Cover Page, Grantee and Contact Information — ARP ESSER, Laurie Matzke, Assistant Superintendent
Summary
This is North Dakota's ARP ESSER state plan. Its cover page lists Laurie Matzke, Assistant Superintendent, as SEA contact and Kirsten Baesler, State Superintendent, with the date 06.07.2021. Under progress and promising practices, the North Dakota Department of Public Instruction highlights three strategies: the North Dakota Healthy Return to Learning team, free tutoring and online curriculum through Edmentum's Exact Path and Schoolhouse.world, and a focus on special education. The plan says two grant opportunities under ESSER I funding went to local special education units. It also describes a coalition of 25 members supporting social-emotional learning in K-12 workforce pathways.
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 0B58817540
- Case
- Department Of Education Pdf Www Ed Gov 0B58817540
Cite this document
“Cover Page, Grantee and Contact Information — ARP ESSER, Laurie Matzke, Assistant Superintendent.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-0b58817540/
, SHA-256 fd7c16e3a00770f8e1a748bc0fe3583099b6f76520aa0c31e4825723c1107761.Full text
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX):
SEA Contact: Laurie Matzke, Assistant Superintendent
Telephone: (701) 328-2284
Email address: lmatzke@nd.gov
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)
Kirsten Baesler, State Superintendent
Signature of Authorized SEA Representative Date:
06.07.2021
1
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.
• 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.
The North Dakota Department of Public Instruction has implemented numerous strategies
over the past year to support students during the pandemic. We have highlighted three
strategies below that we believe have been particularly beneficial in addressing student needs
across the state.
• Work as One Approach: The North Dakota Healthy Return to Learning (ND HRTL) team
is a diverse team of subject matter experts in public health and K12 education who
collaborate with state agencies and communities to provide resources, processes, and
strategies that schools, local public health and the state need to keep schools operating in
their dual mission of high-quality education for all students while ensuring public health.
Subject matter experts include a local physician experienced in infectious disease, a local
public health administrator, and an experienced K-12 school administrator being
supported by the NDDPI and ND Dept of Health (NDDoH).
The objective of this team is to ensure communication, preparation, and response
activities are timely and effective. The goal is to protect students and staff from the virus
so that educators can provide high quality service to all students. North Dakota is
fortunate to have skilled school administrators and health providers throughout the state
who work in their capacity to optimize students return to school in a safe way. As the
situation with COVID-19 evolves, we know there will be situations our education system
has never experienced before. The ND Healthy Return to Learning team was created to
help schools and local public health through these experiences.
The ND Healthy Return to Learning team collaborates with NDDPI, NDDoH, ND Dept
of Emergency Services (NDDES), and the ND National Guard
to create resources and accompanying tools for schools to utilize as they work through
the diverse scenarios they will encounter this school year.
Responsibilities: serve as key resource to school and LPH administration,
coordinate across state and regional supports, support state health and
education officials, respond to health and epidemiology questions as they
relate to K-12 settings, facilitate connections with NDDoH, LPH, NDDPI and
LEAs, and implement and refine ND Healthy Return to Learning Smart
School Response Guidance. They coordinated districtwide screening and
2
rapid testing for staff, students and school visitors. They also coordinated state
processes between school officials and local public health officials for contact
tracing.
While the Healthy Return to Learning team addressed the physical health needs of our
students it took many partners to Work As One to address the social emotional needs of our
students, staff and families.
The ND Education to Workforce Pathways through SEL Coalition exists to meet those
needs. In partnership with the South East Education Cooperative, NDDPI, NDDHS, the
Governor’s Office, and the Department of Commerce, the Central Region Education
Association leads a statewide coalition to break down barriers and support greater
implementation of SEL in the development of K-12 workforce pathways. The coalition
consists of 25 members representing diverse, cross-sector private, public, and non-profit
perspectives. This effort leverages SEL competencies to create greater opportunity for state-
level initiative alignment and cohesion, strengthening partnership between education and
business/industry, to build respect and shared responsibility in preparing students to become
Choice Ready.
Additionally the ND Full-Service Community Schools Consortium, supported by REAs,
LEAs, NDDPI, NDDoH and NDDHS is a group of schools actively partnering with
pipeline service partners and providers to serve as a neighborhood hub where comprehensive
supports are coordinated and provided for students and families through an integrated
approach in their local community.
All of these efforts will remain important to North Dakota’s efforts to fully recover from
COVID 19.
• Provide Free Tutoring, Online Curriculum in Math, Reading and Writing and Support to
North Dakota Students: As one of our key strategies, the NDDPI partnered with
Edmentum and Schoolhouse.World to provide free tutoring, resources and support to all
North Dakota students.
Exact Path: The NDDPI partnered with the ND Governor’s Office partnered
to ensure all schools had the tools they needed to address student learning and
the missed learning opportunities or gaps that may have occurred due to
COVID-19 disruptions. Part of their strategy was to offer Edmentum’s Exact
Path to all North Dakota K-12 students. Schools and districts across the state
could use this reading, writing and mathematics tool to help students catch up,
fill in learning gaps or even provide next level challenges – really providing
precision learning for ND students.
The online tool combines adaptive diagnostics with individualized instruction
and learning paths for K-12 students. After understanding a student’s level of
knowledge, a personalized learning pathway is created to ensure students
reach academic growth goals. North Dakota Exact Path was used in a variety
of learning environments – at home with families, in the classroom face to
face, hybrid and distance learning scenarios.
3
Schoolhouse.world: Through a memorandum of understanding (MOU) with
NDDPI, Schoolhouse.world has provided free tutoring for math (pre-algebra
through calculus), SAT prep, AP prep, and college applications through their
website: https://schoolhouse.world. Schoolhouse.world provides the
opportunity for students to participate in live, small-group tutoring sessions.
Tutoring can be used independently or to complement Khan Academy
lessons. Small-group, high-impact tutoring is immensely effective in closing
achievement gaps, and this partnership can be beneficial for students, as well
as for teachers and administrators. This free network is available to all North
Dakota schools and students.
• Focus on Special Education: As a result of consultation with the local special education
units within the state, and to address the identified need for COVID relief dollars, the
Department and the Office of Special Education provided two grant opportunities under
the ESSER I funding source to local special education units. The first opportunity was for
Early Childhood Special Education service needs due to COVID-19.
The funds were used by the local units to obtain resources that would have a direct
impact on families and young children with disabilities. The SEA worked with the local
special education units to best utilize funds based on individual program and population
needs. Funds are being used for Early Childhood assessment tools, evidence-based
emotional and behavioral supports and interventions for early childhood programs,
improved access to technology implementation, and linking home and school
partnerships.
A second funding opportunity was provided to the Special Education Units to address the
following: COVID-19 compensatory services, professional development and staff
training, positive emotional and evidence-based behavioral supports and
interventions, improved access to technology implementation, assessments to address
learning loss and recovery, linking home, school and community partnerships, and family
supports to promote continued engagement.
The Department frequently maintains and updates a resource site for educators, regarding
evidence-based practices and curriculums to address learning loss.
• 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.
North Dakota, just as all the other states, has many issues facing students and schools across
the state as a result of the COVID-19 pandemic. We have identified the three most critical
and widespread issues facing our state below.
• COVID Fatigue: The COVID-19 pandemic has certainly been hard on everyone and has
caused anxiety, stress, and fatigue universally around the globe. School personnel have
4
been particularly impacted by the pandemic. The majority of ND schools opened their
buildings for in-person learning in August/September 2020 while also teaching online for
families who chose that option for their students. Along with numerous safety concerns,
having to teach both in person and online has been challenging for staff. We continue to
get reports of COVID fatigue across the state. As schools prepare for summer, the vast
majority of them are interested in offering summer school and various camps to students.
However, due to the COVID fatigue, schools are having difficulty finding staff willing to
work a summer school program. In addition, students and families are tired from
attending a full school year in-person with COVID restrictions and appear less interested
in extending their learning opportunities over the summer month
• Equity gaps/Disparity in Learning: The state of North Dakota is extremely fortunate in
that the vast majority of our schools have had in person learning for the entire 2020-2021
school year. However, a significant concern statewide is the disparity in learning and
equity gaps for our most vulnerable learners. Whereas most students were able to quickly
adapt to the shift to distance learning, many of our at-risk learners struggled with the
distance learning format and the pure disruption of lives COVID 19 has caused. There is
evidence that the pandemic has put them further behind or at risk in their learning.
• Staff Shortages: Even before the COVID-19 pandemic began, North Dakota was
struggling with teacher shortages like many other states. The pandemic has further
exacerbated this problem. The stress of having to both teach in person and teach those
students who wanted to remain in a distance learning format has caused many teachers to
contemplate retiring earlier or making a career change.
• 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 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).
5
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.
Table A1.
Student group Highest priority needs
30% of students in ND are designated as low-income.
There were existing academic disparities even prior to
the pandemic, as 67% of low-income students compared
to 52% of all students remain novice or partially
Students from low-income families proficient in ELA. Math fares no better; While 56% of
all students are considered novice or partially
proficient, the number is 73% of low-income students.
Literacy and numeracy will continue to be a focus in
upcoming years.
Native American (NA) students in ND total more than
10% of all K-12 enrollment. There are disparities with
Students from each racial or ethnic our NA students in academics, lost instructional time,
background used by the State for reporting graduation/dropout rates, attendance and social-
purposes – please add a row for each racial or emotional due to the pandemic. Insights Dashboard
ethnic group (e.g., identifying disparities and 2019-2020 4-year Graduation Rate for NA students was
focusing on underserved student groups by 73% compared to the State at 89%. 2019-2020 Native
race/ethnicity) American Proficient- 21% in ELA compared to the State
at 47%.
Looking at historical state assessment data, males
have been less proficient and advanced with
achievement than females. In ELA (for 17-18 and 18-
19) the comparison is 54% and 52% for females and
40% and 41% for males. In Math the percentages for
the two achievement levels (proficient and advanced)
are very similar (female 44% and 44% and for male
Students by gender – please add a row for 44% and 45%). In historical ACT data we see the
each gender (e.g., identifying disparities and same trend, males and females similar in composite
focusing on underserved student groups by and math, but females noticeably scoring better in
gender) English and reading. When looking at EL assessment
data and proficiency, we also do not see much
difference between the performance of males and
females. Just a note, the sub-groups that are
discussed in other sections of this application do
reveal some trends, but nothing significant when
layering gender (beside the already mentioned
difference in Reading and language) when looking
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.
6
Student group Highest priority needs
across all other demographic. Chronic Absenteeism is
very close, with females at 12% and males at 11%.
Dropout rate also 1% point difference between male
and female.
In newly released interim assessment data, from the
soon to be public NWEA dashboard, (looking at
multiple grade levels) we do not see a significant
difference in math achievement between males and
females. Interesting, and directly conflicting from the
findings from the historic state assessment data,
males outperformed females in achievement when
looking across grade levels.
In summary, when compared to the other student
groups listed in this section, gender might be the most
irrelevant when searching for a priority. Multiple
data points reveal insignificant differences between
the two. Moving forward, exploring the contrasting
data from the state assessment data and the NWEA
data should be a priority. We will have another data
set to explore once state assessment data is available
via state file.
Approximately 4% of students in ND are designated as
English learners. There were existing academic
disparities even prior to the pandemic, as 85% of
English learner students, compared to 52% of all
students, remain novice or partially proficient in ELA.
Math is similar with 87% of English learners considered
novice or partially proficient, compared to 56% of all
students.
English learners Over the past year English learners in North Dakota
have missed a substantial amount of content due to
challenges with technology, study environment, and
language barriers. The greatest needs over the next year
to support English learners will be:
• Identifying and filling gaps in students’ content
knowledge
• Accelerating students’ English language
development to maximize their content knowledge
acquisition
Priorities – 1. Social-Emotional-reengagement to
impact positive outcomes for students with disabilities:
Data:
Children with disabilities 1. Disengagement impacting graduation rates and
dropout rates; Students identified as having an
Emotional Disturbance:
a. Their graduation rates were consistently
increasing in ND (43.3% to 52.1% to 56.6%).
7
Student group Highest priority needs
b. Then, the year the pandemic hit, when schools
were impacted for 2 months, graduation rates
dropped for the first time since 2016-17 for this
population of students (From 56.6% to 53%).
c. We are concerned about this for the 2020-21
school year.
1. A similar trend is noted for overall graduation
rates for students with disabilities.
a. Three year improving trend:(66.1% to
68.6% to 73.4%).
b. Then, the year the pandemic hit, the
graduation rate stagnated/dipped
(73.4% to 73.01%).
c. We are concerned about this for the
2020-21 school year.
2. The pattern for students with disabilities in ND
dropping out has been trending in the right
direction, even including last year. Having said
this, there is uncertainty around the data as
some students may have disengaged through
distance learning but were not officially
dropped out last year.
3. For students with ED, roughly 1/3 of students
with ED are reported as having dropped out
(29.1%). This is down from 39.4% in 2016-17.
Even so, we are less confident in what the data
will show this year (2020-21) as there have
been numerous anecdotal reports about ‘losing’
students/students disengaging during the
pandemic.
4. Postschool Outcomes survey data: Indicator14
of the Special Education State Performance
Plan data showed decreases in all three
measurement areas when comparing 2018-2019
data to 2019-2020 data. The percentage of
students enrolled in higher education
(measurement A) decreased slightly from
30.00% to 29.13%, the number of students in
Measurement B (higher education +
competitively employed) decreased over three
percentage points from 65.71% to 62.46%. The
number of students in Measurement C
(Measurement B + enrolled/employed in some
other training/job) decreased from 85% to
81.68%.
During the 2019–2020-year, former students (exiters)
were asked whether the Covid 19 pandemic affected
them in the employment area. Two questions centered
around this:
1. Were you laid off from your job as a result of
COVID-19? 22% of the exiters reported they
8
Student group Highest priority needs
were laid off, while 41% of them said they were
not laid off.
2. Were your hours reduced as a result of COVID-
19? 32% of the exiters responded that their
hours were reduced, while 60% reported hours
were not reduced.
In addition, exiters reported that it was hard to get a
job due to COVID-19. Another student who had dropped
out reported that he/she was going to pursue a GED but
due to COVID-19, it was delayed. Another student
stated that COVID-19 impacted his/her wish to attend a
post-secondary institution because he/she needed to test
out of high school classes first and was not able to do
so.
