Mississippi State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
This is Mississippi's State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund, with a cover page dated 8/6/2021 that lists Carey M. Wright as State Superintendent of Education and Judy K. Nelson as SEA contact. The introduction says the ARP ESSER Fund provides nearly $122 billion to States. Under progress and promising practices, the plan describes the Mississippi Connects project for teacher instructional support, social-emotional learning standards with a telehealth and teletherapy pilot, and the Equity In Distance Learning Act. It names internet connectivity as a significant issue for rural and low-income students.
Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used
- Issuer
- Congressional materials
- Document type
- Department Of Education Pdf Www Ed Gov 09Fd85F928
- Case
- Department Of Education Pdf Www Ed Gov 09Fd85F928
Cite this document
“Mississippi State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-09fd85f928/
, SHA-256 46dbe310263f9dcefa98406ee8fe3c5fab420371b790c248c07e17fa680801a1.Full text
Mississippi State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
2
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
3
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number: S425U210031
SEA Contact: Judy K. Nelson
Telephone: 601-359-3499
Email address: jnelson@mdek12.org
By signing this document, I agree to each of the assurances listed in Appendix C and
further assure that:
To the best of my knowledge and belief, all information and data included in this plan
are true and correct.
Chief State School Officer or Authorized Representative
(Printed Name)
Carey M. Wright, Ed. D.
State Superintendent of Education
Signature of Authorized SEA Representative Date:
8/6/2021
4
A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3
strategies that have been most effective in supporting the needs of students in
your State during the COVID-19 pandemic, especially for students most impacted
by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices to the
Department’s Safer Schools and Campuses Best Practices Clearinghouse so that
they can be shared with other States and LEAs.
Instructional Support for Teachers
The MDE has launched a statewide initiative to improve access to connected
technology, instructional content, and professional learning for teachers
through the Mississippi Connects project.
The MDE has been deliberately focused on increasing access to focused grade-level
instruction and supports (including accommodations, modifications, tutorial services,
and enrichment) to accelerate learning through the summer and in the upcoming
school year. Much of this work has been done through adoption of High-Quality
Instructional Materials (HQIM), online at www.msinstructionalmaterials.org.
Social and Emotional Learning
The MDE has also been working over the last several years to develop social-
emotional learning (SEL) standards. MDE staff completed this project during
the 2020-21 academic year. The SEL standards, accompanying professional
development, and associated resources will provide a framework for teachers to
use as they support student emotional wellbeing and foster positive
relationships among students. This effort, in conjunction with a telehealth /
teletherapy pilot project, focuses on potential mental health concerns that may
have been exacerbated by the COVID-19 pandemic. The behavioral telehealth
project will create an ecosystem of behavioral healthcare delivery system within
the school setting that provides mental and behavioral health care to children
and increase educator knowledge about behavioral management techniques by
providing access to specialized behavioral healthcare providers. Also, the
project will improve access to mental health services by providing in-school
mental and behavioral health therapy appointments due to the COVID-19
pandemic.
5
Equitable Access to Technology
The Mississippi State Legislature approved the Equity In Distance Learning Act
(EDLA) to provide distance learning and online services to school districts in
Mississippi. Under the legislation, each district was required to develop and
submit an EDLA Digital Learning Plan addressing the following:
• Policy, Teaching and Content
• Special Education and Populations
• Technical
Policy Waivers
In an effort to support schools and students the Mississippi State Board of
Education approved waivers for the Mississippi Public School Accountability
Standards to provide districts the flexibility to provide academic services and
support to students, while ensuring the safety and well being of local school
communities in Mississippi.
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently facing
students and schools across your State as a result of or in response to the COVID-
19 pandemic including, to the extent possible, data illustrating why these are the
most critical and/or most widespread issues facing schools and students.
Internet connectivity is a significant issue for rural and low-income students in
a typical academic year, and it has only proven to be a greater barrier during
the pandemic. Data for individual states is online at:
https://www.fcc.gov/reports-research/maps/connect2health/index.html#ll=40,-
95&z=4&t=broadband&bbm=fixed_access&dmf=none.
According to CDC data, mental health is a significant issue among K-12
students. In 2019, approximately 1.16% of emergency department visits for
children under the age of 18 were related to mental health concerns. During
2020, this increased to 1.67%. Among children ages 12-17, over 4% of
emergency department visits were related to mental health concerns in 2020, up
from 3% in 2019.
The MDE has also been working over the last several years to develop social-
emotional learning (SEL) standards. MDE staff completed this project during
the 2020-21 academic year. The SEL standards, accompanying professional
development, and associated resources will provide a framework for teachers to
use as they support student emotional wellbeing and foster positive
relationships among students. This effort, in conjunction with a telehealth /
teletherapy pilot project, focuses on potential mental health concerns that may
6
have been exacerbated by the COVID-19 pandemic. The behavioral telehealth
project will create an ecosystem of behavioral healthcare delivery system within
the school setting that provides mental and behavioral health care to children
and increase educator knowledge about behavioral management techniques by
providing access to specialized behavioral healthcare providers. Also, the
project will improve access to mental health services by providing in-school
mental and behavioral health therapy appointments due to the COVID-19
pandemic.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying disparities and
focusing on underserved student groups by race or ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved student
groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and youth
with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have been
identified by the SEA (e.g., youth involved in the criminal justice
system, students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years, students who did
not consistently participate in remote instruction when offered
during school building closures, and LGBTQ+ students).
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time, 1 chronic
absenteeism, student engagement, and social-emotional well-being.
Complete the table below, adding rows as necessary, or provide a narrative
description.
Without statewide MAAP assessment data disaggregated by subgroup for the
2020-2021 school year, this data is anecdotal - gathered from conversations
1
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
7
with teachers, principals, superintendents, and students through various
advisory group meetings and staff conversations with educators.
Absent the data described above, which will be more readily available late in
the summer of 2021, the MDE sees the highest priority needs for all students
as (1) access to focused grade-level instruction and supports (including
accommodations, modifications, tutorial services, and enrichment) to
accelerate learning through the summer and in the upcoming school year;
and (2) a stable, safe, encouraging, empathetic learning environment where
students can openly share their unique experiences from the last year and can
receive appropriate supports from counselors, teachers, and – if necessary –
mental health professionals.
Table A1.
