Oklahoma State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
This is Oklahoma's State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund. The cover page lists Carolyn Thompson as SEA contact and Joy L. Hofmeister as the printed name, with the date 7/7/21. Under progress and promising practices, the plan describes continuity of instructional services: after a temporary two-week cessation of school operations from March 16 to April 5, 2020, the Oklahoma State Board of Education took action on March 25, 2020, to continue instructional services. The plan says LEAs received flexibilities from a number of operational requirements in return for submitting assurances.
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Cite this document
“Oklahoma 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-18e5d2c998/
, SHA-256 aefdb5153f3cb351f78c536f764493f945b6cfa3e0adf51a273df9c3a791c439.Full text
OKLAHOMA
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): S425U210024
SEA Contact: Carolyn Thompson
Telephone: (405) 522-3520
Email address: Carolyn.Thompson@sde.ok.gov
By signing this document, I agree to each of the assurances listed in Appendix C and
further assure that:
To the best of my knowledge and belief, all information and data included in this plan
are true and correct.
Chief State School Officer or Authorized Representative (Printed
Name)
Joy L. Hofmeister
Signature of Authorized SEA Representative Date:
7/7/21
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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.
• Continuity of Instructional Services. After a temporary two-week cessation of all
school operations and instructional services, from March 16 to April 5, 2020, the
Oklahoma State Board of Education (OSBE) took action on March 25, 2020, to continue
instructional services throughout the remainder of the school year. In return for LEAs
submitting assurances of continued instructional delivery and other assurances, the OSBE
granted LEAs flexibilities from a number of operational requirements that were otherwise
applicable outside of the time of declared emergency. Further, anticipating Oklahoma
LEAs would be providing full-time or hybrid virtual instruction during the 2020-21
school year, the Oklahoma State Department of Education (OSDE or SEA) and OSBE
established requirements for virtual delivery of instruction during the continuing
declaration of emergency related to COVID-19.
• While anticipating disruptions and hybrid schedules, the OSDE designed Oklahoma
School Safety Protocols for schools, which were voted on by the OSBE on July 25, 2020.
Developed in collaboration with public health officials, OSBE members and other
stakeholder input, these recommendations were aligned with the Oklahoma State
Department of Health’s (OSDH) weekly COVID-19 Alert System and reflected a tiered
approach to reopening schools as safely as possible. Both the OSDE and OSDH systems
were based on a color-coded system that graduates in recommended protocols and
safeguards – from Green to Yellow, Orange and Red – as community spread of
coronavirus increased in each of Oklahoma's 77 counties. Color categories assigned to
counties changed on a weekly basis to reflect mitigation or escalation in community
spread of COVID-19. Counties experienced a cycling back and forth among designations
as public health indicators improved or worsened. While these protocols were not
required, a large number of districts across the state adopted them as their own and
followed them throughout the 2020-21 school year.
• Beginning with the opening of the 2020-21 school year, the SEA continued to lead by
pivoting to model guidance and advisories. Knowing Oklahomans value the principle of
local control – and with that value codified in state law – often the best approach to
influencing behavior is strong, well-vetted guidance. Here, the OSDE unveiled Return to
Learn Oklahoma: A Framework for Reopening School. Built with significant input from
state and national health officials and various education stakeholders, Return to Learn
was a framework with considerations district and school leaders utilized as they planned
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for a challenging 2020-21 school year. Districts leveraged the considerations in the
OSDE’s Return to Learn plan to craft their own plans for safely conducting school in the
2020-21 school year. As the nation and world learned more about COVID-19 and the
many issues surrounding it, the Return to Learn guidance and the planning of districts
evolved throughout the summer and fall of 2020.
• Continuity of Child Nutrition Services. In Oklahoma, where 1 in 5 children suffers
food insecurity and nearly 60% of all students qualify as eligible for free- or reduced-
price lunch, schools have consistently ensured students had access to meals throughout
the pandemic. Utilizing flexibilities provided by the U.S. Department of Agriculture,
Oklahoma program sites served more than 1.7 million meals to students in a nine-day
period during the cessation of school operations in late March 2020. Additionally, these
sites served 13.4 million meals in summer 2020 compared to 1.6 million the year before.
During periods of school closures, school districts used buses to deliver meals and
instructional materials to student homes and bus stops statewide. Schools also provided
grab-and-go meals for students and families at the school site.
• Continuity of Communication and Information Sharing. Throughout the course of the
pandemic, the OSDE provided, and regularly updated, a set of Frequently Asked
Questions (FAQs) and held weekly virtual meetings with LEAs to listen and help guide
districts as they made decisions to keep school communities safe and operational. To
keep school communities safe and share information with stakeholders, the OSDE
worked closely with officials of the OSDH and school districts to devise an easy-to-use
COVID-19 reporting tool for districts to report the numbers of positive cases, close
contacts, quarantines and COVID-19 test results in their schools to OSDH daily. The
reporting tool, which went online at the start of January 2021, resulted from weekly
meetings of the OSDE and OSDH leadership. Prior to developing the reporting tool and
continuing through its use to date, the OSDE, OSDH and the Office of the Attorney
General looked to current Oklahoma laws and existing USDE guidance regarding privacy
protections to ensure the disclosure of information was limited and only to the extent
necessary under the circumstances.
• As an additional measure of information sharing and understanding, the OSDE will
require districts to make periodic reports regarding the impact of disruptions created by
COVID-19 and planned uses of ESSER funds. In carrying out these obligations, the
OSDE will create a template for schools and districts to submit best practices and lessons
learned through a portal and/or to the Safer Schools and Campuses Best Practices
Clearinghouse. The OSDE will make this information available in its weekly newsletter
and bi-weekly “all-district” calls. Additionally, the OSDE’s Office of School Support
will work across the agency to collect ideas from the field through TeleEDGE (virtual
professional development through case-based, real-time learning), administrator panels
and other stakeholder groups in order to contact schools and districts to encourage and
assist in submission.
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.
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• Many Oklahoma students experienced disruptions to learning due to loss of face-to-face
instruction. Some school districts did not offer in-person instruction until the second
semester of the school year; others that offered in-person instruction were forced to
alternate between in-person and distance learning due to large numbers of students and
staff impacted by COVID. The loss of face-to-face instruction made it difficult for some
students to make expected academic gains. In many cases, teachers were unable to
maintain traditional pacing guide schedules, causing students to lack exposure to essential
concepts that serve as building blocks in subsequent years.
• Teachers will be faced with addressing more pronounced student learning gaps between
students who were able to keep pace (or even excel) during the pandemic and those who
had little interaction with teachers or struggled to learn in a hybrid environment. Even
students who attended school in person in 2020-21 experienced interrupted learning due
to quarantines and the toll of social-emotional stress brought on by the pandemic. The
upcoming school year will likely be particularly challenging for both veteran and new
teachers, requiring all teachers – including pre-service teachers – to reimagine their roles.
It will be critical to match those who have expertise in virtual instruction with those who
need professional development that emphasizes student engagement in a virtual setting.
Additionally, focusing on a team approach when meeting students’ needs will be
important, beginning with team meetings to ensure collective understanding of student
data to accurately assess students’ status and to inform future instruction.
• Many students are facing a multitude of traumatic stressors resulting from the pandemic –
the illness or loss of friends or family, child abuse and neglect, food and income
insecurities and more. It is more important than ever to remember that students must
“Maslow before they can Bloom.” This means that their basic needs – including food,
rest, emotional safety and sense of belonging – must be met before effective learning can
occur. This hierarchy of needs applies equally to adults in the school setting. Social and
emotional learning (SEL) and mental health are strengthened with a combined approach
of building relationships with students and caring for the well-being of everyone in the
school community during summer programming and the traditional school year. SEL
helps support student mental health needs by fostering a sense of safety and security,
building positive relationships with others and providing equitable support to learning.
The combined impact is a strengthened school community.
• Unfortunately, Oklahoma students and families faced higher incidences of crises during
the COVID-19 pandemic. According to the Oklahoma Department of Mental Health and
Substance Abuse Services (ODMHSAS), the state saw the following results regarding
children and youth:
o 35% increase in calls to ODMHSAS from law enforcement
o 30% decrease in calls to ODMHSAS from the state Department of Human
Services (indicating a lower level of reporting/oversite due to closure of school
buildings)
o 15% increase in family conflict as the precipitating event leading to the initial call
o Increases in mental health-related emergency department visits among children
under the age of 18 beginning in March 2020:
• Increase of 24% among children ages 5-11
• Increase of 31% among adolescents ages 12-17
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3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have
been identified by the SEA (e.g., youth involved in the criminal
justice system, students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years,
students who did not consistently participate in remote instruction
when offered during school building closures, and LGBTQ+
students).
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time, 1 chronic
absenteeism, student engagement, and social-emotional well-being.
Complete the table below, adding rows as necessary, or provide a narrative
description.
Table A1.
Student group Highest priority needs
Students from low-income families • Access to high-quality
instruction
• Access to high-quality educators
• Social emotional learning needs
• Minimizing food insecurity
• Access to certified counselors
Students from each racial or ethnic For each of the following racial/ethnic
background used by the State for groups: American Indian, Asian/Pacific
reporting purposes – please add a row for Islander, Black, Hispanic, Two or More
each racial or ethnic group (e.g., Races, White
1
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
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Student group Highest priority needs
identifying disparities and focusing on • Access to high-quality
underserved student groups by instruction
race/ethnicity) • Access to high-quality educators
• Social emotional learning needs
• Minimizing food insecurity
• Access to certified counselors
Students by gender – please add a row For each of the following genders: Male,
for each gender (e.g., identifying Female
disparities and focusing on underserved • Access to high-quality
student groups by gender) instruction
• Access to high-quality educators
• Social emotional learning needs
• Minimizing food insecurity
• Access to certified counselors
English learners • Access to high-quality
instruction
• Access to high-quality educators
• Social emotional learning needs
• Minimizing food insecurity
• Access to certified counselors
• Remote EL services
• Quality of English learner
programs and services
Children with disabilities • Access to high-quality
instruction
• Access to high-quality educators
• Social emotional learning needs
• Minimizing food insecurity
• Access to certified counselors
• IEP service provision during
remote instruction
• Inclusion when appropriate in
virtual (or in-person) learning
Students experiencing homelessness • Access to high-quality
instruction
• Access to high-quality educators
• Social emotional learning needs
• Minimizing food insecurity
• Access to certified counselors
• Identification and enrollment in
school
• Credit recovery
Children and youth in foster care • Access to high-quality
instruction
• Access to high-quality educators
• Social emotional learning needs
• Minimizing food insecurity
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Student group Highest priority needs
• Access to certified counselors
• Greater loss of instructional time
due to increased mobility
• Direct support for caregivers
Migratory students • Access to high-quality
instruction
• Access to high-quality educators
• Social emotional learning needs,
including community support
structures
• Minimizing food insecurity
• Access to certified counselors
• Access to and preparation for
Pre-K
• Ensuring the LEA has searched
for and transcripted any
previously earned credits
Other groups of students identified by • Access to high-quality
the State (e.g., youth involved in the instruction
criminal justice system, students who • Access to high-quality educators
have missed the most in-person • Social emotional learning needs
instruction during the 2019-2020 and • Minimizing food insecurity
2020-2021 school years, students who • Access to certified counselors
did not consistently participate in remote
instruction when offered during school
building closures, LGBTQ+ students)
• As shown above, OSDE believes that all Oklahoma public school students need access to
high-quality instruction and educators, minimized food insecurity, and access to certified
counselors. The implementation of these specific supports may vary for each student
group. Additionally, the OSDE will have preliminary assessment data beginning July
2021. Because Oklahoma anticipates sufficient participation within state summative
assessments, the data should provide useful information regarding current and future
needs. The OSDE anticipates providing assessment data to school officials and other
stakeholders in advance of the 2021-22 school year. Data-driven insights—especially
when coupled with our state’s Ready Together Oklahoma Plan—will allow the OSDE to
support its LEAs in providing timely and actionable supports for student learning.
• Further, the OSDE will regularly offer data literacy supports (e.g., live webinars, support
documents, data summits) throughout the early part of the 2021-22 school year. Doing so
will allow stakeholders to leverage existing data (e.g., attendance, coursework grades,
assessment scores, student mobility, teacher attendance) to identify and support students
who may be considered “at risk” or need specialized supports due to pandemic-related or
other effects (e.g., socioeconomic).