Priority area 2). Addressing the shortage of Special
Education and Related Services Personnel – As student
learning needs increase due to the challenges of the
COVID Pandemic and alternate learning modes, the
teacher shortages in ND will be a serious issue.
Data: According to NDDPI Special Education Child
Count, in 2010 there were 13,470 students with
disabilities, and over the past ten years that number has
continued to rise (see Figure 1). Enrollment data from
2018-2019 show that ND had 178 public school districts
and 113,649 students enrolled in 482 public schools
across the state (NDDPI, 2019). Of those students,
16,459 were identified as students with a disability
(NDDPI, 2019). These data show a gradually increasing
trend of students with disabilities.
Data on North Dakota Teacher shortage areas to the
USDOE indicates critical shortages in special education
professionals. Drilling down into the special education
teacher shortage data in ND, indicate there were 73.5
open special education teacher positions for the 2020-
21 school year. Special education units (SEUs) were
able to fill 43 of these positions with fully licensed
special education teachers, 13 were filled with a Plan-
on-File (less than fully credentialed), 3 with an
Alternate Access license, and 14.5 positions went
unfilled. (Terras, 2020a).
Only 21% of students experiencing homelessness are
proficient in Math and 25% in ELA. In addition, 39% of
homeless students are chronically absent. The equity
Students experiencing homelessness
gap in achievement and increasing student engagement
for students experiencing homelessness care is a priority
area.
Only 20% of students in foster care are proficient in
Children and youth in foster care Math and 36% in ELA. In addition, 22% of students in
foster care are chronically absent. The equity gap in
9
Student group Highest priority needs
achievement and increasing student engagement for
students in foster care is a priority.
The North Dakota Migrant Summer Program in 2020,
was carried out as a distance only program. We served
181 students throughout North Dakota. This was an
expansion of service area outside our face-to-face
program, we usually provide. COVID-19 created an
opportunity to reach students outside our normal busing
area.
The North Dakota migrant program instructional
component is limited to summers only. Normally state
assessment scores in language arts and math help
determine the greatest needs of our migrant students
and help determine the concern statements that target
instruction and other services of need. Due to the
COVID-19 pandemic, state assessments were not
available. As a result, ALTA (Applied Learning
Technology Associates), along with the CNA committee
identified general needs from baseline data and
examined concern statements to identify general areas
of potential high priority needs for migrant students
within the state. ALTA developed a data collection
format in which teachers could rate individual student
proficiency K-12, in language arts and math, in relation
to skills identified in North Dakota State Standards. Data
collection formats included demographic data on
Migratory students students, PFS status as well as English language
proficiency test scores (when available) Survey of
administrators, teachers and parents were also
considered. The Migrant Literacy Net reading screener
results were also used to determine these needs of
concern:
1. We are concerned that instruction for migrant
students in language arts may not be effectively
targeting the foundational skills necessary to
facilitate success at the appropriate grade levels
to ensure that students are acquiring the basic
building blocks necessary to master reading and
writing. ANALYSIS: Due to COVID-19 state
assessments were unavailable. State
assessments are not given during the summer
program, so those scores considered would be
only for students who were in the state at the
time of the assessment. 2019 scores showed all
students between novice and partial proficiency
that took the reading assessment.
5. We are concerned that instruction for migrant
students in mathematics may not be effectively
targeting the foundational skills necessary to
facilitate success at the appropriate grade levels
to ensure that students are acquiring the basic
10
Student group Highest priority needs
building blocks necessary to master
mathematics. ANALYSIS: As with
reading/language arts, state assessments in
math were not administered in 2020. Scores in
mathematics were available for 54 migrant
students in 2019. There are no academic year
programs receiving migrant funding, and
assessments are not administered during
summer. 53 migrant students completing the
2019 assessment, scored between novice and
partially proficient.
6. We are concerned that there is a low graduation
rate and retention rate for migrant students in
North Dakota, and there is a need to identify the
most effective research-based instructional
programs and strategies to increase graduation
rates for migrant students, particularly for those
that are priority for service students.
7. ANALYSIS: Data was collected of teacher
ratings of student performance for secondary
students (9-12) for language arts (N=40) and
Mathematics (N=40). The overall mean
proficiency rating in grades 9-12 for language
arts on the 4-point state proficiency rubric
(4=advanced, 3=proficient, 2=partially
proficient, 1-novice) was 2.66 (partially
proficient). The overall mean for students
grades 9-12 for mathematics was 2.68 (partially
proficient).
8. We are concerned that issues such as the need
for other services for families and students may
be affecting the ability of migratory children to
effectively participate in school and achieve
proficiency in core content. (reading, math, etc.)
ANALYSIS: Data was collected to identify the
need for other services that may be affecting the
ability of migrant students to be successful in
school from a variety of sources (the
administrator/teacher survey, parent surveys
and a survey to indicate school readiness as
well as English language proficiency scores.
The group which most closely represents migrant
students in North Dakota are the English Learners.
Therefore, the performance targets related to language
arts and math proficiency for migrant students reflect
similar goals as the state goals for English Learners
(EL). Due to the pandemic, measurable program
outcomes were revised based on the performance
targets above. Measurable Outcomes:
1. Reading Comprehension: Proficiency in
reading comprehension will increase by an
11
Student group Highest priority needs
average of 6% per year for all migrant students
targeted for reading instruction in the summer,
based on state assessment results or teacher
ratings and/or other assessments of student
performance in relation to state content
standards.
2. Writing: Proficiency in writing will increase by
an average of 6% per year for all migrant
students targeted for writing instruction in the
summer, based on state assessment results or
teacher ratings and/or other assessments of
student performance in relation to state content
standards.
3. Principles of Language: Proficiency in these
discreet skills will increase by an average of 6%
per year for all migrant students targeted for
reading instruction in the summer, based on
state assessment results or teacher ratings
and/or other assessments of student
performance in relation to state content
standards.
4. Research Process in Proficiency in research in
the process of reading will increase by an
average of 6% per year for all migrant students
targeted for reading instruction in the summer,
based on state assessment results or teacher
ratings and/or other assessments of student
performance in relation to state content
standards.
5. Number Sense & Basic Operations in Math:
Proficiency in number sense and operation will
increase by an average of 6% per year for all
migrant students targeted for math instruction
in the summer., based on state assessment
results or teacher ratings and/or other
assessments of student performance in relation
to state content standards.
6. Algebra, Patterns and Functions: Proficiency in
algebra, patterns and functions will increase by
an average of 6% per year for all migrant
students targeted for math instruction in the
summer based on state assessment results or
teacher ratings and/or other assessments of
student performance in relation to state content
standards.
7. Geometry and Spatial Relations: Proficiency in
geometry and spatial relations will increase by
an average of 6% per year for all migrant
students targeted for math instruction in the
summer based on state assessment results or
teacher ratings and/or other assessment of
12
Student group Highest priority needs
student performance in relation to state content
standards.
8. Data Analysis, Statistics and Probability:
Proficiency in data analysis, statistics and
probability will increase by an average of 6%
per year for all migrant students targeted for
math instruction in the summer based on state
assessment results or teacher ratings and/or
other assessments of student performance in
relation to state content standards.
9. Overcoming Academic Barriers to Graduation:
80% of migrant students targeted for reading,
math, and English language instruction in the
summer program will demonstrate progress
toward mastery in reading, math and English
language fluency based on teacher ratings
and/or other assessments of student
performance in order to facilitate progress
towards high school graduation.
10. Effective Staff Development to Facilitate
English Language Proficiency: 80% of staff will
report that ESL training prior to the summer
program to be effective in assisting teachers to
work with EL students.
11. Coordinate with other agencies to provide
effective health services for all summer program
students to assist in overcoming health related
barriers to academic progress. 80% migrant
parents and staff will rate the summer health
program effective in providing health services
to students which facilitate student academic
success.
12. Enhance migrant parent involvement in the
education of their children in reading and
mathematics: 80% of parents who participate in
the Migrant Parent Empowerment consortium
parent involvement activities will report that the
program was effective in assisting them to help
their children to learn to read and be proficient
in math.
Ways we plan to address the needs this year:
1. Implement tutoring and small group instruction
in the Fall and Spring of regular school year.
2. Utilize instructional materials specifically
designed for migrant students from the Migrant
Literacy NET, including lesson plans and online
tutorials.
3. Develop individual learning plans for all
priority for service students.
4. Utilize bilingual and bicultural staff whenever
possible for instruction.
13
Student group Highest priority needs
5. Target writing and reading comprehension
instruction for all migrant students.
6. Target number sense, basic operations as well
as algebra, patterns, and functions instruction
for K-4 migrant students in math.
7. Target algebra, patterns and functions and
measurement for students in grade 5-12 in
math.
8. Utilize the electronic graduation plans
specifically designed for migrant students on the
Migrant Literacy NET to assist secondary
migrant students to overcome barriers to
graduation.
9. Provide training to all staff teaching in the
summer program on the use of ESL strategies
with EL students.
10. Collaborate with the MPEC consortium to
identify and train parent advocates and provide
parent training in the use of the MLN resources
to facilitate student success.
11. Utilize course date from MSIX and other
sources as well as transcripts to transfer date
from high school to high school.
12. Utilize the P.A.S.S. program to fill in credit
accrual gaps.
13. Expand the summer migrant program to provide
academic service4 sin spring/or fall when
feasible to meet the needs of migrant students.
14. Coordinate with external agencies or provide a
summer health fair to meet student needs
targeting vision, hearing, dental and physical
assessment.
15. All services provided must utilize strategies and
precautions required by the COVID-19
pandemic. When possible, distance education
options will be used for instruction for migrant
students. For districts that have returned to
onsite instruction rigorous safety precautions
should be maintained (sanitizing classrooms,
wearing masks, and appropriate social
distancing.
At-risk subgroups such as those served by Neglected
Other groups of students identified by the and Delinquent programs, those suffering from chronic
State (e.g., youth involved in the criminal absenteeism, and transient students have missed the
justice system, students who have missed the most in-person instruction. The NDDPI has a variety of
most in-person instruction during the 2019- data metrics to track these areas, and efforts have been
2020 and 2020-2021 school years, students made to increase statewide guidance in Credit Accrual
who did not consistently participate in remote and Recovery, as a high-priority need in many at-risk
instruction when offered during school groups is the ability to earn and recover credit. In
building closures, LGBTQ+ students) addition, effective transitions between and among
districts is a high-priority need area, and efforts are
14
Student group Highest priority needs
being made to increase communication, evaluate/track
student outcomes, and improve guidance to the field.
• 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 diagnosing areas of need, including data on the
academic, social, emotional, and mental health impacts of lost instructional time.
As detailed in Executive Order 2020-38, all school districts were required to have a Distance
Learning Plan and offer students the opportunity to participate in
distance instruction during the 2020-2021 school year. The order also required NDDPI to
evaluate the implementation of distance learning occurring across the state to ensure continuity
of education for all students. In the fall of 2020, NDDPI consulted with the following
partnerships to create an evaluation process: ND United (teacher’s union) ND Council of
Educational Leaders (administrators’ and directors’ association), ND School Board
Association, ND University System, and the governor’s office. To continue this evaluation of
distance learning across North Dakota, the Governor’s Office and NDDPI conducted a survey for
all parents, families, and students enrolled in public K-12 schools to provide feedback about
student school experiences, specific to distance learning, between August 2020 and February
2021. The survey is a collaborative project between the Department of Public Instruction and the
North Dakota University System and provides students and their families an opportunity to
express how North Dakota’s public education system worked for them during the COVID-19
pandemic. This information was important to pinpoint successes and areas of
improvement. Currently, the NDDPI is in the process of collecting this data from ND educators,
as well. The NDDPI, partnering again with the ND University System, is seeking feedback from
licensed school/ district personnel, as well as paraprofessionals with instructional
responsibilities, about the education experience from August 2020 to March 2021. This survey
was sent directly to each educator in their school email, with each respondent receiving a unique
link. All responses will be combined and summarized, so no individual's responses will be
identifiable in any report and will only be accessed by a researcher. This information will be
another data point in which the NDDPI will continually use to strengthen the support to schools.
One of the most important data points to be considered is attendance and engagement. It is
important for a school/district, that was using distance education or hybrid, to consider (for each
student) the frequency in which the student was attending and engaged. Another factor that
needs to be considered is the opportunity to learn data (OTL). Other parts of this document
touch on these data points as well, examples would be access to technology, high speed internet,
time with educators, mode of instruction, etc. It is important that when considering impact data,
that it is not looked at with a narrowed lens. In ND, we did move forward with our statewide
summative assessment and have a participation rate that is, relatively speaking, high (roughly
about 92%). We know that we need to communicate results delicately and highlight that all
sources of data need to be considered when trying to diagnose impact. We are also in a unique
situation with the number of schools that were able to educate almost completely face-to-face for
a large portion of the school year. Starting with the largest grain size, the NDSA results and
Individual Student Reports are currently available to districts and schools. These include
15
breakdowns in each subject area and down to the core concept layers. In the overall look (Total)
view – a scale score is available, and a Lexile/Quantile measure is included.
We have developed information relating to Lexile and Quantile scores that can be directly used
by parents, families, and educators. Communicating to the field that this data can give a broad
view of student achievement via grade level expectations and general view of student proficiency
in relation to the standards is important. This set of data can also be broken down by student
groups and evaluating overall trends can shine a light on areas to start to explore with smaller
grain size evaluation/diagnosing tools/data. NDDPI has also encouraged the continued use of
interim/benchmark assessments to evaluate relative performance and monitor progress/current
status. With no NDSA administered last school year, an emphasis was placed on trying to
administer this level of assessment (most likely largest grain size and only assessment given to a
certain grade level of students in a district). All the forms of formative assessment coming from
the classroom and teacher level are extremely important and this plays into the attendance and
engagement data. A teacher’s feel for their class and individual student’s progress is hard to
quantify or standardize but can be vital to diagnosing areas of need. Lastly, the addition or use
of an efficient diagnostic assessment can give focused data on existing knowledge and skills and
if using tiers of support or placing in programs for assisting in areas of need these small grain
size assessments can be very effective. Once again, we want to reiterate that the focus needs to
be on informing improvement planning, finding areas of need, and improving student learning.
It will be important to remind and communicate that just because school continued typically or
close to typically, does not mean there was not an effect on learning or impact in another area
such as social or emotional learning. Spending time and putting forth an effort to really focus in
on impact now will pay dividends as we progress forward.