Student group Highest priority needs
Students from low-income families See narrative above
Students from each racial or ethnic See narrative above
background used by the State for
reporting purposes – please add a row for
each racial or ethnic group (e.g.,
identifying disparities and focusing on
underserved student groups by
race/ethnicity)
Students by gender – please add a row See narrative above
for each gender (e.g., identifying
disparities and focusing on underserved
student groups by gender)
English learners See narrative above
Children with disabilities See narrative above
Students experiencing homelessness See narrative above
Children and youth in foster care See narrative above
Migratory students See narrative above
Other groups of students identified by See narrative above
the State (e.g., youth involved in the
criminal justice system, students who
have missed the most in-person
instruction during the 2019-2020 and
2020-2021 school years, students who
did not consistently participate in remote
instruction when offered during school
building closures, LGBTQ+ students)
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA
will support its LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being, including identifying the
groups of students most impacted by the pandemic. Where possible, please
identify the data sources the SEA will suggest its LEAs use in thoughtfully
8
diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.
The MDE will encourage LEAs to utilize available data from state assessments
administered in the spring of 2021 to identify specific academic needs of various
student groups. Additionally, districts have access to locally administered
assessments that may be able to provide insights into subgroup performance.
The MDE will also encourage districts to consider participation in the
behavioral telehealth and teletherapy pilot project to identify areas of need
related to social, emotional, and mental health.
5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State collects now
and will collect in the future data for all schools in your State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model); and/or
full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction; and
c. Attendance: Student attendance for all students and disaggregated
for each of the student groups described in A.3.i-viii for each
mode of instruction.
ii. The data described in A.5.i.a. and b. using the template in Appendix A
(and to the extent available, the data described in A.5.i.c.) for the
most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The
Department will periodically review data listed in A.5.i on SEA
websites.
iii. To the extent available, a description of the planned operational status and
mode of instruction for the State and its LEAs for Summer 2021 and
for the 2021-2022 school year.
The current statewide information system (SIS), which is long
overdue for an upgrade, does not capture the operational status or
9
instructional delivery mode (in-person, hybrid, or online). As a
local control state, districts had several options for the delivery of
instruction during the 2020-2021 school year, as allowed by State
Board Policy 9.2.
The MDE has met with local SIS vendors to determine whether
data maybe available through local SIS instances. The MDE does
capture enrollment data, but the agency does not capture
information by instructional delivery mode. The MDE does collect
average daily attendance data, but because mode of instruction
data is not currently available in the statewide SIS, disaggregated
enrollment data and attendance data by the mode of instruction is
also not available. The MDE is considering how to gather such
information as a part of a future SIS upgrade.
The number of districts offering face-to-face instruction increased
during the spring semester of the 2020-2021 school year, and a
cursory review of district information, gather from websites and
social media, indicated fewer than five districts in state were likely
in a virtual-only mode at the end of the 2020-2021 school year.
Consistent with guidance for summer 2021 programming, the
MDE anticipates that face-to-face instruction will be the primary
mode of instruction for the 2021-2022 school year.
The MDE is moving forward with the adoption of two policies
related to specific requirements for virtual learning days and
virtual students.
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations
to maximize in-person instruction is essential for student learning and student well-being,
and especially for being able to address the educational inequities that have been worsened
by the COVID-19 pandemic. In this section, SEAs will describe how they will support their
LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest extent
practicable, prevention and mitigation policies in line with the most
up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
10
A compilation of guidance, developed in consultation with LEA
superintendents and state health officials, is online at
https://mdek12.org/guidance2020-21.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing of masks Mask use was mandated by
Executive Order of the
Governor for the 2020-
2021 school year, and it
will be an LEA for the
2021-2022 school year.
Physical distancing (e.g., including use Mississippi followed CDC
of cohorts/podding) guidelines regarding
physical distancing during
the 2020-2021 school year.
The MDE regularly shared
updates on this guidance
with LEAs.
Handwashing and respiratory etiquette The MDE shared CDC
recommendations with
districts on handwashing
and respiratory etiquette.
Cleaning and maintaining healthy The MDE shared CDC
facilities, including improving recommendations with
ventilation LEAs on facilities and
provided technical
assistance on improving
ventilation.
Contact tracing in combination with The MDE shared CDC
isolation and quarantine, in collaboration recommendations with
with the State, local, territorial, or Tribal LEAs on contact tracing.
health departments
Diagnostic and screening testing
Efforts to provide vaccinations to The MDE encouraged
educators, other staff, and students, if districts to consider how
eligible they might host
vaccination drives on
campus to ease the burden
on staff.
Appropriate accommodations for
children with disabilities with respect to
the health and safety policies
ii. Any Statewide plans, policies, estimated timelines, and specific milestones
related to reopening and operation of school facilities, including any
mechanisms the SEA will use to track, monitor, or enforce their
implementation;
11
The MDE anticipates that face-to-face instruction will be the
primary mode of instruction for the 2021-2022 school year.
The MDE is moving forward with the adoption of two policies
related to specific requirements for virtual learning days and
virtual students.
iii. To what extent the SEA and its LEAs consult with Federal, State, and
local health officials. This description should include, if available,
whether the SEA and its LEAs have received support for screening
testing from their State or local health department based on funding
awarded by the CDC; and
The MDE met routinely with state health officials, coordinating
several calls between LEAs and state officials. The MDE regularly
shared CDC guidance and information from state health officials
with LEAs through a daily, then later twice-weekly email update.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
The MDE shared guidance regularly through the email updates
described above, and staff hosted regularly scheduled office hours
to meet with LEAs on various topics related to the pandemic,
student outcomes, and the safe reopening of schools. A
compilation of guidance, developed in consultation with LEA
superintendents and state health officials, is online at
https://mdek12.org/guidance2020-21.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe
how the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
requirements in section 2001(i) of the ARP Act and the requirements relating to
the ARP ESSER funds published in the Federal Register and available at
https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements)
to either: (a) within 30 days of receipt of the funds, develop and make publicly
available on the LEA’s website a plan for the safe return to in-person instruction
and continuity of services, or (b) have developed and made publicly available on
the LEA’s website such a plan that meets statutory requirements before the
enactment of the ARP Act, including:
i. How the SEA will ensure that each LEA plan includes, or will be modified
to include, the extent to which it has adopted policies and a
description of any such policies on each of the strategies listed in
table B1;
12
ii. How the SEA will ensure that each LEA plan describes how it will ensure
continuity of services including but not limited to services to address
the students’ academic needs, and students’ and staff social,
emotional, mental health, and other needs, which may include
student health and food services;
iii. How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER
grant period (i.e., through September 30, 2023), 2 and revises as
appropriate, its plan, and how the SEA will ensure that the LEA
seeks public input, and takes such input into account on (1) whether
revisions are necessary and, if so, (2) the revisions to the plan; and
iv. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of
the most up-to-date CDC guidance listed in table B1 and its LEAs’
needs for support and technical assistance to implement strategies
consistent, to the greatest extent practicable, with relevant CDC
guidance.
