Washington — State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
This is a State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund on the U.S. Department of Education template issued April 21, 2021, completed with Washington's responses. The template states that the ARP ESSER Fund provides nearly $122 billion to States and that each State educational agency (SEA) must submit its plan or an explanation by June 7, 2021. The cover page lists ARP ESSER PR Award Number S425U210015 and Chris Reykdal as the printed name of the authorized representative, with a date of June 7, 2021. The first section describes Washington's 2021 Legislative Session and House Bill 1368, which required school districts to submit two plans, including school building reopening plans due by March 1, 2021.
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
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Cite this document
“Washington — State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-0e59f984af/
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State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
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Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210015
SEA Contact: Michaela Miller, Deputy Superintendent
Telephone: 360-725-6000
Email address: Michaela.miller@k12.wa.us
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)
Chris Reykdal
Signature of Authorized SEA Representative Date:
June 7, 2021
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A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3
strategies that have been most effective in supporting the needs of students in
your State during the COVID-19 pandemic, especially for students most impacted
by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices to the
Department’s Safer Schools and Campuses Best Practices Clearinghouse so that
they can be shared with other States and LEAs.
During Washington’s 2021 Legislative Session, legislators acted quickly by passing House Bill
1368, a January early action bill, which addressed the CRRSA / ESSER II funding for school
districts. The bill required school districts to submit two plans. By March 1, 2021, school
districts submitted school building reopening plans to the Office of Superintendent of public
Instruction (OSPI) that detailed their plans to expand in-person learning and provided data, by
grade level, of students receiving different modes of learning (in-person, hybrid, remote). School
districts were also required to submit Academic and Student Well-being Recovery Plans by June
1, 2021. This plan required more detailed information from school districts, including
identification of diagnostic assessment tools by grade level, student learning and well-being
gaps, as well as additional instruction and well-being support and extracurricular opportunities.
The top strategies that have been most effective in supporting the needs of students in
Washington state have been embedded in our Recovery Plan requirements, including:
• School district equity analysis tool
• Analysis of data by student group
• Educator professional learning and support to address the needs of students most
impacted by the COVID-19 pandemic
As of the submission of this template, about 91% of school districts have met the June 1 deadline
for their Academic and Student Well-being Recovery Plan. OSPI will be reviewing all school
districts’ plans and providing feedback, when necessary. We will create and publish a summary
of plans including the strategies districts plan to employ for summer 2021 and the 2021–22
school year. All school districts were required to have school board approval and must publish
their plans on their district public-facing websites.
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently facing
students and schools across your State as a result of or in response to the COVID-
19 pandemic including, to the extent possible, data illustrating why these are the
most critical and/or most widespread issues facing schools and students.
OSPI has reviewed the data that we currently have access to at the state level, including a
COVID-19 Student Survey, attendance data, and high school transcription data for the first half
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of the 2020–21 school year. The district-level Academic and Student Well-Being Recovery Plans
will provide additional information useful to the state in looking toward short and long-term
recovery for students and schools. The top three issues currently facing students and schools
across Washington state as a result of the COVID-19 pandemic are:
• Student and staff well-being
• Engagement and Attendance
• Acceleration of learning opportunities
Student and Staff Well-Being
In collaboration with Washington State Department of Health, Washington State Health Care
Authority, and the University of Washington, in early spring 2021, OSPI released the COVID-19
Student Survey, an optional survey districts could use to gauge academic and well-being factors
with middle and high school students. Districts opting-in for the survey received aggregate
building and grade-level data on their students. OSPI received state-level data of student
responses. Approximately 32,600 middle school students and 32,000 high school students
participated in the COVID-19 Student Survey. It should be noted that this data collection did not
include a statistically representative sample of students, as schools and students opted in.
Therefore, the statewide data are transferable, but not generalizable.
In this data collection, responding students identified the following as the top issues they faced
during the 2020–21 school year:
• About 69% of responding middle and high school students said they felt school was more
challenging during the pandemic.
• About 41% of responding middle and high school students said they felt their grades
were worse this year (2020–21) as compared to the last school year (2019–20).
• About 52% of responding middle school students and 68% of responding high school
students said they felt they learned less this year compared to last year.
• About 45% of responding middle school students and 58% of responding high school
students said they felt sad, depressed, or hopeless most days over the last 12 months.
• About 16% of responding middle school students and 23% of responding high school
students said they sought mental health services this year.
Engagement and Attendance
• In the middle school grades, the average monthly number of absences has increased by
60%, from 1.8 to 2.9 absences.
• Among some student groups, middle school absences have nearly doubled or more:
English learners (2.1 absences in January 2020 compared to 5.0 in January
2021)
Students who are low-income (2.2 absences in January 2020 compared to 4.2
absences in January 2021)
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Students who are migratory (2.1 absences in January 2020 compared to 5.3
absences in January 2021)
Acceleration of Learning Opportunities
• In the first term of the 2020–21 school year, 25% of high school students had at least one
course where they didn’t earn credit (received an F, No Credit, or Incomplete).
• Some student groups experienced disproportionate loss of credit (an F, No Credit, or
Incomplete) in the first term of the 2020–21 school year:
o The rate was 48.8% for students who are American Indian/Alaska Native
o The rate was 46% for students who are English learners
o The rate was nearly 40% for students who are low-income
We will also better understand the current situation for students in our state through the
Academic and Well-being Recovery Plans submitted by school districts in early June. Currently,
about 91% of school districts have submitted these to OSPI. OSPI will review plans in the
coming weeks.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have
been identified by the SEA (e.g., youth involved in the criminal
justice system, students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years,
students who did not consistently participate in remote instruction
when offered during school building closures, and LGBTQ+
students).
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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. Indicators of Academic Impact by Student Group
Percentage of
High School
Average Average
Students with
Absences Absences
Enrollment at least One
Student Group per Student per Student
(Jan 2021) Course
per Month per Month
Resulting in No
(Jan. 2021) (Jan. 2020)
Credit
(Fall 2020)
Low-income/Eligible for Free and Reduced-
Price Meals 487,781 3.3 2.3 39.0%
American Indian/Alaska Native 14,355 4.7 3.1 48.8%
Asian 91,167 1.1 1.2 9.6%
Black/African American 50,264 2.7 2.4 26.6%
Hispanic/Latino of any race(s) 270,499 3.3 2.2 38.8%
Native Hawaiian/Other Pacific Islander 13,691 3.9 3.0 42.6%
Two or More Races 96,317 2.2 1.9 24.1%
White 555,112 1.9 1.7 20.5%
Female 527,835 2.1 1.9 22.0%
Gender X 1,613 2.4 3.9 47.5%
Male 562,002 2.4 1.8 27.8%
English Language Learners 132,784 3.1 2.1 46.2%
Students with Disabilities 156,967 2.9 2.2 33.5%
Experiencing Homelessness 28,019 4.9 3.7 *
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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.
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* Data not available at time of report.
Highest Priority Needs by Student Group
Students from Low-Income Families
Students from low-income families faced disproportionate access to state and federal resources
throughout the pandemic resulting in a negative impact on overall student academic engagement.
Significant impacts were noted in the areas of decreases in regular attendance, limited access to
technology, limited access to support staff and teachers within and beyond the school day, and
the inability to engage fully or consistently due to the home learning environment requiring
multiple demands on the student while parents and/or guardians worked.
Students from Each Racial or Ethnic Background used by the State for Reporting Purposes
Refer to the table above for each racial and ethnic student group and data regarding absences and
percentage of students with at least one course resulting in no credit.
Students by Gender
Looking specifically at differences in gender, male and female trend lines run parallel over the
course of the last six years, including an increase in Regular Attendance and Ninth Grade on
Track. The figures also show continued disparities for male students with completing ninth grade
on track for graduation and with dual credit enrollment.
Students who are English Learners
Students who are multilingual/English learners and their families faced disproportionate access
to state and federal resources throughout the pandemic, resulting in a negative impact on overall
student academic engagement. Anecdotal evidence from various local education agencies
(LEAs) as well as from state advisory groups such as the Bilingual Education Advisory
Committee and the Migrant State Committee reported significant impacts in the areas of regular
attendance, limited access to support staff and teachers within and beyond the school day, and
the inability to engage due to the home learning environment requiring multiple demands on the
student while parents and/or guardians worked.
For the 2020–21 school year, the English Language Proficiency Assessment and WIDA
Alternate Assessment are being administered. As of March 2021, roughly 40% of the English
Language Learners had completed the assessment. Since the assessment data was incomplete in
2019–20 and results for 2020–21 show a significant number of families waiving the assessment,
it’s highly unlikely we will have sufficient data to support comparative analysis.
Based on the data available, including anecdotal, the top three priorities for multilingual/English
learners are support in attendance, additional opportunities for credit accrual both during the
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summer and school year, and consistent staffing that has qualified credentials in Bilingual
Education.
Students with Disabilities
OSPI has general supervisory responsibility for children with disabilities ages 3–21 (IDEA Part
B). Children with disabilities ages 0–2 are served by a partner state agency, the Division of
Children, Youth, and Families (DCYF) (IDEA Part C).