The NDDPI partners with Regional Education Associations to provide training to districts that
are interested in making a change to their entire system using a Multi-Tiered System of Supports
(NDMTSS) that is based upon data collected from the district to address their specific needs. A
district might find their greatest need is in either academics, behavior or social emotional
learning. The district may opt to begin to create a system in either one of the identified need
areas or may opt to develop a system in a couple different areas. Prior to creating their system,
the district is asked to complete an evaluation to determine where they are currently functioning.
The information also leads the district team to determine where they want to go and where their
areas of greatest need lie. Once the districts needs and wishes are identified, state and national
presenters assist in developing pathways to create a multi-tiered system supports that leads to
improvement for administrators, teachers, and student outcomes within the district.
NDMTSS is a framework to provide all students with the best opportunities to succeed
academically, socially, emotionally, and behaviorally in school. NDMTSS focuses on providing
high-quality instruction and interventions matched to student need, monitoring progress
frequently to make decisions about changes in instruction or goals. Data are used to allocate
resources to improve student learning and support staff implementation of effective practices.
Due to the pandemic, NDMTSS training began to be offered virtually. Virtual training has
offered a way to reach out to more school districts interested in advancing their academic,
behavioral, or social emotional learning system. NDMTSS training is provided over multiple
sessions and provides the opportunity to partake in coaching calls and walk-throughs by both
national and state presenters knowledgeable in their area of expertise (academic, behavior, social
16
emotional) to increase the likelihood the district’s system will lead to increased student
performance in either academics, behavior, or social emotional learning.
• 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.
NDDPI Website - Scroll down and Click on” Insights” on the
tile called DASHBOARD. Then click Explore Public K-12, then
click Statewide Education Data, then click Students, then click
Enrollment, then click Demographics for the state results. See
more info below.
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 on the home page of the
NDDPI Website - Scroll down and Click on” Insights” on the
tile called DASHBOARD. Then click Explore Public K-12, then
click Statewide Education Data, then click Students, then click
Enrollment, then click Demographics for the state results. See
more info below.
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. On the home page of the
NDDPI Website - Scroll down and Click on” Insights” on the
tile called DASHBOARD. Then click Explore Public K-12, then
click Statewide Education Data, then click Students, then click
Attendance Rate, then click Demographics for the state results.
See more info below.
5 i (a) Mode of Instruction Answer: The North Dakota Department of Public Instruction, along
with the North Dakota Information Technology Department, EduTech/PowerSchool all worked
together to create a spot on the North Dakota “Insights” Dashboard which shows the daily
School, District and State Learning Environment.
Link: https://insights.nd.gov/Education/School/COVID/0500110333
It was a collaborative effort as PowerSchool had to create a spot on their platform to enter the
daily information for each student if they were going Face to Face, Hybrid or Distance
Learning. That data was sent to the North Dakota SLDS on a nightly basis through vertical
reporting. The next day the results would be shown on “Insights.”
17
Users can hover over the School Learning Environment over Time by Student Count or by
School Learning Environment over Time by Percent of Total Students and see the results for
each school day. At the very bottom you can see the Total Student Enrollment for the current
day. The attendance feature of the dashboard began Sept. 15, 2020 and ended May 13. Data will
stay on the dashboard indefinitely.
5 i (b) Enrollment Answer: 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 On the home page of the
NDDPI Website - Scroll down and click on ”Insights” on the tile called DASHBOARD. Then
click Explore Public K-12, then click Statewide Education Data, then click Students, then click
Enrollment, then click Demographics for the state results.
NOTE: Disaggregated data will be available on June 21.
5 i (c) Attendance Answer: On the home page of the NDDPI Website - Scroll down and Click on
”Insights” on the tile called DASHBOARD. Then click Explore Public K-12, then click
Statewide Education Data, then click Students, then click Attendance Rate, then click
Demographics for the state results.
Example: Below is an example of School Learning Environment over Time by Count, Percent
and Attendance in order on North Dakota Education Dashboard:
Count (May 13, 2021):
18
Percent (May 13, 2021):
Attendance (May 13, 2021):
19
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.
Data is available on the Insights Dashboard mentioned above.
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.
This year’s summer school session and 2021-2022 school year will be face-to-face as the
Governor’s Executive Order that allowed distance learning has been rescinded. Legislation
passed in the 2021 legislative assembly allows schools and districts with existing physical plants
the authority to provide distance learning through the creation of a new plant called Virtual
Academies designed exclusively to deliver virtual learning. Public school districts will receive
funding formula payments for each student enrolled in these virtual academies at the same rate
as students enrolled in physical plants.
This academy must abide by all school approval North Dakota Century Code laws in the state of
North Dakota. House Bill 1388 outlines virtual schooling for the next year.
20
In addition, districts may conduct distance learning in the case of weather or other condition if
they have a School Board policy outlining such distance learning. House Bill 1232 outlines this
procedure.
If a district does not create a virtual academy to exist with its physical plants, the default is for
all schools to offer face-to-face instruction for the 2021-2022 school year.
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.
• 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.
Complete the table below, adding rows as necessary, or provide a narrative description.
In North Dakota, the vast majority of our schools returned to in-person learning in
August/September 2020, at the beginning of our 2020-2021 school year. One of the most
successful strategies employed in our state was the creation of a “Healthy Return to Learning
Team.” (HRTL). The NDDPI will continue to fully support the HRTL team through the
upcoming school years as needed.
Healthy Return to Learning Smart School Response Guidance Document and
supporting material
Overall goal guiding the team was the safe return to in-person instruction. This was
coordinated with many partners (NDDPI, NDDoH, NDDHS, NDDES, ND National Guard,
Governor’s Office, legislators) to develop and refine processes, procedures, and guidelines
to:
• Implement effective mitigation strategies
• Place a strong emphasis on universal masking as the most effective strategy to return kids
to school
• Effectively track and monitor COVID cases and closes contacts
• Differentiation in academic day and extracurricular activities to understand impact and
spread
21
• Develop guidelines to assist in the determination of building closures
• Develop a public K-12 COVID dashboard to more effectively monitor impact in a more
transparent way
• Focus on risk-informed decision making that considered the whole picture of student
academics, well-being, and safety
• Implement COVID screening program for school staff
Evaluated data and most current published research to inform decision making and
focus:
• Generated mask to mask quarantine exemption idea and pushed for adoption
• Determined hybrid model not ideal for reducing transmission and educated schools on
best options
• Pushed away from community level spread being the trigger to close schools
• Untangled the community and school spread level correlation
Town Halls and Debriefing Emails helped schools and local public health progressively
navigate the ever-changing COVID landscape to return to in-person instruction. Weekly
sessions provided education, lessons learned, and next steps that were current, relevant,
factual, and easy to access when the content was needed. We believe engaging schools in this
format provided a forum for questions and regular information that helped schools cut
through the myriad of information available to focus on what really moved them forward
toward or to maintain in-person learning.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing of masks The NDDoH developed procedure guidance for
facemask use including safety practices, procedures
for donning and doffing a facemask, etc. State and
local agencies worked collaboratively to
communicate with K-12 administrators and staff
regarding the correct wearing of masks.
Physical distancing (e.g., including use of Member’s from the Governor’s Office staff, NDDoH,
cohorts/podding) NDDPI, and LPHUs developed consistent messaging
about the need for people to practice physical
distancing, social distancing and limit large
gatherings. The use of pods and cohorts was
encouraged in the K-12 schools as a way to decrease
spread. The schools were also strongly encouraged
to utilize additional space, if available, to reduce
class sizes. Lunchroom practices regarding physical
distancing were also addressed.
Handwashing and respiratory etiquette The NDDoH, NDDPI, and LPHUs worked as
partners to raise awareness about preventing and
stopping the spread of infections. Handwashing
techniques were communicated broadly as the easiest
way to prevent germs, etc. from entering the body
and making one sick. NDDoH created a website on
22
Mitigation strategy SEA response
preventing COVID-19. It included various social
media cover photos, door signs, posters, and more.
Cleaning and maintaining healthy facilities, The Healthy Return to Learning Team invited the ND
including improving ventilation Safety Council to present information during a Town
Hall Meeting regarding maintaining healthy
facilities, including information on improving
ventilation and HVAC modifications. The Town Hall
video recordings were made available to all ND
administrators, School Board members, LPHU’s,
and educators.
Contact tracing in combination with isolation The NDDoH developed a system for contact tracing
and quarantine, in collaboration with the for all individuals who tested positive for COVID-19.
State, local, territorial, or Tribal health NDDoH, NDDPI and LPHUs worked
departments collaboratively to assist K-12 schools and Tribal
schools in the contact tracing efforts. The State and
local agencies also collaborated to provide guidance
for quarantine and mask use; the quarantine
guidance was updated to provide exception for close
contacts who were wearing masks. When the positive
case and the close contact have both been wearing a
face covering consistently and correctly for the entire
time, the close contact did not need to self-
quarantine at home. This allowed 24,641 mask-to-
mask contacts to remain in school for in-person
learning vs. having to quarantine at home for lengthy
periods of time.
Diagnostic and screening testing The ND Department of Emergency Services and the
NDDoH developed a plan/strategy for promoting a
BinaxNow screening model. K-12 schools interested
in offering the screening on-site completed a
checklist that showed what the schools had to do on
their end to be approved. Once the checklist was
completed the on-site or video conference training
was scheduled. Initially, most of the training was
done by ND’s National Guard partners. Later into
the program, the NDDoH also provided training.
The first pilot projects with local public health
support were done in November. In December
approximately 20 schools began independent
screening programs. Then in mid-January, following
some security enhancements to the software systems
(Dynamics), The outreach team was able to start to
bring on any schools that were interested and willing
to implement the program.
A summary of other things that went into setting up
the program included:
• Assessment of school needs
• Assessment of school, local,
and state resources
23
Mitigation strategy SEA response
• Assessment of federal and
state legal
implications/barriers
• State Health Officer orders
• Definition of processes and
procedures
• School criteria and responsibilities
• Safety
• Ordering
• Reporting
• Training of staff
• Monitoring of screening
results and contact tracing
Efforts to provide vaccinations to educators, When the vaccines first became available in ND,
other staff, and students, if eligible vaccine priority groups were established. Employees
of preschools and K-12 schools were in Phase 1B.
NDDPI worked together with NDDoH and ND
United Teachers’ Union and LEAs to communicate
with educators about the vaccination phases, as soon
as the vaccines were available to them. Educational
staff were encouraged to get vaccinated. A COVID
Vaccine Locator was developed by the NDDOH to
assist individuals in identifying vaccine availability
near them. A vaccine video resource library was
developed and included resources/videos on a variety
of topics including: COVID-19 updates and
information on what professionals need to know,
info. on the efficacy of Pfizer and Moderna Vaccines
in clinical trials, etc. A website was also created on
Testing and Care. This site included testing
locations, community test results, information on
rapid antigen screening for K-12, Private, and Tribal
Schools (for faculty only). Weekly reports provided to
NDDPI and HRTL team from NDDoH on the number
of teachers and staff vaccinated in each school
building.
Appropriate accommodations for children The ND Human Services awarded funding to support
with disabilities with respect to the health the state’s behavioral health response to the COVID-
and safety policies 19 pandemic. The Human Services’ Behavioral
Health Division created a website the included
information on taking care of mental health, mental
health treatment services, assistance with finding
resources, and information for educators.
The NDDPI Office of Special Education developed a
website designed to share information to help
schools, educators, students, parents and caregivers.
24
Mitigation strategy SEA response
The site addressed topics such as: school reentry
considerations for special education; implementation
guidance (e.g. altered face mask guidance); parent
guidance and resources.
Weekly calls were held with NDDPI Special
Education Office and local special education unit
directors.
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;
The Healthy Return to Learning Smart School Response Guidance.
Each of the 482 school buildings was required to identify their COVID 19 Point of Contact.
Our initial, early determination that mask to mask contact with a positive case did not require
the contact to stay home, but rather, to self monitor, social distance, and remain masked
while in school was crucial to maintaining in person attendance and did not result in disease
spread. The contact tracers kept track of all such incidents and worked with the school
contacts to manage them.
The Healthy Return to Learning Team conducted listening sessions with schools that were
being impacted heavily in their communities, and with schools that were suffering relatively
few effects. We compiled the experiences and strategies being reported and shared them
among all our schools via electronic town halls and follow-up briefing emails.
Development of the insightsnd.gov dashboard to track learning models and student
attendance.
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
Our partners in the State Health Department kept in frequent contact with CDC and HHS as
our policies and their directives evolved. The idea to equate mask use with altered quarantine
requirements came directly from Dr. Redfield, the then-Director of CDC. Additionally, we
sponsored CDC scientists to deliver content to our schools via the electronic town hall.
All schools who opted in to the Binax testing program received funding and implementation
assistance from the State Dept. of Health, the National Guard, and the Dept. of Public
25
Instruction. The Superintendent of the Dept. of Public Instruction took on the role of
supervisor for the CLIA waiver.
iv. Any guidance, professional learning, and technical assistance opportunities the
SEA will make available to its LEAs.
The NDDPI is encouraging and supporting efforts of LEAs to adopt and commit to five
principles to guide their spending; including development of and commitment to a multi-year
spending plan.
• Multi-year Spending Plan - This will help them avoid recurring costs and a
financial cliff in 2024. It will also help LEAs maintain a long term financial
forecast. For example:
i. LEAs should plan to spend 40% of funds in the 21-22 school year to
expand, scale out and serve more students with proven programs and
strategies existing in their schools. Enroll more students in summer
learning; hire more instructional coaches and high impact tutors to
serve more students, open and staff more out-of-school time
programs in more of your schools to serve more students. This will
meet the most immediate needs of accelerated learning recovery with
proven programs.
ii. LEAs should plant to spend 30% of funds in the SY22-23 school
year to explore ideas, programs and innovations they believe may
provide high impact results but they never had funds to explore
before.
iii. SY23-24 20% of funding should be used to maintain the proven
programs and serve the remaining needs of learning recovery.
iv. SY24-25 10% of funding should be used to supplement state and
other federal funding sources to maintain effective programs
• Seek targeted investments to increase learning time for students who need it
most
• Identify and report how equitably funds are distributed across all schools in a
district.