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• English Learners. A comparison of finalized ELPA scoring data from school years
2019-20 and provisional scoring data from 2021 suggests that the state will see a
reduction of between 1 and 1.5% in overall English proficiency rates, or an approximate
15% decrease in the number of students successfully demonstrating English language
proficiency and exiting EL status in school year 2021. This decrease in demonstrated
proficiency appears to be distributed equally across all grades as a nearly identical
proportion of students demonstrated proficiency in both the K-6 and 7-12 grade clusters
in school years 2020 and 2021. Additionally, average domain scores derived from all
grades suggest that the decrease likely resulted from marginal but consistent reductions in
domain-specific averages ranging from 0.1 to 0.8 in WIDA performance levels across all
domains. Based on this preliminary analysis and the needs expressed by LEA staff, the
OSDE continues to believe that the greatest academic need for English learners is the
simultaneous development of English language proficiency and the acquisition of
standards-based content knowledge.
• Children with Disabilities. The needs of children with disabilities have been
exacerbated by the pandemic, and local districts will need additional support to ensure
that students’ individual disability-related needs are met. Although children with
disabilities continued to receive special education and related services during the 2020-21
school year, it is important for educators to determine any learning loss throughout the
year due to unexpected changes in instructional or service delivery. Contingency plans
were developed by IEP teams to ensure that IEP services were provided even when a
sudden change in instructional or service delivery occurred (due to quarantine, school
closure, etc.). Children with disabilities will need additional support not only for IEP
implementation, but also for any learning loss that occurred. These students will also
need more access to related service providers, including mental health professionals,
speech language pathologists and other therapies to ensure student needs are met and to
ensure continued progress in the general education curriculum. Local districts, at the
beginning of the school year, will need continued assistance in assessing and identifying
the needs of these students and in implementing any necessary supports and services in
addition to those already outlined as part of each student’s IEP.
• Students Experiencing Homelessness. Recent data collections show a 9.8% decrease in
the number of children and youth who have been identified as experiencing homelessness
in Oklahoma in the 2020-21 school year as compared to those students identified in the
2019-20 school year. Stakeholders cited several reasons for this drop, including a lack of
in-person school and, subsequently, students “disconnecting” from school; students not
having access to technology to enroll in school or participate in virtual classes;
insufficient staff to find students or staff without the dedicated capacity to identify
homeless students; and teachers without adequate training to recognize indicators of
homelessness via virtual learning. Homeless children and youth are significantly more
likely than their housed peers to have higher rates of mental health problems (including
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behavioral problems such as eating disorders, sleep disruption, aggression and trust
issues) due to the stress and trauma of not knowing where they will sleep from one night
to the next. Stakeholders have expressed that there will be greater need for mental health
supports in the 2021-22 school year and support for credit recovery and services to ensure
that students experiencing homelessness are enrolled in school again this fall and do not
drop out of school.
• Children and Youth in Foster Care. Foster care students experience unique challenges
in the education system, but given the nature of the pandemic, they have become doubly
disadvantaged. It is more important than ever to address these challenges and provide
foster students, their families and caregivers with the resources and opportunities they
need for success. Foster care students on average change schools a minimum of three
times, losing an average of four to six months in progress. Their ability to focus is
profoundly impacted by the constant changes. These students also suffer severe
emotional distress from the lack of familial support, being separated from family and a
lack of stability in their relationships due to high mobility. Such factors contribute to
these students having a survival-mode mindset.
• Migratory Students. Statewide pre-school services are a high priority for migratory
students. During the pandemic isolation, parents had extra time to guide their young
children. Now that migratory work has returned, however, pre-school services are critical
and preparing migratory children to be school-ready has become more challenging.
Migratory students and families experience high levels of anxiety as they often feel they
do not belong to the community and find it challenging to build longstanding
relationships as they move schools.
• Neglected, Delinquent and At-Risk Youth. While performance data for the 2020-21
school year is incomplete, a comparison of this partial data with data from the 2019-20
school year indicates a marked decline in academic performance, particularly among at-
risk youth and youth in adult correctional facilities. Among these students, 11.7% showed
improvement in reading and 3.4% showed improvement in math, compared to 15% and
19.4% respectively in the 2019-20 school year. Based on this cursory comparison,
addressing learning loss—especially among youths identified as at-risk — is a high
priority. Given the increased isolation of this already vulnerable population during the
pandemic, additional mental health supports should be a priority in order to overcome
trauma associated with the pandemic.
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
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diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.
• Impact on Student Learning. Beginning in July 2021, the OSDE will provide LEAs
with a free Early Learning Inventory Assessment tool to be utilized the first 30 days of
school for kindergarten and grade 1 students. This tool will enable educators and families
to determine the needs of students in areas such as reading and mathematics in the
earliest grades. A companion virtual professional development module will provide
training on use of the tool.
• The OSDE recommends that districts continue to utilize beginning, middle and end-of-
year reading sufficiency screening tools to determine if and how students are meeting
grade-level benchmarks for reading in grades K-3.
• The OSDE will develop suggested models and templates to support local analysis efforts
using large-scale assessment data tied to potential contextual or conditional data. For
example, the state can conduct initial examinations of participation rates by student
group, school, district and state to help flag potential areas of non-representation to which
LEAs should attend. In cases where missing data may yield non-representative
participation, it will be particularly important for LEAs to examine alternative sources of
data available through both statewide and local collections. Additionally, the state can
help support collaboration across LEAs that have similar participation rates, demographic
compositions or performance trends to promote the sharing of best practices.
• To support English learner (EL) equity in the classroom and equip teachers with the tools
necessary to ensure EL student success, the OSDE will focus on three LEA main
initiatives in the 2021-22 school year:
o First, the agency has clarified the state EL identification process to ensure all EL
students are identified and receiving the appropriate classroom supports. This
initiative includes printed guidance as well as live and stand-alone support
webinars for LEA and relevant state staff to ensure compliance in the EL
identification process.
o Second, the OSDE is developing a series of professional development modules to
examine the recently released WIDA ELD (English Language Development)
standards. This initiative will explore how the WIDA standards align with state
content standards and can be leveraged to increase EL access to learning.
o Finally, the OSDE is developing a professional learning and support initiative
focused on assisting smaller, rural LEAs in developing effective EL intervention
strategies and processes. This initiative will focus on best practices when primary
instruction is expected to address both English language development and student
acquisition of standards-based content, effective use of EL-specific assessment
data and administrative support.
• Impact on Student Well-Being. The OSDE will launch new Social & Emotional
Learning Competencies (PK-grade 12 and adult) in summer 2021. These competencies
are based on the Collaborative for Academic, Social & Emotional Learning (CASEL)
five evidence-based competencies: self-awareness, self-management, responsible
decision-making, relationship skills and social awareness. This competencies guide is
accompanied by two implementation guides (one for PK-grade 5, the other for grades 6-
12 and adult) and consists of strategies, benchmarks and relationship to the Oklahoma
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Academic Standards. Initial roll-out and training will be provided during the OSDE’s free
summer professional learning conference, EngageOK, in June 2020.
• The OSDE’s Office of Student Support has developed a tool that allows LEAs to quickly
scan the differences among evidence-based SEL screeners. Links are provided to the
screeners so that LEAs do not have to search for information on each screener, but have
easy access with a graphic organizer to take notes and determine which screener best
meets the needs of their students. A draft of the tool is available here.
• The OSDE has launched a School Counselor Corps grant to allow LEAs to apply for
funding to increase the number of school counselors, licensed mental health
professionals, licensed recreational therapists and/or mental health contract services. The
grant application opened on May 26, 2021, and will close on June 11, 2021. Schools will
be notified of funding by July 1, 2021, in order to conduct interviews and onboard these
new staff members prior to the start of the 2021-22 school year.
• The School Counselor Corps grant will assist school districts in lowering the student-to-
school counselor ratio. Research indicates that lower student-to-counselor ratios result in
better student outcomes. The American School Counselor Association-recommended
student-to-counselor ratio is 250:1. Currently, Oklahoma’s average student-to-school
counselor ratio is 411:1. Additional school counselors and school-based mental health
professionals can also assist with student needs caused by the high incidence of
childhood trauma in Oklahoma and the impact of the pandemic on students.
• Additionally, the OSDE will employ five student support specialists to provide training,
technical assistance and coaching to all counselors hired under this initiative and any
other counselors wishing to attend. Trainings will be provided to these new employees in
order to best meet the academic, college and career, and social and emotional needs of
students. Data will be collected at each LEA that was awarded a grant in order to
determine effectiveness of the initiative.
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
13
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.
• The OSDE collects student-level information daily from schools’ student information
systems (SIS). Data codes that correspond to modes of instruction (i.e., distance, virtual,
blended) were first implemented in fall 2020 and are undergoing reviews for validity at
the time of submission of this plan. Therefore, the OSDE can offer only a preliminary
understanding of mode of instruction data at this time until final certification of the
Annual Statistical Report (ASR) on June 30, 2021. Following district completion and
certification of the ASR, the OSDE will be able to provide specific information about
these markers with greater confidence. This data will not be complete, certified and ready
for publication until fall 2021. In advance of school year 2021-22, the OSDE will further
support schools in creating calendars in their SIS that reflect their various instructional
modalities, and further encourage schools to utilize student-level attendance codes,
collected daily, that correspond to students’ current mode of instruction.
• Mode of Instruction. Of the Oklahoma public schools from which student data has been
collected to date for school year 2020-21, the OSDE can provide the following school-
level data:
o Virtual. Seven Oklahoma public schools exclusively offered instruction that was
fully online for the entirety of the 2020-21 school year. All seven of these schools
are Statewide Virtual Charter Schools and regularly conduct all instruction
virtually. As of April 1, 2021, all but one non-statewide virtual charter school had
provided students and families with an in-person instructional delivery option for
the 2020-21 school year.
o Virtual, Blended and In-Person. A total of 1,677 of 1,783 Oklahoma public
school sites offered virtual, in-person or blended (some in-person and some
virtual) instruction.
359 Oklahoma public schools offered all four learning environments
(blended, distance, virtual and traditional in-person) at some point during
the 2020-21 school year.
o 84 schools offered only a traditional in-person mode of instruction during the
2020-21 school year.
o NOTE: Data reflects what has been preliminarily reported to date and should not
be considered complete or comprehensive.
• Enrollment. Due to COVID-19 learning disruptions, most schools and student
information system (SIS) vendors lagged in their ability to adopt the OSDE’s new,
desired (i.e., not required) learning environment, enrollment and attendance codes during
the first quarter of SY 2020-21. Although the data quality improved over time, waves of
student quarantines and isolations statewide resulted in thousands of students being
moved – in the local SIS – from one learning environment (e.g., virtual) to an on-site, in-
person learning environment or the opposite without a concomitant update to their
enrollment to reflect this change. These student-level data quality issues prevent
disaggregation of each instructional mode by the desired student groups at this time.
Completion and certification of the ASR will allow the OSDE to further examine student-
level data and disaggregate by student group, when practicable.
14
• Attendance. At this time, the OSDE cannot provide student-level attendance data for
each mode of instruction for each student group, but final certification of the ASR should
allow for greater accuracy of student-level attendance and learning environment data. The
OSDE is optimistic that further emphasis on these optional attendance data codes will
result in better daily data submissions from school data officials and SIS vendors.
Recognizing this, the OSDE will support school leaders in reviewing student-level
attendance data and absenteeism rates. Focusing on students with high absenteeism rates
and exploring these students’ learning environments in SY 2020-21 may allow for
engagement strategies and other supports that are tailored to each learner.
o NOTE: Data reflects what has been preliminarily reported to date and should not
be considered complete or comprehensive.
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.
• The OSDE collects student-level information daily from schools’ student information
systems (SIS). With the onset of the pandemic and knowing disruptions would continue
through the 2020-21 school year, the OSDE created data codes to correspond to modes of
instruction (i.e., distance, virtual, blended). At this time, as is true with other data sets,
these data points are undergoing reviews for validity and reliability. The OSDE does,
however, have an initial understanding of the number of Oklahoma public schools in the
2020-21 school year that offered fully remote or online-only instruction, both
remote/online and in-person (hybrid, or what the OSDE has separately labeled “blended
learning” [longer-term] and “distance learning” [shorter-term]), and full-time in-person
instruction. Once schools certify their Annual Statistical Report, the OSDE will have a
higher degree of confidence in analyzing and reporting the number of schools that offered
various modes of instruction, as well as data specific to enrollment and attendance.
