Spring 2022 ESSER I, II, and III Stakeholder Collaboration Efforts
Windemere Park Charter Academy Cumulative COVID Grant Allocation $3,092,487.00
The COVID-19 pandemic has had a significant impact on our school and community. Many of our students require support to address academic learning loss and social-emotional needs. Our school received funding through federal legislation (Coronavirus Aid Relief and Economic Security or “CARES,” Coronavirus Response and Relief Supplemental Appropriations or “CRRSA,” and American Rescue Plan or “ARP”), and will be used to prevent, prepare for, and respond to COVID-19. Schools will develop and revise a budget for these federal funds (ESSER I, ESSER II, and ESSER III) through meaningful consultation and engagement with stakeholders.
The 15 allowable uses of ESSER funds are:
- Any activity authorized by the ESEA/ESSA (Title I, II, III, and IV) and IDEA (Special Education funds).
- Coordination of preparedness and response efforts to improve responses to prevent, prepare for, and respond to coronavirus.
- Providing principals and others school leaders with the resources necessary to address the specific needs of their schools.
- Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including outreach and services to meet the needs of each population.
- Developing and implementing procedures and systems to improve the preparedness and response efforts.
- Training and professional development for staff on sanitation and minimizing the spread of infectious diseases.
- Purchasing supplies to sanitize and clean the facilities.
- Planning and coordinating for long-term closures, including how to provide meals to eligible students, provide technology for online learning to all students, guidance for carrying out requirements of IDEA and ensuring other educational services can continue to be provided, consistent with all Federal, State, and local requirements.
- Purchasing educational technology (including hardware, software, and connectivity) that aids in regular and quality educational interaction between students and their classroom instructors, including low-income students and students with disabilities, which may include assistive technology or adaptive equipment.
- Providing mental health services and supports.
- Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, students with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.
- Addressing learning loss among students by:
- Administering and using high quality assessments to evaluate students’ academic progress and assist educators in meeting students’ academic needs.
- Implementing evidence-based activities to meet the needs of students.
- Providing information/assistance to parents and families on how to support students during distance education.
- Tracking student attendance and improving student engagement during distance education.
- School facility repairs/improvements that help reduce risk of virus transmission and exposure to other environmental health hazards.
- Inspection, testing, maintenance, repair, and replacement projects to improve the indoor air quality of school facilities.
- Other activities that are necessary to maintain the operation and continuity of services in schools including continuing to employ existing staff of the school.
ESSER Stakeholder Collaboration Survey
We value your input. Please take the Spring 2022 ESSER Stakeholder Collaboration Survey below.
Responses will be collected through May 27, 2022.