• Honor the promise to taxpayers to focus on students and relief
• Be transparent and ensure broad participation in spending decisions
i. Engage parents, students, communities and especially boards on
spending choices
ii. Have building principals gauge whether investments match students’
needs with feasibility of success
iii. Apply proper procurement protocols
iv. Publicly communicate all investments, providers and intended
benefits
Evaluation of and Implementing Accelerated Learning Recovery
The NDDPI has made the Priority Standards tool and training available to SEAs free of
charge to evaluate learning loss and to implement strategies to address them. This is being
offered through the curriculum specialists at the Regional Educational Cooperatives, and is in
two parts: the first is a short term, simplified offering to assist the schools this year in
evaluating and implementing a smaller number of strategies, and to get them up and running.
26
Second will be a longer term (one to two years) implementation of a more complete and
extensive program. Webinars and town halls have been held already with the schools who
opted in, covering these areas of implementation:
• Supporting new teachers
• Transferring the ELA and Math strategies to also support Science teachers
• Beginning this work with staff this summer
• Revising existing curriculum guides to include the priority standards
• The transition to standards-based report cards
• How this work plays into choosing new curriculum resources
• How the priority standards can support transient students
• Planning 2021-2022 professional development
As stated above, this work will continue into the next school year and beyond.
Access to High-Quality Professional Learning via LINCspring: The NDDPI is committed
to the continued growth and support of North Dakota educators. The NDDPI contracted
with Cognia™ to provide all North Dakota educators access to high quality, proven
professional learning content, practical resources, and coaching support via the online
coaching and professional learning platform, LINCspring.
LINCspring provides online access to expert coaches, over 65 asynchronous learning
modules, and dozens of real-time learning events to support teachers in the development of
high-quality blended, remote, and hybrid learning experiences. By providing statewide
access, NDDPI ensures equitable support of teaching and learning. These resources provide
educators with personalized, immediate, ongoing, and on-demand support for improving
instruction.
Online workshops and e-learning modules support the work of teachers, principals, district
leaders, coaches, and regional education associations as they collaborate to develop equitable
classrooms with student-centered learning.
Webinars, Trainings, and Legislation: The NDDPI has been conducting ongoing webinars
and convenings with educators to explore issues such as addressing learning loss, best
practices in utilizing ESSER funding, etc. In addition, the NDDPI has been partnering with
legislators on ways to enhance and incentivize best practices by codifying in law a report
requirement which states that school districts receiving funds will report to
NDDPI information regarding learning losses of students identified within the district,
including subgroup gaps; school district plans to accelerate learning recovery for all students,
including closing subgroup gaps; uses of funds; and the impact expenditures had on
accelerating the learning recovery for the districts' students. The first school district report
must be submitted to the superintendent of public instruction by December 1, 2021.
• 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/
27
(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;
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 NDDPI has been providing training and information to LEAs on the requirements
outlined in the ARP since before it was even enacted by President Biden on March 11, 2021.
We have used multiple strategies, as outlined below, to inform LEAs about the “Safe Return
to In-Person Instruction and Continuity of Services Plan” requirements.
COVID Funding Training Series
The NDDPI is conducting a “COVID Funding Training Series”, which highlights the key
provisions within law. These training series will continue throughout the summer. Following
each training the recording and PowerPoint are posted on our website for those educators
who were unable to attend. The training schedule is available here. Many of these trainings
have discussed the requirement regarding the “Return to In-Person Instruction and Continuity
of Services” plan.
Frequent Communication
The NDDPI publishes a “Weekly Blast” that shares key information with North Dakota
educators. Each week, from the inception of the pandemic on March 2020, this weekly
communication shared key information and updates regarding ESSER funding. This
communication has a broad audience and was an opportunity to share crucial ESSER
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.
28
information with the field. Frequent reminders regarding the “Return to In-Person Instruction
and Continuity of Services” plan requirements are published.
ESSER II/III Application/Guidance
The ESSER III LEA application requires districts to complete a narrative outlining how they
will meet the requirements for the plan. Trainings were held to go through the application.
The trainings and guidance reiterated the importance of addressing the requirement to have
their “Return to In-Person Instruction and Continuity of Services” plan posted within thirty
days of receiving their ESSER III funds.
Statewide Convening
On June 3, 2021, the North Dakota Council of Educational Leaders, in collaboration with the
NDDPI and the ND School Boards Association, held a statewide convening to discuss
ESSER requirements and brainstorm ideas on the potential use of ESSER funding. This
convening had close to 100% participation from all North Dakota school districts. Each
district was required to send a team consisting of the superintendent, business manager, and
school board president. This convening was an opportunity to discuss the requirement for all
districts to have a “Return to In-Person Instruction and Continuity of Services” plan posted
on their website.
ESSER Monitoring
The NDDPI recognizes that there are a multitude of state and federal regulations that LEAs
must adhere to regarding the ESSER II and III funding. With that in mind, we have created a
multi-layered monitoring process with regard to the ESSER requirements. The NDDPI
intends to contract with three to four individuals experienced in K12 education to conduct
ESSER desk monitoring. Part of the ESSER monitoring will include a review of how
districts engaged their stakeholders on the development of their “Return to In-Person
Instruction and Continuity of Services” plan.
The following guidance was shared with LEAs on multiple occasions:
Return to In-Person Instruction and Continuity of Services Plan
Section 2001(i) of the American Reserve Plan (ARP) requires all LEAs receiving ARP
ESSER funds, within thirty days of receiving the funds, to make publicly available on its
website a plan for the safe return to in-person instruction and continuity of services. Before
making the plan publicly available, the LEA must seek public comment on the plan and take
such input into consideration.
Due Date
• The NDDPI made the ESSER III funds available to LEAs by May 24, 2021, which
means they have access to their signed grant award/contract. Therefore, thirty days from
May 24 is the deadline by which all districts must have their plan posted on their website,
which is June 24, 2021.
The Plan must Address the Following
• Describes how the LEA will ensure continuity of services
29
• Addresses the students’ academic needs, and students and staff social emotional, mental
health, and other needs, which may include student health and food services
• Describe the extent to which the LEA has adopted policies and description of any such
policies on each of the strategies listed below:
o Universal and correct wearing of masks
o Physical distancing (e.g., including use of cohorts/podding)
o Handwashing and respiratory etiquette
o Cleaning and maintain healthy facilities, including improving ventilation.
o Contact tracing in combination with isolation and quarantine e, in collaboration
with the State, local, territorial, or Tribal health departments
o Diagnostic and screening testing
o Efforts to provide vaccinations to educators, other staff, and students, if eligible
o Appropriate accommodations for children with disabilities with respect to the
health and safety policies
Additional Requirement
• Districts need to update the In-Person Instruction and Continuity of Services Plan at least
every six months through September 20, 2024, and must seek ongoing public input on the
plan.
• Even if districts claim all of their ESSER III funding, the requirement to update this plan
every six months still applies.
The NDDPI believes that all of the actions taken that we have just outlined clearly
demonstrate how we will ensure LEAs receiving ARP funds meet the requirements in section
2001(i) of the ARP Act.
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.
• 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;
30
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.
From the beginning of the pandemic, North Dakota has maintained a strong focus on
collaboration and consultation with many stakeholder groups. Listed below is a summary of
some of the various groups we collaborated with to get input:
Accelerated Learning Recovery: On Thursday, February 11, 2021, a group of
approximately forty stakeholders representing various educational institutions convened to
discuss proposals that were collected as part of a legislative request to accelerate learning
recovery. Representatives from various offices within the NDDPI facilitated group
conversations to solicit feedback on the learning recovery proposals, as well as garner
additional ideas. Then, those ideas were shared with the state legislature. The NDDPI posted
the ideas that were shared here as a resource for school districts to use as they strategically
plan for the upcoming school year and additional funding opportunities. Districts should
make local decisions about how best to help students with accelerating learning recovery, but
this document can provide recommendations to assist districts in making those decisions.
Distinguished Educator Workgroup: The NDDPI created a Distinguished Educator
workgroup comprised of former ND Teachers of the Year, past nominees, and Education
association heads. Topics brainstormed were: Building Relationships with Students;
Attendance, Participation and Engagement; Grading and Assessment; Transition from In-
person to Distance Learning; Communication Practices; Lesson Delivery; Supporting
Students in Special Populations; Staff Mental Health; and Student Mental Health. Over
several days the group explored each subject and created detailed guidance for the field based
on of experience and trial and error. The final product was marketed and distributed on social
media, email, and virtual conferences. This group continues to meet with Superintendent
Baesler and NDDPI staff on a monthly basis for consultation.
ND Tribal Consultation: ESSA represents a unique opportunity to increase equity and
access for children as LEAs and SEAs consult with Indian Tribes on issues affecting Native
American students. NDDPI has had meaningful consultation with the all four Tribal Nations
operating schools that share North Dakota’s boarders since ESSA was enacted and we
continue to travel to these sovereign nations to meet every year with the each of the four
31
Tribal Chairs and their Councils to address the needs of our Native American students,
families and communities in ND. Additionally, Superintendent Baesler and the ND Indian
Affairs Commissioner convene the North Dakota Indian Education Advisory Council on a
quarterly basis. This council is legislatively created and includes tribal leaders and education
leaders from all 4 of North Dakota’s tribal nations. SB 2306 passed in the ND legislature in
2021 requires the teaching of Native American history and all five of North Dakota’s
sovereign nations in elementary, middle, and high school. The NDDPI is partnering with the
National Indian Education Association and other regional stakeholders to build upon the
North Dakota Native American Essential Understandings (NDNAEU) resources for
educators.
The office of Indian/Multicultural sent out an annual Native American Needs Assessment
survey to ND Tribal schools requesting feedback on areas of need. The Native American
Action Plan includes areas of need identified by the Native American Survey, the areas of
need include; Culturally Responsive resources to support Native student learning and
success, Promoting Social-Emotional Learning, Using Equitable Instructional Practices and
Engaging with Native American Families and Community.
North Dakota United: North Dakota United is the statewide, professional union of more
than 11,500 educators and public employees. The NDDPI communicated with all North
Dakota teachers over the past year to keep educators abreast of COVID-related activities and
resources. We gathered input from the past and present “Teacher of the Year” regarding the
use of ESESR funding. In addition, the NDDPI met individually with the NDU president and
executive director to solicit feedback and input.
Special Education: Since the conception of the pandemic the NDDPI Office of Special
Education has hosted monthly Technical Assistance virtual meetings with the local special
education unit administrative personnel. These monthly calls have consisted of guidance and
discussion around meeting the needs of students with disabilities during these unprecedented
times when a child’s learning environment may have had to be adjusted.
The Office of Special Education has consistently and continuously recommended open
communication to parents of children with disabilities. The Office of Special Education has
also hosted monthly calls with the Parent Support and Advocacy Groups within the State.
These virtual calls provided a bridge between the local special education units and the
support personnel that consult and advocate for families of children with disabilities.
English Learner Program Advisory Committee (ELPAC): The 2005 legislative assembly
established that the Superintendent of Public Instruction shall appoint an advisory committee
to assist with programming for English learners (ELs). This committee is made up of
stakeholders in various roles relating to the education of English learners. Throughout the
pandemic, the Office of Indian/Multicultural Education reached out to this group through
virtual meetings and direct emails to request feedback on the challenges schools and families
with English learners were facing and remedies found to be effective. Recently, the NDDPI
sent a survey to this committee requesting feedback on what they felt would be the most
effective use of state level COVID-related educational funding. The feedback was targeted
toward English learners and included suggestions like additional intervention staff, training
for teachers and paraprofessionals, curriculum support, and technology.
32
Family Engagement: The NDDPI engaged with several stakeholders including families
through the State Superintendent’s Family Engagement Cabinet which consist of a diverse
group of stakeholders throughout ND. The purpose of the State Superintendent's Family
Engagement Cabinet is to provide a safe space that allows members from all over the state to
share their experience as a parent, guardian, grandparent or caretaker in North Dakota with
State Superintendent of Public Instruction, Kirsten Baesler. The Cabinet shares advice, ideas,
and opinions about how North Dakota families and schools can better work together to
support the education of all children.
Family Engagement Cabinet meetings are held in Bismarck at least quarterly, and may also
include virtual meetings throughout the year as needed to provide guidance to the
Superintendent. Cabinet members work collaboratively with each other, ND Department of
Public Instruction (NDDPI) staff, and outside partners as needed, and express views and
opinions openly and constructively. The Cabinet assists NDDPI in facilitating partnerships
and collaboration with families and schools. During COVID 19 the Family Engagement
Cabinet met virtually with Superintendent Baesler on a weekly basis through June 2020 and
monthly during the 2021-2022 school year. Since it's inception in May 2019, the Family
Engagement Cabinet has accomplished significant goals. During the first term and in the
midst of a global pandemic they created the Family Resource Kit full of crisis interventions,
social-emotional/behavioral health, and local family resources; educational resources for
distance learning; common ND distance learning platform tutorials; and distance learning
tips, tricks, and scheduling.
A PK-12 Alliance group resulted from the Family Engagement Cabinet work. The newly
developed K-12 Alliance provided unified messaging and support for family educators and
students during this unprecedented time. Creation of the PreK-12 Alliance occurred in April
2020
o The PreK-12 Alliance is a team of family members, educators, and community
leaders formed to build better, more responsive relationships between families and
educators to support each PK-12 learner's success.
o The PreK-12 Alliance created the Family Partnership Strategy Playbook
https://a633434a-8c4b-4ae1-91a4-
673ee5f3be53.filesusr.com/ugd/fbcfbd_8e0fe8eac42b4585815f036140401d5f.pdf
o The PK-12 Alliance, in partnership with NDDPI and the Center for Innovation
in Education, established the North Dakota Family Partnership Project. The Stanford
d.School design process was used with Community teams to generate strategies to
solve a local problem from the work in the Family Partnership Strategy Playbook.
Initially the work was planned to accommodate 8 community teams but because of
an abundance of community team applications the work was expanded to include
XX teams.
o The PK-12 Alliance also held a series of 4 live Coffee Chat events to discuss the
strategies in the Playbook with educators and families
Superintendent’s Administrators’ Cabinets: State Superintendent Baesler meets monthly
with a group of elementary principals, a group of secondary principals, and a group of local
33
superintendents to gather insight and opinions on a multitude of issues including ESSER
funding uses.
