Letters of Support for the North Dakota ARP State ESSER Plan
Summary
Appendix A to North Dakota's ARP ESSER State plan collects letters of support for the plan submitted by the North Dakota Department of Public Instruction. The North Dakota State Teacher of the Year Chapter, with President Mary Eldredge Sandbo, writes State School Superintendent Kirsten Baesler on June 4, 2021 that the plan gives district leaders resources to fill learning gaps. Chancellor Dr. Mark Hagerott of the North Dakota University System writes on June 3, 2021 that over 4,000 high school students are in dual credit programs and that the plan supports college, workforce and military readiness. The text ends with an Appendix D notice on GEPA Section 427, OMB Control No. 1894-0005.
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Cite this document
“Letters of Support for the North Dakota ARP State ESSER Plan.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-1325b1ca9a/
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Appendix A
Letters of Support
for the
North Dakota ARP State ESSER Plan
North Dakota
State Teacher of the Year Chapter
Be a positive voice for North Dakota Teachers and promote effective education for all students.
June 4, 2021
State School Superintendent Kirsten Baesler
North Dakota Department of Public Instruction
600 East Boulevard Avenue, Dept. 201
Bismarck, ND 58505-0440
Dear Superintendent Baesler,
The vision of the North Dakota State Teacher of the Year Chapter is to be a positive voice for North Dakota
teachers by promoting effective education for all students. We support the North Dakota APR ESSER plan
submitted by the North Dakota Department of Public Instruction. We believe this plan sets forth the
resources, support, and guidance for North Dakota school district leaders to make the critical decisions
required to promote effective education for all students and teachers during this time of increased need in
all schools.
As stated in the submitted plan, school leaders, teachers, students, and their families have made
tremendous efforts to ensure that learning has continued through the COVID-19 pandemic. As we move
forward, we believe this plan will guide district leaders to identify and fill learning gaps and support
teachers as they meet the needs of each of their students. The plan also provides recommendations and
guidelines for districts to strengthen the positive teaching and learning discoveries that were realized
during the past two years.
Since the beginning of the COVID-19 pandemic, members of our group have met regularly with you,
Superintendent Baesler, to ask and answer questions and share our concerns, ideas, and experiences. We
have valued the opportunity to add our insights to those of other stakeholders in our state. We believe the
voice of teacher representatives is a crucial component of building a plan that so directly impacts learning
in our state.
Respectfully,
The North Dakota State Teacher of the Year Chapter
Mary Eldredge Sandbo, President | meldreae@minot.com |701.721.8762
Andrea Fox, Vice President
Amy Neal, Secretary
Linda Hope, Treasurer
State Capitol – 600 E Boulevard Ave – Dept. 215
Bismarck ND 58505-0230
Phone: 701.328.2960 Fax: 701.328.2961
E-mail: ndus.office@ndus.edu Web: ndus.edu
From: Dr. Mark Hagerott, Chancellor of the North Dakota University System
Date: June 3, 2021
Re: Support for NDDPI State Plan for Educational Aid
The North Dakota University System wishes to convey our support of the North Dakota
Department of Public Instruction’s state plan for proposed use of Elementary and Secondary
School Emergency Relief (ESSER) funds.
The proposed plan contains several components that not only support accelerated learning
recovery for students who have been impacted by COVID 19 but additionally support students’
preparation for college or entry into a workforce or military career. The state plan cites numerous
K-12 initiatives with substantial emphasis on the academic, social, emotional, and/or mental
health needs of students. Over 4,000 North Dakota high school sophomores, juniors, and seniors
are enrolled in dual credit programs of study at the state’s public colleges and universities. In
addition, the North Dakota University System is highly dependent on high school graduates
continuing their education at one of the state’s post-secondary institutions. The North Dakota
University System benefits immensely from K-12 students who are well-prepared in all aspects
of their lives, despite the setback of the pandemic.
The North Dakota Department of Public Instruction’s plan identifies several priorities that are
similar to the educational concerns of the North Dakota University System. The earlier those
priorities can be addressed, the better for students. The North Dakota University System is
wholeheartedly supportive of NDDPI’s proposed plan and use of ESSER funds to facilitate a
post-pandemic return to normalcy.
Please feel free to contact me if you have additional questions regarding our support for the
enclosed state plan.