The MDE shared district guidance on the creation of Safe Return
to In-Person Instruction and Continuity of Services Plans. Based
on the questions from this guidance, districts have been developing
and approving plans to be posted on their respective websites.
Additionally, districts are to send a link to the MDE upon plan
approval and subsequent update for inclusion in a list on the MDE
website, to include the date of last revision. Guidance includes
questions on safe / healthy school environments, but the MDE does
not have a mechanism to compile such information from locally-
approved plans.
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to meet
the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how
the SEA engaged in meaningful consultation with stakeholders, and incorporated
input into its plan, including, but not limited to:
i. students;
2
ARP ESSER funds are subject to the Tydings amendment in section 421(b) of the General Education Provisions
Act, 20 U.S.C. 1225(b), and are therefore available to SEAs and LEAs for obligation through September 30, 2024.
Review and revisions of these plans, if necessary, are not required during the Tydings period.
13
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
v. school and district administrators (including special education
administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff, and their
unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
The MDE met regularly with various stakeholder groups during the pandemic
to gauge needs and gather feedback around challenges. As a part of these
conversations, advisory groups of teachers, students, and administrators had a
regular opportunity to discuss instructional, accountability, and operational
issues, and to share concerns with MDE staff.
Additionally, the MDE has provided transparent guidance and further
opportunities for stakeholders from different backgrounds to provide feedback.
Prior to approval of the plan by the State Board of Education, the MDE
released the draft plan for feedback.
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate
Federal COVID-19 pandemic funding and other Federal funding. This description
must include:
i. How the SEA and its LEAs 1) are using or have used prior to the
submission of this plan and 2) plan to use following submission of
this plan, Federal COVID-19 funding under the Coronavirus Aid,
Relief, and Economic Security (“CARES”) Act and the CRRSA Act
to support a safe return to and safely maximize in-person instruction,
sustain these operations safely, and address the disproportionate
impact of the COVID-19 pandemic on individual student groups
(including students from low-income families, children with
disabilities, English learners, racial or ethnic minorities, students
experiencing homelessness, children and youth in foster care, and
migratory students);
Complete the table below or provide a narrative description.
ESSER I and ESSER II SEA Activities
14
• PreK supports for technology integration and adherence to CDC
guidelines in the PreK classrooms
• Telehealth services to provide mental and behavioral healthcare
to children and to increase educator knowledge about behavioral
management techniques
• School nurse program to assist in education and care of students
and staff
• Career and Technical Educator support to provide access to
digital CTE curriculum for completion and certification; provide
digital work-based learning simulation and remote engagement
with industry professionals
• Broadcasting support to provide equitable access to lessons via
free statewide public broadcasting channel; lessons are aligned
to the Mississippi College and Career Readiness Standards in
grades PreK-12
• ESSER Technical Assistance Specialists to provide assistance to
LEAs with implementation of ESSER program
• Provide technology and connectivity support and adherence to
CDC guidelines to Special State Schools
• Provide digital literacy coaches to increase implementation of
digital learning and instructional practices
• Provide technical and network support for digital learning to all
LEAs
• Provide a variety of education-related services to support the MS-
Connects initiative which focused on the challenges of digital
learning and to improve student outcomes using educational
technology
GEER I and II
Social & Emotional Support
Priority Task 1.1 Provide or implement research-based
programming or curriculum for students that include empirically
measurable components to LEAs or education-related entities.
• University of Southern Mississippi – REACH MS
funded at $148,925.00
• Mississippi State University (2 projects funded at
$416,616.25
• Pass Christian Public School District funded at
$148,395.71
• North MS Education Consortium funded at $1,477,163.50
• Lamar County School District funded at $8,811.45
• Pontotoc County School District funded at $96,960.00
15
Priority Task 1.2: Provide focused Social and Emotional
Learning support services focused on at-risk groups such as
those students diagnosed with developmental delays including
autism and dyslexia.
• Mississippi State University funded at $316,540.72
• Madison County School District funded at $52,000.00
• Refill Café d/b/a Refill Jackson Initiative funded at
$123,669.70
• North MS Education Consortium funded at $170,744.00
• Save the Children Federation funded at $460,300.57
• MS Children’s Home Society funded at $600,931.93
• Mississippi Families for Kids funded at $373,170.00
Priority Task 1.3: Provide telehealth and teletherapy services to
address student mental health issues at all levels of education,
including providing the platform or application through which
professionals may provide telehealth or teletherapy services.
• Mississippi State University (2 projects) funded at
$227,566.60
• University of Mississippi funded at $491,144.59
Online Learning
Priority Task 2.1: Leverage k-12 student access to devices
provided through “Mississippi Connects” or other K-12 funding
sources to include but not necessarily be limited to one or more
of the following:
• Address existing statewide teacher shortages exacerbated
by the pandemic
• Address learning loss created or exacerbated by the
pandemic
• Increase in different styles of learning; and/or
• Implement any other innovative practice made possible by
1:1 student access to technology on a local, regional, or
state basis, provided that such practice prevents, prepares
for, or responds to the pandemic.
• Mississippi State University funded at $681,724.72
• The Redeemer’s School funded at $142,286.33
• Brentwood Behavioral Health System funded at
$35,624.75
• Alliance Health Center funded at $87,978.86
• University of Mississippi funded at $2,261,479.83
• MS Children’s Home Society funded at $142,180.25
• Delta Health Alliance funded at $452,951.00
• Bay St. Louis Waveland School District funded at
$244,631.36
16
• Lobaki funded at $795,859.00
• Diamond Grove Center funded at $43,487.56
• Parkwood Behavioral Health System funded at
$44,374.78
Priority Task 2.2: Provide or implement high-quality digital
instructional materials and academic resources, especially in the
areas of literacy and numeracy, for schools implementing online
learning at the elementary and secondary level.
