April 17, 2023
After a competitive process with strong applicants, MPS has selected eight community partners to provide summer programming for students during August 2023. The partners will receive funding for their respective programs through federal Elementary and Secondary School Emergency Relief Act (ESSER) funding.
ESSER III funding was designed to target and support students most impacted educationally and emotionally by the COVID-19 pandemic: low-income students, students of color, American Indian students, English language learners, students with disabilities and students experiencing homelessness.
In total, MPS received 27 proposals requesting more than $800,000 in funding. Individual contract requests for the eight community partners selected range from $17,500 to $35,000, for a total amount of approximately $200,000.
The names of the community partners, type of programming and total contract amount requested are listed below. Final contract amounts are pending.
Afghan American Development Association will help newly arriving Afghan students prepare for the school year by focusing on improving their spoken and written English, basic reading and math skills, and socialization.
Baby’s Space will provide trauma-informed, culturally-rooted, hands-on activities designed to improve the literacy, math, and social-emotional skills they need to enter kindergarten fully prepared for success.
Bilingual Education Collective will provide academic enrichment, welcome newcomer families to the Minnesota outdoors, and provide a supportive bilingual school community.
Ka Joog will provide a wraparound academic program for Somali American and East African youth that will expose teens to higher education and Science Technology Engineering Arts Math (STEAM) careers.
Little Earth Residents Association will teach youth about their Native identity through different activities, such as harvesting medicines and herbs, canoeing, participating in a sweat lodge, and visits to tribal reservations.
MN Zej Zog will provide Hmong students with identity, culture, and language development lessons and healing through the arts.
BFRESH Productions will provide BIPOC high school students with an immersive media experience with access to technology, mentorship, and development opportunities to share narratives that will be aired on various platforms.
WE WIN will provide a program that will celebrate Black culture through reading, gardening, and preparing food.
The MPS ESSER III plan was shaped by feedback from an advisory committee (including staff members, union representatives, students, families, and community partners), American Indian tribal consultation and online and direct input from individuals and organizations.
Opportunities for Phase 4 funding will be announced later this spring.
Expenditure Description and ESSER III Budget
Following are investments MPS is making with ESSER III funds:
These funding recommendations aim to address the serious impacts of the COVID-19 pandemic on Minneapolis Public Schools students.
They align with MPS’ community driven, long-term vision for our district and are grounded in equity, transparency and accountability.
These recommendations were informed by thoughtful feedback received from Minneapolis parents, partners and community members.
(See full Board of Education, September, 14, 2021 presentation.)
Guiding Principles: Equity. Engagement.
Ensuring people closest to our students families, teachers, partners and school communities have a significant voice in shaping how this federal money is spent.
MPS Commitments
A commitment to equity that targets funds to students most impacted by the twin pandemics of COVID-19 and systemic barriers to access and opportunity.
A commitment to lift up voices of families, students, partners and community members.
A commitment to transparency and accountability for decision-making and use of all.
What did the community tell us?
How did MPS engage the community?
1. ESSER III Stakeholder Advisory Committee: Within weeks of learning about the ESSER III funds, convened an advisory committee (staff members, union reps, students and families, and community partners) to help make recommendations to inform the district’s plan.
2. Digital Communications: Regular emails and online posts drove stakeholders to our webpages, which included a simple feedback form completed and returned by 70 individuals.
3. Tribal Consultation: A meeting with the Tribal Nations Education Committee (TNEC) to gather input about how the funds could be used to support American Indian students.
4. Direct Community Input: Partners and stakeholders provided direct input to the Superintendent and MPS leaders.
Considerations in Addition to Community Feedback
To ensure the MPS plan addresses the immediate needs of students, is aligned with the district’s long term vision and goals, and adheres to state and federal requirements, MPS also considered:
With community feedback in hand, along with other important considerations, Superintendent Graff and his leadership team developed a comprehensive list of potential investments focused on:
View past meetings and feedback process