Data on the needs of Washington’s children with disabilities (3–21) were collected through
ongoing reports from local education agencies (LEAs) to OSPI, federal reporting, dispute
resolution, monitoring, discussions with the state Special Education Advisory Committee panel
(SEAC), public comment, surveys, and anecdotal information provided by families, advocates,
educators, and school and district leaders. Analysis of the data demonstrated the follow highest
priorities for the remainder of the 2020–21 school year, summer, and the 2021–22 school year
related to the impact of the COVID-19 pandemic:
1. Inclusionary practices, including the training and implementation of Universal Design for
Learning (UDL), Assistive Technology (AT), and Individualized Education Programs
(IEPs) developed to support students with disabilities access and progress in general
education curriculum and classrooms, with supplemental specially designed instruction.
2. Progress Monitoring, data-based decision making, and reviewing educational benefit.
3. Recovery services, compensatory education, learning acceleration, and effective specially
designed instruction.
OSPI works in partnership with DCYF, who administers the Early Support for Infant and
Toddlers (ESIT) Part C program. The ESIT priorities to address the needs of children with
disabilities, ages birth–2, are:
• Workforce support and stabilization including addressing issues related to staff retention
and culturally appropriate evidence based coaching practices.
• Family support and stabilization including addressing basic needs and technology costs.
• Supporting the mental health needs of both families and service providers including
recruitment of a more diverse, representative infant-family mental health workforce.
• Enhancing public awareness regarding the importance of early intervention to support the
early identification of all eligible children.
Students Experiencing Homelessness
Students experiencing homelessness were disproportionately impacted by the health, safety,
economic, and educational consequences of the COVID-19 pandemic. Objective and anecdotal
data show disproportionate decreases in enrollment, identification, attendance, and academic
achievement for this student group. Likely due to housing instability and low income, students
experiencing homelessness struggled more with remote learning than their peers, due in part to
poor access to broadband connectivity and lack of access to electronic devices. Remote learning
and physical distancing requirements also created significant challenges for school districts to
meet the identification and service requirements of the federal McKinney-Vento Homeless
Assistant Act.
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Based on a review of student-level data available to OSPI, information from LEAs, and feedback
from community-based partners serving students and families experiencing homelessness, the
top needs for students experiencing homelessness focus on stable enrollment and identification
by LEAs, and ongoing support for consistent attendance and academic engagement. Specific
examples include increased human capacity at most schools (e.g., homeless liaisons), increased
availability of trauma-informed educators to provide academic engagement, learning
acceleration, and wraparound services in partnership with the community-based support
organizations (housing, employment services, behavioral health supports), and timely access to
transportation to/from school.
Children and Youth in Foster Care
Students in foster care were also disproportionately impacted by the health, safety, economic,
and educational consequences of the COVID-19 pandemic. Objective and anecdotal data show
disproportionate decreases in enrollment, identification, attendance, and academic achievement
for this student group. Washington’s child welfare system, like the public education system,
faced significant challenges fulfilling its vital role. The combined result led to less placement
stability and poorer communication between caseworkers, foster families, and educators about
the needs of students in foster care.
Based on a review of student level data available to OSPI, information from LEAs, and feedback
from community-based partners serving students living in foster care, the top needs for this
student group focus on stable enrollment and identification by LEAs, and ongoing support for
consistent attendance and academic engagement. Specific examples include increased human
capacity at most schools (e.g., foster care liaisons), increased availability of trauma-informed
educators to provide academic engagement, learning acceleration, and wraparound services in
partnership with the community-based support organizations (child welfare, community-bases
service organizations, behavioral health supports), and timely access to transportation to/from
school.
Students who are Migratory
Students who are migratory and their families faced disproportionate access to state and federal
resources throughout the pandemic – resulting in a negative impact on their overall academic
engagement. Anecdotal evidence from various LEAs accepting a Title I, Part C Migrant
Education grant suggests that students who are migratory temporarily placed their academic
goals on hold because of the need to help their families recover the substantial loss in wages.
Migratory students, for example, reported opting for temporarily, and in some cases
permanently, engaging in seasonal agricultural work, mobility, caring for siblings in the home, or
taking on other responsibilities in the absence of a parent at the home. Migratory high school
students experienced the largest changes in attendance, grades, and credit accrual.
From a sample of LEAs with high migratory student enrollment, where migratory students were
enrolled in 14,249 courses at the start of the 2020–21 school year, 33% averaged a failing rate,
necessitating intervention toward credit recovery and accrual. Moreover, preliminary absence
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data suggests that 13.6% of migratory students had more than two absences per month, on
average, compared to their non-migrant student counterparts (10.6%) in Washington state.
In addition, migratory students in Washington state have been identified as needing substantial
social-emotional support. According to the 2018 Healthy Youth Survey, 47,7% of migratory
students reported experiencing depression, 24.2% reported experiencing bullying, and 28.9%
reported contemplating suicide. The 2020–21 COVID Student Survey data is still being collected
on the overall impact of COVID-19, and data statewide suggests that the need for increased
behavioral health supports is further exacerbated due to the loss or near loss of a family member
due to illness or related to the negative impacts of COVID-19 such as social isolation and the
limited ability to access additional help from their social networks.
The top three priorities for students who are migratory include additional credit accrual
opportunities to recover what may have been lost. Opportunities to reengage with teachers and
counselors due to the reduction of hours staff were available during remote learning and social-
emotional supports specific to behavioral health interventions.
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA
will support its LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being, including identifying the
groups of students most impacted by the pandemic. Where possible, please
identify the data sources the SEA will suggest its LEAs use in thoughtfully
diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.
Washington’s Legislature passed House Bill 1368 early in the 2021 Legislative Session that
required local education agencies (LEAs) to submit an Academic and Student Well-Being
Recovery Plan by June 1, 2021. The plans must address student needs resulting from school
building closures and extended time in remote learning due to the COVID-19 pandemic. OSPI
will review and either approve the submitted plans or request additional information from LEAs.
Approval of the plan is required before ARP ESSER funds will be released for LEA use.
Specifically, LEAs must address the following elements in their Academic and Student Well-
being Recovery Plan, using the OSPI provided template:
a. Identification of specific diagnostic assessments tools by grade level; identification of
student learning and well-being gaps; and focus of additional time, supports, and/or
extracurricular activities for students most impacted.
b. Inclusion of the following student groups in all data included in the Plan: American
Indian/Alaska Native; Asian; Black/African American; Hispanic/Latino of any race(s);
Native Hawaiian/Other Pacific Islander; Two or More Races; White; English Learners;
Students Experiencing Poverty; Students with Disabilities; Students Experiencing
Homelessness; and Students in Foster Care.
c. Students’ learning recovery (including addressing the needs of the student groups
identified above), specifically identifying and correcting disproportionate impacts
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resulting from the school building closures and extended time in remote learning due to
the COVID-19 pandemic.
d. Provision of additional instruction, student well-being support, and extracurricular
opportunities based on an assessment of student needs (academic and well-being).
e. Use of an equity analysis tool in the development of the plan.
f. Approval of the plan by the LEA’s school board or authorizing body (e.g., public posting,
provide opportunity for public comment as federal requirement).
g. Posting of the LEA’s plan on their public-facing website, making it accessible for those
with disabilities and those in the community whose primary language is one other than
English.
OSPI provided guidance to LEAs on potential diagnostic assessments to assist in understanding
the impact on students. OSPI also developed Tableau dashboards that are available to school
districts. OSPI’s guidance document with these assessments is available on the OSPI website.
At this time, OSPI is reviewing each LEA’s plan and will soon be able to further identify student
groups most impacted by the pandemic. The June 1 submission of LEAs’ plans is the first phase
of three allowing LEAs to engage in and plan for continuous improvement cycles, and time to
design and implement powerful and equitable systems to support student needs and plan for
long-term system changes. All three phases are iterations of one singular plan in which the LEA
builds an initial plan, collects data, monitors progress, makes adjustments, and implements deep,
sustained improvements over time.
Phase 2 – Fall: Phase 3 – Spring 2022:
Phase 1 – Summer: Build on Accelerate and innovate
Immediate and short-term learning; plan for long-term
strategies/interventions longer-term sustainable
improvements improvement
• Phase 1—June 2021: Initial LEA plan for academic and student well-being recovery and
acceleration strategies to be implemented for the summer and early fall of 2021.
• Phase 2—November 2021: Review and analyze student data from the implemented Phase
1 strategies/interventions for each student group identified. Reflect and build on learning.
Adjust and begin longer-term planning of recovery and acceleration strategies and
interventions for implementation over the winter and throughout the 2021–22 school
year. Continue to collect data.
• Phase 3—April 2022: Continue improvement cycle for strategies and interventions
implemented in Phases 1 and 2 by reviewing and analyzing the collected data to inform
next steps and engage in long-term sustained strategies for the next school year and
beyond (2022–23+) (e.g., moving to a balanced calendar, implementing standards-based
grading, or project-based learning).