• Western Line School District funded at $106,045.00
• Lauderdale County School District funded at $208,224.00
• St. Andrews Episcopal School funded at $543,750.00
• University of Southern Mississippi funded at $397,789.00
Priority Task 2.3: Provide or implement high-quality training for
students, parents, and/or educators to support effective online
learning.
• Jackson State University funded at $345,200.00
• Mississippi Council on Economic Education funded at
$508,095.00
• Mississippi Children’s Museum funded at $567,483.48
• University of Mississippi funded at $554,109.33
• Mississippi State University (6 projects) funded at
$1,186,114.04
• Mississippi University for Women funded at $244,035.00
Priority Task 2.4: Support the credentialing of teachers in online
learning through an approved Educator Preparation Program.
• Mississippi College School of Education funded at
$1,114,110.00
• University of Southern Mississippi funded at $115,736.00
Priority Task 2.5: Use rapid credentialing to re-skill or re-train
postsecondary workforce training programs persons who have
experienced negative job impacts due to the pandemic.
Priority Task 2.6: Support or implement online learning in
postsecondary workforce training programs and/or secondary
Career and Technical Education through the utilization of
innovative hardware and software, including, but not limited to,
virtual reality equipment.
• New Albany School District funded at $58,550.00
• United Way of Jackson and George Counties funded at
$675,000.00
17
• Starkville-Oktibbeha Consolidated School District
funded at $100,000.00
• Booneville School District funded at $107,000.00
• Hinds Community College funded at $1,604,218.00
• Mississippi Gulf Coast Community College funded at
$1,604,218.00
• Mississippi State University funded at $259,625.84
Priority Task 2.7: Expand awareness of and access to best
practices and innovations in online learning in the pandemic
context among local and state government decision-makers in
order to increase the current and future use of such practices.
• Mississippi State University funded at $368,167.44
• University of Mississippi funded at $503,959.79
Return to In-Person Learning
Priority Task 3.1: Support the costs of adjusting class schedules
to accommodate more in-person classes with appropriate social
distancing at the postsecondary education level.
• Board of Trustees of State Institutions of Higher
Learning funded at $240,000.00
Priority Task 3.2: Purchase PPE and other mitigating supplies
and resources to address the spread of the virus within schools or
daycares as the academic year continues.
• The Redeemer’s School funded at $10,621.94
• MS Delta Academies funded at $100,000.00
• Delta State University funded at $153,500.00
Priority Task 3.3: For IHEs, provide student financial aid, such
as higher education grants and scholarships to students most
affected by the pandemic.
• Jackson State University funded at $230,000.00
• University of Southern Mississippi funded at $622,987.00
• Mississippi State University funded at $861,637.50
Table C1.
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
ESSER I (CARES See Narrative
18
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
Act)
GEER I (CARES See Narrative
Act)
ESSER II (CRRSA See Narrative
Act)
GEER II (CRRSA See Narrative
Act)
ii. To what extent ESSER I and ESSER II funds have been awarded to LEAs
and, if funds have not yet been made available to LEAs, when they
will be. In addition, please provide any available information on the
total dollar amounts of ESSER I and ESSER II funds that have been
obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
All ESSER I and ESSER II funds have been awarded to LEAs
through the online grants management system. This system is also
used to track LEA obligations and expenditures.
iii. In supporting LEAs as they plan for the safe return to and continuity of in-
person instruction and for meeting the academic, social, emotional,
and mental health needs of students resulting from the COVID-19
pandemic, the extent to which the SEA is also using other Federal
funding sources including but not limited to under the Elementary
and Secondary Education Act of 1965 (“ESEA”), IDEA, Workforce
Innovation and Opportunity Act (“WIOA”), funding for child
nutrition services, and McKinney-Vento Homeless Assistance Act,
and the funds to support the needs of students experiencing
homelessness provided by section 2001(b)(1) of the ARP Act. 3
The MDE houses all pertinent COVID-19 information, guidance
and supporting documentation in the grants management system.
The MDE also provide ongoing trainings and support to LEAs on
the uses of funds and planning, and supports LEAS in leveraging
3
Please note that the needs of students experiencing homelessness must be addressed (along with the other groups
disproportionately impacted by the COVID-19 pandemic) through the use of the ARP ESSER SEA reservations and
the required LEA reservation for the academic impact of lost instructional time; the funding provided to support the
needs of students experiencing homelessness by section 2001(b)(1) of the ARP Act is in addition to the supports and
services provided with ARP ESSER funds.
19
their resources to support the whole child and the entire school,
including ESSER funds.
The MDE provided additional guidance in identifying homeless
students, allowing for McKinney-Vento subgrantees to revise
programs to meet the needs of homeless students during the
pandemic especially with virtual learning. LEAs who were not
McKinney-Vento recipients utilized Title I-Part A funds to address
identified needs of homeless students. LEAs will also receive
additional support through the ARP Homeless program.
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
The MDE anticipates using funds reserved under section
2001(f)(1) to support high-dosage tutoring, summer learning and
enrichment and extended day programs through a competitive
RFP process. As a requirement of the RFP, the MDE expects to
have providers track and demonstrate effectiveness to evaluate
impact.
ii. How the evidence-based interventions will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
20
When possible, please indicate which data sources the SEA will use
to determine the impact of lost instructional time; and
The MDE will examine MAAP data in late summer 2021, as
available, to address the disproportionate impact of COVID-19 on
certain groups of students. This information will be helpful as
districts consider which evidence-based interventions may best
support various student groups. The MDE will use the state
reservation funds to support intervention activities.
iii. The extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years; and 2) students
who did not consistently participate in remote instruction when
offered during school building closures.
While data is anecdotal, the MDE has heard from LEAs that
students who were remote learners were more likely to be
unengaged or absent from virtual classes than their in-person
peers during the 2020-2021 school year. While the MDE cannot
track in-person instruction of students due to limitations with the
statewide SIS, the MDE does plan to continue to offer professional
development on chronic absenteeism during the 2021-2022 school
year in an effort to engage these students and their families.