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.
• Given that the vast majority of LEAs in Oklahoma provided some form of in-person
instruction for students (whether full-time, on an A/B schedule or for certain student
populations such as students with disabilities) in the 2020-21 school year, the OSDE
expects that all districts will provide in-person instruction in summer 2021 and full-time
in-person instruction in the 2021-22 school year.
15
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations
to maximize in-person instruction is essential for student learning and student well-being,
and especially for being able to address the educational inequities that have been worsened
by the COVID-19 pandemic. In this section, SEAs will describe how they will support their
LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
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 Beginning July 1, 2021,
Oklahoma Senate Bill 658
prohibits a school district
from implementing a mask
mandate unless the district
is under a current state of
emergency declared by the
Governor. As of May 4,
2021, such emergency
order has expired. Prior to
this law, mask-wearing was
a decision left to local
school boards and in
accordance with
established health guidance
and protocols. As a result,
the OSDE regularly
encouraged and shared
information regarding the
need for universal and
correct wearing of masks.
(ex: OSDE's Return to
Learn guidance, School
Safety Protocols, FAQs,
weekly Zoom calls with
school administrators
16
Mitigation strategy SEA response
statewide, OSDE social
media platforms, etc.).
Physical distancing (e.g., including use While physical distancing is
of cohorts/podding) a decision left to local
school boards, the OSDE
has regularly encouraged
and shared information
regarding the need for
physical distancing. (ex:
OSDE Return to Learn
guidance, School Safety
Protocols, FAQs, weekly
Zoom calls with school
administrators statewide,
OSDE social media
platforms).
Handwashing and respiratory etiquette While issues of
handwashing and
respiratory etiquette are
decisions left to local
school boards, the OSDE
has regularly encouraged
and shared information
regarding the need for
these important safeguards.
(ex: OSDE Return to Learn
guidance FAQs, weekly
Zoom calls with school
administrators statewide,
OSDE social media
platforms).
Cleaning and maintaining healthy While issues of cleaning
facilities, including improving and maintaining healthy
ventilation facilities are decisions left
to local school boards, the
OSDE has regularly
encouraged and shared
information regarding the
need for these important
safeguards. (ex: OSDE
Return to Learn guidance,
FAQs, weekly Zoom calls
with school administrators
statewide, OSDE social
media platforms).
Contact tracing in combination with The Oklahoma State
isolation and quarantine, in collaboration Department of Health and
with the State, local, territorial, or Tribal its county offices
health departments coordinated contact tracing
17
Mitigation strategy SEA response
with school districts,
although the OSDE
provided how-to
information on contact
tracing through the Return
to Learn guidance, FAQs,
and other routine OSDE
communications platforms.
Further, the OSDE worked
with OSDH to coordinate
and establish guidance
concerning quarantine
responsibilities, duties and
authority of public health
authorities with respect to
students and school
personnel.
Diagnostic and screening testing While diagnostic and
screening testing programs
are decisions left to local
school boards, the OSDE
has regularly encouraged
and shared information
regarding the need for
these important safeguards.
(ex: OSDE Return to Learn
guidance, weekly Zoom
calls with school
administrators statewide).
The OSDE has assisted in
connecting LEAs with state
and local health
departments that have
helped many set up such
programs. The COVID-19
Reporting Tool, developed
by the OSDE in conjunction
with the Oklahoma State
Department of Health,
facilitates reporting of test
results to necessary
healthcare entities.
Efforts to provide vaccinations to The OSDE worked with
educators, other staff, and students, if Oklahoma’s Governor and
eligible other state officials in
stressing the need for
teachers to be prioritized in
the order of vaccine
availability. On Dec. 17,
18
Mitigation strategy SEA response
2020, the Governor
announced that teachers
could receive the vaccine in
Phase 2 of the vaccine roll-
out; the OSDE shared this
information with LEAs
through its regular
communications. On Feb.
22, 2021, State
Superintendent of Public
Instruction Joy Hofmeister
and Oklahoma Teacher of
the Year finalists promoted
teacher vaccinations in a
high-profile news
conference that coincided
with the first week of
teacher vaccinations.
Appropriate accommodations for The OSDE has encouraged
children with disabilities with respect to LEAs to include reasonable
the health and safety policies accommodations and
exemptions for those who
cannot wear face coverings
due to medical reasons in
their district policies so
those students can still
participate safely in
educational activities.
Exemptions must be
allowed for adults and
students who are physically
unable to wear face
coverings. Some students
with disabilities will
require unique supports
that may make it
challenging to practice
social distancing.
Additional information
regarding safety and health
concerns for students with
disabilities can be found in
Special Education &
Related Services During the
2020-2021 School Year.
19
ii. Any Statewide plans, policies, estimated timelines, and specific
milestones related to reopening and operation of school facilities,
including any mechanisms the SEA will use to track, monitor, or
enforce their implementation;
• The OSDE will continue to post, maintain and modify (as needed) its Return to Learn
framework, which incorporates a wide range of guidance for the safe opening and
operation of schools during the pandemic. The OSDE will also continue to provide
guidance in regular communications with district administrators statewide. The agency’s
regional accreditation officers will monitor LEAs’ plans related to safe openings of
schools.
• To track and monitor the continuing response and recovery from COVID-19 and its
disruptive impacts on school communities, the OSDE will require districts to make
periodic reports concerning school operations and uses of ESSER funds. As mentioned
herein, OSDE will also continue to implement multi-layered monitoring of LEA
operations and plans with uses of ESSER funds.
iii. To what extent the SEA and its LEAs consult with Federal, State,
and local health officials. This description should include, if
available, whether the SEA and its LEAs have received support for
screening testing from their State or local health department based
on funding awarded by the CDC; and
• The OSDE quickly established weekly Zoom meetings with state health officials to share
information about the spread of COVID-19 statewide and discuss strategies for
containment. These meetings with the Commissioner of Health, the State Epidemiologist
and other health officials informed guidance that OSDE shared in its weekly “all-district”
Zoom calls with school administrators. Additionally, these calls helped ensure that the
same message was being distributed to county health departments and school districts
across the state. These calls have continued since March 2020.
• Beginning in November 2020, the Oklahoma State Department of Health (OSDH) and its
satellite offices have worked to ensure BinaxNOW antigen testing is available for LEAs
interested in providing tests for students and staff. The OSDE partnered with OSDH and
health departments in Oklahoma’s two largest counties (which operate autonomously
from OSDH) to promote the importance of BinaxNOW testing and assist in scheduling
testing pods throughout the state.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
• The OSDE will continue routine communications with districts in Zoom conference calls,
webinars, weekly administrator e-newsletters and similar platforms to update LEAs on best
practices related to COVID-19 mitigation, response and recovery.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe
how the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
20
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.
• The OSDE will require all LEAs to post their return to in-person instruction plan on their
website by June 22, 2021. This applies to LEAs that already have a compliant plan and to
those developing such a plan. When submitting their applications for ARP ESSER funds,
LEAs will be required to provide proof of posting to their website along with their plan to
demonstrate compliance with the statutory and rule requirements as listed in Table B1.
LEAs will also be required to provide the consultation agenda and sign-in sheets as proof
of stakeholder engagement in the development of the plan.
• To begin drawing down ARP ESSER funds, each LEA will be required to agree to a set
of assurances, to include that the LEA assures the SEA that:
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.
21
o The LEA, as a recipient of funds under section 2001 of the ARP, agrees to
develop and comply with the requirements for a safe return to in-person
instruction as required in section 2001(i) of the ARP.
o The LEA plan will include how the LEA will ensure that the interventions it
implements, including but not limited to those implemented under section
2001(e)(1) [20% set-aside], will respond to the academic, social, emotional and
mental health needs of students, and particularly those students disproportionately
impacted by COVID-19, including students from low-income families, students
of color, English learners, children with disabilities, students experiencing
homelessness, children in foster care and migratory students.
o The LEA will provide to the OSDE and make available to the public within thirty
(30) days of receiving ARP ESSER funds: (1) the URL(s) where the public can
readily find data on school operating status; and (2) the URL(s) for the 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. LEAs should consider ensuring a
standardized URL format in all cases (e.g., xxx.gov/COVIDplan).
• Every six months, the OSDE will require LEAs to upload plan changes or assure the
OSDE that they have no changes and provide evidence of the stakeholder involvement
that has taken place. The OSDE will conduct consolidated monitoring throughout the
duration of the relief funds, and the agency’s regional accreditation officers will continue
making on-site visits and investigations.
• While the OSDE does not collect data regarding each district’s implementation of each
item in B1, the OSDE has worked with LEAs throughout the 2020-21 school year as they
have returned to in-person learning. Specifically, the OSDE published and continued to
update its Return to Learn: A Framework for Reopening Schools guidance document to
assist districts in implementing the mitigation efforts that best fit their local context. The
OSDE will continue to share the most up-to-date CDC guidance with districts through its
normal communication channels, including weekly emails and bi-weekly “all-district”
Zoom calls.
• The OSDE recognizes there are a multitude of regulations that LEAs must adhere to
regarding ESSER funding. With that in mind, the OSDE will create a multi-layered
monitoring and reporting process involving ESSER requirements. The OSDE’s oversight
and monitoring may include how districts engaged stakeholders on the development of
the plans and thoroughness of plan requirements.
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to meet
the needs of students.
22
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);
viii. teachers, principals, school leaders, other educators, school staff, and
their unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
• From the beginning of the pandemic, Oklahoma has maintained focus on collaboration
and consultation with many stakeholder groups. Listed below is a summary of just some
of the various groups with which OSDE collaborated.
• In anticipation of a third federal relief package and to develop a recovery plan with
meaningful and actionable best practices for Oklahoma schools, the OSDE facilitated
several focus group meetings with diverse stakeholders in January-May 2021 to
determine needs of students, families and educators due to the impact of COVID-19.
Participants were asked what they saw as the greatest needs for students, families and
educators. They were also provided a list of possible focal areas for which the OSDE
could prioritize support, including use of federal relief funds, starting in the summer of
2021. These conversations informed the state’s Ready Together Oklahoma Plan and serve
as the foundation upon which the state’s ARP ESSER Plan was written.
• Supporting the mental health of students and educators was a high priority for all focus
groups. Supporting students with unfinished learning was another priority shared by all
focus groups. High school students indicated that a top priority was support structures to
assist students with college preparation. Each of these priorities is being addressed with
the OSDE’s planned use of ARP ESSER funds.
• Focus group details:
o Students. The State Superintendent’s Student Advisory Council, comprised of
nearly 60 11th and 12th grade students across Oklahoma, provides a forum for
these students to provide feedback and opinions on how to improve Oklahoma’s
public school system and policy. Throughout the pandemic and continuing
forward, Superintendent Hofmeister seeks input from these students on their
schools’ instructional format, challenges for students and families, and other
issues as they may arise. The Student Advisory Council, which includes students
23
who are part of historically underserved student groups, met January 26 and April
30, 2021 to discuss use of ARP ESSER funds to support students in recovering
from the impact of the pandemic.
o Educators and School Leaders. Superintendent Hofmeister routinely engages
with the Superintendent’s Teacher Advisory Council comprised of nearly 30
PreK-12 teachers across Oklahoma and which includes current and former State
Teachers of the Year. The Teacher’s Advisory Council met May 25, 2021 to
discuss use of ARP ESSER funds. The State Superintendent’s Superintendent
Advisory Council, representative of school leaders, inclusive of those in charter
schools, convenes monthly, at a minimum, or more often as necessary to solicit
feedback and opinions from school leaders around the state, including a meeting
May 11, 2021 to discuss use of ARP ESSER funds. The State Superintendent also
has convened a School Board Advisory Council, comprised of school board
members of LEAs statewide, which met January 25, 2021, to solicit and receive
feedback from the perspective of local school board members regarding use of
federal relief funds and in anticipation of a third federal relief package.