Student Cabinet: The State Superintendent’s Student Cabinet provides a forum for North
Dakota students from different grade levels, backgrounds, cultures, school size, and areas
within North Dakota. The Cabinet, which includes students in grades 3-12 from both public
and non-public schools, provides Superintendent Kirsten Baesler with feedback and opinions
on how to improve North Dakota’s schools and state education policy. Throughout the
pandemic Superintendent Baesler sought input from Cabinet members on their schools’
instructional format, challenges for students and families, and other issues as they arose. This
input provided the NDDPI with a valuable perspective for decision-making. Recently, the
Cabinet was surveyed to gather their thoughts on how the State should use the COVID-
related funding. The students had a variety of ideas including school lunches, textbooks,
mental health, academic loss, additional staff, technology, and enrichment programs.
Statewide Convening: On June 3, 2021, the North Dakota Council of Educational Leaders,
in collaboration with the NDDPI and the ND School Boards Association, held a statewide
convening to discuss the ESSER requirements and brainstorm ideas on the potential use of
the ESSER funding. This convening had close to 100% participation from all North Dakota
school districts. Each district was required to send a team consisting of the superintendent,
business manager, and school board president. This convening was an opportunity for
consultation and to discuss coordinating use of ARP ESSER funds.
• 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.
NDDPI shared investment of ESSER funding with COVID funding provided to NDDoH to
create and staff the Healthy Return to Learning Team.
ESSER funding was used in conjunction with other federal funding provided to NDDoH,
NDDES, ND National Guard and NDDHS to coordinate contact tracing and rapid testing in
K12 schools.
NDDPI collaborated directly the ND Governor’s Office on several key strategies to support
a safe return to learning and address barrier created by the COVID-19 pandemic.
Specifically:
34
ND Exact Path: NDDPI and the ND Governor’s Office partnered to ensure all schools had
the tools they needed to address student learning and the missed learning opportunities or
gaps that may have occurred due to COVID-19 disruptions; part of their strategy was to offer
Edmentum’s Exact Path to all North Dakota K-12 students. Schools and districts across the
state have access to use this reading, writing and mathematics tool to help students catch up,
fill in learning gaps or even provide next level challenges – really providing precision
learning for ND students. The online tool combines adaptive diagnostics with individualized
instruction and learning paths for K-12 students. North Dakota Exact Path supports a variety
of learning environments – at home with families, in the classroom face to face, hybrid and
distance learning scenarios. Not only did both state entities share financial investment in this
program (ESSER I: $600,000 and GEER I: $600,000) but the Governor and State
Superintendent collaboratively messaged this support for families, students, educators,
schools and districts across the state.
Teacher Pathway Programs: NDDPI and the ND Governor’s Office partnered with a
university to provide grants for supporting pathways to become teachers: Resident Teacher
Program, Para-to-Teacher Pathway Program, Speech Pathologist Paraprofessional
Scholarships, and Traineeship Scholarship Program. All of these programs enable pre-service
and practicing teachers to enhance their skills and qualifications as a special education
teacher or a related service provider. These program directly address the looming issue of
qualified educators in our classroom and serves as a recruitment strategy to address
upcoming vacancies, which we predict will be exacerbated by the COVID-19 pandemic.
GEER I: Although not a shared investment, NDDPI staff dedicated time to collaborating
with the ND Governor’s Office regarding the rollout and implementation of their GEER I
program. The GEER program provided the opportunity for the ND Governor’s Office to
directly oversee and manage a grant to schools and districts across North Dakota. This was
new work for their office and many of their collaborating cabinet agencies (i.e., Office of
Management and Budget). NDDPI staff were instrumental in thought partnering on the LEA
grant application, review, payment structures, grant awards, LEA recruitment and
communications. Additionally, NDDPI staff have provided guidance on requirements such as
Maintenance of Effort and FFATA reporting.
EANS I: Although not a shared investment, ND Governor’s Office staff and NDDPI staff
dedicated substantial time on the SEA application logistics, SEA assurances, program
structures and school supports for the Emergency Services to Nonpublic Schools (EANS I)
program. This included consultation meetings with the ND Governor’s Office, NDDPI and
the nonpublic schools organization; ND Governor’s Office, NDDPI, and Office of
Management and Budget as well as numerous strategic planning and logistical operations
meetings.
Table C1.
Funding source Prior/current SEA and LEA Planned SEA and LEA uses
uses (including funding (including funding amounts, if
amounts, if applicable) applicable)
ESSER I (CARES Act) SEE ABOVE
GEER I (CARES Act)
35
Funding source Prior/current SEA and LEA Planned SEA and LEA uses
uses (including funding (including funding amounts, if
amounts, if applicable) applicable)
ESSER II (CRRSA Act) NDDPI will partner with NDDHS to
fund quality educational experiences
for 0-5 year olds in childcare and
preschool settings. ($5 million)
NDDPI will partner with four key
LEAs to conduct equity audits to
provide a statewide roadmap for
equity work. $500,000
GEER II (CRRSA 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.
The NDDPI has outlined the status of the ESSER I, II, and III funding below.
• ESSER I – The NDDPI has awarded 100% of the ESSER I funding to LEAs.
Many districts have spent and collected all of their ESSER I funding. The
department’s grants management system, WebGrants, requires all LEAs to upload
a copy of their local accounting ledger and copies of supporting documentation
(i.e. invoices/receipts) each time they submit a reimbursement claim. This will
allow NDDPI staff to monitor and review expenditures to ensure the allowability
of all activities and purchases made with ESSER funds.
• ESSER II – The NDDPI began providing information and support to our LEAs
shortly after the Coronavirus Response and Relief Supplemental Appropriations
Act 2021 (CRRSA) was signed into law on December 27, 2020. We held our first
training for LEAs in January 2021 to provide a summary of the new law and the
implications for districts. On May 3, 2021, the NDDPI held specific training to
outline the process for districts to apply for ESSER II funding. Immediately
following the trainings, districts could begin to apply for the ESSER II funding.
The NDDPI created a quick, streamlined process for school districts to access the
ESER II funding. North Dakota districts intending to apply for the ESSER II
funding need to complete and submit the Certification and Agreement package
consisting of Parts A-E. Therefore, for those districts that already received
significant stakeholder input, they were able to submit their application. The
North Dakota legislature did not approve or release the funds until April 29, 2021.
A statewide ESSER convening was held on June 3, 2021. Districts sent a team
consisting of the superintendent, business manager, and school board president to
the training to learn about the key provisions in the law. To support this effort, the
NDDPI set the final deadline to submit an ESSER II application to June 30, 2021.
36
The deadline allowed districts who needed more time to get stakeholder input the
ability to do so. Districts will use the department’s WebGrants system to access
the funding on a reimbursement basis.
• ESSER III - The North Dakota legislature did not approve or release the funds
until April 29, 2021. The NDDPI began the work of supporting our school
districts in developing their plans for the use of ARP ESSER funds since the bill
was enacted by President Biden on March 11, 2021. We held our first training on
March 25, 2021, outlining the ARP requirements so districts could begin the
planning process. We have held multiple trainings to share ideas and resources,
particularly on the various requirements in the law, including the required 20%
set-aside for learning loss, using ESSER funds for construction or renovation
projects, visualizing unfinished learning, and understanding the ESSER
monitoring requirements. We held a training on May 17, 2021, to outline the
process of applying for ESSER III funding. Due to the federal timeline
requirements, North Dakota implemented a two-phased process for districts to
apply for ESSER III funding.
In Phase I: Districts will submit an “Initial Application” and receive two-thirds of
the ESSER III funding. All North Dakota school districts received
their grant award and had access to the ESSER III funding as of May
24, 2021.
In Phase II: Districts will submit an ESSER III supplemental application. Once
approved, districts will receive the remaining one-third of their
ESSER III funding. The deadline to submit a supplemental ESSER III
application is August 17, 2021.
i. 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
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.
37
The NDDPI has a small state agency staff. While this does pose some capacity issues, it also
allows for stronger department-wide collaboration. We have monthly director meetings to
collaborate and share ways that we can partner, braid funding, and work together on joint
initiatives. A variety of other federal funding sources besides just ESSER dollars are being
used to support learning loss and meet the academic, social emotional, and mental health
needs of our K-12 students.
The NDDPI operates on an annual budgeting process. Each spring the Office Directors
prepare a budget request. This request lays out the items that they need to administer the
programs they have in their office as well as any optional initiatives they would like to
pursue for the year. Their request also includes all the possible funding sources that can be
used to operate their office. The Management Team then reviews all the requests, approves
the final budgets, and allocates all of the available agency funding to the offices to fund their
budget.
NDDPI is partnering with NDDHS on the Behavioral Health in Education: Resources and
Opportunities (B-HERO) Technical Assistance Center: In North Dakota’s 2019
Legislative Session, public school buildings state-wide were required to designate one school
staff member as the Behavioral Health Resource Coordinator (BHRC). Separate legislation
required ND Department of Human Services (DHS) to provide the 315 unique BHRCs
throughout the state with materials and resources related to supporting behavioral health
needs. In December 2020, the Behavioral Health in Education: Resources and Opportunities
(B-HERO) Technical Assistance Center was established. Phase 1 of development includes
dissemination of weekly resources for ND BHRCs targeting a variety of school community
stakeholders. Phase 2 will include development and facilitation of training. Phase 3 will
develop a community of practice for BHRCs to share successes and perceived barriers to
supporting behavioral health needs within their school communities.
The NDDPI partners with NDDHS on P-EBT and summer food programming for child
nutrition needs.
The NDDPI will partner with Regional Education Associations and LEAs to expand 21st
Century grants to more communities.
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.
• 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
38
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 NDDPI, over the past several months, has been consulting with our stakeholders
regarding how to best use our state-level ESSER funding. We have presented at numerous
trainings, facilitated conversations, conducted surveys, and held a brainstorming seminar to
gather input and ideas. The NDDPI will reserve at minimum, five percent of our ARP
funding on interventions to address the academic impact of lost instructional time by
supporting the use of evidence-based practices. This amounts to approximately $15,263,344
in ARP funding. Although final decisions have not been confirmed, the NDDPI has
identified a fairly firm list of projects we intend to fund with our set-aside dollars. A brief
description of each intervention is highlighted below:
Summer School:
During the 2021 Legislative Session, a bill was heard and passed into law that allowed all
North Dakota students in grades K-12 to attend state funded summer school. This is
significant as in the past only K-4 students deemed as remedial could attend summer school.
This flexibility and the ability to utilize ESSER funds to expand summer school can help
minimize the summer slide and close widening achievement gaps – especially with the
youngest and most vulnerable learners.
Fund Additional CLSD Projects:
Modeled on the federal Comprehensive Literacy State Development grant, this opportunity
would fund a multi-year support of districts ready and willing to engage in systemic change
to improve literacy outcomes for students at all grade levels with a focus on core literacy
instruction improvement. The district would ensure to develop a literacy plan of action based
on the state literacy plan and support the implementation through literacy coaching and
instructor professional development. Districts currently funded are receiving between
$400,000 and $4,000,000 over a five-year period based on district size.
REA Priority Standards:
The NDDPI partnered with the Healthy Return to Learning Team (ND HRTL) and the North
Dakota Regional Educational Associations (NDREAs) to sponsor training webinars and
technical support to all ND school districts focused on prioritizing standards to maximize the
learning in classrooms, especially during the last quarter of the year when over 90% of the
state was in face-to-face instruction. This project provides supports to schools and districts
across ND on setting priority standards, creating instructional pacing guides, using
assessment data to best utilize the time remaining in the school year to focus learning on
priority skills and knowledge students will need in the future, and how to use their interim
39
assessment data to identify priority standards that require additional support. The REA
personnel provided support sessions for schools helping them apply the knowledge gained in
the webinars, through summer work and in fall sessions all with the goal of focusing
instruction on the key skills and knowledge students need and help accelerate their learning.
Innovation Zone Project:
The NDDPI will provide incentives, support and technical assistance to establish Innovation
Zones in key LEAs. Innovation Zones are an innovative approach to address unfinished
learning by blending adaptive digital/online curriculums with more traditional classroom
instruction. The combination of face-to-face instruction with digital/online curriculums
allow teachers to leverage technology when diagnosing student prior knowledge,
differentiating, or personalizing academic paths for each student, and adjust lessons with real
time information. The digital content works off interim or diagnostic assessment
information, so the two need to be integrated (saving time for the classroom teacher). The
instruction can be more targeted and allow for the student to take more ownership in
reflection and learning. More data is available on the student and the learning, to help drive
decision making. The state works as a harbor master to provide an approved list or menu of
assessment, online curriculum, design/implementation, and PD providers. PD is a large part
of the process, as teachers will be more effective when they understand how the tech,
assessments, and their traditional instruction can be woven together to create this innovative
approach.
Science of Reading Training:
Provide statewide training opportunities for all educators, administrators, and instructional
coaches to learn the science of reading and how to ensure its application in the instructional
setting. This wide-sweep opportunity should focus on the early instructors at K-3 with a
concise introduction to the Science of Reading and beginning application. Ideally, this
funding could also support a variety of opportunities for continued, embedded practice
ranging from asynchronous web learning models to ongoing professional learning
communities.
Exact Path:
The NDDPI partnered with the ND Governor’s Office partnered to ensure all schools had the
tools they needed to address student learning and the missed learning opportunities or gaps
that may have occurred due to COVID-19 disruptions; part of their strategy was to offer
Edmentum’s Exact Path to all North Dakota K-12 students. Schools and districts across the
state have access to use this reading, writing and mathematics tool to help students catch up,
fill in learning gaps or even provide next level challenges – really providing precision
learning for ND students. The online tool combines adaptive diagnostics with individualized
instruction and learning paths for K-12 students. North Dakota Exact Path supports a variety
of learning environments – at home with families, in the classroom face to face, hybrid and
distance learning scenarios.
40
NDMTSS:
The NDDPI has partnered with the seven Regional Education Associations to provide
funding to train and support districts with a Multi-Tiered System of Supports model. North
Dakota Multi-Tiered System of Supports (NDMTSS) is a framework to provide all students
with the best opportunities to succeed academically, socially, emotionally, and behaviorally
in school. NDMTSS focuses on providing high-quality instruction and interventions matched
to student need, monitoring progress frequently to make decisions about changes in
instruction or goals. Now, more than ever, the pandemic has shined a spotlight on
accelerating learning recovery and has increased the demand for this form of professional
development and strategic planning. The NDDPI is hoping to expand this project by
increasing statewide capacity, onboarding additional personnel to meet the increased need,
and continue the evaluation work focused on student outcomes.