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5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in your
State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model); and/or
full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction; and
c. Attendance: Student attendance for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction.
a) Mode of instruction: OSPI has been gathering information on a weekly basis regarding
districts’ instructional models. At the district level and by grade band (elementary,
middle, high school), they report whether they were traditional in-person, partial in-
person for all students (hybrid), in-person for some students either via small groups or
phased in for some grade levels, or 100% remote learning. These data have been reported
publicly on the OSPI website weekly since January 18, 2021. The data are at the district
level, not at the school level. We fully expect that schools will be operating full-time in-
person for the 2021–22 school year. Therefore, in fall 2021, there is no additional data
collection planned around type of instruction because. If a district is offering a
remote/online option, student enrollment in that option would be captured in our regular
student-level data collection.
b) Enrollment by mode of instruction: OSPI has detailed district enrollment data as well as
information about which instructional model is offered at the district, and these two
pieces of information can be linked. However, some students and families have elected to
continue remote learning even after in-person instruction was offered, and OSPI does not
currently have detail regarding which students opted to continue remote instruction.
Therefore, the state-level enrollment data would be reflective of the district’s learning
modality generally and would not be representative of individual students’ learning
modalities. Between June and August 2021, OSPI plans to gather a point-in-time
indicator of which students opted to continue remote learning. Those data will allow a
table of enrollment by student group by mode of instruction for the 2021-22 school year.
There is no additional data collection planned for fall 2021 for model of instruction
because it is the expectation that all LEAs return to traditional in-person learning. If an
LEA is offering a remote/online option, student enrollment in that option would be
captured in our regular student-level data collection.
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c) Attendance by mode of instruction: Similar to (b) above, OSPI has detailed absence
information by student, student group, and school. However, some students and families
have elected to continue remote learning and OSPI does not currently have that
information. Therefore, absence data would be more indicative of the school district’s
learning modality rather than that of specific students. With the student-level flag
indicating who opted to continue remote learning, OSPI will be able to compile absence
information by modality in addition to student group.
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.
OSPI will not have all the data by June 21, 2021. OSPI will post available data and will update
the website as more data are processed.
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.
OSPI will not be collecting summer 2021 operational status and mode of instruction. For the
2021–22 school year, OSPI does not intend to collect school/district level mode of instruction
data, given the expectation that schools will be operating fully in-person. Students that choose
remote learning will be enrolled in schools offering that specifically, either through their district
or through a multi-district program.
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.
6. 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
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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.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing of masks
Physical distancing (e.g., including use of See Narrative description
cohorts/podding) below
Handwashing and respiratory etiquette See Narrative description
below
Cleaning and maintaining healthy facilities, including See Narrative description
improving ventilation below
Contact tracing in combination with isolation and See Narrative description
quarantine, in collaboration with the State, local, below
territorial, or Tribal health departments
Diagnostic and screening testing See Narrative description
below
Efforts to provide vaccinations to educators, other staff, See Narrative description
and students, if eligible below
Appropriate accommodations for children with disabilities See Narrative description
with respect to the health and safety policies below
SEA support for LEAs to implement COVID-19 prevention and mitigation strategies:
From the beginning of the pandemic, OSPI has worked closely with the Washington State
Department of Health (DOH) to develop and disseminate clear requirements and guidelines for
implementing non-pharmaceutical prevention and mitigation strategies for COVID-19, including
use of masks/face coverings, physical distancing, handwashing and respiratory etiquette,
cleaning and ventilation, and contact tracing, in combination with isolation and quarantine.
These requirements and guidelines meet or exceed CDC guidance, and are distributed directly to
all LEAs, and are posted to OSPI’s website and the Department of Health (DOH) website.
OSPI partnered with DOH and local health jurisdictions to ensure all LEAs are aware of
available diagnostic and screening testing resources in local communities. Working with these
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and other partners, we piloted school-based testing strategies in approximately 1/3 of LEAs over
the course of the past 6 months. Availability of this initiative will be expanded to all LEAs for
the 2021–22 school year.
OSPI has strongly advocated for vaccination for all educators, school staff, eligible students, and
their families. Working with a healthcare system with statewide scope (Kaiser Permanente),
OSPI brokered easy access to vaccination for school staff and students, which augmented local
community vaccination initiatives.
Information on appropriate accommodations for children with disabilities is included in all
COVID-19 health and safety policies, requirements, and guidelines.
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;
Under Washington State Emergency Proclamation of the Governor 21-05, dated March 15, 2021,
all LEAs were required to offer at least 30% of their average weekly instructional hours as on-
campus, in-person instruction for all K–12 students who wish to attend in-person by April 19,
2021.
OSPI has notified all LEAs of the expectation that all students will be offered full-time, on-
campus, in-person instruction beginning in the 2021–22 school year.
OSPI gathers weekly information from LEAs regarding their currently-deployed learning models
and the number of students accessing these models, including in-person, hybrid, or remote
learning.
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
OSPI and LEAs are in constant consultation with state and local health officials. OSPI and LEAs
have received extensive support for screening testing from the Washington State Department of
Health based on funding awarded by the CDC.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
OSPI has, and will continue to, provide guidance, professional learning, and technical assistance
to LEAs regarding strategies for workplace safety requirements, public health and safety, and
educational delivery. These resources are distributed to LEAs on a regular basis and are posted to
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the OSPI website for easy access by LEAs, educators, families, and students.
7. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe
how the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
requirements in section 2001(i) of the ARP Act and the requirements relating to
the ARP ESSER funds published in the Federal Register and available at
https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements)
to either: (a) within 30 days of receipt of the funds, develop and make publicly
available on the LEA’s website a plan for the safe return to in-person instruction
and continuity of services, or (b) have developed and made publicly available on
the LEA’s website such a plan that meets statutory requirements before the
enactment of the ARP Act, including:
i. How the SEA will ensure that each LEA plan includes, or will be
modified to include, the extent to which it has adopted policies and a
description of any such policies on each of the strategies listed in
table B1;
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.
All LEAs are required to submit a plan that meets these requirements by June 1, 2021. LEAs will
not receive ARP ESSER funding until their plans are approved. These plans are iterative and
OSPI will follow-up with districts periodically throughout the 2021–22 school year to update
information.
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.
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For the 2021–22 school year, LEAs will provide updates to their plans in three phases. All three
phases are iterations of one singular plan in which the LEA builds an initial plan, collects data,
monitors progress, makes adjustments, and implements deep, sustained improvements over time.
• Phase 1—June 2021: Initial LEA plan for academic and student well-being recovery and
acceleration strategies to be implemented for the summer and early fall of 2021.
• Phase 2—November 2021: Review and analyze student data from the implemented Phase
1 strategies/interventions for each student group identified. Reflect and build on learning.
Adjust and begin longer-term planning of recovery and acceleration
strategies/interventions for implementation over the winter and throughout the school
year 2021–22. Continue to collect data.
• Phase 3—April 2022: Continue improvement cycle for strategies/interventions
implemented in Phases 1 and 2 by reviewing and analyzing the collected data to inform
next steps and engage in long-term sustained strategies for the next school year and
beyond (2022–23+) (e.g., moving to a balanced calendar, implementing standards-based
grading, or project based learning).
OSPI will review each plan submitted. Plans not meeting the requirements set by OSPI and the
Washington State Legislature will be returned to the LEA for additional information.
For children with disabilities, in addition to the activities described above, OSPI will ensure
implementation of LEA plans through the provision of technical assistance and support, and will
revise the general supervision monitoring process to include review of progress reports and
multiple years of student IEPs to ensure progress. In addition, OSPI will review the extent to
which recovery services were discussed, documented, and implemented, as well as how the
decisions regarding recovery services were made. OSPI will continue to interview students,
parents and families, and service providers regarding the provision of special education and
related services to students. OSPI will continue to review language access for families whose
primary language is not English, including documentation of interpreters attending IEP and
evaluation meetings.
Continuous Improvement Cycles
The Washington LEA Academic and Student Well-being Recovery Plan is an iterative process
for LEAs to plan with the end in mind and may be implemented in three phases based on student
needs identified through diagnostic assessments. The use of a Multi-Tiered System of Supports
(MTSS) framework will assist LEAs in developing and refining their plans. “Plan, Do, Study,
Act” (PDSA) cycles support LEAs in learning quickly to determine what strategies and
interventions to:
✓ Adapt and/or adjust for greater outcomes,
✓ Adopt when they are leading to improvement, and
✓ Abandon when they are not resulting in improvement.
To facilitate learning and improving, LEAs will be asked to prioritize and identify recovery and
acceleration strategies and interventions on the LEA Academic and Student Well-being
Recovery Plan Template. This is an opportunity to learn and support the differing approaches
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taken by LEAs across the state so each LEA will be asked to provide strategies and interventions
for which they would like to adopt support.
B. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to meet
the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how
the SEA engaged in meaningful consultation with stakeholders, and incorporated
input into its plan, including, but not limited to:
i. students;
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);
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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.
OSPI regularly consults with a variety of education stakeholder groups and individuals. Since
January 2021 as the agency became aware of additional federal stimulus funds for education,
OSPI has continued consulting with stakeholders and partners focused on learning recovery and
acceleration.