Furthermore, the OSDE had meetings in both March and April 2021 with the
Oklahoma Education Association, one of Oklahoma’s unions representing
teachers and support staff, to discuss the state’s plan for use of relief funds.
o On June 21-23, 2021 OSDE held its annual EngageOK statewide professional
development conference for educators, which included virtual engagement and
feedback on supporting outcomes for students with disabilities, strategies for
supporting English Learners, using academic counseling to identify, monitor and
support the needs of all students, foundational strategies of culturally responsive
teaching, creating a positive team dialogue in support of all students, and
advocacy, outreach and leadership for special education.
o Stakeholders Representing the Interests of Children with Disabilities. During
the 2020-21 school year, the OSDE met with special education directors across
the state (during virtual listening sessions) on a monthly basis to ascertain any
necessary supports that could be provided by the OSDE. These sessions, which
began in the summer of 2020, resulted in guidance issued by the OSDE to help
local districts better serve special education students. Additionally, on May 28,
2021, the OSDE met with members of the IDEA Part B State Advisory Panel,
representing educators of special education, administrators of special education
programs, community stakeholders and parents of students with disabilities to
discuss supports using federal relief funds.
o Tribes. The OSDE is deeply committed to its 39 tribal nations and the thousands
of families and school-aged children who are among its members. As a part of the
OSDE's fulfillment of obligations under ESSA, the OSDE regularly consults with
representatives of tribal nations. The OSDE also participated in the Circles of
Reflection Project sponsored by the Native Comprehensive Center, which has the
goal of building the capacity of SEAs, in collaboration with tribal education
departments (TEDs) and LEAs, to enhance the learning lives of Native children
and youth. This process aims to foster rich, reflective discussions and strategic
planning to provide high quality, motivating educational experiences that improve
Native students’ academic attainment.
24
o Stakeholders Representing Underserved Student Groups. The OSDE
convened an Educator Quality & Diversity Advisory Council comprised of
educators, education advocacy organization representatives and community
stakeholders. This advisory council met in September and November of 2020 and
February 2021 to discuss use of federal relief funds for underserved student
populations and in anticipation of a third federal relief package. Separately, the
Superintendent’s Equity Task Force which includes representatives from civil
rights organizations, municipal governments, tribes, English learners and
educators among others, meets regularly, including a February 18, 2021,
discussion over the use of federal relief funds in anticipation of a third federal
relief package. Finally, as mentioned previously, the Superintendent’s Student
Advisory Council includes a racially and ethnically diverse group of students
representing students with disabilities, economically disadvantaged students and
English learners.
o Stakeholders Representing English Learners. OSDE regularly communicates
with stakeholders representing English Learners, including on February 18, 2021
and March 8, 2021, which informed the development of supports and resources
related to incorporation of updated WIDA standards in primary instruction.
Additionally, Oklahoma's Title III Consortium met May 11 and June 29, 2021 to
discuss use of ARP ESSER funds and has been critical in shaping the
development of professional learning initiatives throughout the pandemic. The
Title III Consortium identified unfinished learning, student and family
engagement and access to school counselors as priorities for use of ARP ESSER
funds.
o Stakeholders Representing Children Experiencing Homelessness. McKinney-
Vento subgrantees, including homeless liaisons, met in May 2021 and expressed
three main priorities for addressing the needs of children and youth experiencing
homelessness as the state recovers from the pandemic: identification and
enrollment; improving mental health supports; and addressing learning losses and
ensuring academic success for these students.
o Children and Youth in Foster Care. OSDE has a scheduled meeting for July 7,
2021, with stakeholders representing children and youth in foster care to receive
input on how the SEA can assist districts in supporting foster care students, with a
focus on the impact that the pandemic has had on this population.
o Stakeholders Representing Migratory Children. In assessing the needs of
migratory children, OSDE held a technical assistance meeting to consult with
migrant districts on June 10, 2021, and gathered data through a survey instrument.
The OSDE met with parents April 8, 2021, and a broader group of stakeholders
May 18, 2021.
o Stakeholders Representing Incarcerated Children. Stakeholders consulted in
June 2021 expressed three main priorities for addressing the needs of neglected,
delinquent and at-risk youth in relation to the effects of the pandemic: addressing
academic learning loss, enhancing mental health supports and enhancing social
and emotional learning opportunities.
o Public Comment. On May 3, 2021, the OSDE launched a website to provide
curated, evidence-based guidance to educators, families and community members
25
on topics to support student academic and social-emotional needs brought on by
the pandemic. The website includes “Initiative” documents that capture how
Oklahoma intends to use its ARP ESSER funds and asks the public to provide
feedback. Initiative documents for the School Counselor Corps and Paid Student
Teaching are currently available. In addition to providing information on agency-
led initiatives to support student needs, the website (readytogether.sde.ok.gov)
enables the public to provide feedback and will continue to guide Oklahoma’s
plan to support students, families and educators in the coming years.
o The OSDE continues to promote curated, evidence-based guidance through the
agency’s Facebook and Twitter spaces as new guidance and resources are made
available. The social media platforms – with 75,000 and nearly 15,000 followers
respectively – have been an effective tool for statewide dissemination of such
materials and for updating the public on OSDE initiatives to support students with
academic and social needs resulting from the pandemic. Each of these posts
welcomes stakeholders to provide feedback on the Ready Together Oklahoma
website.
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 Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
ESSER I (CARES The OSDE provided The OSDE will use its
Act) a number of remaining set-aside
opportunities using to provide an
its state set-aside opportunity for
funds to support students grades 10-12
sustained student to take the ACT or
26
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
learning. Those SAT in fall 2021.
opportunities Oklahoma students
included a statewide missed the
purchase of opportunity to take
Edmentum’s Exact these assessments as
Path, using part of the state
$2,625,000 of ESSER testing program in
I funds, which spring 2020, putting
combines adaptive many at a
diagnostics with disadvantage for
individualized pursuing
instruction and postsecondary
learning pathways to opportunities.
promote growth in Providing this
math, reading and offering in the fall is
language arts. Exact expected to
Path may be used in specifically benefit
classrooms, with student groups
blended learning or disproportionately
during periods of impacted by COVID-
distance learning. 19.
Exact Path also links
with existing district
information from
NWEA MAP Growth
Assessments or
Renaissance Star
Assessments.
Additionally, the
OSDE provided
50,000 free Wi-Fi
hotspots to low-
income students
across the state,
using $3 million of
ESSER I funds. On
July 31, 2020, the
OSDE announced
hotspot grants to 175
districts. Districts
had the opportunity
to purchase
additional hotspots
for students not
considered low
27
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
income and for
teachers and staff at
the same cost and
rate secured by the
OSDE for the grant.
Finally, the OSDE
implemented a
competitive incentive
grant for use of
ESSER funds (see
GEER I for more
information).
GEER I (CARES In partnership with The OSDE awarded
Act) Governor Stitt, the an additional $2.9
OSDE awarded $8 million to districts
million in GEER that received less
funds, combined with than $550 per pupil
$8 million in ESSER I in ESSER II funding
funds, for an to serve as
incentive grant foundational funding.
program to 150
districts that
committed to using
their own ESSER I
funds in five priority
areas that targeted
student groups
disproportionately
impacted by COVID-
19. These priority
areas included
connectivity,
learning/content
management tools,
mental health,
compensatory
services and
professional
development for
teachers in the
science of reading.
ESSER II (CRRSA The OSDE awarded The OSDE will
Act) $49 million of its combine remaining
state set-aside to ESSER II funds with
support 88 districts ESSER III funds to
28
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
receiving a minimal fund the programs
amount of federal listed in Section D.
relief funding per
student. These
districts have been
similarly impacted by
the COVID-19
pandemic, yet their
limited relief funds
put them at a
disadvantage in
responding with
additional safeguards
and supports to safely
return to in-person
instruction.
GEER II (CRRSA The OSDE is not The OSDE is not
Act) aware of any GEER aware of any GEER
II funds available to II funds available to
the SEA or LEAs at the SEA or LEAs at
this time, with the this time, with the
exception of EANS. exception of EANS.
ii. To what extent ESSER I and ESSER II funds have been awarded to
LEAs and, if funds have not yet been made available to LEAs, when
they will be. In addition, please provide any available information on
the total dollar amounts of ESSER I and ESSER II funds that have
been obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
• The OSDE has awarded 90% (i.e., $144,855,428) of the ESSER I (CARES Act) grant
funds to LEAs, of which all but $53.6 million has been expended. The remaining amount
($53.6m) has been obligated but not expended as of May 31, 2021.
• From the ESSER I state set-aside of $15.3 million, the OSDE has expended all but $3.6
million as of May 31, 2021. The remaining amount has been obligated for expenditure.
• The OSDE has awarded 90% (i.e., $598,534,878) of the ESSER II (CRRSA Act) to
LEAs (with the exception of $500,000 withheld for new and significantly expanding
charter schools). Of this total amount, $57.2 million has been expended and the
remaining $541.3 million has been obligated as of May 31, 2021.
• From the ESSER II state set-aside of $63.2 million, the OSDE has awarded $49 million
to LEAs, of which $46.8 million has not been expended as of May 31, 2021. The OSDE
uses its Grants Management System to track and monitor LEA budgets, obligations and
expenditures.
29
iii. In supporting LEAs as they plan for the safe return to and continuity
of in-person instruction and for meeting the academic, social,
emotional, and mental health needs of students resulting from the
COVID-19 pandemic, the extent to which the SEA is also using
other Federal funding sources including but not limited to under the
Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for
child nutrition services, and McKinney-Vento Homeless Assistance
Act, and the funds to support the needs of students experiencing
homelessness provided by section 2001(b)(1) of the ARP Act. 3
• LEAs have been confronted with formidable fiscal and programmatic challenges to
maintain student instruction and student services. As LEAs expand their safe return to
(and continuity of) in-person instruction plan, they are again faced with the daunting task
of delivering additional and enhanced services for instruction, and must assemble a
plethora of resources to address students’ academic, social-emotional and mental health
needs. Students from impoverished backgrounds, students with food insecurity, students
with disabilities, migratory or homeless students, English learners, students in foster care,
students with low academic performance, Native American students, students from other
racial and ethnic groups and other underserved student populations require additional
supports and services. Since the onset of the pandemic, students returning to in-person
instruction may have experienced negative social and emotional impact from isolation or
other residual consequences. The fragile state of returning to in-person instruction
requires the OSDE and LEAs to be reliant on relief funds and resourceful in how they are
spent to best benefit students.
• The OSDE has numerous programs benefiting LEAs, including federal programs grants
and state and local revenues. The OSDE’s Office of Federal Programs (OFP) provides
LEAs many levels of support, including webinars, professional development trainings,
Zoom meetings and other forms of communication to help LEAs leverage federal
financial resources, including existing access to Title programs as authorized under the
Elementary and Secondary Education Act of 1965, flexible reimbursements for child
nutrition programs, special education services, 21st Century Community Learning Center
programs, school support resources, counseling grants and supplemental funds from the
American Rescue Plan (ARP) Act. The use of funding sources – such as braiding existing
federal funds, including ARP, with state and local funds, grants, donations, etc. – will
extend the broad scope of services and opportunities for LEAs to address the well-being
of students in all areas of the school environment. Outreach programs in the community
may also serve as a valuable funding source for LEAs to sustain fiscal and programmatic
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.
30
responsibility to continue operations for safe return to and continuity of in-person
programs for students and educators.
• The OSDE’s collaborative partnership with community organizations and state agencies
includes the Department of Human Services, Oklahoma Institute for Child Advocacy,
Regional Food Bank, Chickasaw Nation of Oklahoma, Latino Community Development
Agency, Choctaw Nation of Oklahoma, Hunger Free Oklahoma and other community
entities with fiscal and programmatic resources that blend well with federal, state and
local funds for the purpose of supporting all students. The OSDE’s access to financial
resources and community partnerships provides LEAs the opportunity to develop
programs to meet the academic, social-emotional and mental health needs of students as a
result of the COVID pandemic.
• Oklahoma schools will serve all meals free under the Seamless Summer Option (SSO) in
the 2021-22 school year, reimbursed at the Summer Food Service Program (SFSP) rate,
which is the highest USDA reimbursement. Several of the flexibilities will still be in
place for those schools that have a virtual option at their district for students who choose
not to return to in-person learning. Schools can also continue grab-and-go meal service,
giving more than one meal at a time in a grab-and-go setting and allowing parents to pick
up meals when students are not in the car.