Best in Class: Early Learning Experience for Four-Year Olds:
The NDDPI is partnering with NDDHS to create high-quality, well-resourced classrooms for
4-year-olds through grants of $120,000 available to public, private and religious
organizations. The classroom cohort size can be no smaller than 14 students and programs
must adhere to exemplar professional development and instructional strategy coaching
guidelines. The NDDPI is committing $3.5 million each biennium for two bienniums for a
total of $7 million.
Waterford Upstart:
Six hundred North Dakota families with pre-school aged children participate in the
Waterford Upstart funded grant program. Beginning July 1, 2021, Waterford Upstart only
has available funding for 400 of the enrolled children and families. The demand for this
program is high, especially throughout the very rural parts of the state that do not have pre-
school-based opportunities. NDDPI is partnering with NDDHS to meet this demand by
funding an additional 800 slots. Families will receive a computer, access to a coach, and, if
needed, internet connection to participate.
Early Learning Bridge Grants:
The North Dakota Department of Human Services will partner with the North Dakota
Department of Public Instruction to implement this grant available for one year, July 1, 2021
– June 30, 2022. This grant is intended to support existing programs formerly receiving the
Dept of Commerce Early Learning program who cannot meet the minimum 14 student
threshold required of the Best In Class grant. Eligible entities must provide evidence they
have exhausted all consortium or regional collaborative ideas within their region. A program
is eligible for a reimbursement grant for all enrolled four-year-olds qualifying for free and/or
reduced lunch under the Richard B Russel National School Lunch Act. Receiving
$2,000/child that qualifies for free lunch and $1,000/child that qualifies for reduced lunch.
The eligible program must agree to incorporating the family home-based Waterford Upstart
program.
Equity Audit:
The NDDPI will be partnering with the Hunt Institute to address equity in our school
districts. The Hunt Institute will specifically provide ND districts the support to deepen
41
understanding of and identify recommendations for closing performance gaps amongst
subgroups of students in districts.
Achieving equity is an ongoing journey over an indeterminate time that will require the
engagement of all district staff, students, and community members. North Dakota district
leaders must be equipped with data to begin to understand the barriers to equity for
marginalized populations within their district and determine high-impact opportunities to
disrupt barriers to equity for underserved students. Through equity audits, the Hunt Institute
aims to support districts to understand the extent to which their policies, practices, and
behaviors either erase or exacerbate inequity.
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. When
possible, please indicate which data sources the SEA will use to determine
the impact of lost instructional time; and
In addition to the evidence-based interventions the NDDPI will be funding, as outlined in
D1(i), outlined below are more evidence-based interventions we propose to fund which will
specifically address the disproportionate impact of COVID-19 on certain groups of students.
Education Pathway for High School Seniors:
If the Office of Special Education does not get funded for the project titles “Exploring
Careers with Exceptional Learners” (EXCEL), the special education office would like
NDDPI to fund a project to create an educational pathway for high school students to earn
dual credit in the area of education.
With a clear set of activities outlined by three goals, the Office of Special Education in
collaboration with other offices in NDDPI (Indian/Multicultural Education, Academic
Supports, School Approval and Opportunity, MIS and Early Learning) will create a pathway
for high school students, including members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or disability, to gain
knowledge and work experiences in the education field to increase the number of well-
prepared candidates entering the teaching field. Collaboration will occur between NDDPI,
the ND Department of Career and Technical Education (ND CTE), IHEs, Regional
Educational Associations (REAs), LEAs, and communities so students can earn college
credit in the education field while in high school. Courses will be offered to all public
schools across the state (rural, urban, tribal, etc.) and will provide equitable access to all
students who wish to participate. The goals of the project would be:
Goal 1: Recruit a diverse group of high school students who will obtain a degree in the
special education field.
Goal 2: Increase retention rates of teachers working in the special education field.
Goal 3: Collect and analyze data to evaluate the implementation and success rates of
recruitment and retention for special education personnel.
Moving the Needle – ND Graduation Improvement Project
42
The ‘Moving the Needle’ proposal is targeted at improving the number of students in ND
who graduate Choice Ready. Up to four projects will potentially be funded at $100,000/year
for up to three consecutive years. Eligible applicants are school districts, groups of districts,
REAs, universities, or other related stakeholders working closely with schools to improve
graduation rates. Applicants will have flexibility to design projects that will impact local
graduation rates. At the minimum, each project must clearly describe:
a) Evidence-Based, Systemic and Targeted Graduation Improvement Strategies and
Activities
b) Meaningful Stakeholder Engagement related to the graduation process
i) Student engagement in the graduation process
ii) Family engagement in the graduation process
iii) Preferably community engagement in the graduation process
iv) Board Approval
c) Baseline, Target, and Evaluation Data at the:
i) High School level
ii) Subgroup Level (ex: students with disabilities)
iii) Lowest performing subgroups (ex: Students with ED)
d) Evaluation of Project Effectiveness
ND Early Warning System Scale Up Project
An Early Warning System, when implemented correctly, is an evidence-based process that
increases the number of students graduating from high school, thereby increasing the
likelihood that more students are graduating Choice Ready. Over a 3-year period, ESSER
funds will pay for expert technical assistance and related training costs to develop a CADRE
of expert Early Warning and Intervention System coaches in ND using existing personnel.
The goal of this project will be to implement a sustainable, scalable system in a way that
aligns/embeds/fits into existing or desired school processes at the high school level and
improves graduation outcomes for students. (Examples of these processes include NDMTSS,
EduTech Data Training, SEL Network, etc.) The total cost of the project is $200,000.
Specially Designed Instruction (SDI)
The utilization of NDMTSS is growing throughout ND, but it may be leading to an
overidentification of students in special education, as Tier 2 and Tier 3 supports are being
inputted in place of special education minutes; thus causing more students to fall behind and
exacerbating the disparity. The Office of Special Education has identified that schools need
to pair SDI with NDMTSS levels of intervention in order to improve outcomes for students
with disabilities. The work will begin by creating an SDI Design Team consisting of diverse
stakeholders who will: develop a state guidance document to define SDI and key
instructional practices, identify supportive tools to serve as a resource library for educators
implementing SDI and develop a school-based needs assessment for schools and educators to
identify SDI gaps and opportunities to improve outcomes for students with disabilities.
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.
43
North Dakota has been extremely fortunate and one of the few states where almost all of our
school districts had in-person instruction for the entire 2020-2021 school year. However,
there is a plan in place to identify where the most significant learning loss of students may
be, including subgroup gaps. Our state legislature, in HB 1013, is requiring all school
districts to submit a report to the state superintendent by December 1, 2021, and identify the
learning losses of students identified within the district, including subgroup gaps; school
district plans to accelerate learning recovery for all students, including closing subgroup
gaps.
Districts must include the impact ESSER funds have had on accelerating learning recovery
for the districts, including subgroups. Therefore, after the NDDPI has had an opportunity to
review this data, we will be able to identify where gaps exist, possibly due to those students
who have missed the most in-person instruction during the 2019-2020 and 2020-2021 school
years and students who did not consistently participate in remote instruction when offered
during school building closures. Once we identify these students, the NDDPI can then target
our support, assistance, and funding to where it is needed the most.
• 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;
North Dakota has a robust plan to support our LEAs and provide opportunities for evidence-
based summer learning and enrichment programs. The NDDPI has identified multiple
approaches to supporting and monitoring LEAs in their implementation of evidence-based
interventions that respond to students’ academic, social, emotional, and mental health needs.
The NDDPI has been communicating regularly with LEAs to strongly encourage them to
offer evidence-based learning and enrichment opportunities over the summer months. In
addition, the NDDPI has made the following programs available to all parents and families,
independent of school district action:
• Summer School: during the 2021 Legislative Session, a bill was heard and passed into
law that allowed all North Dakota students in grades K-12 to attend state funded
summer school. This is significant as in the past only K-4 students deemed as
remedial could attend summer school. This flexibility and the ability to utilize ESSER
funds to expand summer school can help minimize the summer slide and close
widening achievement gaps – especially with the youngest and most vulnerable
learners.
44
• The NDDPI has made Schoolhouse.world available to all ND schools and students.
Schoolhouse.world will provide free tutoring for math (pre-algebra through calculus),
SAT prep, AP prep, and college applications. Schoolhouse.world provides the
opportunity for students to participate in live, small-group tutoring sessions. Tutoring
can be used independently or to complement Khan Academy lessons. Small-group,
high-impact tutoring is immensely effective in closing achievement gaps, and this
partnership can be beneficial for students, as well as for teachers and administrators.
• The NDDPI made Exact Path available at no cost to students and families in August
2020, after the COVID-19 pandemic closed schools to in-person instruction and will
continue to offer this resource throughout the next two years. Families and students
had been struggling to adapt to different learning platforms being used by different
grades and classes and the Exact Path platform offered a single, accessible resource
for instruction. Edmentum Exact Path offers personalized online instruction in
mathematics, reading, and language arts to students in grades kindergarten through
12. It adapts to each student’s needs and provides assessments that document a
student’s learning progress.
• Six hundred North Dakota families with pre-school aged children participate in the
Waterford Upstart funded grant program. The NDDPI is looking to meet this demand
by funding an additional 800 slots. Families will receive a computer, access to a
coach, and, if needed, internet connection to participate.
i. 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 NDDPI will use its accountability process to identify schools and students most in need
of support and make this information available through its Insights Dashboard. The
accountability process uses state assessment data (NDSA), Choice Ready data, Student
Engagement surveys, and graduation rate to determine lowest performing schools and its
highest priority needs. In addition, the NDDPI has the ability to break down the data by
subgroups and has been using data drill downs to identify the needs and create action plans
through program management to target resources where they are most needed. Currently,
summer programming has been offered locally through either state funding, Federal Title
Program funding, or other grants. Through state funding, the NDDPI served approximately
9,000 K-6 students and 15,000 7-12 students in the summer of 2020. However, the NDDPI
anticipates that this number will climb significantly with the influx of ESSER funding and is
in the process of creating a process to collect better data on those students who attend
summer school.
ii. 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
45
consistently participate in remote instruction when offered during school
building closures.
The school report passed through HB 1013, requires school districts receiving funds from the
elementary and secondary school emergency relief fund to do the following:
o Provide two narrative summary reports to DPI that must include information
regarding learning losses of students identified within the district, including subgroup
gaps; school district plans to accelerate learning recovery for all students, including
closing subgroup gaps
o Must include the impact ESSER funds have had on accelerating learning recovery for
the districts' students, including subgroups. By December 1, 2021, districts will
submit its first report to NDDPI. At that time, the NDDPI will have the information
available to identify gaps and take action with those schools and students who are
most in need of additional summer learning and enrichment. Currently, schools have
been using local data and needs assessments to identify how to best target students
who need additional support.
• 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 NDDPI assures it will spend 1% of the state’s total allocation of ARP ESSER funds for
evidence-based comprehensive afterschool programs, which minimally amounts to
$3,052,699. The NDDPI will be using this set-aside reserve to offer before/after grant
opportunity statewide. Eligible applicants include school districts, community-based
organizations such as the Boys/Girls Clubs, YMCAs, and other agencies providing services
to schools. Approximately one-third of our school districts receive 21st CCLC funding for
afterschool programming. Therefore, the remaining two-thirds of our school districts will be
targeted for this grant opportunity, in addition to a wide variety of community-based
organizations. The SEA will establish, as part of the grant application, a final report required
from each entity so that we will have data available to us to evaluate the effectiveness of the
initiative.
In addition to this targeted activity with our 1% reserve, the other programs discussed
throughout this application, including Exact Path and Schoolhouse.World, also provide
excellent opportunities for students to get supplemental assistance at a before or after school
program.
46
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
Although the many opportunities being provided are available to all North Dakota students,
they truly are targeted to students who have fallen behind and other groups of students that
have been disproportionately impacted by the COVID-19 pandemic.
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.
North Dakota has been extremely fortunate and one of the few states where almost all of our
school districts had in-person instruction for the entire 2020-2021 school year. However,
there is a plan in place to identify where the most significant learning loss of students may
be, including subgroup gaps. Our state legislature, in HB 1013, is requiring all school
districts to submit a report to the state superintendent by December 1, 2021, and identify the
learning losses of students identified within the district, including subgroup gaps; school
district plans to accelerate learning recovery for all students, including closing subgroup
gaps.
Districts must include the impact ESSER funds have had on accelerating learning recovery
for the districts’ students, including subgroups. Therefore, after the NDDPI has had an
opportunity to review this data, we will be able to identify where gaps exist, possibly due to
those 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.
• 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 NDDPI will reserve a minimal amount of ESSER III funding for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19 pandemic
to ensure students’ and staff’s health and safety and to meet students’ academic, social,
emotional, and mental health needs.
Even during the worst months of the pandemic, the vast majority of ND districts provided in-
person learning. Therefore, we do not anticipate a significant need to reserve funds for
emergency needs to address issues responding to the COVID-19 pandemic above and beyond
the identified ways we have elected to utilize our state level ESSER funding.
47
However, in order to be prepared for any unforeseen circumstances, the NDDPI will reserve
a minimal amount of funding in the unlikely event that there are unexpected emergencies that
arise. We do not have identified needs for those reserve funds at this time.
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
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these
objectives.
• 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 NDDPI began the work of supporting our school districts in developing their plans for
the use of ARP ESSER funds since the bill was enacted by President Biden on March 11,
2021. We held our first training on March 25, 2021, outlining the ARP requirements so
districts could begin the planning process. We have held multiple trainings to share ideas and
resources, particularly on the various requirements in the law, including the required 20%
48
set-aside for learning loss, using ESSER funds for construction or renovation projects,
visualizing unfinished learning, and understanding the ESSER monitoring requirements.
The NDDPI is encouraging and supporting efforts of LEAs to adopt and commit to five
principles to guide their spending; including development of and commitment to a multi-year
spending plan.
