Guide to Leveraging ESSER Stimulus Funding for Long-Term Success

How the American Rescue Plan federal stimulus funding is allocated in K-12

March 11, 2021 was a historic day for school funding in this country. When President Joe Biden signed the American Rescue Plan into law, he immediately committed $123 billion for K-12 education in the United States. 

That’s the largest amount of federal funding ever dedicated to schooling. Combined with the $72 billion from two COVID-19 relief packages passed last year, it means schools have received about $195 billion in aid; that’s nearly double the $100 billion K-12 schools received after the 2009 recession. 


On top of that good news is a relative lack of restraints limitations on how schools can spend this money. But there are rules, as well as deadlines, and school officials who best understand these rules will be able to better use these federal funds to boost learning for their students. 


This guide explains the terminology of the bill, unwinds how the money will travel to states and schools, and details exactly how this funding can be spent by school officials. It also highlights the deadlines associated with the various forms of funding. 


The difference between ESSER funds

As an educational expert, you are likely already steeped in dozens of acronyms, so here are some more. The money from the three coronavirus relief bills makes up what is called ESSER funds, the Elementary and Secondary School Emergency Relief fund. The $13 billion for education from the first COVID-19 relief bill, the CARES Act passed in March 2020, is known as ESSER I. The $54 billion from the Consolidated Appropriations Act (CAA) makes up ESSER II. This bill was passed in December 2020. The $123 billion from the American Rescue Plan is known as ARP ESSER or ESSER III. All of these funds are also referred to as the Education Stabilization Fund. Right now, your district’s CARES money has likely been spent. In fact, it’s a requirement to exhaust those funds before schools spend ESSER II monies. The deadline to spend ESSER II funds is September 30, 2023. 

In the new Rescue Plan, federal money is doled out to states based on existing Title 1 funding. Even though the money goes to states, at least 87.5 percent must be passed on to schools. As a rough estimate, schools should expect to receive about 2.2 times the amount of funding received under ESSER II. In general, the average new funding per student is about $2,500, although some high-poverty areas may get significantly more money.

Although states are allowed to keep 12.5 percent of the money, which is roughly $15.4 billion, there are three areas where state money must be spent. State officials have to set aside 5 percent of their funds to address learning loss, one percent for evidence-based summer enrichment, and another one percent for evidence-based comprehensive after-school programs. States also cannot cut their own funding for schools in 2022 or 2023, and states cannot pass laws that disproportionately impact high-poverty schools.


How schools can use ESSER federal stimulus funding

While there is great latitude in how school districts can spend the bulk of these funds, there are some rules that must be followed. Within 30 days of receiving funding, districts must publish a plan to reopen schools for in-person instruction. In addition, at least 20 percent of the funds schools get need to be spent to address learning loss through evidence-based interventions that respond to students’ academic, social, and emotional needs. As of right now, there has not been a clear-cut definition of what will qualify as an evidence-based program for these areas.


The remaining funds can be used for any allowable use under these four acts: 

  • Elementary and Secondary Education Act
  • Individuals with Disabilities Education Act
  • Carl D. Perkins Career and Technical Education Act, and
  • Adult Education and Family Literacy Act


One government funding expert said, “It’s easier to list the things the money can’t be used for.” It is expected that some states will issue guidance to school districts, but that advice will not lock districts into any sort of spending commitment. 


Professional development is a major area where these funds can be spent, as . A 2015 report from TNTP estimated that schools typically spend $18,000 a year on professional development for every teacher. That figure is likely to increase as schools scramble to accelerate learning coming out of the pandemic. Teachers today will need to know not only which skills are key, but how to diagnose unfinished learning, and use that data to create new pacing guidelines.


As districts now face challenges like student learning loss, teacher burnout, and new compliance requirements, MobileMind HQ can serve as your central hub, minimizing and remediating the impact of COVID-19 on teachers and, ultimately, their students. As a school or district leader, you can leverage MobileMind HQ to create, facilitate, and manage district-specific, activity-based micro-courses with streamlined tracking and reporting all in one place. Address learning loss with MobileMind and support your teachers with PD initiatives that remediate or accelerate learning, such as:

  • Training for summer enrichment and after-school programs
  • Offering 1:1 tutoring support 
  • Streamlining PLC and data team activities 
  • Engaging teachers in grade-level or content-specific remediation strategies
  • Improving how teachers engage learners in a blended or virtual environment


There are endless possibilities when it comes to the PD that leaders can include in MobileMind’s professional learning hub. From personalized, project-based, or social-emotional learning, to procedures and policies around safety, MobileMind is the one place teachers know to go for any training they need. 


Leaders can also use MobileMind to share how teachers and staff can utilize other technology programs, such as a district SIS/LMS, interactive white boards, or other technology that supports learning in the classroom. Best of all, educators can determine their own learning pace and can complete micro-courses anytime, anywhere - and receive feedback from certified educators along the way! Administrators appreciate the ability to conveniently track learner progress on courses, badges, and learning paths.