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
• Math Tutoring Corps – In partnership with Oklahoma colleges and universities, the
OSDE will invest in a Math Tutoring Corps to help address middle and high school
31
student learning disruption caused by the COVID-19 pandemic. This effort will begin in
summer 2021 and continue through end of school year 2023-24.
o An Annenberg Foundation brief demonstrates the research base for high-dosage
tutoring.
o A National Bureau of Economic Research report shows intensive math tutoring in
Chicago public schools improved math performance of grade 9 and 10 students.
o In Brown University’s National Student Support Accelerator, university/college
students provide free tutoring to ensure equitable student access to high-quality
tutoring.
o National education policy officials analyze the effectiveness of intensive,
research-based tutoring to reduce learning loss in this story on The 74 Million
news website.
• School Counselor Corps – The OSDE will provide funding to LEAs to hire new school
counselors, new licensed mental health professionals and/or new licensed recreational
therapists. The OSDE has reserved approximately $35 million in order to fund
approximately 50% or more of the salary of 150 school counselors and 150 licensed
mental health professionals (LMHPs) to serve LEAs.
o The American School Counseling Association recommends a 250:1 student-to-
school-counselor ratio. Oklahoma’s current ratio is 411:1. The Colorado State
Department of Education implemented a grant-driven school counselor corps in
2008 that continues today. A study by WestEd and RMC Research Corporation
showed schools that received funding for this initiative saw increases in
graduation rates and concurrent enrollment and a decrease in dropout rates.
• Science of Reading Professional Development Course – The OSDE intends to provide
sustained, job-embedded professional development on the science of reading to 10,000
teachers who provide instruction in kindergarten through grade 3. The two-year
professional development course of study will include evidence-based instructional
practices on how students learn to read in areas such as phonics, phonemic awareness,
fluency, vocabulary and comprehension, plus support for implementing those evidence-
based practices beginning in the 2021-22 school year. The training will cost $1,299 per
teacher and result in teachers receiving a micro-credential in early reading instruction.
o The science of reading is a vast, interdisciplinary body of scientifically based
research about reading and issues related to reading and writing that spans many
languages and shares the contributions of experts from relevant disciplines such
as education, special education, literacy, psychology and neurology. When
examining student achievement, teacher quality has been found to be one of the
most consequential school variables affecting students’ learning (Callahan, Griffo,
& Pearson, 2009). By providing training in the science of reading, teachers will
better understand how students learn to read and how to provide effective
instruction to learners with a variety of needs and abilities.
32
o The LETRS (Language Essentials for Teachers of Reading and Spelling) training
meets ESSA’s “Promising” evidence criteria.
• Math Ready Professional Development – The OSDE will invest in a suite of
professional development opportunities for mathematics teachers in the state to address
unfinished learning for students in mathematics. Grade K-5 teachers will receive training
in evidence-based instructional practices related to foundational mathematics content and
skills. Teachers in grades 6-8 will receive professional development on high-quality free
and open middle school mathematics units that can replace existing curriculum and
accelerate student learning. Teachers who teach transitional mathematics courses (middle
school to high school and high school to college) will receive training on the Southern
Regional Education Board’s Math Ready High School and Math Ready College free and
open curriculum.
o A growing body of evidence shows the pairing of curriculum adoption with strong
professional learning designed around the materials yield tremendous outcomes
(Wiener and Pimental, 2017). The middle school mathematics professional
development will be designed to mirror these evidence-based practices.
o Students who participated in Math Ready coursework, in all student groups, made
significant gains on the ACT math test. Among students who saw improvement,
the typical gain was 2.1 points (SREB, 2019).
• Paid Student Teaching – As Oklahoma’s already severe teacher shortage is expected to
worsen amid the stresses of the 2020-21 school year, the OSDE will work with colleges
of education in universities across Oklahoma to compensate pre-service teachers for their
work as student teachers. Approximately $12.7 million will be used to pay a stipend to
1,300 student teachers each year for the next three years – a total of 3,900 student
teachers. Student teachers will receive compensation of $3,250, half of which will be paid
no later than the first week of student teaching and the remainder upon completion of
student teaching and signing a contract to teach in an Oklahoma public school.
o Required student teaching time can be a barrier to entry to some teaching
candidates – the time consumed can prevent them from holding down another
paid job at the same time. Educator preparation programs report that many
teaching candidates do not complete their programs due to the burden of student
teaching. Candidates seeking comprehensive preparation are often urged not to
teach or encouraged to enter the profession through an alternative pathway, since
the pay and certification are ultimately identical. However, teachers who are fully
prepared through educator preparation programs are more likely to stay in the
profession (DeAngelis, Wall, & Che, 2013; Ingersoll, Merrill, & May, 2014, as
cited in Kim & Corcoran, 2017), are more confident in their practice (Darling-
Hammond, 2006, as cited in Kim & Corcoran, 2017) and are better rated by
employers (Patterson & Bastian, 2014, as cited in Kim & Corcoran, 2017). (“The
Value of Comprehensive, University-Based Teacher Education Programs (TEPs)
33
for Oklahoma Children,” Oklahoma Association of Colleges for Teacher
Education (OACTE))
• First-Year Teacher Induction – To support 800 new teachers, the OSDE will invest
$2,478,250 over three years to provide these components: $300,000 toward a virtual
coaching platform; $1,406,250 toward stipends for coaches; $42,000 toward training
facilitation for coaches; $400,000 toward stipends for mentors (160 mentors will be
designated as building level and not one-to-one; a one-to-one virtual coaching model will
be implemented using other funding sources); $75,000 toward first-year teacher
facilitation; $240,000 toward a program specialist and $15,000 toward program
evaluation. The OSDE’s Educator Quality and Diversity Advisory, formerly the Teacher
Shortage Task Force, provides recommendations on recruitment and retention efforts in
the state. Recognizing the need to diversify the teacher talent pool to better reflect
Oklahoma’s racial and ethnic student population, the Advisory supports programs that
provide equitable access to teacher preparation, teacher licensure/certification and
embedded and ongoing professional development once in the profession.
o Research indicates that teacher retention is positively influenced when a well-
established induction program is in place for new teachers. (S. Glazerman, E.
Isenberg, S. Dolfin, M. Bleeker, A. Johnson, M. Grider & M. Javobus (2010)
Impacts of Comprehensive Teacher Induction: Final Results From a Randomized
Controlled Study (NCEE 2010-4027).
• Evidence-Based Programs Grant – Grants will be awarded on a competitive basis to
vendors to provide evidence-based programs for supporting students in regaining lost
learning. Several one-year awards will be made from $10 million with the option to
renew for an additional year if funds are available and the program shows successful
outcomes. Awards are likely to range from $250,000 to $1 million.
o Vendors will be required to share their evidence base as a part of their application
and align it with the three tiers of evidence described under the Every Student
Succeeds Act (ESSA).
• All interventions will have evaluative measures applied through one or more of the
following: internal processes, collaboration with education partners and/or contractual
arrangements with third-party evaluators.
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
• Math Tutoring Corps – The OSDE will invest in Algebra I tutoring for up to 1,500
grade 7-12 students per year. The program will include up to 500 current college and
34
university students annually as tutors. Tutors will provide 100 hours of free tutoring to
each student on a virtual platform. The student-to-tutor ratio will be no more than 3:1.
Tutors will be supervised and coached by up to 50 college and university mathematics
faculty per year. Based on state mathematics assessment scores, students will be
identified and notified as recipients of free tutoring to enhance their math potential.
• School Counselor Corps – Many of the highest-need schools in Oklahoma have a high
student-to-school counselor ratio that diminishes a school counselor’s ability to meet the
needs of all students, especially in the wake of the COVID-19 pandemic. This initiative
will enhance academic, social and emotional learning and provide additional mental
health supports for PK-12 students.
• Science of Reading Professional Development Course – Teachers from school districts
with the highest percentage of vulnerable student populations will receive priority for
enrolling in the two-year science of reading professional development course. The
highest-need districts will be determined from end-of-year reading sufficiency screening
data submitted to the OSDE and through the use of state-level assessment results.
• Math Ready Professional Development – Teachers from school districts with the
highest percentage of vulnerable student populations will receive priority for enrolling in
the Math Ready suite of professional development opportunities. The highest-need
districts will be determined from state-level assessment results.
• First-Year Teacher Induction – It is well documented that racial and ethnic diversity
among educators has a number of academic and non-academic benefits for all students
and the community as a whole. Preliminary data to be included in the Oklahoma
Educator Supply & Demand report (2021) suggest the racial and ethnic distribution of
public school students in Oklahoma has continued a trend observed in recent years.
Enrollment of Hispanic students and those who are of two or more races has grown from
over 116,000 and 60,000, respectively, in fall 2016 to close to 130,000 and 82,000,
respectively, in fall 2020. During that time period, Hispanic students went from making
up 17% to 19% of public school enrollment; students of two or more races went from
making up 9% of school enrollment to 12% of school enrollment. In fall 2016, public
school enrollment in Oklahoma shifted for the first time to a majority of nonwhite
students. Recent data show that, despite the critical change in the demographics of the
state’s classrooms, 99% of schools have a higher percentage of students of color than
teachers of color. During the 2020-21 school year, approximately 85% of teachers were
White, 6% were American Indian/Alaska Native and 4% were Black. Those who were
Hispanic or of two or more races each made up 2% of public school teachers, and those
who were Asian or Pacific Islander made up 1% or less than 1% of public school
teachers. While the percentage of teachers of color was higher in 2020-21 than in 2016-
17 (15% vs. 14%), the percentage of students of color continues to grow at a faster pace
(53% vs. 51%), further widening existing racial and ethnic gaps.
• Evidence-Based Programs Grant – As part of the competitive grant, applicants will be
asked to provide how they will target programs to prioritize those student groups listed in
question A.3.i.-viii.
35
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.
• The OSDE will leverage daily attendance data from school years 2019-20 and 2020-21 to
identify students who missed the most in-person instruction. During the 2019-20 school
year, no students were present for in-person learning after March 12, 2020; as a result, the
OSDE can utilize school calendars to determine the number of instructional days missed
due to the initial COVID-19 disruption. These days will be added to the number of days
students missed from August 2019 through March 2020, as measured through chronic
absenteeism. For the 2020-21 school year, the OSDE will utilize daily attendance and
enrollment data to determine specific learning environments that did not allow for in-
person instruction (i.e., those in distance or virtual environments only). As noted in
section A.5.i., the state has only a preliminary understanding of these data at the time of
this submission, but the OSDE will be able to utilize certified data later in summer 2021
to identify and engage these students.
• As previously described, the Math Tutoring Corps will be offered to students identified as
having the highest need for services and will leverage the data for students who lost
instructional time. Many other academic supports – including science of reading and
Math Ready professional development and first-year teacher supports mentioned above –
will target teacher professional development to support students in general, knowing that
students who have missed in-person instruction will be in teachers’ classrooms across the
state. As part of the Evidence-Based Programs Grant, priority points will be awarded to
applicants who showcase how services will target students who have lost instructional
time or provide teachers with support structures or resources to help them support such
students.
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the
SEA will use the funds it reserves under section 2001(f)(2) of the ARP Act
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including
those that begin in Summer 2021, and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs that address the
academic, social, emotional, and mental health needs of students
(e.g., providing intensive or high-dosage tutoring, accelerating
learning) the SEA has selected, and the extent to which the SEA will
evaluate the impact of those programs;
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.
36
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
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 required, the OSDE will spend 1% of its total ESSER III allocation for evidence-
based summer learning and enrichment programs. In summer 2021, the OSDE invested
$5,782,731 in summer learning via partnerships with the Oklahoma Alliance of YMCAs
and the Oklahoma Alliance of Boys & Girls Clubs to expand and enhance summer
learning across the state. Both organizations provide evidence-based programs, have a
broad reach in multiple counties and communities, and target the most at-risk youth.
• The YMCA is hosting 63 summer youth development programming sites across the state
to support holistic youth-development programming designed to support student success
by providing social-emotional skills training, academic enrichment programs, mental
health support, health and nutrition programming and family engagement activities at
highly subsidized programming outreach sites with a strong emphasis on school district
partnerships.