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the
SEA will use the funds it reserves under section 2001(f)(2) of the ARP Act
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including
those that begin in Summer 2021, and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs that address the academic,
social, emotional, and mental health needs of students (e.g.,
providing intensive or high-dosage tutoring, accelerating learning)
the SEA has selected, and the extent to which the SEA will evaluate
the impact of those programs;
The MDE anticipates using funds reserved under section
2001(f)(1) to support high-dosage tutoring, summer learning and
enrichment and extended day programs through a competitive
RFP process. The expectations of these programs will be similar to
those of the 21st Century Community Learning Center Program,
with a focus on academic enrichment. As a requirement of the
21
RFP, the MDE expects to have providers track and demonstrate
effectiveness to evaluate impact.
The MDE has also been working over the last several years to
develop social-emotional learning (SEL) standards. MDE staff
completed this project during the 2020-21 academic year. The SEL
standards, accompanying professional development, and associated
resources will provide a framework for teachers to use as they
support student emotional wellbeing and foster positive
relationships among students. This effort, in conjunction with a
telehealth / teletherapy pilot project, focuses on potential mental
health concerns that may have been exacerbated by the COVID-19
pandemic. The behavioral telehealth project will create an
ecosystem of behavioral healthcare delivery system within the
school setting that provides mental and behavioral health care to
children and increase educator knowledge about behavioral
management techniques by providing access to specialized
behavioral healthcare providers. Also, the project will improve
access to mental health services by providing in-school mental and
behavioral health therapy appointments due to the COVID-19
pandemic.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.--viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
The MDE will examine MAAP data in late summer 2021, as
available, to address the disproportionate impact of COVID-19 on
certain groups of students. This information will be helpful as
districts consider which evidence-based interventions may best
support various student groups. The MDE will use the state
reservation funds to support intervention activities.
iii. The extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years; and 2) students
who did not consistently participate in remote instruction when
offered during school building closures.
While data is anecdotal, the MDE has heard from LEAs that
students who were remote learners were more likely to be
unengaged or absent from virtual classes than their in-person
22
peers during the 2020-2021 school year. While the MDE cannot
track in-person instruction of students due to limitations with the
statewide SIS, the MDE does plan to continue to offer professional
development on chronic absenteeism during the 2021-2022 school
year in an effort to engage these students and their families.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including partnerships
with community-based organizations) the SEA has selected, and the
extent to which the SEA will evaluate the impact of those programs;
The MDE anticipates using funds reserved under section
2001(f)(1) to support high-dosage tutoring, summer learning and
enrichment and extended day programs through a competitive
RFP process. The expectations of these programs will be similar to
those of the 21st Century Community Learning Center Program,
with a focus on academic enrichment. As a requirement of the
RFP, the MDE expects to have providers track and demonstrate
effectiveness to evaluate impact.
The MDE has also been working over the last several years to
develop social-emotional learning (SEL) standards. MDE staff
completed this project during the 2020-21 academic year. The SEL
standards, accompanying professional development, and associated
resources will provide a framework for teachers to use as they
support student emotional wellbeing and foster positive
relationships among students. This effort, in conjunction with a
telehealth / teletherapy pilot project, focuses on potential mental
health concerns that may have been exacerbated by the COVID-19
pandemic. The behavioral telehealth project will create an
ecosystem of behavioral healthcare delivery system within the
school setting that provides mental and behavioral health care to
children and increase educator knowledge about behavioral
management techniques by providing access to specialized
behavioral healthcare providers. Also, the project will improve
access to mental health services by providing in-school mental and
behavioral health therapy appointments due to the COVID-19
pandemic.
23
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of comprehensive afterschool
programming; and
The MDE will examine MAAP data in late summer 2021, as
available, to address the disproportionate impact of COVID-19 on
certain groups of students. This information will be helpful as
districts consider which evidence-based interventions may best
support various student groups. The MDE will use the state
reservation funds to support intervention activities.
iii. the extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years; and 2) students
who did not consistently participate in remote instruction when
offered during school building closures.
While data is anecdotal, the MDE has heard from LEAs that
students who were remote learners were more likely to be
unengaged or absent from virtual classes than their in-person
peers during the 2020-2021 school year. While the MDE cannot
track in-person instruction of students due to limitations with the
statewide SIS, the MDE does plan to continue to offer professional
development on chronic absenteeism during the 2021-2022 school
year in an effort to engage these students and their families.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staff’s health and safety; to meet students’ academic, social, emotional, and
mental health needs; and to use ARP ESSER funds to implement evidence-based
interventions.
The MDE does not plan to reserve funds for emergency needs.
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied
by a focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the
pandemic. In this section, SEAs will describe how they will support their LEAs in
24
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these
objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will
require its LEAs to include in LEA plans consistent with the ARP ESSER
requirements for the use of ARP ESSER funds, how the SEA will require such
plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be
within no later than 90 days after receiving its ARP ESSER allocation). The LEA
plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement
prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning;
ii. How the LEA will use the funds it reserves under section 2001(e)(1) of the
ARP Act (totaling not less than 20 percent of the LEA’s total
allocation of ARP ESSER funds) 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 afterschool programs, or extended
school year programs;
iii. How the LEA will spend its remaining ARP ESSER funds consistent with
section 2001(e)(2) of the ARP Act; and
iv. How the LEA will ensure that the interventions it implements, including
but not limited to the interventions under section 2001(e)(1) 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 and youth in foster care, and migratory
students.
The MDE has taken the necessary actions to ensure the LEAs meet all
ARP ESSER requirements, including developing an application in the
grants management system that will indicate the use of funds with
required focus areas, requiring the LEAS to certify the ARP ESSER
assurances by the required deadlines. The LEA ARP ESSER Application
in the grants management system will automatically require the LEA
allocation to budget for those set aside purposes and focus area.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
25
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and their
unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations); and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
The ARP ESSER application contains a section called “ARP ESSER Planning
Team.” In this section, the LEA will include members of the planning team and
titles and how the LEA engaged in meaningful consultation with stakeholders.
The LEA is required to include how the LEA provided the public an opportunity
to provide input in the development of the LEA’s plan for the use of ARP
ESSER funds.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER
funds. The description must include:
i. How the SEA will support and monitor its LEAs’ implementation of
evidence-based interventions that respond to students’ academic,
social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs – including
the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
The Office of Federal Programs and Grants Management in
conjunction with other academic offices will provide training and
resources to support LEAs in implementing evidence-based
interventions.
