American Rescue Plan School Relief Funds – Concord School District

Concord’s plan includes language around equity that is encouraging but it’s actual plan was difficult to assess and we were unable to determine if the needs of students with disabilities were being prioritized in any meaningful way. We were unable to find plan updates* or opportunities for stakeholder engagement.

Additional Information

What we know

  •  The Concord School District is receiving $15 million in federal funding through the American Rescue Plan (ARP).  The grant requires that 20% of this (or $3 million) is specifically allocated towards ‘learning loss recovery’ which is understood to include special education supports and services.
  • The district’s original plan outlining how it hoped to spend the funds can be accessed from the homepage of the district website at Additional information can be found in the minutes of the district’s finance committee meetings, available at

What we found

  • Concord’s plan was difficult to assess and required us to review past minutes from school board meetings to fill in details and piece together the current state of things.  Even after all this, we were unable to determine if the needs of students with disabilities were prioritized in any meaningful way.
  • Concord’s plan states that the district has, “tentative plans to hire an equity, diversity, and inclusion officer to oversee and ensure implementation of ESSER funds is done in an equitable, just, and inclusionary fashion” and that “Funds will be allocated equitably across our district with specific consideration for students with IEPs, those eligible for free reduced-price lunch, and our English Language learners”. It is not clear how or if any of this is being done.
  • In a call with the grants manager for the district, we were informed that ESSER III funds will be used to hire a permanent director of student and staff wellness.

What we recommend

  • Increase opportunities for stakeholder engagement:
    • Hold dedicated public meetings for discussing ARP ESSER III fund allocation, at least every six months and upon any major changes or additions to the use of funds plan.
    • Provide alternative and accessible ways for the public to provide their input during the COVID-19 pandemic, such as an online survey, dedicated email address, etc. Make this information available and easy to find on the district website, school websites, and other easily accessible locations.
    • Publicize opportunities for consultation and ways for families to find up-to-date information via social media, school email, and other relevant platforms.
    • Designate an individual or team within the district who stakeholders may contact with questions or comments regarding the district’s use of ESSER III funds (e.g. school board members, district grants manager, etc.). List the contact information for this individual or team on the school website including both a telephone number and email address – ideally, on a virtual hub of information pertaining to ESSER funds (as recommended above).
  • Distribute funding in an equitable manner to assist the students who need it the most, including students with disabilities. A letter with our specific recommendations is available HERE.

*Six Month Updates

School districts were required to provide the NH Department of Education (NHDOE) with an update of how they are using these funds by February 23, 2022.  This deadline was recently moved to March 9, 2022.  On March 9th, we reached out to the NH DOE requesting access to these six month updates but were told it would take a while for them to be posted publicly.  We will continue to monitor their status and will update our analysis accordingly.


Disability Rights Center – New Hampshire is a statewide non-profit organization dedicated to eliminating barriers for people with disabilities across New Hampshire. DRC is the federally designated protection and advocacy agency for New Hampshire and has authority under federal law to conduct investigations in cases of probable abuse or neglect.

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