• The Boys & Girls Clubs will provide supports for academic recovery, social and
emotional support and access to technology. Half of club members are living in rural-
designated areas, while 25% are in suburban areas; 34% of club members live in single-
parent households, and 78% of the children served in the clubs qualify for free- or
reduced-price lunches. The Boys & Girls Clubs will offer an evidence-based, holistic
strategy program that supports student learning, complements and reinforces what youth
learn during the school day, and creates experiences that invite children and teens to be
engaged in learning. The Boys & Girls Clubs will enhance services at 78 existing
program sites and will establish an additional five locations to serve more students
statewide this summer. The combination of both alliances will serve 11,030 students in
146 locations in rural, urban and suburban areas across Oklahoma.
• Remaining funds, just over $9.1 million, will be distributed via a competitive grant
process to allow for additional summer programs across the state in 2022 and 2023. The
OSDE anticipates evaluating the effectiveness of programs funded in 2021-22 to best
understand return on investment that will inform the use of remaining set-aside funds,
thus providing an evidence base for effective programs in 2022-23 and 2023-24.
• The OSDE will provide priority points to applicants who are planning to serve students
who were disproportionately impacted by COVID and did not engage consistently in
school during closures.
• In addition to evaluations specific to these opportunities, OSDE may use its
accountability system to identify schools and students most in need of support and make
this information available through its accountability dashboard. The accountability
system uses assessment data, student academic growth, graduation rate, attendance data
and opportunities available to students such that it may be effective to determine high
performance and those most in need of summer learning and enrichment programs.
37
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those programs;
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
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 required, the OSDE will spend 1% of its total ESSER III allocation for evidence-
based comprehensive afterschool programs. Currently, 52 21st Century Community
Learning Centers (21st CCLC) grantees provide afterschool programming at 102 sites
across the state. These programs will continue and be supplemented in services by
additional OSDE investments with community partners.
• Though opportunities are made available to all Oklahoma students, for purposes of these
grants, the OSDE will work with Boys & Girls Clubs and YMCA Clubs of Oklahoma to
enhance evidence-based afterschool programs. Other community partners will also have
an opportunity to write for grant funding to begin or enhance afterschool programs. This
grant opportunity is expected to be released in early July 2021 so grantees can be
prepared for the 2021-22 school year. Priority points will be given to applicants that serve
the most underserved populations and those that had their learning most disrupted during
the COVID-19 pandemic. The OSDE will ensure that applicants describe the evidence-
based best practices they will use to help meet students’ academic, emotional and social
learning needs.
• The OSDE anticipates evaluating the effectiveness of programs funded in 2021-22 such
that remaining set-aside funds can be used for the most effective programs in 2022-23
and 2023-24.
• In addition, OSDE may use its accountability system to identify schools and students
most in need of support and make this information available through its accountability
dashboard. The accountability system uses assessment data, student academic growth,
38
graduation rate, attendance data and opportunities available to students such that it may
be effective to determine high performance and those most in need of comprehensive
afterschool programs.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staff’s health and safety; to meet students’ academic, social, emotional, and
mental health needs; and to use ARP ESSER funds to implement evidence-based
interventions.
• The OSDE intends to reserve and use a portion of its ESSER III funding for emergency
needs under section 2001(f)(4) of the ARP Act to address issues responding to and
recovering from the COVID-19 pandemic to ensure students’ and staff’s health and
safety and to meet students’ academic, social-emotional and mental health needs.
Examples of these uses include:
• Imagination Library – The Dolly Parton Imagination Library aims to provide age-
appropriate books to all children, birth to 5 years old, in the state on a monthly basis.
Authorized by state law in 2020 under Senate Bill 1803, this state-level program was
designed as a 50/50 match of state investment and private funds. The OSDE intends to
provide $2.6 million to fund the state match for three years. This level of funding would
allow for 25% – or 68,750 children – to be enrolled in the program.
o Participants in the Imagination Library performed better on letter identification,
word and letter concepts within text tasks than those who did not participate
(Waldron, 2019). Participants and their families also indicated social and
emotional benefits associated with participation in the program, helping families
build traditions and routines for reading (Neyer, Szmula, and Vaughn, 2018).
• Administrator Supports and Professional Development – The OSDE will invest $1.7
million over three years to build a leadership pipeline providing support to administrators
through the enhancement of their knowledge and skills. Moving Up supports assistant
principals with a focus on collaborative leadership, collective efficacy and equity. The
Principal Induction Academy provides training to early-career principals in the areas of
instructionally focused interactions with teachers, building a productive school climate,
facilitating collaboration and professional learning communities (PLCs), and managing
personnel and resources. The Data Institute cultivates the school leader’s abilities in
collecting, analyzing and utilizing data to build effective schools and improve student
achievement.
o During the 2020-21 school year, public schools in Oklahoma employed 1,827
full- and part-time principals, including about 1,038 elementary school principals,
813 secondary school principals and 212 virtual charter school principals.
Although the great majority of Oklahoma public schools have a principal, about
39
3% of schools statewide at all levels did not have one during the 2020-21 school
year. From 2016-17 to 2020-21, the rate of schools with no principals that had
mid- to high levels of poverty increased from 44% to 50%.
o Racial and ethnic diversity among school principals is critical for many reasons,
including enhancing the academic opportunities for students of color, increasing
acceptance and trust across racial and ethnic groups, and improving the working
environment of educators of color, which in turn can contribute to both
recruitment and retention of a more diverse educator workforce. While the
percentage of school principals who were White decreased over the last four
years, (from 86% to 85%), there was an increase in the percentage of the student
population who were students of color, from 51% to 53% – which more than
compensated for the drop in the workforce participation of White principals –
leading to an overall widening of the racial and ethnic gap.
Grissom, Jason & Rodriguez, Luis & Kern, Emily. (2017). Teacher and
Principal Diversity and the Representation of Students of Color in Gifted
Programs: Evidence from National Data. The Elementary School Journal.
117. 000-000. 10.1086/690274.
Hughes, C., Warren, P. Y., Stewart, E. A., Tomaskovic-Devey, D., &
Mears, D. P. (2017). Racial Threat, Intergroup Contact, and School
Punishment. Journal of Research in Crime and Delinquency, 54(5), 583–
616. https://doi.org/10.1177/0022427816689811(03/30/2021)
Grissom, J. and Jeiser K. (2011, July) A Supervisor Like Me: Race,
Representation, and the Satisfaction and Turnover Decisions of Public
Sector Employees. Journal of Policy Analysis and Management, Volume
30, Issue 3, pp. 557–580.
• External entities have submitted proposals for use of federal relief funds to provide
additional support for student learning and well-being. These proposals are being
carefully vetted by an internal team. The OSDE established a vetting rubric to include the
following criteria: justification of allowable use, alignment to emergency relief, impact of
investment, identification of evidence-based and/or research/based support, alignment of
practice/program and process for monitoring effectiveness.
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied
by a focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the
pandemic. In this section, SEAs will describe how they will support their LEAs in
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these
objectives.
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
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plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be
within no later than 90 days after receiving its ARP ESSER allocation). The LEA
plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement
prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning;
ii. How the LEA will use the funds it reserves under section 2001(e)(1)
of the ARP Act (totaling not less than 20 percent of the LEA’s total
allocation of ARP ESSER funds) to address the academic impact of
lost instructional time through the implementation of evidence-based
interventions, such as summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended
school year programs;
iii. How the LEA will spend its remaining ARP ESSER funds consistent
with section 2001(e)(2) of the ARP Act; and
iv. How the LEA will ensure that the interventions it implements,
including but not limited to the interventions under section
2001(e)(1) of the ARP Act to address the academic impact of lost
instructional time, will respond to the academic, social, emotional,
and mental health needs of all students, and particularly those
students disproportionately impacted by the COVID-19 pandemic,
including students from low-income families, students of color,
English learners, children with disabilities, students experiencing
homelessness, children and youth in foster care, and migratory
students.
• The American Rescue Plan (ARP) funds provide LEAs an opportunity to plan and create
evidenced-based academic, social and emotional, and healthy programs to meet student
needs. From passage and enactment of the ARP, the OSDE has worked to support school
districts in understanding requirements and authorized uses of ARP ESSER funds,
including releasing FAQs and holding trainings on the ESSER application, requirements
of the ARP and authorizations. With these actions to properly allow LEAs to plan for
strategic investments of the ESSER funds, and in consultation with stakeholders, the
OSDE released the LEA ARP ESSER application to school districts on May 19, 2021. As
a part of the LEA ESSER application, the OSDE requires LEAs to submit ARP ESSER
Use of Funds Plan. The LEA plan must include the four required components in the ARP
as listed in E1. The LEA will develop a framework in the plan for ensuring schools will
conduct and manage in-person learning in a safe and healthy environment for students
and educators. The LEA plan will establish responsible checks and balances to maintain
and update the latest CDC protocols. LEAs must describe how ARP funds will support
programs and intervention strategies to address learning loss across all spectrums of the
student population as a result of the challenging circumstances LEAs encountered due to
the pandemic.
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• A minimum of 20% of the LEA’s allocation funds are required to target learning loss
with an emphasis on specialized intervention programs. Each school community is
unique; therefore, the LEA must assess student needs and plan for academic, social-
emotional and mental health issues accordingly. The LEA is required to have a clear and
intentional roadmap in the ARP ESSER Plan, targeting underserved student populations
to support learning loss and the complexity of learning gaps for students. The LEA will
also provide in the plan how ARP funds will be used and implemented to support
authorized activities in section 2001(e)(2) of the ARP. Funds not specifically earmarked
for learning loss can be used to supplement other necessities as authorized in the ARP.
The authorized activities for using the ARP funds are broad and flexible for
supplementing LEA educational initiatives. These funds must support, expand and enrich
the overall educational landscape for student learning to prevent, prepare for and respond
to COVID.
• The OSDE provides professional development to LEAs through webinars, Zoom
meetings and organizational meetings, and disseminates communication through
newsletters and the agency's website to support LEAs in the ARP planning process. The
OSDE published an informational document for LEAs, American Rescue Plan,
Elementary and Secondary Education Relief Fund FAQs, as a guide for LEAs as they
prepare their ARP ESSER plan. LEAs are required to upload their ARP ESSER plans in
GMS, and must include supportive documentation for posting the plan on the LEA
website and additional documentation for engaging stakeholders in the planning process.
• The OSDE is a collaborative, interactive working partner with LEAs to provide support
for creating a well-thought-out plan for the use of ARP funds. The OSDE established a
timeline for LEAs to submit the ARP ESSER plan by August 19, 2021, which allows
LEAs to develop the ARP ESSER plan, seek stakeholder participation and submit the
plan to the OSDE within a 90-day window.
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.
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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.
• ESSER Communication and Training. The OSDE has identified multiple methods to
ensure LEAs engage in meaningful consultation with stakeholders. These methods focus
on the importance of a well-thought-out plan that requires consultation from a variety of
stakeholders whose perspective must be taken into consideration for understanding the
consequences the pandemic has had on the lives of students, families and community.
These opportunities include professional development, webinars, Zoom meetings and
organizational meetings and communication through newsletters and the agency's website
to support LEAs in the ARP planning process. The OSDE published an informational
document for LEAs, American Rescue Plan, Elementary and Secondary Education Relief
Fund FAQs, as a guide for LEAs as they prepare their ARP ESSER plan, and the FAQs
specifically address meaningful consultation requirements. LEAs are required to upload
their ARP ESSER plans to OSDE, which will review them to ensure consultation
requirements have been met. Additionally, The OSDE’s Office of Federal Programs
collaborates within the agency – with departmental support from the offices of Special
Education, American Indian Education, and Curriculum and Instruction, in addition to
programs devoted to students who are homeless, in foster care, English learners, migrant
and other underrepresented student populations – to provide information to assist LEAs
in understanding the importance of consulting with constituents served by the LEA.
• LEA ARP ESSER Application. The OSDE will ensure LEAs complete a
comprehensive ARP application that provides the framework for budgeting and using
ARP funds as a result of the consultation process. An essential component of the ARP
application requires LEAs to provide evidence by submitting supportive documentation
that consultation with stakeholders contributed to the development of the plan. The
evidence must also include a stakeholder participation list and representation to include
families, students, school district personnel, tribes and the Native American population,
civil rights organizations and other populations within the LEA demographics.
• ESSER Monitoring. The OSDE recognizes there are a multitude of regulations that
LEAs must adhere to regarding ESSER funds. With that in mind, OSDE has established,
and will review and update, a multi-layered monitoring process. Monitoring will include
a review of how LEAs engaged and will continue to engage in meaningful consultation
with stakeholders.