The Offices of Federal Programs and Grants Management will
work with an external vendor to monitor and evaluate the ARP
ESSER program. A tool will be developed to evaluate the
implementation of evidence-based interventions. Data will be
26
collected to evaluate the effectiveness of implemented
interventions.
ii. How the SEA will support and monitor its LEAs in specifically addressing
the disproportionate impact of the COVID-19 pandemic on certain
groups of students, including each of the student groups listed in
question A.3.i.-viii; and
There will be an indicator to specifically address the
disproportionate impact of the pandemic on student groups as
outlined in A.3.i.-viii. Training and resources will be provided to
the LEAs. A tool will be developed to monitor how the LEAs
implemented strategies to address the disproportionate impact of
the pandemic on each subgroup of students.
iii. How the SEA will support and monitor its LEAs in using ARP ESSER
funds to identify, reengage, and support students most likely to have
experienced the impact of lost instructional time on student learning,
such as:
a. Students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote
instruction when offered during school building closures; and
c. Students most at-risk of dropping out of school.
There will be an indicator to specifically address the
disproportionate impact of the pandemic on student groups as
outlined in A.3.i.-viii. Training and resources will be provided to
the LEAs to identify, reengage, and support students who have
experienced significant learning loss. A tool will be developed to
monitor how the LEAs implemented strategies to address learning
loss.
4. Describe the extent to which the SEA will support its LEAs in implementing
additional strategies for taking educational equity into account in expending ARP
ESSER funds, including but not limited to:
i. Allocating funding both to schools and for districtwide activities based on
student need, and
ii. Implementing an equitable and inclusive return to in-person instruction.
An inclusive return to in-person instruction includes, but is not
limited to, establishing policies and practices that avoid the over-use
of exclusionary discipline measures (including in- and out-of-school
27
suspensions) and creating a positive and supportive learning
environment for all students.
The SEA will provide various training and guidance to ensure all
students are provided resources that establish equitable
opportunities to learn. Specific equity resources will be provided to
ensure LEAs are implementing strategies to ensure equitable
access to learning.
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support
students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of educators,
education administration personnel, and other school personnel
involved in safely reopening schools, and the extent to which they
vary by region/type of school district and/or groups of educators
(e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early
childhood educators). Cite specific data on shortages and needs
where available.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
In 2018, the Office of Teaching and Leading (OTL) conducted a
shortage survey to assess Mississippi’s educator landscape. The survey
highlighted geographic shortages in Congressional District 2, which
largely encompasses the Mississippi Delta, and subject area-specific
shortages in elementary grades PreK-6 along with secondary
mathematics. The OTL will administer the shortage survey again this
summer and anticipates that these trends have not only continued but
were exacerbated by the COVID-19 pandemic.
28
Additionally, the MDE has partnered with the CEEDAR Center at the
University of Florida to assess and address special educator shortages.
Districts are currently reporting 221 special education vacancies
statewide, which is an increase from 126 in 2018. Based on feedback
from parents, teachers, principals, special education directors, university
faculty, MDE program offices, and other stakeholders, the MDE is
launching a mentoring and induction pilot with 8 districts through the
support of the CEEDAR Center. This pilot is intended to target early
career special educator support and retention.
ii. Describe how the SEA will assist its LEAs in identifying the most urgent areas of
shortages or potential shortages, with particular plans for individual LEAs
facing the most significant needs (e.g., by avoiding layoffs, providing high-
quality professional learning opportunities, and addressing the impact of stress
or trauma on educators). Include a description of how other Federal COVID-19
funding (e.g., ESSER and GEER funds under the CARES Act and CRRSA Act)
have already been used to avoid layoffs during the COVID-19 pandemic.
The OTL will launch its 2020-2021 shortage survey in July to identify the
most urgent areas of shortages and will provide guidance for LEAs facing the
most significant needs through its human capital planning process. These
human capital plans may be submitted to meet accreditation process standard
two and thereby avoiding noncompliance findings for the requirements to
29
ensure the professional staff in each school is comprised of no more than 5%
of Full Time Equivalent (FTE) units are working outside the area or areas of
endorsement.
The MDE’s Office of Professional Development (OPD) has also expanded
access to high-quality professional learning through a variety of synchronous
and asynchronous professional learning opportunities. All LEAs may access
professional learning sessions though the MDE’s professional development
calendar and priority is given to those schools that are identified as CSI,
ATSI, or TSI for specialized sessions and ongoing coaching.
Given the instructional demands of shifting to fully virtual and/or hybrid
learning during the COVID-19 pandemic, the Mississippi Board of Education
approved MDE’s recommendation to suspend strict compliance with the
requirement for districts to submit Professional Growth System observation
scores at the end of the 2019-2020 and 2020-2021 school years in an effort to
avoid layoffs. Similarly, the OTL offered a one-year extension for all
licensure renewals in recognition of the limited professional learning
opportunities needed for renewal during the pandemic. Perhaps most
significantly, the State Board of Education also approved the MDE’s
recommendation to waive the licensure testing criterion requirement through
December 31, 2021 due to testing center closures. Additionally, the Board
waived EPP program entrance testing requirements as well. Since the
criterion waiver took effect, educator preparation providers report an overall
increase in admission to programs.
The MDE convened a working group of EPP faculty and deans to redesign
alternate route programs to ensure greater rigor and support for candidates
earning licensure through alternate preparation. In response to statewide
shortages in elementary education, the working group co-constructed an
alternate route program for elementary education for which the MDE will be
seeking approval for a new Master of Arts in Teaching program K-6. The
MDE plans to also seek approval for an elementary education supplemental
endorsement for educators currently holding a 5-year renewable license. To
assist in recruiting candidates for alternate routes, the MDE collaborated with
EPPs during 2020 and hosted virtual recruitment fairs.
iii. Describe the actions the SEA will take to fill anticipated gaps in certified
teachers for the start of the 2021-2022 school year and to what extent
the SEA will further support its LEAs in expanding the educator
pipeline and educator diversity while addressing the immediate
needs of students disproportionately impacted by the pandemic (e.g.,
recruiting teaching candidates to provide high-dosage tutoring or
implementing residencies for teacher candidates).