Following are some of the stakeholder groups and partners OSPI has met with over the past 6
months regarding this topic:
• Student Learning Workgroup
• Teacher and Principal Evaluation Project steering committee
• Special Education Advisory Council
• Educational Service Districts
• Regional and district Special Education Directors
• Open Doors for Multicultural Families
• Partnership for Action Voices for Empowerment (PAVE)
• Roots for Inclusion
• Inclusion for All
• Office of the Education Ombuds
• The ARC of WA
• Investing in Student Potential Coalition
• WA Autism Alliance
• Disability Rights WA
• Black Joy Consortium for Reimagining Education
• Challenge Seattle
• Washington Federation of Independent Schools
• Washington State Native American Education Advisory Committee (WSNAEAC)
• Migrant State Advisory Committee (SAC)
• Bilingual Education Advisory Committee (BEAC)
• Graduation: A Team Effort (GATE) Partnership Advisory Committee
• Association of Washington School Principals
• Washington Association of School Administrators
• Washington State School Directors’ Association
• Washington Education Association
• Committee of Practitioners
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Data on the needs of Washington’s students with disabilities (ages 3–21) were collected through
ongoing reports from LEAs to OSPI, federal reporting, dispute resolution, monitoring,
discussions with the state Special Education Advisory Committee (SEAC), public comment,
surveys, and anecdotal information provided by families, advocates, educators, and school and
district leaders.
In addition to regular consultation with stakeholder groups, OSPI is collecting information from
stakeholders on their priorities for ARP ESSER funds through an online survey. The survey will
be open through the summer and OSPI will review the data to inform decisions on learning
recovery interests and priorities focused on the most highly impacted student populations. In
addition, OSPI plans to conduct two webinars over the summer to provide an update on the
Washington LEA Academic and Student Well-being Recovery Plans, the COVID-19 Student
Survey, and the 2021 Legislative Session and request input as we continue to plan for future
recovery efforts.
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate
Federal COVID-19 pandemic funding and other Federal funding. This description
must include:
i. How the SEA and its LEAs 1) are using or have used prior to the
submission of this plan and 2) plan to use following submission of
this plan, Federal COVID-19 funding under the Coronavirus Aid,
Relief, and Economic Security (“CARES”) Act and the CRRSA Act
to support a safe return to and safely maximize in-person instruction,
sustain these operations safely, and address the disproportionate
impact of the COVID-19 pandemic on individual student groups
(including students from low-income families, children with
disabilities, English learners, racial or ethnic minorities, students
experiencing homelessness, children and youth in foster care, and
migratory students);
Complete the table below or provide a narrative description.
Table C1.
Funding source Prior/current SEA and Planned SEA and LEA uses
LEA uses (including (including funding
funding amounts, if amounts, if applicable)
applicable)
ESSER I (CARES Act) The LEA allocations for The SEA portion of ESSER I
ESSER I are more than 80% has been fully obligated and
expended. OSPI holds budget will be drawn down at a rate
detail of those expenditures, of use based on the specific
as school districts will report recipient of funds.
actuals in their yearend
reporting. The SEA portion has been
obligated in part as follows:
21
Funding source Prior/current SEA and Planned SEA and LEA uses
LEA uses (including (including funding
funding amounts, if amounts, if applicable)
applicable)
OSPI is currently using a • SEA Admin: $286,285
portion of the SEA funds for • Non-Title I school district
the following purposes: allocation: $433,785
• SEA admin • Changes to School
• Non-Title I school district District Fiscal Reporting
allocations System: $55,000
• Changes to school district • LEA use of ESSER–Will
fiscal reporting systems be reported in detail in the
• Grants to community- financial reporting system
based organizations to at the end of the school
support school-aged year. Current information
children in learning and held by the SEA
well-being recovery represents budgeted, not
• Internet connectivity for actual, expenditures.
students and families who
are low-income
GEER I (CARES Act) 1. The portion of these 1. The full $24,000,000 that
funds dedicated to K–12 was provided for this
were spent on electronic purpose was spent by
devices in the fall of 2020 March 2021 after the
so districts could achieve product ordered by
a 1:1 student-to-device districts in the fall was
ratio. received.
2. The EANS funds are 2. None of these dollars
available for private have been claimed by
schools to claim. private schools. OSPI is
seeking other funding
mechanisms to meet the
federal guidelines.
ESSER II (CRRSA Act) The state Legislature did not SEA admin from ESSER II
approve SEA admin out of was not allowed.
ESSER II funds.
LEA use of ESSER II will be
School districts have drawn reported in detail in the
down $16 million of these financial reporting system at
funds since they were made the end of the school year.
available in March. Current information held by
OSPI represents budgeted,
not actual, expenditures.
22
Funding source Prior/current SEA and Planned SEA and LEA uses
LEA uses (including (including funding
funding amounts, if amounts, if applicable)
applicable)
GEER II (CRRSA Act) The EANS II program has EANS II details are
not yet been initiated by the unknown.
state.
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.
ESSER I (CARES Act) total funding $216,892,447
ESSER I (CARES Act) available to LEAs $195,414,884
ESSER I (CARES Act) claimed by LEAs $155,425,569
All SEA set-aside funds have been obligated, but not all have been expended through
May 2021.
ESSER II (CRRSA Act) total funding $824,852,290
ESSER II (CRRSA Act) available to LEAs $743,042,470
ESSER II (CRSSA Act) claimed by LEAs $ 16,656,656
The Washington State Legislature recently passed a budget that had most of the ESSER
II SEA set-aside targeted towards specific investments. Our agency is currently going
tough the implementation of that budget.
GEER I (CARES Act) total award $24,000,000
GEER I (CARES Act) claimed by LEAs $24,000,000
These funds were provided to eligible school districts as a reimbursement for 1:1
computer device purchases in fall 2020.
The SEA is not able to track LEA obligations of these funds.
iii. In supporting LEAs as they plan for the safe return to and continuity
of in-person instruction and for meeting the academic, social,
emotional, and mental health needs of students resulting from the
COVID-19 pandemic, the extent to which the SEA is also using
other Federal funding sources including but not limited to under the
Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for
child nutrition services, and McKinney-Vento Homeless Assistance
23
Act, and the funds to support the needs of students experiencing
homelessness provided by section 2001(b)(1) of the ARP Act. 3
McKinney-Vento Homeless Assistance Act funds have been awarded to LEAs with high need
for additional support for students experiencing homelessness. OSPI uses state set-aside funds
under this Act to provide training and technical assistance to all LEAs, and has added specific
focus during the course of the pandemic on identification of students experiencing homelessness
and providing supports intended to improve enrollment and attendance. The agency intends to
use the funds to support the needs of students experiencing homelessness provided by section
2001(b)(1) of the ARP Act to augment direct supports in these high-need LEAs, to increase
community-based supports through funded partnerships with community-based organizations,
and to increase capacity for all LEAs to successfully serve students experiencing homelessness.
IDEA state-level admin funds and statewide activity funds are also being used to support the
academic, social-emotional and mental health needs of students with disabilities through the
development and provisions of technical assistance, professional development, and LEA
supports.
Title I, Part A funds continue to support students that are affected by the pandemic. This includes
funds for staff positions, including personnel to support student well-being. Funds also support
expanded services, including before and after school academic and behavioral interventions.
Title I, Part C funds also support students affected by the pandemic. This includes services
specific to summer programing and after school programing to support accelerated learning
opportunities as well as recovery.
C. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
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.
24
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;
With just a month since our state Legislature adjourned and a week since Washington’s
Governor signed the biennial state budget, OSPI is in the implementation planning process for
identifying evidence-based interventions for students. Decisions will be made in on an ongoing
basis as the agency works with school districts and consults with internal and external partners
and stakeholders.
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
OSPI has identified and included a broad resource of evidence-based interventions for students
group disproportionately impacted within OSPI’s Academic and Student Well-Being Planning
Guide. The data sources the agency will use are a combination of secondary student transcription
data, attendance, and district-level data from the Washington LEA Academic and Student Well-
Being Recovery Plan. In addition, we are planning to administer the federally required statewide
assessments in math, English language arts, and science this fall.
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.
School districts have just submitted their Academic and Well-being Recovery Plans. OSPI will
soon review and analyze the plan submissions, and the agency anticipates better understanding
students who missed the most in-person instruction and were disproportionately impacted. OSPI
will also analyze the attendance data submitted to the state and continue to identify programs and
grants that would benefit students most impacted by school building closures.
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the
SEA will use the funds it reserves under section 2001(f)(2) of the ARP Act
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including
those that begin in Summer 2021, and ensure such programs respond to students’
25
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;
OSPI will contract with two organizations for summer learning and enrichment programs. Both
contractors have statewide reach and can pivot efficiently to provide direct services to students in
the summer of 2021 and 2022.
The first contractor is School’s Out Washington. They have experience partnering with a state
agency to administer youth development grant programs, and will serve as an intermediary to the
state to develop and administer grants to community-based organizations who provide direct
services to school-aged youth, prioritizing programs that promote students connecting socially,
engaging in physical activity, and also supporting families who have struggled with child care
needs. The contractor will utilize a community-based review process and conduct extensive
outreach and application assistance.