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;
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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
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.
• The OSDE’s Office of Federal Programs (OFP) staff receives in-depth training on
programmatic and fiscal requirements to ensure LEAs meet compliance requirements for
use of ARP ESSER funds. OFP staff, grants associates and program specialists perform a
thorough review of the LEA ARP ESSER application and expenditure reports to monitor
LEAs’ use of funds to support evidence-based intervention programs and activities.
OFP’s extensive, ongoing training opportunities for LEA staff for application, budget and
expenditure reviews provide an additional layer of support to ensure LEAs are
implementing effective programs to meet student academic, social-emotional and mental
health needs. The training provides staff knowledge of the ARP ESSER requirements to
extend technical assistance services to LEAs for the monitoring of ARP funds. The OFP
staff is responsible for ensuring evidence documentation is provided in the ARP
application and funds are accurately expended to target support for underserved student
populations and intervention programs to address learning loss.
• The OFP provides technical assistance to LEAs through in-person consultation meetings
in the OFP office and/or in person at the LEA, Zoom meetings, emails, phone
conferences and other forms of communication to sustain a supportive partnership. The
collaboration process engages the OFP and the LEA to address specific concerns
regarding student data and the need to supplement the ARP funds in areas where student
learning has most been impacted due to the pandemic, such as students who received
intermittent instruction, at-risk students and student populations disproportionately
impacted by COVID who may already have been in jeopardy prior to the pandemic.
• Professional development is another facet of technical support from OFP to provide
LEAs guidance in the use of ARP funds, planning and resources for systemic change to
meet the challenges of the pandemic, and to communicate how LEAs will be monitored
and the process for monitoring ARP funds.
• In addition, the OSDE holds departmental meetings, of which OFP is a part, to determine
if further monitoring or technical assistance is needed in areas of concern. These include
meetings with special education, 21st Century Community Learning Centers, curriculum
and instruction departments, etc., to address support for LEAs in the use of ARP funds
for such purposes.
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• Supporting LEAs through professional development, technical assistance and monitoring
from OFP will give the LEAs programmatic and fiscal responsibilities to ensure
evidence-based interventions are implemented.
• OSDE will request districts collect evidence of the effectiveness of the interventions and
report them in a manner and frequency to be determined by OSDE.
4. Describe the extent to which the SEA will support its LEAs in implementing
additional strategies for taking educational equity into account in expending ARP
ESSER funds, including but not limited to:
i. Allocating funding both to schools and for districtwide activities
based on student need, and
ii. Implementing an equitable and inclusive return to in-person
instruction. An inclusive return to in-person instruction includes, but
is not limited to, establishing policies and practices that avoid the
over-use of exclusionary discipline measures (including in- and out-
of-school suspensions) and creating a positive and supportive
learning environment for all students.
• The need to address equity has been at the forefront of education for many years. Under
the No Child Left Behind Act, each state submitted a state equity plan in 2015. Under the
Every Student Succeeds Act (ESSA), all public schools are required to report per-pupil
federal and non-federal costs, and states are required to collect this information and
publicly report it. In Oklahoma, the "School District Transparency Act" requires that the
OSDE publish Oklahoma LEA expenditures, cost descriptions, amounts of funds spent,
types of transactions and current per-pupil expenditure figures on its website. The law
also requires the OSDE to report each category of expenditures as described in the law as
well as aggregate expenditures when reporting the per-pupil expenditure for any purpose.
As such, under both federal and state laws, Oklahoma is reinforcing the importance of
financial transparency and equity.
• The new maintenance of equity provision outlined in the ARP Act will also help protect
funding levels for districts and schools that have high percentages of students living in
poverty. This reporting requirement will further financial transparency while helping
schools make decisions to promote fairness, equity and academic success for all students.
• Further, part of the OSDE’s Ready Together Oklahoma: An Action Plan for Supporting
Students Through the Pandemic and Beyond includes a website with five interactive tabs,
one of which is “Ensuring Equity for All.” This tab will provide schools, educators and
communities resources related to positive school climate and culture, utilizing data to
identify equity gaps for historically underserved students, support for English learners
and Indian Education resources. Additionally, all five tabs on the website house guidance
documents, each of which includes an “Attending to Equity” section which aligns the
specific initiative to educational equity supports, research and access.
• The OSDE believes a collaborative partnership approach is paramount for building a
relationship with LEAs to cultivate best practices for meeting student needs and ensuring
educational equity for all students. The ARP funds provide LEAs flexibility to apply
innovative strategies to implement conditions for effective learning and a focus on
authentic competencies for student learning.
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• The OSDE provides guidance to LEAs through professional development to demonstrate
how the authorized activities allowed under the ARP can be utilized districtwide to serve
all students and to target specific student population needs. Leveraging ARP funding
along with other available resources is an important strategy LEAs can use to their
advantage to ensure equity for all students. After LEAs identify student needs by
analyzing comprehensive local data and policies, school site data, assessments and
stakeholder comments, the distribution of ARP funds provides LEAs an opportunity to
make a systemic transformation in the school climate for effective student learning.
• LEAs are required to submit a Safe Return to In-Person Instruction and Continuity of
Services Plan to include LEA policies for meeting the Interim Final Requirements (IFR)
as a part of their ARP application. The Office of Federal Programs provides technical
assistance to help LEAs establish an all-inclusive strategy for educational equity for
students and to ensure evidence-based programs produce positive results.
• The OSDE offers a broad range of available resources and opportunities for LEAs to
participate in building an all-inclusive ARP plan which will lead to the creation of
necessary standards and rigor to accomplish a positive outcome for student academic
success.
• The OSDE’s mission and objective is to support LEAs when using ARP funds by
providing guidance and encouraging responsible choices for students when incorporating
resources and strategies to create a school climate that is academically rich, healthy, safe
and nurturing for the well-being of the whole child while sustaining educational equity
for all students.
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support
students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of
educators, education administration personnel, and other school
personnel involved in safely reopening schools, and the extent to
which they vary by region/type of school district and/or groups of
educators (e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early
childhood educators). Cite specific data on shortages and needs
where available.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
Table F1.
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Area Data on shortages Narrative
and needs description
Special educators Irregular/
and related service Emergency/
personnel and Alternative (IEA)
paraprofessionals
Full-time
equivalent (FTE)
as a percentage of
total FTE
7.2%
Bilingual educators No data available
English as a second IEA FTE as a
language educators percentage of total
FTE
11.1%
STEM educators IEA FTE as a
percentage of total
FTE
9.8%
CTE educators IEA FTE as a
percentage of total
FTE
7.0%
Early childhood IEA FTE as a
educators percentage of total
FTE
5.8%
School counselors IEA FTE as a
percentage of total
FTE
8.0%
Social workers No data available
Nurses No data available
School psychologists No data available
Additional areas of Advanced Placement
shortage 12.6%
Business & Computer
14.4%
English Language
Arts
7.4%
Additional priority Shortage of educators and the
areas cultural/racial/ethnic mismatch of teachers
• Student-to-teacher racial and
ethnic gaps persist across all non-
White groups. While the gap for
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Area Data on shortages Narrative
and needs description
the majority of non-White
categories is slightly improving
over time (e.g., 10% in 2020-21
vs. 11% in 2016-17 for American
Indians/Alaskan Natives), the gap
for Hispanic students is highest
and keeps worsening (14% in
2020-21).
• Racial and ethnic gaps are highest
in high-poverty schools and
decrease as the school poverty
level improves, e.g., the gap for
Hispanics in 2020-21 is 21% in
high-poverty schools vs. 8% in
low-poverty schools.
• The racial and ethnic gaps vary by
school locale classification, e.g.,
the gaps for Hispanics and Blacks
in 2020-21 are highest in schools
located in cities (32% and 8%,
respectively) while the gaps for
American Indians/Alaskan Natives
are highest in rural schools (13%).
Shortages of educators by school poverty
concentration and geographic location
• 85% of all schools without a
counselor in 2020-21 are either
high or mid-high poverty schools.
• 76% of all schools without a
principal in 2020-21 are either
high or mid-high poverty schools.
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
48
CRRSA Act) have already been used to avoid layoffs during the
COVID-19 pandemic.
• Currently, Oklahoma has 18 teaching shortage areas approved by the U.S. Department of
Education. Preliminary data in the Educator Supply & Demand report (to be published
later this year) indicate school enrollment projections are crucial for estimating the
demand for teachers in upcoming years. Grade progression ratios and enrollment rates
indicate a drop between school years 2019-20 and 2020-21, arguably due to the COVID-
19 pandemic. The largest estimated enrollment/grade progression drop occurred for
prekindergarten (10%) and kindergarten (5%), with the remaining grades experiencing
more commonly a 1% drop. Regarding middle and high school level class size during the
2020-21 school year, the top three with the highest pupil load are science & STEM, social
studies and language arts. For all but one of the primary positions examined, the average
number of pupils a teacher has in a class was larger in middle than in high schools. For
example, the pupil load in MS industrial arts and technology education, MS arts &
humanities and MS science & STEM in 2020-21 was nearly double the size as that of the
same classes in high schools. Efforts to better prepare teachers for these challenges
include high-quality, embedded and networked professional growth via the OSDE’s
virtual learning platform, OKEdge. The OSDE continues to offer relevant and practical
sessions at its annual professional development conference, EngageOK. Additionally, a
partnership with Project ECHO/Oklahoma State University affords teachers the
opportunity to connect with other educators via TeleEDGE, a venue to improve
educational practice through case-based learning and rich discussions. TeleEDGE offers
participants a real-time option to learn and share with fellow educators across the state.
• Throughout the course of the pandemic, the OSDE provided, and regularly updated, a set
of FAQs to help guide districts as they made decisions regarding use of funds, student
learning and adapting the normal school environment and activities to a virtual space.
Within the FAQs, the OSDE included guidance on employment and salaries for school
personnel in order to help districts avoid layoffs. The OSDE regularly reminded districts
that in order to receive federal relief funds, they assured the OSDE that they would to the
greatest extent practicable continue to pay employees and contractors during any
disruption or closures related to coronavirus. Additionally, the OSDE worked with
Governor Kevin Stitt to amend an Executive Order allowing districts to continue to pay
support employees for their contracted time even as those employees may not have been
able to fulfill their contracted duties.
o The Executive Order read: “All local educational agencies shall to the greatest
extent practicable, continue to pay their employees and contractors for the
remainder of the contracted period of the 2019-20 fiscal year, and in furtherance
of this intent the State hereby authorizes accredited public school districts to pay
support staff for the remainder of their contracted period for the 2019-20 fiscal
year and waives any statutory or rule-based time limitations on which support
personnel (as defined in 70 O.S. § 1-116) may accumulate or receive leave for the
2019-20 fiscal year.” (Paragraph 33).
• Additionally, Oklahoma Governor Kevin Stitt took action to extend occupational licenses
that had been potentially disrupted with COVID closures. Further, State Superintendent
Joy Hofmeister presented proposals to the OSBE to extend emergency certifications for
49
one year to those who had sustained disruptions from COVID-19. Additionally,
Superintendent Hofmeister presented proposals to the OSBE to extend temporary or
provisional certificates for individuals who were unable to complete competency
examinations or required credit/clock hours due to the COVID-19 pandemic. Both
proposals were unanimously adopted by the OSBE.
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).
• Paid Student Teaching – The OSDE will invest approximately $12,675,000 in state set-
aside federal relief dollars to compensate pre-service teachers for their work as student
teachers. The program will equitably fund Oklahoma student teachers annually,
beginning in school year 2021-22 and continuing through school year 2023-24. Through
a partnership with the Oklahoma State Regents for Higher Education (OSRHE) and the
OSDE, payment will be made available for up to $3,250 per individual student teacher
approved by the Educator Preparation Program (EPP). Funds are expected to benefit
1,300 student teachers annually, totaling 3,900 student teachers throughout the program.
• Certification Test Scholarship – The OSDE will invest up to $1.9 million in state set-
aside federal relief dollars over a three-year period to pay for certification exam fees for
5,000 teacher candidates per year, totaling 15,000 teachers throughout the duration of the
program. This program addresses teacher shortage recruitment and retention challenges
by removing the accessibility to testing sites barrier and the financial barrier of exams
costs.