30
The 2019-2020 teacher attrition survey revealed that approximately 360
teachers intended to leave their current position as the result health and safety
concerns due to COVID-19. As a result, the OTL will continue and hopes to
expand its Mississippi Teacher Residency (MTR) and Performance-Based
Licensure (PBL) pilots during the 2021-2022 school year. These pilot programs
are part of the MDE’s strategy to increase educator diversity and effectiveness
statewide. Currently, 66% of MTR candidates identify as educators of color and
100% of PBL candidates identify as Black or African American. MTR
candidates are averaging three times the number of clinical hours under the
supervision of a high-quality mentor teacher due to the program’s residency
model; meanwhile, PBL candidates are currently outpacing their traditionally
licensed peers on Professional Growth System summative scores. The MDE
therefore has data to suggest that both models may have important implications
for increasing access to effective educators, particularly for students
disproportionately impacted by the pandemic.
The Division of Educator Preparation strengthened program review processes
to ensure EPPs address how licensure programs prepare candidates with the
critical skills necessary for developing the ability to use students’ cultural and
linguistic diversity as assets to support K12 learning.
2. Staffing to Support Student Needs: Describe the extent to which the SEA has
developed or will develop strategies and will support its LEAs in increasing
student access to key support staff within school buildings, including school
counselors, special education personnel, nurses, social workers, and psychologists
(e.g. hiring additional personnel or freeing up these staff to focus on providing
services to students).
The MDE has launched a behavioral telehealth project in response to mental
health concerns that may have been exacerbated by the COVID-19 pandemic.
The behavioral telehealth project will create an ecosystem of behavioral
healthcare delivery system within the school setting that provides mental and
behavioral health care to children and increase educator knowledge about
behavioral management techniques by providing access to specialized
behavioral healthcare providers. Also, the project will improve access to mental
health services by providing in-school mental and behavioral health therapy
appointments due to the COVID-19 pandemic.
Technical assistance has been provided on the use of funds to support
additional personnel who may provide direct services to students.
The MDE has awarded 25 School Nurse Grants in response to personal health
and safety concerns that may have been intensified by the COVID-19 pandemic.
The employment of additional school nurses puts medical staff on site and
provides for direct student interaction when needed. School nurse grants will
help combat Covid-19 by implementing a coordinated health services program
31
which includes nursing care, health education to students/staff, and other
services as needed by the recipients to combat COVID-19.
In addition, the MDE is providing additional supports for key support staff
through the revision of its Professional Growth System rubrics. The
Professional Growth Rubric for Special Education Teachers is cross-walked to
the High Leverage Practices; meanwhile, the Professional Growth Rubric for
Counselors is cross-walked to the American School Counselor Association
standards. Together, these rubrics are intended to provide administrators and
educators with an aligned focus on providing services to students.
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
The MDE will rely on district surveys to collection data regarding the use of
ARP ESSER funds, at least through the spring of 2022. The MDE is working
to update data collections to capture data related to use of ARP ESSER funds
as part of the monthly data reporting to the statewide SIS beginning in the
2022-23 school year.
i. Student learning, including the academic impact of lost instructional time
during the COVID-19 pandemic; state assessment but may not be
available; LEAs purchase their own benchmark assessments;
assessment waiver (tracking).
ii. Opportunity to learn measures
a. chronic absenteeism; student engagement; use of exclusionary
discipline;
32
b. access to and participation in advanced coursework;
c. access to technology, including educator access to professional
development on the effective use of technology;
d. access to high-quality educators;
e. access to school counselors, social workers, nurses, and school
psychologists (work area codes for counts of positions);
f. and results from student, parent, and/or educator surveys ;
iii. Fiscal data that is comparable across the State (e.g., per-pupil expenditures
at the LEA and school levels);
The MDE annually collects district and school-level expenditure
data through Mississippi Student Information System (MSIS). This
data is disaggregated by expenditure function, object, and source of
funding. This data is publicly available and provides the opportunity
to compare across LEAs and schools.
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g., summer
and afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary (please
refer to Appendix B of this template; final requirements will be
issued separately).
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
(e.g., by updating the SEA’s plan for monitoring funds and internal controls under
the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and
abuse; conducting random audits; or other tools). In this response, please describe
the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will
provide its LEAs with technical assistance in the anticipated areas of greatest
need.
The MDE Offices of Federal Programs and Grants Management will work
collaboratively to manage and monitor the Emergency Impact Aid grant
program. The Office of Federal Programs staff will manage the evaluation of
the subaward application and budget including any budget amendments,
monitoring the LEA’s implementation of the grant, and completing any
required grant reporting. The current Executive Director of Federal Programs
will be responsible for carrying out the grant responsibilities.
The Office of Grants Management will be responsible for distributing funds to
the approved subgrantee, processing its payments, and maintaining applicable
fiscal controls. The current Executive Director of Grants Management will be
responsible for overseeing the distribution of funds and management of
payments.
33
The Offices of Federal Programs and Grants Management will work with an
external vendor to increase the capacity for monitoring of all ESSER programs
which will include the development of the monitoring tool, corrective actions,
and training to the LEA.
34
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Click here to enter text.
Table 1
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
Add or change rows as needed
Number of All schools Offered to all Offered to Not offered
schools students some students
Remote or # # # #
online only
School # # # #
buildings open
with both
remote/online
and in-person
instruction
(hybrid)
School # # # #
buildings open
with full-time
in-person
instruction
To the extent data are available, please complete the above table for 1) all schools in the State,
and 2) separately for each instructional level (e.g., pre-kindergarten/elementary schools, middle
schools, high schools).
