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On March 11, 2021, the American Rescue Plans (ARP) Act was signed into law. In it, the U.S. Department of Education is providing an additional $121.9 billion for the Elementary and Secondary School Emergency Relief Fund (ESSER III Fund). This legislation will award grants to state educational agencies (SEAs) for providing local educational agencies (LEAs) with emergency relief funds to address the impact that COVID-19 has had, and continues to have, on elementary and secondary schools across the nation.
District Guaranteed Allocation: $1,306,580.00
This page contains the components of the Hartford Joint #1 (HJT1) School District's ESSER III Funding Plan and information on how the HJT1 School District is providing safe and effective in-person instruction and continuity of services for all.
What must be included in an ESSER III Plan?
A district’s plan must include how it will maintain the health and safety of students, educators, and other school and LEA staff, and the extent to which it has adopted policies or practices and a description of any such policies or practices on each of the CDC's safety recommendations including the universal and correct wearing of masks; modifying facilities to allow for physical distancing (e.g., use of cohorts/podding); hand washing and respiratory etiquette; cleaning and maintaining healthy facilities, including improving ventilation; contact tracing in combination with isolation and quarantine, in collaboration with the state, local, territorial, or Tribal health departments; diagnostic and screening testing; efforts to provide vaccinations to educators, other staff, and students, if eligible; appropriate accommodations for children with disabilities with respect to health and safety policies or practices; and coordination with state and local health officials.
Focus on Unfinished Learning: The district must use a minimum of 20% of the Title I allocation and 100% of the allocated discretionary amount to implement evidence-based interventions to address learning loss and must ensure that interventions respond to students’ overall wellness and academic needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups.
Preparedness and Response: PPE; hand sanitizer; infrastructures to promote physical distancing; improving indoor air quality; establishing a team to develop guidelines for infection control practices, etc.
Addressing Longterm School Closure: Staff supports for virtual instruction; providing/delivering school meals; etc.
Outreach and Services for Special Populations: Building staff capacity to serve English Learners remotely; contracted services to support short-term services for special populations; paying staff to teach parents of students with IEP technology and software; increased home/school communication and relationship building, etc.
Wellness Services and Supports: Additional school-based wellness staff and services (school counselors, school psychologists, etc.); advisory at the middle school; increased home/school communication and relationship building.
Education Technology: Devices and software for high quality instruction; improved cybersecurity; etc.