If COVID-19 and distance learning has taught us anything, it's that PD must be agile, as skill requirements and circumstances change. It’s vital for districts to have the ability to pivot instruction and continue to offer quality learning experiences for kids.


Even as more schools return to in-person education, technology-enhanced learning is not going away. Schools will need to refine how their teachers provide instruction and support student learning, and professional development can help teachers improve upon their current practices. In addition, if your district is returning to a traditional classroom setting, it’s important to ensure your teachers don’t lose the instructional technology skills they gained throughout distance learning.

Leaders can use MobileMind to achieve this through activity-based, asynchronous professional development. Use ESSER funds to streamline PD and allow you to create, manage, and track all of your district's PD activities related to addressing the impact of COVID-19 and the abrupt shift to distance learning.


Important ESSER spending deadlines  

The timing of spending all this money follows a simple pattern. Funds from ESSER I have to be fully allocated before funds from ESSER II are used. Similarly, funds from ESSER II must be allocated before the latest round of funding, ESSER III, can be tapped. 


ESSER I funds must be allocated by September 30, 2022. ESSER II funds’ deadline is a year later, on September 30, 2023. The deadline for the biggest pot of money, ESSER III, is September 30, 2024. Note that these funds must be allocated by the dates listed, but that doesn’t mean all the funds have to be spent by those dates. School districts are in compliance if their officials have entered a contract for the money even if all the money hasn’t been paid out by the above deadlines. 

One final area of funding is the Governor’s Emergency Education Relief (GEER) Fund. This money comes from the federal government and is earmarked for emergency assistance from the coronavirus. These grants are typically case focused. GEER funding is split into two streams: one part, $1.3 billion, is for both K-12 and higher ed. But $2.75 billion is set aside for emergency assistance for non-public schools. While governors administer this funding, non-public schools have to apply to local educational agencies to get these funds.


Schedule a call with MobileMind for more information about how to maximize the impact of your district’s federal stimulus funding for professional development!

From Observation to Action: How Data-Driven Feedback Fuels Teacher Professional Development

December 23, 2025
Teachers' ability to adapt to new teaching methods, technology, and student needs requires continuous growth and development. This is where teacher coaching and observations become essential—not just as stand-alone practices but as integrated components of a comprehensive professional development strategy. Today’s students are growing up in a digital world quite different from the one that their teachers knew when they were students. For the absolute beginner, the learning curve to using new EdTech can be steep. School leaders are finding that to meet the challenge, they need to update the content and delivery of their district’s professional development (PD) programs. Here is a roundup of educational technology trends that we are seeing today and how these technologies are changing how teachers need to pursue PD. Customizable Rubrics for Tailored Observations One-size-fits-all approaches to teacher observations simply don't work. Every school and district is unique, and so are their instructional needs. By integrating customizable rubrics into the observation process, administrators can easily build and tailor observation tools to meet their specific objectives. Customized rubrics provide a clear framework for consistent, meaningful observations, whether focusing on student engagement, classroom management, or technology integration. With flexibility, administrators can ensure that observations are aligned with the school's instructional goals while teachers receive relevant and actionable feedback. Customizable rubrics also make it easier to acknowledge where a teacher has exceeded expectations, offering a platform for celebrating strengths while pinpointing growth areas. Detailed Feedback: A Pathway to Improvement As the Adult Learning Theory emphasizes, feedback for adult learners should be timely, relevant, respectful of their experience, and provide actionable guidance to foster self-directed improvement and motivation. Teachers need more than a score or general comments to improve—they need detailed feedback and actionable steps. This feedback should not only highlight areas where they excel but also offer actionable suggestions for improvement. The coaching process becomes more effective when observation tools are designed with this level of detail. Teachers can reflect on specific aspects of their practice, understand how to adjust, and work with coaches to implement changes. Detailed feedback is also essential in promoting teacher agency. Teachers are empowered to take ownership of their professional growth when they receive concrete, constructive insights. This kind of feedback loop fosters a culture of continuous improvement, benefiting both educators and students alike. Data Aggregation: Driving Informed Decisions One of the most powerful advantages of integrating teacher coaching and observations with professional development is the ability to aggregate data. By collecting and analyzing observation data over time, schools can gain a holistic view of teacher performance. This information can then inform professional development opportunities, resource allocation, and teacher evaluations when appropriate. For example, data-driven insights can identify common areas where teachers across the school or district may need additional support. This enables administrators to create and facilitate targeted professional development that directly addresses these needs, leading to more effective PD sessions that directly impact classroom instruction. Furthermore, aggregated data ensures a more objective observation process, reducing bias and ensuring that decisions are based on clear evidence. MobileMind, the modern professional learning hub, includes comprehensive coaching and observation tools that align with the entire PD lifecycle . By leveraging customizable rubrics, detailed feedback, and data aggregation, we provide schools and districts with the tools they need to support their teachers effectively and objectively. Through this integrated approach, MobileMind helps administrators and educators work together to create a dynamic learning environment where teachers thrive.