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
Add or change rows as needed
Number of Total Remote or Both Full-time in-
students enrollment online only remote/online person
and in-person instruction
instruction
(hybrid)
35
Number of Total Remote or Both Full-time in-
students enrollment online only remote/online person
and in-person instruction
instruction
(hybrid)
Students from # # # #
low-income
families
White, not # # # #
Hispanic
Black or # # # #
African
American, not
Hispanic
Hispanic, of # # # #
any race
Asian, not # # # #
Hispanic
American # # # #
Indian or
Alaskan
Native, not
Hispanic
Native # # # #
Hawaiian or
Pacific
Islander, not
Hispanic
Two or more # # # #
races, not
Hispanic
Race/Ethnicity # # # #
information not
available
English # # # #
learners
Children with # # # #
disabilities
Students # # # #
experiencing
homelessness
Children and # # # #
youth in foster
care
Migratory # # # #
students
36
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure
that its LEAs comply with, all reporting requirements at such time and in such manner and
containing such information as the Secretary may reasonably require, including on matters such
as:
• How the State is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the CDC
guidance related to mitigating COVID-19 in schools;
• Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and
maximize in-person instruction time, and advance equity and inclusivity in participation
in in-person instruction;
• Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
• SEA and LEA uses of funds to meet students’ social, emotional, and academic needs,
including through summer enrichment programming and other evidence-based
interventions, and how they advance equity for underserved students;
• SEA and LEA uses of funds to sustain and support access to early childhood education
programs;
• Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER
funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on
personnel, student learning, and budgeting at the school and district level);
• Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
• Requirements under the Federal Financial Accountability Transparency Act (“FFATA”);
and
• Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
37
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
• The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under the ARP
ESSER program or activity based on race, color, national origin, which includes a
person’s limited English proficiency or English learner status and a person’s actual or
perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-
discrimination obligations arise under Federal civil rights laws, including but not limited
to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of
1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of
1975. In addition, the SEA must comply with all regulations, guidelines, and standards
issued by the Department under any of these statutes;
• The SEA will comply with all ARP Act and other ARP ESSER requirements and all
requirements of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the
ARP Act, absent a waiver by the Secretary pursuant to section 2004(a)(2) of the
ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the
ARP Act, and ensuring its LEAs comply with the maintenance of equity provision
in section 2004(c) of the ARP Act (please note that the Department will provide
additional guidance on maintenance of equity shortly);
• The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner
and, to the extent practicable, not later than 60 days after the SEA receives ARP ESSER
funds (i.e., 60 days from the date the SEA receives each portion of its ARP ESSER
funds). An SEA that is not able to allocate such funds within 60 days because it is not
practicable (e.g., because of pre-existing State board approval requirements) will provide
an explanation to the Department within 30 days of receiving each portion of its ARP
ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner and the
SEA’s expected timeline for doing so;
• The SEA will implement evidence-based interventions as required under section 2001(f)
of the ARP Act and ensure its LEAs implement evidence-based interventions, as required
by section 2001(e)(1) of the ARP Act;
• The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
38
students from low-income families, students from racial or ethnic groups, gender, English
learners, children with disabilities, students experiencing homelessness, children and
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
39
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform steps the applicant proposes to take to
you about a new provision in the ensure equitable access to, and participation
Department of Educations General in, its Federally-assisted program for
Education Provisions Act ("GEPA") that students, teachers, and other program
applies to applicants for new grant awards beneficiaries with special needs. This
under Department programs. This provision provision allows applicants discretion in
is Section 427 of GEPA, enacted as part of developing the required description. The
the Improving America's Schools Act of statute highlights six types of barriers that
1994 (Public Law (P.L.) 103-382). can impede equitable access or participation:
gender, race, national origin, color,
To Whom Does This Provision Apply? disability, or age. Based on local
circumstances, you should determine
Section 427 of GEPA affects applicants for
whether these or other barriers may prevent
new grant awards under this program. ALL
your students, teachers, etc. from such
APPLICANTS FOR NEW AWARDS
access to, or participation in, the Federally-
MUST INCLUDE INFORMATION IN
funded project or activity. The description
THEIR APPLICATIONS TO ADDRESS
in your application of steps to be taken to
THIS NEW PROVISION IN ORDER TO
overcome these barriers need not be lengthy;
RECEIVE FUNDING UNDER THIS
you may provide a clear and succinct
PROGRAM.
description of how you plan to address those
(If this program is a State-formula grant barriers that are applicable to your
program, a State needs to provide this circumstances. In addition, the information
description only for projects or activities that may be provided in a single narrative, or, if
it carries out with funds reserved for State- appropriate, may be discussed in connection
level uses. In addition, local school districts with related topics in the application.
or other eligible applicants that apply to the
Section 427 is not intended to duplicate the
State for funding need to provide this
requirements of civil rights statutes, but
description in their applications to the State
rather to ensure that, in designing their
for funding. The State would be responsible
projects, applicants for Federal funds
for ensuring that the school district or other
address equity concerns that may affect the
local entity has submitted a sufficient
ability of certain potential beneficiaries to
section 427 statement as described below.)
fully participate in the project and to achieve
What Does This Provision Require? high standards. Consistent with program
requirements and its approved application,
Section 427 requires each applicant for an applicant may use the Federal funds
funds (other than an individual person) to awarded to it to eliminate barriers it
include in its application a description of the identifies.
40
What are Examples of How an Applicant
Might Satisfy the Requirement of This
Provision?
The following examples may help illustrate
how an applicant may comply with Section
427.
(1) An applicant that proposes to carry
out an adult literacy project serving,
among others, adults with limited
English proficiency, might describe in its
application how it intends to distribute a
brochure about the proposed project to
such potential participants in their native
language.
(2) An applicant that proposes to
develop instructional materials for
classroom use might describe how it will
make the materials available on audio
tape or in braille for students who are
blind.
(3) An applicant that proposes to carry
out a model science program for
secondary students and is concerned that
girls may be less likely than boys to
enroll in the course, might indicate how
it intends to conduct "outreach" efforts
to girls, to encourage their enrollment.
(4) An applicant that proposes a project
to increase school safety might describe
the special efforts it will take to address
concerns of lesbian, gay, bisexual, and
transgender students, and efforts to reach
out to and involve the families of LGBT
students.
We recognize that many applicants may
already be implementing effective steps to
ensure equity of access and participation in
their grant programs, and we appreciate your
cooperation in responding to the
requirements of this provision.
Click here to enter text.
41
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to
a collection of information unless such collection displays a valid OMB control number.
Public reporting burden for this collection of information is estimated to average 3 hours
per response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain
benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden, to
the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537
or email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
42
File and source
- File
- department-of-education-pdf-www-ed-gov-09fd85f928.pdf
- Size
- 753,704 bytes
- SHA-256
- 46dbe310263f9dcefa98406ee8fe3c5fab420371b790c248c07e17fa680801a1
- Original
- www.ed.gov