The Contractor is required to report to OSPI how programs respond to students’ academic,
social, and emotional needs; are geographically diverse; and address the disproportionate impacts
of the pandemic on different student groups, including:
• each major racial and ethnic group,
• students experiencing poverty,
• students with disabilities,
• English proficiency status,
• gender,
• students who are migratory,
• students experiencing homelessness, and
• children and youth in foster care.
The second contract is with the Association of Washington Cities in partnership with the
Recreation and Parks Association. This contractor has experience coordinating statewide efforts
around city and county summer youth development programs, will administer a grant program
across city and county parks and recreation programs to provide direct services to school-aged
youth, and will prioritize programs that promote students connecting socially, engaging in
physical activity, and also supporting families who have struggled with child care needs. Grants
will be used to support the expansion of current programs, as well as the creation of new
programs—especially in areas that do not have access to programming, and additional
recruitment and communication efforts to communities without programs, or geared toward
youth who have historically not participated in programming.
26
The Contractor is required to report to OSPI how programs respond to students’ academic,
social, and emotional needs; are geographically diverse; and address the disproportionate impacts
of the pandemic on different student groups, including:
• each major racial and ethnic group,
• students experiencing poverty,
• students with disabilities,
• English proficiency status,
• gender,
• students who are migratory,
• students experiencing homelessness, and
• children and youth in foster care.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.--viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
As part of their contract with OSPI, both contractors will need to meet specific deliverables. One
deliverable, specifically, requires the contractors to collect data on students served in the
programs and the impact of their evidence-based programs on students’ social, emotional, and
academic outcomes.
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.
As part of their contract with OSPI, both contractors will collect and provide data on how they
identified and recruited students to their programs. These outreach efforts will be in addition to
more traditional ways students come to their programs, and may include going to specific
communities and neighborhoods within their cities, advertising via online social media, and other
advertising opportunities through schools and other community-based organizations.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has
27
selected, and the extent to which the SEA will evaluate the impact of
those programs;
At this time, OSPI is in the beginning phases of implementation planning for before and after
school programs. The agency is expanding the use of the 21st century schools grants through the
federal program. This will provide resources and support to existing provider and expand the
footprint across the state.
Programs that receive funding shall report to OSPI how programs respond to students’ academic,
social, and emotional needs; are geographically diverse; and address the disproportionate impacts
of the pandemic on different student groups, including:
• each major racial and ethnic group,
• students experiencing poverty,
• students with disabilities,
• English proficiency status,
• gender,
• students who are migratory,
• students experiencing homelessness, and
• children and youth in foster care.
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
OSPI will target evidence-based programs to address the disproportionate impacts on particular
student groups. Determination of services for students who have missed in-person services will
be dependent on an analysis of the LEA Academic and Well-being Recovery Plans as well as the
COVID-19 Student Survey. Over the summer, OSPI will be working with the University of
Washington to review the data collected via the COVID-19 Student Survey, disaggregated by
student group. In addition, OSPI will use the district-level data from the Academic and Well-
being Recovery Plans, combined with state-level transcription and attendance data, to better
understand the needs of individual student groups for comprehensive afterschool programming.
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 2019–20 and 2020–21 school years; and 2) students who
did not consistently participate in remote instruction when offered
during school building closures.
OSPI will utilize these funds with a priority on students who have missed the most in-person
instruction over the last two years. Determination of services for students who have missed in-
28
person services will be dependent on an analysis of the Academic and Well-being Recovery
Plans. This data analysis and disaggregation by student group will assist OSPI in targeting
resources, and will better position the state to invest in ongoing wraparound services for students.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staff’s health and safety; to meet students’ academic, social, emotional, and
mental health needs; and to use ARP ESSER funds to implement evidence-based
interventions.
Click here to enter text.
D. 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.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will
require its LEAs to include in LEA plans consistent with the ARP ESSER
requirements for the use of ARP ESSER funds, how the SEA will require such
plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be
within no later than 90 days after receiving its ARP ESSER allocation). The LEA
plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement
prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning;
ii. How the LEA will use the funds it reserves under section 2001(e)(1)
of the ARP Act (totaling not less than 20 percent of the LEA’s total
allocation of ARP ESSER funds) to address the academic impact of
lost instructional time through the implementation of evidence-based
interventions, such as summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended
school year programs;
iii. How the LEA will spend its remaining ARP ESSER funds consistent
with section 2001(e)(2) of the ARP Act; and
iv. How the LEA will ensure that the interventions it implements,
including but not limited to the interventions under section
2001(e)(1) of the ARP Act to address the academic impact of lost
instructional time, will respond to the academic, social, emotional,
29
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 Washington State Legislature passed House Bill 1368 early in the 2021 Legislative Session
that required school districts to submit an LEA Academic and Student Well-being Recovery Plan
by June 1, 2021. LEA’s plans must address student needs resulting from school building closures
and extended time in remote learning due to the COVID-19 pandemic. OSPI will review and
approve the submitted Plans or request additional information from LEAs. Approval of the Plan
is required before ARP ESSER funds will be released for LEA use.
Specifically, LEAs must address the following elements in their Academic and Student Well-
being Recovery Plan, using the OSPI provided template:
a. Identification of specific diagnostic assessments tools by grade level; identification of
student learning and well-being gaps; and focus of additional time, supports, and/or
extracurricular activities for students most impacted.
b. Inclusion of the following student groups in all data included in the Plan: American
Indian/Alaska Native; Asian; Black/African American; Hispanic/Latino of any race(s);
Native Hawaiian/Other Pacific Islander; Two or More Races; White; English Learners;
Students Experiencing Poverty; Students with Disabilities; Students Experiencing
Homelessness; and Students in Foster Care.
c. Students’ learning recovery (including addressing the needs of the student groups
identified above), specifically identifying and correcting disproportionate impacts
resulting from the school building closures and extended time in remote learning due to
the COVID-19 pandemic.
d. Provision of additional instruction, student well-being support, and extracurricular
opportunities based on an assessment of student needs (academic and well-being).
e. Use of an equity analysis tool in the development of the plan.
f. Approval of the plan by the LEA’s school board or authorizing body (e.g., public posting,
provide opportunity for public comment as federal requirement).
g. Posting of the LEA’s plan on their public-facing website, making it accessible for those
with disabilities and those in the community whose primary language is one other than
English.
OSPI provided guidance to LEAs on potential diagnostic assessments to assist in understanding
the impact on students. OSPI also developed Tableau dashboards that are available to school
districts. OSPI’s guidance document with these assessments is available on the OSPI website.
At this time, OSPI is reviewing each LEA’s plan and will soon be able to further identify student
groups most impacted by the pandemic. The June 1 submission of LEAs’ plans is the first phase
of three allowing LEAs to engage in and plan for continuous improvement cycles, and time to
design and implement powerful and equitable systems to support student needs and plan for
long-term system changes. All three phases are iterations of one singular plan in which the LEA
30
builds an initial plan, collects data, monitors progress, makes adjustments, and implements deep,
sustained improvements over time.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations);
and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
Each LEA Academic and Well-being Recovery Plan must go through a local and public review
and approval process with the school district board of directors. As a local control state, each of
the 295 school districts addressed this differently given the uniqueness of their students, families,
and communities.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER
funds. The description must include:
i. How the SEA will support and monitor its LEAs’ implementation of
evidence-based interventions that respond to students’ academic,
social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs – including
the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
Click here to enter text.
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
Click here to enter text.
31
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.
In addition to the summer learning funds allocated to school districts via the Title I methodology,
OSPI will be providing funds via grants or contracts to community-based organizations that have
a proven track record of success with after and extended school year programs in communities of
high needs. OSPI will work with providers on reporting data that represents measures of success
within the context of the contract or grant agreement.
OSPI has revised the general supervision monitoring process to include review of progress
reports and multiple years of student IEPs to ensure progress, and will be reviewing the extent to
which recovery services were discussed, documented, and implemented, as well as how the
decisions regarding recovery services were made. OSPI will continue to interview students,
parents and families, and service providers regarding the provision of special education and
related services to students and review language access for families who do not speak English,
including documentation of interpreters attending IEP and evaluation meetings. Additionally,
dispute resolution data are tracked, and trends identified, so technical assistance and professional
development is developed and provided to districts and families in an attempt to proactively
address concerns and improve services to students.
OSPI continues to encourage LEAs to coordinate, combine, and braid funding to support
students. This is supported by the OSPI’s guidance document, Unlocking Federal and State
Funds to Support Student Success. OSPI’s Consolidated Program Review (CPR) monitoring
cycle will continue to review LEAs for best practices and compliance. To adjust for the
pandemic, CPR checklists developed by programs will be adjusted to monitor for specific
pandemic-related needs, including use of ESSER funds.
In addition, OSPI will use the CPR process to ensure equitable access for all students to high-
quality curriculum, instruction, and supports through a coordinated monitoring system that is a
partnership between OSPI and LEAs.
