Select One
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92	F. We will complete the project in a reasonable time period and consistent with the approved plans and specifications (34 CFR § 75.606).			Select One
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94	G. The construction project is functional, economical, and not elaborate in design or extravagant in the use of materials as compared to other facilities in the Commonwealth or other applicable geographic area (34 CFR § 75.607).			Select One
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96	H. The plans and designs for the facilities involved in our construction project comply with applicable Federal, State and local health and safety standards, as well as Federal requirements regarding access by persons with disabilities. (34 CFR §§75.609 and 75.610). We have provided a copy of these plans and designs, as well as building permits, with all required approvals, certifications, and signoffs appearing on them (pdf is acceptable).			Select One
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98	I. We will provide quarterly reports to DESE from architect/engineer verifying that work performed on the construction project conforms with the approved drawings and specifications.			Select One
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100	J. We have sufficient operational funds to operate and maintain the facility once the construction is complete and will operate and maintain the facility in accordance with all applicable Federal, State, and local requirements (34 CFR §§ 75.614 and 75.615).			Select One
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102	K. We will keep all records of compliance with federal and state regulations up to date and in our files and will produce to DESE or its authorized representatives upon request.			Select One
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104	L. We are aware that real property and equipment acquired or improved under a federal grant must be appropriately insured and that we must consult with the U.S. Dept. of Education on disposition instructions in the event that the property or equipment is no longer needed. See, e.g., 2 CFR §§ 200.310-200.313.			Select One
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106
107	Signature of Superintendent or Charter School Leader:
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111
112
113	Name of Superintendent or Charter School Leader: Typed Name of Signatory
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115	Date:
116
117	Along with this form, please email to your district’s DESE federal grants liaison:
118	1) A final, accepted bid or contract of the expenses to be funded with ESSER funds, and/or
119		2) If you do not have a final bid or contract, or if your proposed expenditure is $100,000 or more, please submit your procurement policy with this form.
120		3) For construction projects, a copy of the plan with all required approvals, certifications, and signoffs appearing on them (pdf is acceptable), as well as a copy of any required building permits.
121


1
2		Massachusetts Department of Elementary & Secondary Education
3		FY22 Elementary and Secondary School Emergency Relief III Fund Application Fund Code 119 rev. 7/6/21
4		Overview
5		This application allows LEAs (districts and other eligible entities, referred to in this application collectively as districts) to apply for funding for the following federal program: Fund Code 119, Elementary and Secondary School Emergency Relief (ESSER III) Fund authorized by the American Rescue Plan Act (2021) (ARPA). While similar to ESSER I and II, funded by the CARES and CRRSA Acts, respectively, there are modifications to the amount of funding for each district, new maintenance of equity requirements, and requirements that each district have two plans (one for returning to in-person learning and one for effective use of ESSER III funds (see below)). ESSER III does not require districts to provide equitable services to private schools.
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7		New Maintenance of Equity Requirement As a condition of receiving its allocation of ESSER III funds, your district must agree to the following for both FY22 and FY23: • State and Local funds: Your district will not reduce the per-pupil allocation of state and local funds to your high-poverty schools by more than the total reduction of these funds to all schools divided by the total number of students enrolled in all of your schools for that fiscal year, and • Full-time Equivalent Staff: Your district will not reduce the per-pupil, full-time equivalent staff in any high-poverty school by an amount that exceeds the total reduction in full-time equivalent staff in all of your schools (if any) divided by the number of students enrolled in all of your schools for that fiscal year. High-poverty schools means any school that is in the highest quartile (25%) of the district's schools based on the percentage of economically disadvantaged schools served. Your schools with reported economically disadvantaged students by percentage (based on March 2021 SIMS data) will prepopulate on Tab 3 (rounded up to the nearest whole school). Exceptions: Districts with 1) a single school, 2) a single school per grade, or 3) less than 1,000 enrolled students are not subject to the maintenance of equity requirement.