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Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you needs. This provision allows applicants
about a new provision in the Department of discretion in developing the required
Education’s General Education Provisions description. The statute highlights six types
Act ("GEPA") that applies to applicants for of barriers that can impede equitable access
new grant awards under Department or participation: gender, race, national origin,
programs. This provision is Section 427 of color, disability, or age. Based on local
GEPA, enacted as part of the Improving circumstances, you should determine
America's Schools Act of 1994 (Public Law whether these or other barriers may prevent
(P.L.) 103-382). your students, teachers, etc. from such access
to, or participation in, the Federally-funded
To Whom Does This Provision Apply? project or activity. The description in your
application of steps to be taken to overcome
Section 427 of GEPA affects applicants for
these barriers need not be lengthy; you may
new grant awards under this program. ALL
provide a clear and succinct description of
APPLICANTS FOR NEW AWARDS
how you plan to address those barriers that
MUST INCLUDE INFORMATION IN
are applicable to your circumstances. In
THEIR APPLICATIONS TO ADDRESS
addition, the information may be provided in
THIS NEW PROVISION IN ORDER TO
a single narrative, or, if appropriate, may be
RECEIVE FUNDING UNDER THIS
discussed in connection with related topics in
PROGRAM.
the application.
(If this program is a State-formula grant
Section 427 is not intended to duplicate the
program, a State needs to provide this
requirements of civil rights statutes, but
description only for projects or activities that
rather to ensure that, in designing their
it carries out with funds reserved for State-
projects, applicants for Federal funds address
level uses. In addition, local school districts
equity concerns that may affect the ability of
or other eligible applicants that apply to the
certain potential beneficiaries to fully
State for funding need to provide this
participate in the project and to achieve high
description in their applications to the State
standards. Consistent with program
for funding. The State would be responsible
requirements and its approved application, an
for ensuring that the school district or other
applicant may use the Federal funds awarded
local entity has submitted a sufficient section
to it to eliminate barriers it identifies.
427 statement as described below.)
What are Examples of How an Applicant
What Does This Provision Require?
Might Satisfy the Requirement of This
Section 427 requires each applicant for funds Provision?
(other than an individual person) to include in
The following examples may help illustrate
its application a description of the steps the
how an applicant may comply with Section
applicant proposes to take to ensure equitable
427.
access to, and participation in, its Federally-
assisted program for students, teachers, and
other program beneficiaries with special
(1) An applicant that proposes to carry funds and will do this for ESSER III
out an adult literacy project serving, applications, Then, NDDPI has program
among others, adults with limited English staff monitor districts for compliance by
proficiency, might describe in its determining whether a district has safeguards in
application how it intends to distribute a place to prevent barriers for students, teachers,
brochure about the proposed project to etc. from access and participation in program
such potential participants in their native activities. In addition, NDDPI, through a
language. thorough evaluation of statewide data, has
determined that opportunity gaps in academic
(2) An applicant that proposes to develop achievement do exist in North Dakota. Due to
instructional materials for classroom use this, NDDPI has a strategic continuous
improvement process to ensure that funds will
might describe how it will make the
be provided to projects that will meet the diverse
materials available on audio tape or in needs of students of all subgroups. NDDPI
braille for students who are blind. assures that no student or teacher will be denied
participation to any activity based on gender,
(3) An applicant that proposes to carry race, national origin, disability or age and will
out a model science program for use grant funds to improve overall
secondary students and is concerned that understanding and practices for students
girls may be less likely than boys to enroll experiencing poverty, trauma, and other social
in the course, might indicate how it emotional issues to ensure all students no matter
intends to conduct "outreach" efforts to gender, race, national origin, disability or age
girls, to encourage their enrollment. are served. NDDPI is committed to ensuring all
students and teachers have sufficient access to
(4) An applicant that proposes a project to educational opportunities, technology supports,
increase school safety might describe the and services regardless of gender, race, national
special efforts it will take to address origin, disability or age that allow for optimal
concerns of lesbian, gay, bisexual, and learning and personal growth.
transgender students, and efforts to reach
out to and involve the families of LGBT Click here to enter text.
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.
Section 427 of the General Education
Provision Act (GEPA) requires all
applicants for federal funds provide a
description of the steps the applicant
proposes to ensure equitable access to and
participation in these federal programs for
students, teachers, and other program
beneficiaries with special needs. The statute
highlights six types of barriers that can
impede equitable access or participation:
Gender, race, national origin, color,
disability, or age. NDDPI adds this
requirement to any application for Federal
2
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.
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