4. Describe the extent to which the SEA will support its LEAs in implementing
additional strategies for taking educational equity into account in expending ARP
ESSER funds, including but not limited to:
i. Allocating funding both to schools and for districtwide activities
based on student need, and
ii. Implementing an equitable and inclusive return to in-person
instruction. An inclusive return to in-person instruction includes, but
is not limited to, establishing policies and practices that avoid the
32
over-use of exclusionary discipline measures (including in- and out-
of-school suspensions) and creating a positive and supportive
learning environment for all students.
Where the SEA has control to make targeted investments with ARP ESSER funds, we will be
doing so through the lens of educational equity, by ensuring that funds get disbursed to a wide
variety of communities across the state. The goal is to benefit students in need while targeting
geographic, resource, and economic diversity. Student need will be defined locally based on the
specific knowledge of the student group and community. For example, some communities have
held in-person instruction in Washington longer than others, which may lead to a different need
of service to students in promoting a safe and inclusive return to in-person instruction
E. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support
students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of
educators, education administration personnel, and other school
personnel involved in safely reopening schools, and the extent to
which they vary by region/type of school district and/or groups of
educators (e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early
childhood educators). Cite specific data on shortages and needs
where available.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
Table F1.
Area Data on shortages and needs Narrative
description
Teachers Washington State’s Professional Educator Standards Board The SEA utilizes
assigned to (PESB) prepares an annual report on educator shortages by several strategies
Special educator roles, content area, and region. The most recent for supporting
report and data is located on the PESB website. and stabilizing
Education
the educator
Data Prepared by Title II, Part A, OSPI: workforce to
support students
Special Education* Teacher Shortages: 2019-20SY with disabilities.
33
Several programs
Qualification Unit Total Count Percent
in place currently
Count
to recruit and
maintain teachers
Out-of-Field** Teacher 6,977 578 8.3% for Special
Education
programs are:
Section 39,069 2,584 6.6% • Alternative
routes block
grant
Limited Teacher 6,977 264 3.8% • Pre-
Certificate*** endorsement
waiver
Section 39,069 1501 3.8%
program
Throughout the
Data indicates a need to train, recruit, and/or hire pandemic, the
approximately 842 additional teachers who hold full SEA has
certificates with Special Education endorsements. additional
provided
* The SEA defines a special education course as any course guidance, best
section where 100% of the students enrolled have practices,
Individualized Education Programs (IEPs). resources, and
unique
** An Out-of-Field teacher provides instruction outside of considerations for
their endorsed subject area or outside of the grade level that supporting
the endorsement is for. This is a different definition than is students with
used in PESB’s annual Shortage Report. disabilities and
the educators
*** A Limited Certificated teacher provides instruction with who serve them.
a limited certificate. Limited Certificates are issued under
specific circumstances and for limited service. They include
Intern Substitute Teacher Certificate, Nonimmigrant
Exchange Teacher Certificate, Substitute Teacher
Certificate, and Transitional Teacher Certificate. More
information is available in Washington Administrative Code
(WAC) 181-79A-231 or the OSPI Certification Office.
Paraeducators The SEA does not currently have a mechanism to Paraeducator
assigned to quantitatively measure paraeducator shortages. The SEA is Certificate
Special working to establish system-wide, course-level reporting for Program
paraeducators; however, data currently collected on Paraeducator
Education
paraeducator assignments is based in employment records, Subject Matter
which does not account for vacant/unfilled positions. Certificate
Programs
Below is a headcount and FTE total of paraeducators paid Paraeducators
through Special Education funding in Washington state for play a critical
school year 2019–20. role in providing
services and
Head Count Total FTE supports to
students with
34
15,969 8275.202 disabilities in
Washington
State. The state
Legislature is
continuing their
commitment to
these educators
by funding two
professional
learning days per
year. They also
provide funds for
the creation of a
training program
for paraeducators
on community,
family, and
student
engagement.
Bilingual Washington State’s Professional Educator Standards Board The SEA
educators (PESB) prepares an annual report on educator shortages by supports and
educator roles, content area, and region. The most recent empowers
report and data are available on the PESB website. students,
educators,
Data Prepared by Title II, Part A, OSPI: families, and
communities
Bilingual Education* Teacher Shortages: 2019-20SY through equitable
access to high-
Qualification Unit Total Count Percent quality
Count curriculum,
instruction, and
Dual Teacher 577 538 93.2% supports. One of
Language strategies is the
Courses taught Section 1951 1853 95.0% Dual Language
without a Initiative to
Bilingual provide all
Education students in
Endorsement Washington
(0025, 0307, access to dual
language
2307, 3307)
education by
2030. OSPI has
been tracking
*The SEA is using Dual Language course sections taught by which schools
individuals who do not hold Bilingual Education offer dual
language
endorsements to measure shortages/needs for additional
education since
bilingual educators
the 2015–16
school year as the
state has worked
35
to expand the
Dual Language
program. OSPI
began collecting
course
information of
dual language
instruction in the
2019–20 school
year to conduct
educator
workforce
inventory for
dual language
education and to
ensure students
have equitable
access to dual
language
instruction. OSPI
has been
facilitating the
Dual Language
Steering
Committee
meetings to
develop supports
and resources for
LEAs to establish
and expand dual
language
education (Dual
Language
Education and
Resources)
State law (RCW
28A.180.040(2))
requires all
educators funded
by the Title III
state
supplemental
funds
(Transitional
Bilingual
Instructional
Program [TBIP])
to hold an ELL
and/or bilingual
36
education
endorsement.
English as a Washington State’s Professional Educator Standards Board OSPI’s Bilingual
second (PESB) prepares an annual report on educator shortages by Education
language educator roles, content area, and region. The most recent Program oversees
report and data are available on the PESB website. and guides
educators
districts serving
Data Prepared by Title II, Part A, OSPI: multilingual/
English learners.
English as a Second Language* Teacher Shortages: All districts with
2019-20SY multilingual
learners must
Qualification Unit Total Count Percent implement a
Count TBIP designed to
address the
Out-of-Field Teacher 1,239 28 2.3% unique needs of
eligible students
Section 4,721 89 1.9% who come from
linguistically and
Limited Teacher 1,239 80 6.5% culturally diverse
Certificate backgrounds.
Section 4,721 311 6.6% State law (RCW
28A.180.040(2))
requires all
educators funded
*OSPI is using State Course Codes 01008, 01008N, 02992,
by the Title III
01992N to identify ESL/ELL course sections. This is likely
state
an underrepresentation of the number of teachers and course supplemental
sections as LEA may choose to report using other state funds (TBIP) to
course codes, such as ELA. hold an ELL
and/or bilingual
education
endorsement.
STEM Washington State’s Professional Educator Standards Board The state
educators (PESB) prepares an annual report on educator shortages by Legislature and
educator roles, content area, and region. The most recent OSPI are
report and data are available on the PESB website. coordinating
efforts to increase
Data Prepared by Title II, Part A, OSPI: the number and
qualifications of
STEM Teacher Shortages: 2019-20SY computer science
teachers (House
Subject Qualifi Unit Total Coun Percen Bill 1577, 2019).
Area cation Count t t
Out-of- Teacher 9,493 502 5.3%
Field
Section 50,665 2,210 4.4%
37
Life and Limite Teacher 9,493 273 2.9%
Physical d
Sciences Certific Section 50,665 1,233 2.4%
ate
Computer Out-of- Teacher 1,347 183 13.6%
and Field
Informati Section 9,131 795 8.7%
on
Sciences
Limite Teacher 1,347 48 3.6%
d
Certific Section 9,131 253 2.8%
ate
Engineeri Out-of- Teacher 884 884 7.4%
ng and Field
Technolo Section 4,877 4,877 6.2%
gy
Limite Teacher 884 9 1.0%
d
Certific Section 4,877 28 0.6%
ate
Mathemat Out-of- Teacher 12,915 12,91 6.6%
ics Field 5
Section 71,556 71,55 6.4%
6
Limite Teacher 12,915 449 3.5%
d
Certific Section 71,556 2193 3.1%
ate
Elementar Out-of- Teacher 23,746 378 1.6%
y Field
Curriculu Section 102,31 389 1.6%
m* 6
Limite Teacher 23,746 389 1.6%
d
Certific Section 102,31 2,181 2.1%
ate 6
Science: Data indicates a need to train, recruit, and/or hire
approximately 775 additional fully certificated and endorsed
science teachers.
38
Technology: Data indicates a need to train, recruit, and/or
hire approximately 231 additional fully certificated and
endorsed technology teachers
Engineering: Data indicates a need to train, recruit, and/or
hire approximately 893 additional fully certificated and
endorsed engineering teachers.
Mathematics: Data indicates a need to train, recruit, and/or
hire approximately 767 additional fully certificated and
endorsed math teachers.
Elementary Curriculum: Data indicates a need to train,
recruit, and/or hire approximately
*Content Specific Elementary STEM course sections (e.g.,
Science – Grade 2) are included in the content group
categories. Elementary Curriculum is additionally included
as science, technology, and mathematics are an integral part
of elementary curriculum in the state. Elementary
Curriculum is defined by State Course Code WA0007.