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).
• As previously described, Oklahoma will use approximately $35 million to provide
funding to LEAs to hire new school counselors and/or new licensed mental health
professionals. These funds are expected to help LEAs hire an additional 150 school
counselors and 150 licensed mental health professionals (LMHPs). As part of this grant
opportunity, LEAs may hire, or provide enhanced contract services for, any of the
following positions:
o Certified School Counselor
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o Licensed School Psychologists
o Licensed Professional Counselors (LPC)
o Licensed Alcohol and Drug Counselors (LADC)
o Licensed Marriage & Family Therapists (LMFT)
o Licensed Clinical Social Workers (LCSW)
o Licensed Recreational Therapists (CTRS/L)
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
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).
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• The OSDE collaborates within agency departments, including the offices of Comptroller,
Financial Services and Education Data Management, to ensure accurate data set
collections are readily available upon request. The Grants Management System (GMS)
platform hosts LEA data and information for ARP ESSER funds and is accessible to
retrieve data collection and reports. Communication and team meetings with agency
departments provides transparent interchange of information. Strategically executed, the
communication among the OSDE’s departments serves as a valuable resource for quality
data.
• At the onset of the pandemic, the OSDE and OSBE took action to ensure instructional
service delivery continued, and these actions continued throughout the 2020-21 school
year. As a part of the statewide cessation of in-person school operations in March 2020
and move to virtual instructional delivery, LEAs were required to submit distance
learning plans to the OSDE, including information and data relating to curriculum and
interim assessments used by the LEA. In addition, the OSDE administered statewide
student assessments in the 2020-21 school year, which will be used to analyze the
students and student subgroups who did not test or whose performance was significantly
and disproportionately impacted as compared to others and their prior benchmarks.
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
(e.g., by updating the SEA’s plan for monitoring funds and internal controls under
the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and
abuse; conducting random audits; or other tools). In this response, please describe
the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will
provide its LEAs with technical assistance in the anticipated areas of greatest
need.
• As noted above, the OSDE has established monitoring and internal controls and
procedures, and will regularly review and update them to include additional requirements
under ESSER.
• The OSDE’s grants associates and program specialists perform a thorough review of the
LEA ARP ESSER applications and expenditure reports. The Office of Federal Programs
(OFP) provides extensive training for its staff on the process for monitoring district
applications and expenditure reports. The OFP has established internal controls through
verbal and written communications, as well as other technical assistance strategies to its
staff for the fiscal and programmatic monitoring of ARP ESSER funds.
• The OFP provides technical assistance to LEAs through in-person consultation meetings
in the OFP office and/or in person at the LEA, Zoom meetings, emails, phone
conferences and other forms of communication. The OFP engages in joint federal
programs team meetings to discuss and share information for supporting LEAs. The OFP
leadership team and staff meet to determine services for LEAs that may be struggling in
fiscal and programmatic areas. The OFP performs a risk assessment of all LEAs to
analyze which districts are at high risk for not meeting federal compliance, and then
proceeds with a formal desk or site monitoring.
52
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.
Add or change rows as needed
• The OSDE collects student-level absence data from schools’ student information systems
each night. By using data collected on June 3, 2021, we can provide the following
preliminary data. The OSDE can offer only a preliminary understanding of mode of
instruction data at the time of this submission until final certification of the Annual
Statistical Report (ASR) on June 30, 2021, as outlined in sections A.5.i. through A.5.iii,
which prevents us from being able to provide data within the “Offered to…” columns
within Table 1 at this time. Again, the data reflects what has been reported to date and
should not be considered complete or comprehensive.
• To be included in the analysis below, a school must have had a student labeled as absent
(a required data element) or present (a non-required data element) within 15 calendar
days of the school’s final instructional day. For instance, a school which had one student
labeled absent from their hybrid (i.e., distance or blended) learning environment on
March 1 but noted no other absences from March 2 until the end of the academic year
was likely no longer offering a hybrid learning environment – that is, because at least one
student absence would be expected within a school during the final weeks of the
academic year. We anticipate a more accurate analysis and reporting of this data in fall
2021 after completion of the Annual Statistical Report (ASR), as not all of Oklahoma’s
public schools are included in this preliminary analysis.
53
Number of All schools Offered to all Offered to Not offered
schools students some students
Remote or 7 # # #
online only
School 1,284 # # #
buildings open
with both
remote/online
and in-person
instruction
(hybrid)
School 401 # # #
buildings open
with full-time
in-person
instruction
To the extent data are available, please complete the above table for 1) all schools in the State,
and 2) separately for each instructional level (e.g., pre-kindergarten/elementary schools, middle
schools, high schools).
Number of Elementary Offered to all Offered to Not offered
schools schools students some students
Remote or 2 # # #
online only
School 579 # # #
buildings open
with both
remote/online
and in-person
instruction
(hybrid)
School 104 # # #
buildings open
with full-time
in-person
instruction
54
Number of Middle Offered to all Offered to Not offered
schools schools students some students
Remote or 3 # # #
online only
School 396 # # #
buildings open
with both
remote/online
and in-person
instruction
(hybrid)
School 168 # # #
buildings open
with full-time
in-person
instruction
Number of All schools Offered to all Offered to Not offered
schools students some students
Remote or 2 # # #
online only
School 309 # # #
buildings open
with both
remote/online
and in-person
instruction
(hybrid)
School 129 # # #
buildings open
with full-time
in-person
instruction
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
• The OSDE’s Office of Data and Information Systems has used the October 1 Report
collection to report the numbers below because Annual Statistical Report (ASR) is still
being finalized. The Annual Statistical Report will give the OSDE a clearer picture of the
enrollment and mode of instruction for schools in our state as noted in Section A(5) of
this document.
Add or change rows as needed
55
Number of Total Remote or Both Full-time in-
students enrollment online only remote/online person
and in-person instruction
instruction
(hybrid)
Students from 406,165 96,814 25,055 488,923
low-income
families
White, not 327,249 61,476 26,369 239,404
Hispanic
Black or 55,731 16,714 6,921 32,096
African
American, not
Hispanic
Hispanic, of 129,344 31,332 10,560 87,452
any race
Asian, not 14,228 4,265 1,432 8,531
Hispanic
American 83,226 14,249 4,147 64,830
Indian or
Alaskan
Native, not
Hispanic
Native 2,699 646 184 1,869
Hawaiian or
Pacific
Islander, not
Hispanic
Two or more 81,636 20,869 6,026 54,741
races, not
Hispanic
Race/Ethnicity NA NA NA NA
information not
available
English 62,950 16,250 4,136 42,564
learners
Children with 111,599 22,499 7,990 81,110
disabilities
Students 18,835 4,277 1,563 12,995
experiencing
homelessness
Children and 2,696* This is 290 62 2,344
youth in foster not a required
care field for
districts to send
to the state for
SY 2020-21.
56
Number of Total Remote or Both Full-time in-
students enrollment online only remote/online person
and in-person instruction
instruction
(hybrid)
Migratory 205 32 16 157
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
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.
57
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
58
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).
59
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you access to, and participation in, its Federally-
about a new provision in the Department of assisted program for students, teachers, and
Educations General Education Provisions other program beneficiaries with special
Act ("GEPA") that applies to applicants for needs. This provision allows applicants
new grant awards under Department discretion in developing the required
programs. This provision is Section 427 of description. The statute highlights six types
GEPA, enacted as part of the Improving of barriers that can impede equitable access
America's Schools Act of 1994 (Public Law or participation: gender, race, national origin,
(P.L.) 103-382). color, disability, or age. Based on local
circumstances, you should determine
To Whom Does This Provision Apply? whether these or other barriers may prevent
your students, teachers, etc. from such access
Section 427 of GEPA affects applicants for
to, or participation in, the Federally-funded
new grant awards under this program. ALL
project or activity. The description in your
APPLICANTS FOR NEW AWARDS
application of steps to be taken to overcome
MUST INCLUDE INFORMATION IN
these barriers need not be lengthy; you may
THEIR APPLICATIONS TO ADDRESS
provide a clear and succinct description of
THIS NEW PROVISION IN ORDER TO
how you plan to address those barriers that
RECEIVE FUNDING UNDER THIS
are applicable to your circumstances. In
PROGRAM.
addition, the information may be provided in
(If this program is a State-formula grant a single narrative, or, if appropriate, may be
program, a State needs to provide this discussed in connection with related topics in
description only for projects or activities that the application.
it carries out with funds reserved for State-
Section 427 is not intended to duplicate the
level uses. In addition, local school districts
requirements of civil rights statutes, but
or other eligible applicants that apply to the
rather to ensure that, in designing their
State for funding need to provide this
projects, applicants for Federal funds address
description in their applications to the State
equity concerns that may affect the ability of
for funding. The State would be responsible
certain potential beneficiaries to fully
for ensuring that the school district or other
participate in the project and to achieve high
local entity has submitted a sufficient section
standards. Consistent with program
427 statement as described below.)
requirements and its approved application, an
What Does This Provision Require? applicant may use the Federal funds awarded
to it to eliminate barriers it identifies.
Section 427 requires each applicant for funds
(other than an individual person) to include in
its application a description of the steps the
applicant proposes to take to ensure equitable
60
What are Examples of How an Applicant
Might Satisfy the Requirement of This
Provision?
The following examples may help illustrate
how an applicant may comply with Section
427.
(1) An applicant that proposes to carry
out an adult literacy project serving,
among others, adults with limited English
proficiency, might describe in its
application how it intends to distribute a
brochure about the proposed project to
such potential participants in their native
language.
(2) An applicant that proposes to develop
instructional materials for classroom use
might describe how it will make the
materials available on audio tape or in
braille for students who are blind.
(3) An applicant that proposes to carry
out a model science program for
secondary students and is concerned that
girls may be less likely than boys to enroll
in the course, might indicate how it
intends to conduct "outreach" efforts to
girls, to encourage their enrollment.
(4) An applicant that proposes a project to
increase school safety might describe the
special efforts it will take to address
concerns of lesbian, gay, bisexual, and
transgender students, and efforts to reach
out to and involve the families of LGBT
students.
We recognize that many applicants may
already be implementing effective steps to
ensure equity of access and participation in
their grant programs, and we appreciate your
cooperation in responding to the
requirements of this provision.
61
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.
The Oklahoma State Department of Education (OSDE). in accordance with the General
Education Provisions Act (GEPA), Section 427, ensures Oklahoma’s educational mission and
vision emphasizes equitable access to, and participation in, educational opportunities for all
students. The OSDE will provide students, teachers and beneficiaries with special needs the
appropriate opportunity to participate in federally funded activities. The OSDE ensures equitable
access, services, activities and programs to all individuals regardless of gender, race, national
origin, color, disability or age.
In adherence with state and federal laws, the OSDE has systematic procedures for ensuring
federally funded activities and services are intentionally purposed for all student populations and
other recipients served.
To reduce the barriers that may impede equitable access based on students, teachers, gender,
race, national origin, color, special needs, etc., the OSDE embraces the following strategies and
activities:
• Engages a broad scope of stakeholders for public comments to assist in the development
of the Oklahoma ARP ESSER State Plan;
• Cultivates and enhances systematic procedures, such as GMS, the grants management
system for application and expenditure reporting for federally assisted programs;
• Engages stakeholders from various pathways of education in the development of
accountability equitable reporting;
• The Joint Federal Programs team develops, implements and provides professional
development to LEAs to encourage best practices in federally assisted programs;
• Hosts EngageOK, a yearly statewide outreach conference, for teachers, principals,
superintendents, fiscal directors and other administrators. The various sessions include
collaboration, professional development for core curriculum, instructional strategies for
special needs students, parent and family engagement strategies, early learning strategies,
English learner strategies, technology-digital literacy for students and other services
impacting culturally diverse student populations;
• Implements a consolidated monitoring approach for federal program compliance, fiscal
accountability and program effectiveness. Monitoring is a systematic approach performed
62
through desktop and site visits for evaluating the impact on equitable access for services
and activities for the beneficiaries of federally assisted programs; and
• Participates in outreach Title I, Part A and Title III, Part A consortiums in a collaborative
effort with LEAs to increase awareness of under-represented and culturally diverse
student populations – supporting individual learning needs, assisting with resources and
updating state and federal laws and regulations enforced for equitable access and
participation for beneficiaries participating in federally assisted programs.
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