8		New In-Person Learning and ESSER III Fund Implementation Plan Requirements Within 30 days of receiving ESSER III funding, districts must publish on the public pages of their websites a plan for the safe return to in-person instruction and continuity of services. The plan must have been available for public comment, which was considered in plan development. Districts may use their District Reopening Plans submitted to DESE or another plan that the district has in place to meet this plan requirement. You will be asked to indicate your district reopening plan status on Tab 3. Your district must also submit a plan for the use of ESSER III funds (Implementation Plan), that meets requirements set out by USED, including how the district will use ESSER III funds to: combat learning loss (see required reservation, next paragraph), address the academic, social, emotional, and mental health needs of students, especially those groups most impacted by the pandemic, and other spending and mitigation/prevention information. Stakeholder outreach and input is essential for these plans. This application, fully and thoughtfully completed, will constitute the district's plan, once approved by DESE. See Tab 4 for more information.
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11		New Reservation of 20% of total ESSER III funds to address learning loss Each district must reserve at least 20% of its ESSER III allocation to address learning loss through the implementation of evidence-based interventions and ensure that those interventions respond to students' social, emotional, and academic needs and address the disproportionate impact of COVID-19 on underserved student subgroups (each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, migrant students, students experiencing homelessness and children and youth in foster care). Application due date is Monday, October 4, 2021. A start date cannot be given until you have submitted a substantially approvable application and budget for the grant. While applications are available and may be submitted prior to July 1, 2021, the earliest start date for this grant is July 1, 2021. If you have questions about these deadlines, please contact your federal grants liaison.
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18		First Step: Saving the File
19		Save this file to your computer (Important: ensure macros are enabled). Rename the file by replacing the words 'leacode' in the file name with your 4-digit district code. For example, Abington (0001) would rename the file as 'ESSERIII-0001.xlsm'. Do not change the filename except for your district's 4-digit code. Users of Macintosh computers must save as a macro-enabled file (with an .xlsm extension) to their desktop for the workbook to function properly.
20		Tips for Completing the ESSER III Fund Application
21		Workflow and printing: • Complete the Signature Page first. The rest of the tabs do not need to be completed in order, but your application will not be considered substantially approvable if you leave required information blank. • Complete the steps on each tab in the order that they are numbered. Note that some steps may not be required for your district and may be skipped. • The Budget worksheet (Tab 6) must be completed. This tab mirrors the budget entry page in EdGrants with the addition of sections re: equipment and certain contracts. The budget worksheet is mandatory, in addition to entering budget information in EdGrants. • This workbook is structured to be used in electronic format. However, you can print a copy using Excel's print preview functions to set the appearance and paper orientation to best fit your completed application. Color-coding and cell features: • Those cells that appear light yellow require districts to input information. Text may be pasted into these cells as long as the source of the information has no Excel formulas or formatting. • Those cells that appear light gray will automatically populate based on information your district supplies on the application or from preloaded data already reported to the Department of Elementary and Secondary Education (DESE) (for example, SIMS data). Do not cut and paste information from other pages or sources into gray cells! • Those cells that appear in light orange offer a dropdown menu from which districts can choose a supplied response. Do not cut and paste information from other pages or sources into orange cells! • Throughout the tabs of this application you will find instruction boxes, tip boxes (pink) to help avoid common mistakes, and resource boxes (tan) that include links to materials outside the application with more detailed, grant-related information.
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29		Submit the FY22 ESSER III Application as an Excel workbook via EdGrants Front Office web page
30		EdGrants Submission Information: Most districts/applicants already have designated control users in EdGrants Front Office, who have access to submit grant applications as well as to make payment requests. Each district/applicant needs to ensure that it has an authorized control user prior to grant submission. If a district waits until its grant submission is ready to submit before inquiring about a new username/login, grant submissions may be delayed several business days waiting for control user set-up. Please review the EdGrants Security Controls documents and/or contact DESE's Grants Management Office, 781-338-6595 or EdGrants@mass.gov, regarding assigning your EdGrants Front Office control users.
31		The district/applicant control users will register each grant opportunity, create each grant project and enter contact information, budget, and required attachments in EdGrants. All districts' business offices have been contacted with information regarding training. If you are unsure of who in your office is a control user, please contact your business office. The ESSER III Fund Application Workbook and a signed and dated .pdf of the Signature Page (Tab 1) must be uploaded with your budget in EdGrants.
32		Applications are due by Monday, October 4, 2021
33		NOTE ON SUBMISSION TIMELINE:
34		• The start date will be the later of the date on which the district submits substantially approvable information and budget for the grant or July 1, 2021. • Responding quickly to requests for information can result in an earlier approval of your grant application. • Grant payment notices will be available in EdGrants after the grant application has been approved and the initial payment is processed.