CTE educators Washington State’s Professional Educator Standards Board
(PESB) prepares an annual report on educator shortages by
educator roles, content area, and region. The most recent
report and data are available on the PESB website.
Data Prepared by Title II, Part A, OSPI:
CTE Teacher Shortages: 2019-20SY
Qualification Unit Total Count Percent
Count
Teacher holds Teacher 4,952 1,964 3.9%
only a Limited
Certificate Section
During the 2019–20 school year, 4,952 teachers in
Washington state were reported as teaching one or more
CTE course sections. Of the teachers providing instruction in
these courses, 1,964 held only a Limited Certification. This
constitutes 39.7% of CTE teachers in the state. While subject
to regional variability, at the statewide level, this indicates a
need to train, recruit, and/or hire approximately 1,964
additional teachers who hold full CTE certificates.
39
Early Data Prepared by Title II, Part A, OSPI: Transitional
childhood Kindergarten
educators Early Childhood Shortages: 2019-20SY Program
Qualification Unit Total Count Percent
Count
Out-of-Field Teacher 24,240 824 3.4%
Section 140,115 6,132 4.4%
Limited Teacher 24,240 504 2.1%
Certificate
Section 140,115 3,357 2.4%
Data indicates a need to train, recruit, and/or hire
approximately 1,328 additional fully certified and endorsed
early childhood educators.
School Washington State’s Professional Educator Standards Board The most recent
counselors (PESB) prepares an annual report on educator shortages by state Operating
educator roles, content area, and region. The most recent Budget increases
report and data are available on the PESB website. the staffing ratios
in the
Data Prepared by Title II, Part A, OSPI: prototypical
school funding
School Counselor Shortages: 2019-20SY model related to
the safety and
Total Count Ratio FTE Ratio social-emotional
Student (headcount) needs of students,
Count (FTE) funding
additional
1,141,108 2,878 1:396.49 2700.94 1:422.48 professional
8 development for
school staff,
increasing the
allocation for
To meet the 1:250 counselor-to-student ratio recommended school principals,
by the American School Counselor Association, data and adding
indicates a need to train, recruit, and/or hire 1,863.484 FTE continuous
additional school counselors throughout the state. learning coaches
to the
prototypical
model no later
than the 2024–25
school year.
Social workers Washington State’s Professional Educator Standards Board
(PESB) prepares an annual report on educator shortages by
40
educator roles, content area, and region. The most recent
report and data are available on the PESB website.
Data Prepared by Title II, Part A, OSPI:
School Social Worker Shortages: 2019-20SY
Total Count Ratio FTE Ratio
Student (Headcoun
Count t) (FTE)
1,141,108 168 1:6,792.31 160.341 1:1863.48
To meet the 1:250 social worker-to-student ratio
recommended by the American School Counselor
Association, data indicates a need to train, recruit, and/or
hire 4,564.432 FTE additional school social workers
throughout the state.
Nurses Washington State’s Professional Educator Standards Board
(PESB) prepares an annual report on educator shortages by
educator roles, content area, and region. The most recent
report and data are available on the PESB website.
Total Count Ratio FTE Ratio
Student (Headcount
Count ) (FTE)
1,141,108 654 1:1,744.81 551.225 1:2070.131
To meet the 1:750 school nurse-to-student ratio
recommended by the National Association of School Nurses,
data indicates a need to train, recruit, and/or hire 970.252
FTE additional school nurses throughout the state.
School Washington State’s Professional Educator Standards Board
psychologists (PESB) prepares an annual report on educator shortages by
educator roles, content area, and region. The most recent
report and data are available on the PESB website.
Total Count Ratio FTE Ratio
Student (Head
Count count) (FTE)
1,141,108 1,179 1:967.86 1,076.134 1:1,061.37
41
To meet the 1:500 school psychologist-to-student ratio
recommended by the National Association of School
Psychologists, data indicates a need to train, recruit, and/or
hire 1,206.082 FTE additional 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.
OSPI assists LEAs in identifying the most urgent areas of shortages or potential needs through a
variety of methods. Each year, the Title II, Part A program office provides ongoing technical
assistance to LEAs in identifying educator placements and appropriate course assignments
through the Educator Equity Data Collection Tool and utilizes iGrants, OSPI’s statewide grant
system, to help LEAs to prioritize the use of Title II, Part A funds to close equity gaps through
professional development, class-size reduction (including co-teaching models which aid in
supporting students in special education and students who are emergent bilingual), and retention
and mentoring efforts.
In addition, the state’s Professional Educator Standards Board (PESB) releases an annual
Shortage Report. The methodology of PESB differs from that of OSPI’s identification of out-of-
field educators as the Educator Equity Data Collection Tool currently indicates educators who
are teaching out-of-endorsement according to PESB’s assignment table, out-of-grade-span
according to endorsement-grade span competencies, and educators who teach special education
who do not hold valid special education endorsements; whereas the PESB Shortage Report does
not take into account out-of-grade-span assignments. Together, the Educator Equity Data
Collection, OSPI’s public reporting on the Washington State Report Card, and PESB’s shortage
report assist LEAs in identifying their most urgent shortages.
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).
42
During the COVID-19 pandemic, the Professional Educator Standards Board (PESB)
implemented emergency rules for certification, including emergency certificates for teachers
who were unable to complete EdTPA (which was a requirement at the time for initial teacher
certification, but was removed as a requirement by the 2021 Legislature) due to school building
closures and emergency certificates for advanced paraeducator certificate holders. OSPI has
implemented Special Education (SPED) pre-endorsement waivers, which are temporary waivers
that allow educators with 20 or more credits toward their SPED endorsement to teach special
education courses while they complete their coursework to address shortages in special education
teachers in the state.
OSPI, PESB, and state’s Paraeducator Board have developed alternative pathways for
certification, focusing particularly on the implementation of the Paraeducator Certification
Program to build educator pathways, particularly for shortage areas in supporting students who
have disabilities or are English learners. The Educator Effectiveness Office within OSPI has
partnered with the Washington Education Association to launch the first Mentor Academy led by
and for Black, Indigenous, and people of color (BIPOC) teacher-leaders statewide. It is called
“Nakia Academy” and has 70 educators of color meeting in two cohorts. All participants are
being paid for their time and expertise and will be connected to mentoring opportunities
throughout the 2021–22 school year. OSPI’s 2021 Beginning Educator Support Team (BEST)
Mentor/Coach Equity Conference has over 600 educators registered. OSPI is implementing self-
reported demographic data collections for educators to better collect data, analyze, and work to
increase and support a diverse workforce of educators that is reflective of the students in the
state.
2. Staffing to Support Student Needs: Describe the extent to which the SEA has
developed or will develop strategies and will support its LEAs in increasing
student access to key support staff within school buildings, including school
counselors, special education personnel, nurses, social workers, and psychologists
(e.g. hiring additional personnel or freeing up these staff to focus on providing
services to students).
Our most recent state budget increased funding to support students statewide via additional
school counselors. LEA ESSER plans have included details on how LEAs are engaging in
providing the additional supports and resources to students, including through staffing.
F. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
43
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).
Existing data systems provide capacity and the framework to continue data collection and
progress monitoring. The Comprehensive Education Data and Research System (CEDARS) is a
mature system and is the primary mechanism for LEAs to provide detailed student-level data to
OSPI. Data that were collected within the 2020–21 school year and that are pertinent to this plan
include absences, exclusionary discipline, access to dual credit coursework, dual credit course-
taking, and credits earned. These data are at the student level and therefore can be linked with
student demographics and characteristics. School districts submit updated data on a regular basis
throughout the school year. CEDARS collection and documentation is updated annually. The
2021–22 school year marks the first year of a new data collection on student devices and
technology.
The Washington State Report Card, which summarizes CEDARS and other data, includes many
of the data noted above including enrollment, regular attendance, exclusionary discipline, dual
credit coursework, teacher qualification, and per pupil expenditures.
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
44
(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.
OSPI monitors multiple federally funded programs under the Elementary and Secondary
Education Act (ESEA). This process fulfills OSPI's compliance monitoring requirements under
Federal regulations (2 CFR 200). The Consolidated Program Review (CPR) process consists of
an OSPI team reviewing LEA federal and selected state programs. The monitoring activities are
designed to focus on the results of the LEA's efforts to implement critical requirements of the
ESEA using available resources and flexibility within provisions.
OSPI will align subrecipient monitoring of ESSER funds with the existing CPR process by:
• Expanding the annual risk assessment to include risk factors based on awarded ESSER
grant amounts and grant claim variances.
• Monitoring identified high-risk LEAs in addition to LEAs already slated to participate in
the annual monitoring cycle.
• Providing technical assistance to monitoring participants to both prepare for the review
and successfully exit the review process in compliance.
• Utilizing the Fiscal and Private Schools checklist to ensure compliance with allowable
costs and expenditures and equitable services provisions.