• Multi-year Spending Plan - This will help them avoid recurring costs and a
financial cliff in 2024. It will also help LEAs maintain a long term financial
forecast. For example:
i. LEAs should plan to spend 40% of funds in the 21-22 school year to
expand, scale out and serve more students with proven programs and
strategies existing in their schools. Enroll more students in summer
learning; hire more instructional coaches and high impact tutors to
serve more students, open and staff more out-of-school time
programs in more of your schools to serve more students. This will
meet the most immediate needs of accelerated learning recovery with
proven programs.
ii. LEAs should plant to spend 30% of funds in the SY22-23 school
year to explore ideas, programs and innovations they believe may
provide high impact results but they never had funds to explore
before.
iii. SY23-24 20% of funding should be used to maintain the proven
programs and serve the remaining needs of learning recovery.
iv. SY24-25 10% of funding should be used to supplement state and
other federal funding sources to maintain effective programs
• Seek targeted investments to increase learning time for students who need it
most
• Identify and report how equitably funds are distributed across all schools in a
district.
• Honor the promise to taxpayers to focus on students and relief
• Be transparent and ensure broad participation in spending decisions
i. Engage parents, students, communities and especially boards on
spending choices
ii. Have building principals gauge whether investments match students’
needs with feasibility of success
iii. Apply proper procurement protocols
iv. Publicly communicate all investments, providers and intended
benefits
We held a training on May 17, 2021, to outline the process of applying for ESSER III
funding. Due to the federal timeline requirements, North Dakota implemented a two-phased
process for districts to apply for ESSER III funding.
In Phase I: Districts will submit an “Initial Application” and receive two-thirds of the
ESSER III funding.
49
In Phase II: Districts will submit an ESSER III supplemental application. Once approved,
districts will receive the remaining one-third of their ESSER III funding.
The supplemental ESSER III application will require districts to address the
following:
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.
In order to allow for broad and robust stakeholder input, the ESSER III supplemental
application will be due by August 17, 2021. On June 3, 2021, the North Dakota Council of
Educational Leaders, in collaboration with the NDDPI and the ND School Boards
Association, held a statewide convening to discuss the ESSER requirements and brainstorm
ideas on the potential use of the ESSER funding. This convening had close to 100%
participation from all North Dakota school districts. Each district was required to send a team
consisting of the superintendent, business manager, and school board president. This
convening was an opportunity to discuss the broad stakeholder engagement requirement with
educational leaders.
North Dakota assures that the ESSER III supplemental applications will be submitted in
advance of the “90 days after receiving its ARP ESSER allocation” deadline, which would be
August 24, 2021.
• 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:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
50
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 NDDPI has identified several methods we will use to ensure the ARP ESSER
requirements pertaining to the stipulation for LEAs to engage in meaningful consultation
with stakeholders is met.
• COVID Funding Training Series
The NDDPI is conducting a Covid Funding Training Series”, which highlights the
key provisions within law. The first training, regarding “Addressing the Learning
Loss Requirements for ESSER Funding,” was held on Tuesday, April 27. Each
week, additional trainings are held. This training series will continue throughout
the summer. Following each training the recording and PowerPoint are posted on
our website for those educators who were unable to attend. The training schedule
is available here. The majority of these trainings discuss the requirement for
school districts to get broad input form their stakeholders.
• Frequent Communication
The NDDPI publishes a “Weekly Blast” that shares key information with North
Dakota educators. Each week, from the inception of the pandemic in March 2020,
this weekly communication shared key information and updates regarding ESSER
funding. This communication has a broad audience and was an opportunity to
share crucial ESSER information with the field.
• ESSER II/III Application/Guidance
Both the ESSER II and ESSER III LEA application require districts to complete a
narrative outlining how they obtained broad stakeholder input on the proposed use
of their ESSER funding. Trainings were held to go through the application. The
trainings and guidance reiterated the importance of addressing learning loss with
the funding.
• Statewide Convening
On June 3, 2021, the North Dakota Council of Educational Leaders, in
collaboration with the NDDPI and the ND School Boards Association, held a
statewide convening to discuss the ESSER requirements and brainstorm ideas on
the potential use of the ESSER funding. This convening had close to 100%
51
participation from all North Dakota school districts. Each district was required to
send a team consisting of the superintendent, business manager, and school board
president. This convening was an opportunity to discuss the broad stakeholder
engagement requirement with educational leaders.
• ESSER Monitoring
The NDDPI recognizes that there are a multitude of state and federal regulations
that LEAs must adhere to regarding the ESSER II and III funding. With that in
mind, we have created a multi-layered monitoring process with regard to the
ESSER requirements. The NDDPI intends to contract with three to four retired
educators to conduct ESSER desk monitoring. Part of the ESSER monitoring will
include a review of how districts engaged and will continue to engage in
meaningful consultation with stakeholders.
• 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;
North Dakota has a robust plan to support and monitor our LEAs in using their ESSER
funds. We have identified multiple approaches to supporting and monitoring LEAs in their
implementation of evidence-based interventions that respond to students’ academic, social,
emotional, and mental health needs. The NDDPI has provided training to school districts on
both the evidence-based requirements in ESEA and on providing interventions to students. In
addition, we have numerous resources on both posted on our NDDPI website. The schools
have been informed that activities coded to the 20% required learning loss set-aside do need
to meet one of the four tiers of evidence-based interventions and that they must reference or
include supporting documentation, research articles, websites, etcetera, that support the
practices utilized when the ESSER desk audits occur.
The schools have also been notified multiple times that they will need to collect evidence of
effectiveness on the interventions they are implementing. North Dakota just recently finished
our 2021 Legislative Assembly. House Bill 1013 passed with language outlining what reports
schools will need to submit to the NDDPI addressing the interventions they implemented and
the impact they had on accelerating learning recovery.
ND HB 1013, SECTION 24. LEARNING LOSS, ACCELERATED LEARNING
RECOVERY, AND ELEMENTARY AND SECONDARY SCHOOL EMERGENCY
RELIEF FUND - REPORT TO LEGISLATIVE MANAGEMENT.
School districts receiving funds from the elementary and secondary school emergency relief
fund:
o Must provide two narrative summary reports to DPI
52
o Must include information regarding learning losses of students identified within the
district, including subgroup gaps; school district plans to accelerate learning recovery
for all students, including closing subgroup gaps
o Must include use of ESSER funds by category
o Must include the impact ESSER funds have had on accelerating learning recovery for
the districts' students, including subgroups
Important Dates:
o By December 1, 2021 – District submits report #1 to NDDPI
o By June 1, 2022 – NDDPI reports to legislative management
o December 1, 2022 – District submits report #2 to NDDPI
o Legislative Session 2023 – NDDPI provides legislative report
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
The various offices in the NDDPI which oversee programming for the various subgroups of
students frequently at-risk, including special education, English learners, migrant, homeless,
etcetera, have all provided support to LEAs to assist them in addressing the disproportionate
impact of the COVID-19 pandemic. This support occurred through multiple trainings and
frequent correspondence sharing guidelines and resources. In addition, HB 1013, as outlined
above in 3(i), requires school districts receiving funds from the elementary and secondary
school emergency relief fund to provide two narrative summary reports to DPI specifically
including information regarding learning losses of student subgroup gaps, school district
plans to accelerate learning recovery for closing subgroup gaps, and address the impact
ESSER funds have had on accelerating learning recovery for the student subgroups.
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.
North Dakota has been extremely fortunate and one of the few states where almost all of our
school districts had in-person instruction for the entire 2020-2021 school year. However,
there is a plan in place to identify where the most significant learning loss of students may
be, including subgroup gaps. Our state legislature, in HB 1013, is requiring all school
districts to submit a report to the state superintendent by December 1, 2021, and identify the
learning losses of students identified within the district, including subgroup gaps; school
district plans to accelerate learning recovery for all students, including closing subgroup
gaps.
53
Districts must include the impact ESSER funds have had on accelerating learning recovery
for the districts, including subgroups. Therefore, after the NDDPI has had an opportunity to
review this data, we will be able to identify where gaps exist, possibly due to those students
who have missed the most in-person instruction during the 2019-2020 and 2020-2021 school
years and students who did not consistently participate in remote instruction when offered
during school building closures. Once we identify these students, the NDDPI can then target
our support, assistance, and funding to where it is needed the most.
• 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 suspensions) and
creating a positive and supportive learning environment for all students.
The need to address equity has been at the forefront in education for many years. Under the
NCLB Act, each state submitted a state equity plan in 2015. North Dakota created a
committee to help create the equity plan and to obtain broad stakeholder input. This plan
included a multitude of strategies and activities our state identified to address equity.
One of Superintendent Baesler’s priorities since being elected as the North Dakota state
superintendent is a focus on equity. Supt. Baesler participated in an equity fellowship with
the Aspen Institute to continue and promote the important equity work statewide.
4.i. The new federal financial reporting requirement in the Every Student Succeeds Act
(ESSA) requiring all public schools to report per-pupil federal and non-federal costs, and for
states to collect and report this information was the impetus needed to shine a light on the
importance of financial transparency.
North Dakota has made significant headway on this ESSA provision and had our data
submitted on our dashboard by the June 30, 2020, deadline. The new maintenance of equity
requirement outlined in the American Rescue plan will also help protect funding levels for
districts and schools that have high percentages of students living in poverty. This reporting
requirement will further financial transparency while helping schools make decisions to
promote fairness, equity, and academic success for all students.
North Dakota is contracting with two reputable entities to further our work in this area. We
will be collaborating with the Hunt Institute to work specifically with key districts on a pilot
to conduct equity audits. This will result in a statewide roadmap to advance equity in our
schools. In addition, we are contracting with Otis Ed to continue our financial transparency
work under ESSA. Our goal is to provide transparent information to the general public
regarding school spending and to promote the allocation of additional funding based on
student need. Both of these ongoing initiatives will allow the NDDPI to provide guidance
54
and support to school districts to address equity when making decisions on the ESSER
spending.
4.ii. North Dakota has a renewed focus on equity. We have recently reached out to the Hunt
Institute to assist our districts in understanding barriers to equity for marginalized
populations within their district including students with special needs, students in poverty,
and students in a minority race and determine high-impact opportunities to disrupt barriers to
equity for underserved students.
Through equity audits, the Hunt Institute aims to support districts to understand the extent to
which their policies, practices, and behaviors that either erase or exacerbate inequity.
Leveraging achievement data, educator surveys, student surveys, policies, teacher retention,
and additional key data, the Institute provides districts with recommendations aimed at
closing achievement gaps including:
01. Building a shared commitment and ownership of equity work across the district.
02. Investing in explicit, ongoing, coordinated equity-focused professional learning for
all district staff.
03. Revising school and district policies.
04. Creating structures to ensure multiple stakeholder voices (students, families, staff)
inform decision making.
05. Redesigning recruitment and hiring practices to obtain more diverse candidates.
According to data available at Insights.nd.gov, academic disparities exist across districts in
North Dakota, with gaps in achievement existing amongst disability, economic, language,
and race groups. In 2019-20, while 52 percent of white and Asian students in North Dakota
demonstrated proficiency or above in English/Language Arts (ELA), only 26 percent of
Native American students, 33 percent of Black students, and 34 percent of Hispanic students
demonstrated proficiency in ELA.
As 14 percent of English Learners demonstrated proficiency in ELA in 2019-20, the
percentage of English Learners who are growing at the expected trajectory to successfully
exit the English Learner program decreased from 47 percent in SY2017-18 to 36 percent in
SY2019-20. And while 90 percent of white students obtained a diploma within four years of
entering ninth grade, 73 percent of Indigenous students obtained a diploma within four years,
a consistent gap over the previous three years. And we know, based on early data, that the
pandemic continues to exacerbate these gaps.
As North Dakota’s school districts work to realize North Dakota’s PK-12 Education Strategic
Vision to ensure all students will graduate Choice Ready, these academic disproportionalities
confirm the need for a closer look at the achievement and access data using an equity audit.
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.
55
• 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.
F 1 (i.) Teacher Shortage Answer:
A team of NDDPI staff and NDUS staff reviewed and discussed several data points regarding
teacher shortages in the state of North Dakota. Critical need and Teacher Shortage Areas
were determined by comparing data including Administrator Surveys, STARS data including:
Irregular FTE’s, Unfilled Positions, a combination of Irregular FTE’s, and Unfilled
Positions and Shortage Percentages. By cross-referencing the data points, it was determined
the top five Critical Need positions and Shortage positions in ND.
The aforementioned teacher critical need and shortage area documents have been provided
to the Educational Standards and Practices Board (ESPB). With that data, ESPB has
declared all teaching areas a shortage or critical need. This makes it easier for districts to
apply for Federal teacher loan forgiveness.
From reviewing the data, our top five critical need areas are Special Education (K-12),
Counselors, Science (9-12), Fine & Perf. Arts (9-12), and Ag. Education (9-12). These areas
are most especially critical because they are in demand in both our rural and “urban” areas.
By in-large, over 90% of North Dakota is considered rural.
Regarding Shortage areas, the need is only in our rural areas, which again, is 90% of the
state’s land mass, Elementary (1-6), Middle School (7-8), Math (9-12), Library Media
Specialist, and World Languages (9-12).
All areas below in Table F1, and all positions in ND below are deemed critical need by the
ESPB.
Complete the table below, changing or adding additional rows as needed, or provide a
narrative description.
Table F1.
Area Data on shortages and Narrative description
needs
Special educators and related
service personnel and
paraprofessionals
56
Area Data on shortages and Narrative description
needs
Bilingual educators
English as a second language
educators
STEM educators
CTE educators
Early childhood educators
School counselors
Social workers
Nurses
School psychologists
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.
F 1 (ii.) Answer:
CARES and CRRSA funding has been used to pay salaries of teachers and support staff since
March 2020 to continue education, food and transportation services to students.
In partnership with NDDHS in December 2020, the Behavioral Health in Education:
Resources and Opportunities (B-HERO) Technical Assistance Center was established. Phase
1 of development includes dissemination of weekly resources for ND BHRCs targeting a
variety of school community stakeholders. Phase 2 will include development and facilitation
of training. Phase 3 will develop a community of practice for BHRCs to share successes and
perceived barriers to supporting behavioral health needs within their school communities.
In partnership with NDDHS separate weekly support group virtual calls were held to bring
together teachers (group 1), elementary students (group 2), middle school students (group 3)
and high school students (group 4) with mental health professionals.
The NDDPI has paid for PD opportunities for teachers such as the ND Ignite conference on
cybersecurity, cyber awareness and technology innovation. NDDPI has also provided
subscriptions to ND teachers to LINCSpring. The North Dakota Department of Public
Instruction (NDDPI) contracted with Cognia™ to provide all North Dakota educators
access to high quality, proven professional learning content, practical resources, and
coaching support via the online coaching and professional learning platform, LINCspring.