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1
2	Old Sturbridge Academy Charter Public School (District) (3515)
3
4	Planned Uses of Funds
5
6	USED has stated that ESSER III funds may be used for any of the activities allowable for ESSER II and ESSER I, even though the list below omits two categories that appeared in ESSER I and II (activities authorized by the McKinney-Vento Act (now addressed through a separate allocation) and "providing principals and others school leaders with the resources to address individual school needs"). ESSER III funds have substantial flexibilities in both allowable programmatic uses and the period covered for eligible expenses to allow districts to mitigate the effects of COVID-19 on students, families, and staff and to prepare for reopening school systems and to address lost instructional time through interventions responding to students' social, emotional, and academic needs and address the disproportionate impact of COVID-19 on underserved student subgroups. For more information please see DESE's Elementary and Secondary School Emergency Relief Fund webpage. Step 5.1 lists categories of allowable uses for ESSER III funds. As you initially plan for the use of your district's ESSER III Funds, please consider the following to maximize the benefit of these and other federal grant funds allocated to your district: • ESSER Funds are not Title I Funds. ESSER III Funds are not restricted to Title I's allowable uses nor do the funds have to be allocated to individual schools. • Supplement not Supplant does not apply. ESSER III Funds are not subject to supplement not supplant rules. • Maximize versatility of all federal grant funds. Districts may have numerous federal grants from more than one fiscal year, including ESSER I, II, and III funds, available simultaneously. DESE recommends, where feasible, that districts spend oldest funds first, to the extent the expenditures are allowable. • Capital expenditures of $30,000 or more will require prior approval by submitting the form found at in this application after Schedule A. • Monitoring and reporting will be required.
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9
10
11	Step 5.1 All Districts	ESSER III FUND ALLOWABLE EXPENDITURES On which of the following allowable activities/categories does your district intend to spend its ESSER III Funds? (Select "Yes" for all that apply)
12		1. Educational technology (internet connectivity, hardware, devices, software, tech support services, etc.).	Yes
13		2. Supplies and services that enable remote learning (printing, telephonic support, translation services, etc.).	Yes
14		3. Any activity authorized by:
15		• ESSA (including Titles I, II, III, and IV),	Select
16		• IDEA,	Select
17		• Carl D. Perkins Career and Technical Education Act of 2006,	Select
18		• Adult Education and Family Literacy Act.	Select
19		4. Planning for and coordinating during long-term closures, including:	Select
20		· how to provide meals to eligible students,	Select
21		· how to provide technology for online learning to all students,	Select
22		· how to provide guidance for carrying out requirements under the IDEA and	Yes
23		· how to ensure other educational services can continue to be provided consistent with all Federal, State, and local requirements.	Yes
24		5. Mental health services and supports.	Yes
25		6. Activities to address the unique needs of:
26		· low-income children or students,	Yes
27		· students with disabilities,	Yes
28		· English learners,	Yes
29		· racial and ethnic minorities,	Yes
30		· students experiencing homelessness, and	Select
31		· students in foster care.	Select
32		7. Diagnostic intake assessments to gauge students’ knowledge and skills (i.e. early literacy screening, etc.).	Yes
33		8. Assessing and addressing learning loss, especially those groups listed in Category 6, above (Reminder: At least 20% of each district's allocation must be spent on evidence-based interventions in this category), including:	Yes
34		· administering and using high-quality assessments,	Yes
35		· implementing evidence-based activities to meet student needs,	Yes
36		· providing information and assistance to parents and families to support students, including in a distance learning environment,	Yes
37		· tracking attendance and improving engagement in distance learning.	Yes
38		9. Planning and implementing activities related to summer learning and supplemental afterschool programs	Yes
39		10. Training and professional development for district staff on any topic from effective remote learning strategies to sanitation and minimizing the spread of infectious disease when in-person school resumes.	Yes
40		11. Repairing and improving school facilities to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.	Yes
41		12. Services and supplies to sanitize district facilities; personal protective equipment (PPE).	Yes
42		13. Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities.	Yes
43		14. Procedures and coordination systems to improve district preparedness, prevention, and response efforts to COVID-19, including coordination with health departments and other relevant agencies.	Yes
44		15. Other activities necessary to maintain district operations and services and to continue to employ existing district staff.	Yes


1
2		Instructions:
3		• Fill out and print a copy of Schedule A if you are lead district for a consortium and funds are assigned from other grant recipients to your district (agency). Attach a pdf of the fully executed Schedule A form to the Lead district's EdGrants submission for each grant for which there are Schedule A assignments of funds.
