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Cicero School District 99

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School Improvement & Accountability

Leadership

Executive Director: Dr. Anthony Grazzini

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ARA ESSER III Grant Feedback

ESSER III Funding Recommendations

 

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Welcome to the School Improvement & Accountability Department at Cicero Destrict 99. Our mission is to support every school in delivering high-quality, equitable education through strategic planning, data-driven decision-making, and collaboration.

We lead district efforts in school improvement planning, professional learning communities, grant management, and accountability to ensure every student has access to excellent teaching and learning.

Each school develops a School Improvement Plan aligned with state and federal expectations to address student achievement, school climate, and equity. We monitor progress through state-issued report cards and local performance dashboards. We use multiple data sources to track progress, identify needs, and evaluate interventions.

Our PLC framework empowers teachers and leaders to work collaboratively in cycles of inquiry, using student data to improve instruction.

We strategically manage federal and state grants to support academic and operational goals, ensuring compliance and maximizing impact.

ESSER III Funding

Frequently Asked Questions

  • The purpose of ESSER in general is to award subgrants to school districts, such as Cicero District 99, to address the impact that COVID-19 has had, and continues to have, on elementary and secondary schools. The aim of ESSER III funding is to enable Cicero District 99 to develop a plan for the "safe return to in-person learning and continuity of services for the purpose of promoting transparency and accountability for funds usage" by the District.

  • A total of $40,880,936 is available to the District. The Illinois State Board of Education (ISBE) has a list of available funds for all of the state's school districts on its website.

  • ISBE Grant Allocations 

  • Funds may be used for allowable activities from March, 13 2020 (with approved pre-award) through Sept. 30, 2024.

  • Cicero District 99 must engage in meaningful consultation with stakeholders and give the public an opportunity to provide input in the development of its plan for the uses of ARP ESSER III funds. As there is no prescriptive process for gathering community input, Cicero District 99 has chosen to utilize a community stakeholder survey to solicit meaningful input for the ARP ESSER III Grant.

    To encourage participation, the availability of the community stakeholder survey will be advertised by Cicero District 99 via website, mobile application and social media outlets. 

    Cicero District 99 must provide its plan for the uses of ARP ESSER III funds in an understandable and uniform format. Cicero District 99's plan for the uses of ARP ESSER III funds will be posted to the District's website within 30 days of receiving its ESSER III Notice of Grant Award.

  • Yes, Cicero District 99 per grant guidelines must expend a minimum of 20 percent of their grant funds to address "the academic impact of lost instructional time" (learning loss). Cicero District 99 can spend these funds on:

    1. Evidence-based interventions, such as summer learning, extended day comprehensive after school programs, or extended school year programs.
    2. Ensure interventions respond to students' academic, social, emotional and mental health needs, and address the disproportionate impact of coronavirus on student populations as defined in ESEA, Title 1, Part A, students experiencing homelessness, students with disabilities, migratory students and youth in foster care.

  • While keeping in mind and requirements under ESSER III related to accelerating student learning, it is strongly encouraged that school systems plan how to use these "one time" federal funds expeditiously over the entire covered period to facilitate a more comprehensive long-term approach to learning acceleration. This process may include aligned strategies that are currently part of our District's current plans and strategies. Refer to the below list of examples:

    Professional Development: High-quality instructional materials, professional development stipends, technology integration training.

    Extended Instructional Time: Extended day, extended year, high-dosage tutoring, summer learning, before and after school programming.

    • Staffing: Small group instruction, staff retention and recruitment, after school enrichment programs, instructional coaching and leadership.
    • School Safety: Health Life Safety Improvements, Air Quality Improvements, Construction, and Renovations. 
    • Technology: Educational technology to include hardware and software, connectivity, digital tools and resources. 
    • Mental Health and Behavioral Supports: Social workers, additional related service providers, additional counseling services, teacher training and programming, wrap-around and community partnerships. 

  • ESSER funds are designated to be used in any or all of designated areas, which include addressing learning loss, providing professional development, improving indoor air quality, providing social and emotional supports, updating and providing technology, and other areas addressing health standards such as:

    • Universal and correct mask wearing
    • Physical distancing and modifications necessary to achieve the same
    • Hand washing and respiratory etiquette
    • Facility cleaning and maintenance
    • Contact tracing and isolation/quarantine
    • Diagnostic and screening testing
    • Vaccination efforts
    • Accommodations for students with disabilities
    • Coordination with local health officials

The pandemic had a profound impact on student learning nationwide. Cicero District 99 launched a comprehensive stakeholder engagement process to gather input on how to prioritize the use of additional federal funds. These funds addressed unfinished learning, COVID-19 prevention and mitigation strategies, and ensured a safe and sustainable return to school operations.

 

In March 2021, the American Resue Plan (APR) was signed into law, allocating $122B to the ESSER Fund — the largest federal investment in K-12 education in U.S. history. District 99 received a portion of these funds through this grant program to help schools safely reopen and remain open, while addressing the academic, social, emotional, and mental health needs of students.

 

We called on all parents, staff, and community members to complete a brief survey to help us determine local priorities for these funds while following specific spending guidelines. The feedback helped us make the most impactful decision within those parameters. It was an important opportunity to ensure our students, educators, and schools received the support they needed. 

  • Air Filtration
  • Instructional PD
  • Extended Learning
  • New Playgrounds

The American Rescue Plan (ARP) Act Elementary and Secondary School Emergency Relief (ESSER) III Fund was designed to help schools safely reopen, maintain safe operations, and address the ongoing impacts of COVID-19. This included supporting students’ academic, social, emotional, and mental health needs.

Cicero District 99 was awarded $40,880,936 in ESSER III funds. This plan outlines how the District utilized these funds to address pandemic-related challenges. Questions may be directed to our Director of Grants and Accountability.

Throughout the pandemic, whether through remote or in-person instruction, we remained committed to providing engaging, equitable, and inclusive learning experiences for all students. With the return to full in-person learning, ESSER III funds helped mitigate learning loss and sustained a safe, healthy, and supportive school environment that met the diverse needs of our students and schools.

Funding supported supplemental programs, additional staff, and resources that enhanced instruction and student well-being. Investments in school facilities included improvements to indoor air quality through filtration, purification, and ventiliation upgrades — which reduced the risk of virus transmission and promoted a healthier learning environment. Recognizing the cognitive, emotional, and social benefits of play, we also constructed playgrounds at elementary schools to support unstructured play, helping students build focus, foster friendships, and develop social skills. 

Curriculum and instructional coaches provided job-embedded professional development to help educators support students who may have experienced disrupted learning. Additional support staff assisted with health and safety protocols, supervision, and student support services.

To address unfinished learning, we offered targeted tutoring, before- and after- school programs (BASS), and summer learning opportunities for at-risk students in preK-8.

Access to digital tools and resources were also expanded to support student learning and well-being. These efforts especially focused on students disproportionately impacted by the pandemic, including those from low-income families, English learners, students with disabilities, children in foster care, students experiencing homelessness, and migratory students.

We remain commited to ongoing, meaningful stakeholder engagement. Families we encouraged to provide input by completing a survey. Community members also attended Board of Education meetings and informed sessions to learn more and share feedback. Continued input was gathered through the District Leadership Team, Bilingual Parent Advisory Council, quarterly in-person stakeholder meetings, and web-based surveys.