LINCspring, accessible via single sign on through the myJourney (aka eProve) portal,
provides online access to expert coaches, over 65 asynchronous learning modules, and
57
dozens of real-time learning events to support teachers in the development of high-quality
blended, remote, and hybrid learning experiences.
Through Cognia, leaders already have access to the myJourney portal where LINCspring is
also available. Educators can take advantage of as many of the resources as they’d like,
whether they prefer online modules, live workshops via Zoom, or want to access a team of
expert coaches for support. To help with implementation, Cognia is now providing
customized support to district and school leaders to assist in professional development efforts
and implementation of LINCspring.
COVID-19 Resource Center for educators. The North Dakota Department of Public
Instruction (NDDPI) is dedicated to gathering local, regional, and national resources for
anyone in the education field. This resource center is designed to be a one-stop-shop to help
school, educators, students, parents, and caregivers by providing access to educational
supports and resources. NDDPI has provided a variety of resources to the field which can be
found here: https://www.nd.gov/dpi/familiescommunity/nddpi-updates-and-guidance-covid-
19/resource-center.
Regarding educator job security for educators. NDDPI has continuously provided guidance
to districts that they can continue to pays staff to support education needs in the state. North
Dakota quickly started distance learning which ensured staff had access to their jobs and
avoided layoffs.
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).
F 1 (iii.) Answer: During the recent legislative session a bill was approved to expand the
scope of alternative programs which as of 2019 allows nine content areas, and now includes
special education (SB 2332). The Education Standards and Practices Board also approved
Administrative Rules in October 2020 to allow teachers to teach “out of field” for two years
while schools seek to find highly qualified teachers to staff hard to fill positions. ESPB also
works with Institutions of Higher Education to place pre-service teachers in internships in
areas which are hard to fill with the anticipation of becoming the teacher of record upon
program completion. Several institutions in the state have established MOU’s with Tribal
Schools to foster extended internships and diversity experiences in hope of a long term
commitment on the part of the preservice teacher. Finally, another bill during the recent
Legislative session (HB 1388) requires all teacher educators to receive training in reading
competencies, including diagnosis and correction to prepare them to work with struggling
readers of all ages.
58
The NDDPI has developed a Web-Based Education Employment Recruitment System that is
available to all school districts in North Dakota for the recruitment of qualified teachers,
administrators, and support staff in general and special education. Marketing of the system
occurs nationally, therefore North Dakota job openings are available to job seekers across
the country. Districts and Special Education Units may post their openings at
schooljobsnd.com. The Recruitment and Employment System assists North Dakota schools in
competitive recruiting and placement of qualified school staff.
CARES and CRRSA ESSER funding were used to expand the special education para-to-
teacher pathway scholarship programming increasing the number of the cohorts by over 40
individuals.
• 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).
House Bill 1013, which was passed by the recent legislative session, will require elementary
schools to employ a school counselor starting with the 2022-2023 school year. Schools must
have one full time school counselor for every 300 students, and that can be prorated for
schools with under 300 students.
Also, the department is now offering Credentials allowing for special ed technician (House
Bill 1188).
Furthermore, ND has developed and is implementing a Web-based Recruitment and
Employment system that is available to all school districts in the state, free of charge, to
continue to recruit qualified teachers, administrators, and support staff in general and
special education. The Recruitment and Employment System assists North Dakota schools in
competitive recruiting and placement of qualified school staff. The Office of Special
Education provides grants to Universities for a Resident Teacher Program, a Para-to-
Teacher Pathway Program, Speech Pathologist Para-Professional Scholarships, and a
Traineeship Scholarship Program. All of these programs enable pre-service and practicing
teachers to enhance their skills and qualifications as a special education teacher or a related
service provider. Lastly, regarding Special Education in Particular, the 67th legislative
assembly allowed the NDDPI to issue a certificate for special education technicians which
creates a pathway for special education paraprofessional to become special education
teachers.
Finally, with a big win for all teachers, House Bill 1388 gave school’s a 1% increase for the
2021-2022 school year, and an additional 1% increase the following 2022-2023 year. 70%
of this new funding must go to non-administrator staff salaries. This is a valuable
recruitment and retainment tool for districts. The NDDPI highly advocated for and worked
with legislators on this bill.
59
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.
• 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:
i. Student learning, including the academic impact of lost instructional time
during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and participation in
advanced coursework; access to technology, including educator access to
professional development on the effective use of technology; access to
high-quality educators; access to school counselors, social workers,
nurses, and school psychologists; 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);
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).
(i.): The NDDPI and the state continued to operate throughout the pandemic. Schools were
either face-to-face; hybrid or distance learning; we expanded our capacity to track learning
mode per mode as stated in previous A 5. In distance learning plans all districts were
required to assess students via an interim/diagnostic assessment of their choice If they used
NWEA NDDPI can access the data. This data can be disaggregated by subgroups. In
addition, the NDDPI administered the statewide summative assessment without any major
changes with a relatively high participation rate of about 92%. We have the ability to dig
down into the data to explore and investigate results – including what students and student
subgroups that didn’t test. Once data is available, the NDDPI will interpret and identify
60
learning gaps. Districts are also required to report on how they are responding to student
subgroup needs.
(ii.): The NDDPI currently has measures in place to collect all opportunity to learn measures.
As part of the strategic planning process resources will be provided to enable districts to
make decisions to close learning gaps.
(iii.): The NDDPI began collecting school level financial data for the 2019-2020 school year.
School and district level per pupil expenditures are available for the public on the North
Dakota Insights dashboard. The Insights dashboard compares per student spending at a
school, district, and state level. NDDPI has contracted with Otis Educational Systems, Inc. to
do a review of the NDDPI’s financial data collections and publications to enhance the data
being presented.
(iv.): Yes. We have the capacity through our STARS system to track FTEs in every LEA in
the state. Including new FTE’s or lost FTE’s; additionally, to track this data and respond
appropriately.
(v.): Summer/Afterschool Programming (21st CCLC). Currently 21st CCLC grantees
contracts with a vendor named CitySpan who collects all 21st CCLC data. This data includes:
attendance, activities, staff, student demographics; this information will also be reported in
the 21 APR federal data collection program. The NDDPI has access to this data. We are
working with CitySpan and North Dakota Information Technology (NDIT) to create data
sharing MOU’s. NDDPI will be contracting with CitySpan around data storage and sharing.
Regarding capacity, NDDPI has three dedicated staff to work on data collection and
reporting. State funded Summer School: The NDDPI collects data on pre- approved
summer school programs through our State Automated Reporting System (STARS). The data
includes enrollment (elementary, middle/jr. high, secondary, and drivers ed) attendance;
student demographics; start date end date; hours of each course and credit if applicable; and
teacher information.
(vi.): The NDDPI has all metrics in place and has been tracking all requirements in Appendix
B. NDDPI is continually refining and perfecting our data collections systems.
• 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 NDDPI has created a management structure for implementing all three ESSER funding
grants that will ensure the necessary oversight and proper implementation of the ESSER fund
program.
61
To effectively manage the ESSER funds, the North Dakota Department of Public Instruction
(NDDPI) established an ESSER team consisting of experienced department staff:
ESSER Lead – Laurie Matzke: Laurie Matzke is the Assistant Superintendent in the NDDPI.
Laurie oversees federal programming in the department. She has been the key personnel
responsible for submitting reports and other key information to the USED regarding ESSER
funding, as well as approving claims and quarterly reports for local educational agencies. The
department is planning to hire an ESSER program manager going forward to assist with the
ESSER implementation.
Fiscal Lead – Jamie Mertz: Jamie Mertz is the director for the Office of Fiscal Management
in the NDDPI. Jamie will oversee the financial management, internal controls, and the
auditing process for the ESSER funds.
WebGrants Lead – Rebecca Pollert: Rebecca Pollert is an assistant director in the Office of
Fiscal Management. LEAs will use the department’s grants management system, WebGrants,
to claim reimbursement of their ESSER dollars and complete their quarterly reports. Rebecca
will oversee the claims within WebGrants, as well as provide guidance and technical
assistance on the grants management system.
Nonpublic School Lead – Ann Ellefson: Ann Ellefson is the director of Academic Support.
She will provide guidance and technical assistance to non-public school personnel and
monitor LEAs on the equitable services provision as well as oversee the EANS program. She
will work closely with our state ombudsman on non-public school issues.
ESSER Support – Lisa Johnson: Lisa Johnson is a program manager in the department and
will provide support in all areas pertaining to the management of the ESSER funds. She will
review reimbursement claims, quarterly reports, and other ESSER documents, ensuring that
multiple staff have reviewed and monitored LEA documents for compliance with the federal
requirements. The NDDPI plans to hire additional fiscal technicians to help process ESSER
claims expeditiously.
Shauna Greff – Shauna Greff is the grants manager for the ESSER funding.
The NDDPI has strong internal controls that ensure the accuracy and reliability of the
management of financial and programmatic information, and identify risks, both internal and
subrecipient risks, associated with implementing the program based on past performance, and
identify strategies for mitigating such risks. There are clearly written operating fiscal and
procurement policies in place, which provide clarity and instruction to those involved in the
grant management process. The NDDPI leadership recognizes the importance of sound
internal controls and risk management practices for the governance of taxpayer funds. Every
two years, NDDPI conducts a formal review of its internal risks, which is reviewed by
external auditors.
All controls that are in place for our other federal grant programs would apply to ESSER
funds as well. Annually, we complete risk assessments of subrecipients. The ESSER program
would be included in those assessments. Subrecipients identified as high risk receive
62
increased monitoring.
The NDDPI has strong documentation necessary to support fiscal reviews, including audits
(single audit and audits by the Office of the Inspector General) and improper payment
assessments, as requested by the Department or the Department’s contractor. All subrecipient
grant payments are made from the State’s WebGrants system. This system retains all
information pertaining to payments. All other payments information is stored in the State’s
accounting system. All of this information is available for review for an extended period of
time based on the State’s record retention policy.
III ii - Subrecipient Monitoring Plan
The NDDPI has developed a comprehensive subrecipient monitoring plan that will ensure
significant oversight of the LEA ESSER funds to ensure they are being used as approved and
on allowable activities.
A risk assessment for all federal grant subrecipients is performed with each new grant and for
formula grants at a minimum annually, during the grant award process. Risk factors include,
but are not limited to:
*Prior Experience/Performance
*New Personnel
*Prior Monitoring Findings
*Late Reporting
*Data Submission Errors
*Grant Award Amount
*Audit Findings
*Lapsed Funds
*Maintenance of Effort Violations
The risk assessment is performed by state agency staff. If a grant recipient is found to be high
risk, the grant may have additional conditions imposed on the award up to and including:
*Requiring submission of an accounting ledger with every request for funds for state agency
review
*Requiring additional program compliance monitoring
*State may establish additional prior approvals (i.e., prior approval on expenditures)
*State agency staff may perform a desk audit of the financial activity of the grant recipient
*Requiring the non-federal entity to obtain management assistance or technical assistance
The NDDPI completes the annual risk assessment process/checklist for all public LEAs
annually during the summer. The NDDPI will be updating our risk assessment process to
include the ESSER dollars. The new criteria will be used to rank and prioritize which LEAs
are a higher risk and subsequently will have additional conditions imposed on their award.
Listed below are the methods the NDDPI will utilize to monitor the ESSER funds for
compliance:
63
1) Use the NDDPI grants management system, WebGrants, for collecting reimbursement and
oversight purposes.
WebGrants manages grants through the complete grant cycle, from application through
closeout. The system allows recipients to utilize one platform for the life of their grant. Grant
recipients can apply for funding opportunities, claim funds, submit reports, and communicate
with the grant program managers in one system. All historical information and system
activities are available for recipients to refer back to or even print copies at any time.
WebGrants time/date stamps all activities and the user who is associated with the created or
edited system function. The system allows NDDPI to post grant opportunities, review
applications, award grant funds, and monitor programs. It is a single stop for all associated
activities and document repository for everything associated with a particular grant in the
system.
2) Have LEAs submit their ledger of expenditures with all reimbursement claims to verify
allowability.
The department’s grants management system, WebGrants, will require all LEAs to upload a
copy of their local accounting ledger and copies of supporting documentation (i.e.
invoices/receipts) each time they submit a reimbursement claim. This will allow NDDPI staff
to monitor and review expenditures to ensure the allowability of all activities and purchases
made with ESSER funds.
3)Desk reviews
The NDDPI will be contracting with external experienced educators to assist with desk
reviews to ensure compliance with all of the ESSER federal regulations. These contracted
monitors will conduct site visits to school districts to review records, policies, and internal
accounting records.
4) Review quarterly reports to ensure allowability of expenditures
The CARES Act requires Local Education Agencies (LEAs) that receive ESSER funds to
report certain information about their spending on a quarterly basis.
As required in Section 15011(b)(2), the NDDPI will require recipients of CARES Act funds
to report:
*The total amount of funds received
*The amount spent or obligated for each project or activity
*A detailed list of all projects or activities supported with CARES Act funds (including
name, description and estimated number of jobs created or retained (where applicable)), and
*Detailed information on subcontracts and subgrantees, including FFATA data elements, as
prescribed by OMB
The NDDPI has created a quarterly report, similar to the one LEAs submitted for the AARA
funds in 2009. This report will be built within the WebGrants system once we receive final
details from the USED. The first quarterly report will be due on August 11, 2020. The
64
quarterly reports will allow NDDPI staff to monitor and review expenditures on a quarterly
basis to ensure LEAs are using the ESSER funds on allowable activities.
The NDDPI Office of Fiscal Management has also created and provided LEAs with
accounting codes to specifically track their local ESSER dollars. This will allow LEAs to
track the ESSER funds separately and to easily report on the use of these dollars.
The NDDPI believes that we have established a strong, comprehensive plan to monitor and
provide oversight over the ESSER funds to ensure they are used for allowable, reasonable,
and necessary costs.
65
File and source
- File
- department-of-education-pdf-www-ed-gov-0b58817540.pdf
- Size
- 871,239 bytes
- SHA-256
- fd7c16e3a00770f8e1a748bc0fe3583099b6f76520aa0c31e4825723c1107761
- Original
- www.ed.gov