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9	MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
10	STANDARD APPLICATION FOR PROGRAM GRANTS
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12	FY22 SCHEDULE A - Assignment Schedule
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14	1	Schedule A is to be completed if the applicant agency operates and administers a grant project using funds from more than one grant recipient. Lead district submits with EdGrants submission.
15	1
16	2	Agency operating and administering the project:	Old Sturbridge Academy Charter Public School (District)			3515
17	2	Agency operating and administering the project:	Old Sturbridge Academy Charter Public School (District)			3515
18	3	Name of grant program/ Fund Code:	ESSER III Fund			FC 119
19	3	Name of grant program/ Fund Code:	ESSER III Fund			FC 119
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21	Name of Participating Agency			Amount of Assigned Funds	* Authorized Signature
22	Name of Participating Agency			Amount of Assigned Funds	* Authorized Signature
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32				$0
33	Total of Assigned Funds			$0
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35	*I/We assign the identified funds to the project described in the accompanying grant application. The indicated agency is authorized to receive and disburse funds for the purpose of operating the project.
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1		Administrator Salaries	Administrator Salaries	Administrator Salaries	Instructional/Professional Staff	Instructional/Professional Staff	Instructional/Professional Staff	Instructional/Professional Staff	Instructional/Professional Staff	Instructional/Professional Staff	Support Staff Salaries	Support Staff Salaries	Support Staff Salaries	Stipends	Stipends	Stipends	Stipends	MTRS	Other Fringe Total	Health Ins	Other Retirement Systems	FICA	Contractual Services	Contractual Services	Contractual Services	Contractual Services	Contractual Services	Contractual Services	Supplies and Materials	Supplies and Materials	Supplies and Materials	Supplies and Materials	Travel	Travel	Travel	Travel	Other Costs	Other Costs	Other Costs	Other Costs	Other Costs	Other Costs	Indirect Costs	Equipment
2	Expenditures	$ 104,180.00			$ 123,525.00	$ 50,000.00												$ 24,993.00	$ -										$ 25,900.00	$ 15,000.00	$ 10,000.00	$ 10,000.00
3	Primary Function	Providing mental health services and supports	Select One	Select One	Providing mental health services and supports	Activities addressing learning loss	Select One	Select One	Select One	Select One	Select One	Select One	Select One	Select One	Select One	Select One	Select One						Select One	Select One	Select One	Select One	Select One	Select One	Activities addressing learning loss	Acquiring education technology for students to facilitate remote learning	Supplies to sanitize schools and district facilities	Other activities re: maintaining district activities and continuing staff employment	Select One	Select One	Select One	Select One	Select One	Select One	Select One	Select One	Select One	Select One	N/A	Select One
4	Budget Details	Deans			Providing Social and Emotional Support to students and staff	Providing Individualized Instruction to students for educational support in ESL/ELL & Reading																							MAP Testing for Literacy Screening Assessment & Iready Onine Learning Program for Students	Ipads for Students	PPE Supplies & COVID Testing	General Classroom Supplies											N/A
5	20% reservation					$ 50,000.00																							$ 25,900	$ 15,000													N/A
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7					3. Any activity authorized by:									6. Activities to address the unique needs of:
8	Org Code	District Name	1. Educational technology (internet connectivity, hardware, devices, software, tech support services, etc.).	2. Supplies and services that enable remote learning (printing, telephonic support, translation services, etc.).	• ESSA (including Titles I, II, III, and IV),	• IDEA,	• Carl D. Perkins Career and Technical Education Act of 2006,	• Adult Education and Family Literacy Act.	4. Planning for and coordinating during long-term closures, including:	· how to provide meals to eligible students,	· how to provide technology for online learning to all students,	· how to provide guidance for carrying out requirements under the IDEA and	· how to ensure other educational services can continue to be provided consistent with all Federal, State, and local requirements.	5. Mental health services and supports.	· low-income children or students,	· children with disabilities,	· English learners,	· racial and ethnic minorities,	· students experiencing homelessness, and	· foster care youth.	7. Diagnostic intake assessments to gauge students’ knowledge and skills (i.e. early literacy screening, etc.).	8. Assessing and addressing learning loss, especially those groups listed in Category 6, above (Reminder: At least 20% of each district's allocation must be spent on evidence-based interventions in this category), including:	· administering and using high-quality assessments,	· implementing evidence-based activities to meet student needs,	· providing information and assistance to parents and families to support students, including in a distance learning environment,	· tracking attendance and improving engagement in distance learning.	9. Planning and implementing activities related to summer learning and supplemental afterschool programs	10. Training and professional development for district staff on any topic from effective remote learning strategies to sanitation and minimizing the spread of infectious disease when in-person school resumes.	11. Repairing and improving school facilities to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.	12. Services and supplies to sanitize district facilities; personal protective equipment (PPE).	13. Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities.	14. Procedures and coordination systems to improve district preparedness, prevention, and response efforts to COVID-19, including coordination with health departments and other relevant agencies.	15. Other activities necessary to maintain district operations and services and to continue to employ existing district staff.