How to Secure Teacher Buy-In When Launching a New Professional Development Program

December 23, 2025
Launching a new professional development program can be pivotal for school districts, impacting everything from teacher engagement to student outcomes. However, even the most innovative PD initiative will only be as successful as its buy-in from teachers. To truly inspire a culture of growth, the PD program needs to feel relevant, manageable, and rewarding to those who will benefit from it most: educators. Below are strategies for securing teacher buy-in. 1. Understand the Core Needs of Adult Learners Teachers, like all adult learners, want to know that their time and effort are being put to good use. Traditional, lecture-based PD sessions often fall short because they don’t align with the practical, self-directed nature of adult learning theory . Adults bring a wealth of prior experience, and they are most engaged when learning is relevant, practical, and can be applied directly to their work. Actionable Tips: Connect Learning to Real-World Applications: Make it clear how the PD content will help solve immediate classroom challenges. For example, if educators struggle with tech integration, provide targeted micro-courses focused on tools they can access. Offer Choice and Customization: Allow teachers to personalize their PD experience by choosing the courses or learning paths that align with their needs or interests. Giving teachers a sense of voice and choice over their learning path fosters a stronger commitment. 2. Embrace Micro-Learning to Respect Time Constraints Time is a precious commodity for teachers. Launching a program that feels like a time drain can quickly lead to resistance. Instead, consider breaking down the PD curriculum into micro-courses—short, focused lessons that fit easily into a teacher’s busy schedule. Micro-learning respects teachers’ time and helps them digest information in manageable portions, leading to better retention. Actionable Tips: Set Manageable Learning Goals: Micro-courses allow for incremental, achievable goals, which can increase teachers’ motivation and sense of accomplishment. Encourage Consistent, Bite-Sized Learning: A structure that promotes frequent, small doses of learning rather than occasional intensive sessions helps to reinforce knowledge without overwhelming educators. 3. Incorporate Gamification to Boost Engagement and Motivation Gamification— integrating game-like elements into the learning experience—can be a powerful tool to engage teachers. Progress trackers, badges, and other rewards provide a tangible sense of achievement and encourage healthy competition. Incorporating gamified elements into PD can inspire friendly challenges and celebrate teachers’ learning milestones. Actionable Tips: Reward Progress and Milestones: Implement a digital badge system to recognize teachers as they progress through their courses. A leaderboard can also motivate by celebrating those who have reached significant milestones. Promote Collaborative Challenges: Gamified challenges or group activities can create a collaborative culture around PD, allowing teachers to encourage each other’s growth and discuss what they’re learning. 4. Highlight the Immediate Benefits and Celebrate Early Wins When teachers can see the value of the new PD program right away, they’re more likely to invest in it. Highlighting quick wins, like how a single session helped a teacher engage their students or streamline lesson planning, can create a positive ripple effect across the district. Actionable Tips: Share Success Stories: Encourage early adopters to share their experiences and successes. Whether it’s a teacher using a newly learned strategy or one achieving a certification, share these wins to inspire others. Recognize and Reward Early Participants: Acknowledge the first group of participants by spotlighting them in meetings or district-wide newsletters. This reinforces a positive perception of the program and encourages others to join. 5. Leverage Peer Influence for a Stronger Commitment Teachers are often most influenced by their peers, so tapping into this social dynamic can be invaluable for PD initiatives. Consider building a “PD Champions” network within your district—educators passionate about professional growth and willing to help their peers navigate the program. When teachers see respected colleagues invested in PD, they’re more likely to follow suit. Actionable Tips: Create a Peer Coaching System: A support system of peer coaches or mentors can make PD feel more accessible and less intimidating for those hesitant to try something new. Hold Collaborative Workshops: Group settings allow teachers to learn together and share insights, creating a collaborative culture around the PD program. 6. Emphasize Flexibility to Reduce Resistance One of the biggest hurdles in PD adoption is the feeling that it adds another obligation to an already packed schedule. By making the program flexible and accessible, you’ll reduce resistance and create a more welcoming environment for learning. Actionable Tips: Allow for Self-Paced Learning: Give teachers the freedom to complete their courses at their own pace, respect their time, and make learning more accessible. Offer Multiple Access Points: Your program should be accessible across devices, with the option to complete sessions during lunch, after school, or even from home, meet teachers where they are, and reduce participation barriers. 7. Gather and Act on Feedback No one knows what teachers need from PD better than teachers themselves. Regular feedback helps you tailor the program and makes teachers feel valued and invested in its success. A successful PD program evolves based on the input of its participants, ensuring relevance and engagement. Actionable Tips: Conduct Quick Pulse Surveys: After a learning path, invite feedback. A short survey or a simple thumbs-up/thumbs-down can provide insights without adding extra work. Host Listening Sessions: Give teachers a voice in the PD program’s evolution by inviting them to share what’s working, what’s not, and what they want to see next. By designing a program that aligns with adult learning principles, respects time constraints, and incorporates gamified and flexible learning options, you’ll create an exciting experience in which teachers are excited to participate. When teachers see the value in PD, they’re more likely to integrate their new skills into their classrooms, benefiting students across the district.