These checklists will be amended as necessary to include ESSER-specific guidance and
requirements. The CPR process is a supplement to ongoing monitoring OSPI conducts through
the grant application, claims, and reporting process. Technical assistance is provided alongside
compliance requirements during the application process in which LEAs provide a summary of
how they intend to use the allocated funds. LEAs must provide a summary of how they have
used the funds to support the activities they selected, and OSPI conducts an internal fiscal check
on expenditures to ensure they are used according to their application. Through this grant process
and the risk assessment, identified high-risk LEAs are referred to the CPR process for further
compliance monitoring, either desk or on-site (when possible). At all times, OSPI works to
ensure funds are expended to support the greatest needs for LEA recipients and that equitable
services are provided along with timely and meaningful consultation.
45
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Table 1
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
The district data below represent the most current information available to OSPI as of the week
of May 10, 2021. Data have been collected on a weekly basis and have been at the district level,
not at the school level.
All Districts
Number of All Offered to all Offered to Not offered
Districts Districts students some students
Remote or online 314 2 294 22
only
School buildings 314 290 0 24
open with both
remote/online and
in-person
instruction
(hybrid)
School buildings 314 104 208 2
open with full-
time in-person
instruction
The following three tables captures more specific information relative to the learning levels
(elementary, middle, and high schools).
Elementary Districts
Number of All Offered to all Offered to Not offered
Districts Districts students some students
Remote or online 302 3 270 29
only
School buildings 302 270 0 32
open with both
remote/online and
in-person
46
instruction
(hybrid)
School buildings 302 127 172 3
open with full-
time in-person
instruction
Middle School Districts
Number of All Offered to all Offered to Not offered
Districts Districts students some students
Remote or online 292 3 255 34
only
School buildings 292 255 0 37
open with both
remote/online and
in-person
instruction
(hybrid)
School buildings 292 103 186 3
open with full-
time in-person
instruction
High School Districts
Number of All Offered to all Offered to Not offered
Districts Districts students some students
Remote or online 263 2 239 22
only
School buildings 263 239 0 24
open with both
remote/online and
in-person
instruction
(hybrid)
School buildings 263 86 175 2
open with full-
time in-person
instruction
47
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
OSPI has been collecting data at the district level regarding instructional mode offerings, but
does not currently have student-level detail. Due to sizeable numbers of students who opted to
continue remote learning rather than attending in-person when it became available, OSPI is
unable to report information by student group and mode of instruction. The agency will be
gathering a student-level indicator about students who opted in to continue remote instruction,
which will allow for the compilation of a table similar to the one below. Those data will be
available and posted in late summer or fall 2021.
Add or change rows as needed
Number of Total Remote or Both Full-time
students enrollment online only remote/onli in-person
ne and in- instruction
person
instruction
(hybrid)
Students #Not n/a# n/a# n/a#
from low- available
income
families
White, not n/a # n/a # n/a # n/a#
Hispanic
Black or n/a # n/a # n/a # n/a #
African
American,
not Hispanic
Hispanic, of n/a # n/a # n/a # n/a #
any race
Asian, not n/a # n/a # n/a # n/a #
Hispanic
American n/a # n/a # n/a # n/a #
Indian or
Alaskan
48
Native, not
Hispanic
Native n/a # n/a # n/a # n/a #
Hawaiian or
Pacific
Islander, not
Hispanic
Two or more n/a # n/a # n/a # n/a #
races, not
Hispanic
Race/Ethnici n/a # n/a # n/a # n/a #
ty
information
not available
English n/a # n/a # n/a # n/a #
learners
Children n/a # n/a # n/a # n/a #
with
disabilities
Students n/a # n/a # n/a # n/a #
experiencing
homelessnes
s
Children and n/a # n/a # n/a # n/a #
youth in
foster care
Migratory n/a # n/a # n/a # n/a #
students
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure
that its LEAs comply with, all reporting requirements at such time and in such manner and
49
containing such information as the Secretary may reasonably require, including on matters such
as:
● How the State is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the CDC
guidance related to mitigating COVID-19 in schools;
● Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and
maximize in-person instruction time, and advance equity and inclusivity in participation
in in-person instruction;
● Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
● SEA and LEA uses of funds to meet students’ social, emotional, and academic needs,
including through summer enrichment programming and other evidence-based
interventions, and how they advance equity for underserved students;
● SEA and LEA uses of funds to sustain and support access to early childhood education
programs;
● Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER
funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on
personnel, student learning, and budgeting at the school and district level);
● Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
● Requirements under the Federal Financial Accountability Transparency Act (“FFATA”);
and
● Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
50
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
● The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under the ARP
ESSER program or activity based on race, color, national origin, which includes a
person’s limited English proficiency or English learner status and a person’s actual or
perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-
discrimination obligations arise under Federal civil rights laws, including but not limited
to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of
1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of
1975. In addition, the SEA must comply with all regulations, guidelines, and standards
issued by the Department under any of these statutes;
● The SEA will comply with all ARP Act and other ARP ESSER requirements and all
requirements of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the
ARP Act, absent a waiver by the Secretary pursuant to section 2004(a)(2) of the
ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the
ARP Act, and ensuring its LEAs comply with the maintenance of equity provision
in section 2004(c) of the ARP Act (please note that the Department will provide
additional guidance on maintenance of equity shortly);
● The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner
and, to the extent practicable, not later than 60 days after the SEA receives ARP ESSER
funds (i.e., 60 days from the date the SEA receives each portion of its ARP ESSER
funds). An SEA that is not able to allocate such funds within 60 days because it is not
practicable (e.g., because of pre-existing State board approval requirements) will provide
an explanation to the Department within 30 days of receiving each portion of its ARP
ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner and the
SEA’s expected timeline for doing so;
● The SEA will implement evidence-based interventions as required under section 2001(f)
of the ARP Act and ensure its LEAs implement evidence-based interventions, as required
by section 2001(e)(1) of the ARP Act;
● The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
students from low-income families, students from racial or ethnic groups, gender, English
learners, children with disabilities, students experiencing homelessness, children and
51
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
● The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
52
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you other program beneficiaries with special
about a new provision in the Department of needs. This provision allows applicants
Educations General Education Provisions discretion in developing the required
Act ("GEPA") that applies to applicants for description. The statute highlights six types
new grant awards under Department of barriers that can impede equitable access
programs. This provision is Section 427 of or participation: gender, race, national origin,
GEPA, enacted as part of the Improving color, disability, or age. Based on local
America's Schools Act of 1994 (Public Law circumstances, you should determine
(P.L.) 103-382). whether these or other barriers may prevent
your students, teachers, etc. from such access
To Whom Does This Provision Apply? to, or participation in, the Federally-funded
project or activity. The description in your
Section 427 of GEPA affects applicants for
application of steps to be taken to overcome
new grant awards under this program. ALL
these barriers need not be lengthy; you may
APPLICANTS FOR NEW AWARDS
provide a clear and succinct description of
MUST INCLUDE INFORMATION IN
how you plan to address those barriers that
THEIR APPLICATIONS TO ADDRESS
are applicable to your circumstances. In
THIS NEW PROVISION IN ORDER TO
addition, the information may be provided in
RECEIVE FUNDING UNDER THIS
a single narrative, or, if appropriate, may be
PROGRAM.
discussed in connection with related topics in
(If this program is a State-formula grant the application.
program, a State needs to provide this
Section 427 is not intended to duplicate the
description only for projects or activities that
requirements of civil rights statutes, but
it carries out with funds reserved for State-
rather to ensure that, in designing their
level uses. In addition, local school districts
projects, applicants for Federal funds address
or other eligible applicants that apply to the
equity concerns that may affect the ability of
State for funding need to provide this
certain potential beneficiaries to fully
description in their applications to the State
participate in the project and to achieve high
for funding. The State would be responsible
standards. Consistent with program
for ensuring that the school district or other
requirements and its approved application, an
local entity has submitted a sufficient section
applicant may use the Federal funds awarded
427 statement as described below.)
to it to eliminate barriers it identifies.
What Does This Provision Require?
What are Examples of How an Applicant
Section 427 requires each applicant for funds Might Satisfy the Requirement of This
(other than an individual person) to include in Provision?
its application a description of the steps the
The following examples may help illustrate
applicant proposes to take to ensure equitable
how an applicant may comply with Section
access to, and participation in, its Federally-
427.
assisted program for students, teachers, and
53
(1) An applicant that proposes to carry
out an adult literacy project serving,
among others, adults with limited English
proficiency, might describe in its
application how it intends to distribute a
brochure about the proposed project to
such potential participants in their native
language.
(2) An applicant that proposes to develop
instructional materials for classroom use
might describe how it will make the
materials available on audio tape or in
braille for students who are blind.
(3) An applicant that proposes to carry
out a model science program for
secondary students and is concerned that
girls may be less likely than boys to enroll
in the course, might indicate how it
intends to conduct "outreach" efforts to
girls, to encourage their enrollment.
(4) An applicant that proposes a project to
increase school safety might describe the
special efforts it will take to address
concerns of lesbian, gay, bisexual, and
transgender students, and efforts to reach
out to and involve the families of LGBT
students.
We recognize that many applicants may
already be implementing effective steps to
ensure equity of access and participation in
their grant programs, and we appreciate your
cooperation in responding to the
requirements of this provision.
Click here to enter text.
54
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per
response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain
benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden, to the
U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or
email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
55
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