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17	3515	Old Sturbridge Academy Charter Public School (District)	Yes	Yes	Select	Select	Select	Select	Select	Select	Select	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Select	Select	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes
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21	Enhanced Core Instruction	Expanding access to full-day, high-quality pre-kindergarten	Purchasing and/or expanding use of high-quality, aligned instructional materials (any content area) and associated professional development	Professional development for teachers and administrators re: culturally responsive teaching	Screening assessments and associated professional development (e.g., early literacy screening)	Expanding Access to career-technical education, innovation pathways, and advanced placement courses (including fee subsidies and teacher training)	Extending the school day/year and prioritizing student access to additional time by student need	Tutoring programs and support, including early literacy tutoring (including training paraprofessionals) and peer tutoring programs.	Developing or strengthening data cycles to facilitate and inform student learning and associated professional development and support personnel	Early college programs, particularly those focused on students underrepresented in higher education	Targeted Student Supports	Developing or expanding high quality co-teaching and inclusion models for students with disabilities and associated professional development	Acceleration academies (during school year vacations) and summer learning opportunities for individualized instruction and enrichment	Language support programs, including dual language and heritage language programs (students learning in-home/native language) and associated professional development	Community-based afterschool programs for parents, including citizenship and ESL classes	Dropout prevention and recovery programs	Talent Development and Staffing	Academic support staff, including academic coaches, interventionists, student teaching residency programs, paraprofessionals	Diversifying the educator workforce through recruitment and retention strategies	Strategies to staff hard-to-staff schools and positions with high-performing educators	Increasing staff and opportunities for arts, world language, athletics, and elective courses	Increasing high-quality common planning time for teachers and academic support staff	Developing leadership pipeline programs for schools	Labor-Management partnerships to improve student performance	Conditions for Student Success - Social/Emotional and Mental Health Supports	Increasing personnel and services to support holistic student needs, including school guidance and adjustment counselors, nurses, psychologists, and/or social workers	Building/strengthening partnerships with community-based organizations to increase student/family access to services for mental/physical health and well-being	Working with community-based organizations that provide enrichment during the school day and/or out of school time	Arranging for wraparound services to be provided at schools	Engaging community partners to build capacity among educators and support personnel to implement equitable and culturally responsive learning environments	Create transitional programs, partnering with community based organizations, for students with mental health or behavioral-related absences returning to school	Parent-teacher home visiting programs to build positive relationships between home and school	Facilities improvements to create healthy and safe school environments	Other Interventions/Strategies/Supports Use this section to describe evidence-based strategies your district will fund with ESSER III that are not listed above
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26	Our district is using ESSER III funds for this strategy	Select	Yes	Yes	Yes	Select	Yes	Yes	Yes	Select	Our district is using ESSER III funds for:	Yes	Yes	Select	Select	Select	Our district is using ESSER III funds for:	Yes	Yes	Yes	Yes	Yes	Select	Select	Our district is using ESSER III funds for:	Yes	Yes	Yes	Select	Yes	Select	Select	Yes