a) How will the funds be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidelines on reopening schools, in order to continuously and safely open and operate schools for in person learning?

b) How will the LEA use their required 20% to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive after school programs, or extended school year programs?

c) How will the LEA spend its remaining ARP ESSER funds consistent with allowed activities defined in the ARP Act?

d)  How will the LEA ensure that the interventions it implements, including but not limited to the interventions under the 20% reservation of the ARP Act to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English Learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students?

Educator Practices

Through Plan Do Study Act (PDSA) cycles, the LEA intermittently reviews educator practices monitoring evidence/data sources used to document implementation (e.g., evidence from walkthroughs and observations, coaching cycles, data collected as part of the EE process, evidence of application of professional learning).

Student Outcomes

Intermittently, the LEA reviews evidence of student outcomes (e.g., benchmark reading assessment, formative assessments, common summative assessments based on standards, attendance, behavior, course-enrollment and on-track for graduation).

Outcome data is used to identify unintended consequences to equity (if any). LEA either revises plan(s) and next steps or prepares for scale-up.

LEAs must provide opportunities for stakeholders to meaningfully and substantively contribute to their ESSER III Plan. Consultation must occur prior to submitting a plan in WISEgrants. All LEAs must consult with the following groups:

• Students
• Families
• School and district administrators (including pupil services/special education administrators)
• Teachers, principals, school leaders, other educators, school staff, and their unions

To the extent present in or served by the LEA, LEAs must also consult with the following groups:

American Indian Nations

• Wisconsin Tribal Head Officials
• Wisconsin Tribal Education Directors

Civil rights organizations (including disability rights organizations)

Stakeholders representing the interests of

• Children with disabilities,
• English learners,
• Children experiencing homelessness,
• Children in foster care,
• Migratory students,
• Children who are incarcerated, and other underserved students

Describe your LEA's level of engaging stakeholders:

 LEA engaged stakeholders in part, but not all, of the planning process.

Example: Stakeholders were given opportunities to influence the plan development, but were not involved in identifying the needs

The United States Department of Education (USDE) requires all LEAs to post their Safe Return to In-Person Instruction and Continuity of Services Plan to their website and identify the extent to which they have adopted Centers for Disease Control and Prevention (CDC) recommendations for the safe return to schools. The extent to which LEAs adopted the CDC recommendations did not impact the amount of ESSER funds it received.

Janesville Sch Dist has their Safe Return to In-Person Instruction and Continuity of Services Plan posted to this website: https://www.janesville.k12.wi.us/community/esser-federal-funding/safe-return-to-in-person-instruction- and-continuity-of-services-plan

 On 2/1/2022, Janesville Sch Dist stated they took the following steps to ensure continuity of services, including but not limited to services to address students’ academic needs and students’ and staff social, emotional, mental health, and other needs, which may include student health and food services.

WDPI strongly encourages LEAs to follow the CDC and the Wisconsin Department of Health Services (DHS) recommendations. The following resources will help LEAs prepare for, prevent, and respond to COVID-19 so that students, staff, and families can safely return to in-person instruction:

CDC Guidance for COVID-19 Prevention in K-12 Schools and ECE Programs

Guidelines for the Prevention, Investigation, and Control of COVID-19 Outbreaks in K-12 Schools

Describe how the LEA will ensure continuity of services, including but not limited to services to address students’ academic needs and students’ and staff social, emotional, mental health, and other needs, which may include student health and food services.

Check all that apply (the LEA is required to select at least one):

• LEA has created a plan for continuity of learning that includes a plan for providing remote learning if disruptions to in-person instruction should occur.
• LEA has created a plan for continuity of learning that includes services for specific student groups (e.g. ELs, students with IEPs, gifted and talented, students experiencing homelessness) if disruptions to in-person instruction should occur.
• LEA has created a plan for providing nutritional services, student health services, and other student support services if disruptions to in-person instruction should occur.
• LEA will implement evidence-based programs and practices that address student social and emotional wellness during the school day and in out-of-school time programs (e.g., summer, before and after school programs).
• LEA will implement evidence-based programs and practices that address staff social and emotional wellness.
• LEA will implement an equitable multi-level system of support (with a focus on core instruction for each student, with intensified services based on student need) to address students' academic and social emotional needs.
• LEA plan for continuity of services was influenced by stakeholder feedback.
• Other, please describe: