ARP ESSER Survey — Q1 In which county do you reside? (Answered: 379)
Summary
An ARP ESSER Survey results report with 379 responses, running to 57 numbered pages. Asked where they live, 69.92% of respondents said rural (265), 16.09% suburban (61) and 13.98% urban (53), and the county question lists each county with its share. By stakeholder group, superintendents were 36.94% (140), principals 19.26% (73) and teachers 15.57% (59). One staffing question, answered by 231 respondents, found that 43.72% wanted substantial support from the Department for increasing student access to key support staff such as counselors and nurses, and 41.99% wanted some support. Open comments are dated in May 2021 and mention staff shortages and bilingual teachers.
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“ARP ESSER Survey — Q1 In which county do you reside? (Answered: 379).”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-18ed38b567/
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ARP ESSER Survey
Q1 In which county do you reside?
Answered: 379 Skipped: 0
Adair
Adams
Allamakee
Appanoose
Audubon
Benton
Black Hawk
Boone
Bremer
Buchanan
Buena Vista
Butler
Calhoun
Carroll
Cass
Cedar
Cerro Gordo
Cherokee
Chickasaw
1 / 57
ARP ESSER Survey
Clarke
Clay
Clayton
Clinton
Crawford
Dallas
Davis
Decatur
Delaware
Des Moines
Dickinson
Dubuque
Emmet
Fayette
Floyd
Franklin
Fremont
Greene
Grundy
Guthrie
Hamilton
H k
2 / 57
ARP ESSER Survey
Hancock
Hardin
Harrison
Henry
Howard
Humboldt
Ida
Iowa
Jackson
Jasper
Jefferson
Johnson
Jones
Keokuk
Kossuth
Lee
Linn
Louisa
Lucas
Lyon
Madison
Mahaska
3 / 57
ARP ESSER Survey
Marion
Marshall
Mills
Mitchell
Monona
Monroe
Montgomery
Muscatine
O'Brien
Osceola
Page
Palo Alto
Plymouth
Pocahontas
Polk
Pottawattamie
Poweshiek
Ringgold
Sac
Scott
Shelby
4 / 57
ARP ESSER Survey
Sioux
Story
Tama
Taylor
Union
Van Buren
Wapello
Warren
Washington
Wayne
Webster
Winnebago
Winneshiek
Woodbury
Worth
Wright
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
5 / 57
ARP ESSER Survey
ANSWER CHOICES RESPONSES
Adair 0.53% 2
Adams 0.00% 0
Allamakee 0.79% 3
Appanoose 0.26% 1
Audubon 0.53% 2
Benton 1.06% 4
Black Hawk 2.37% 9
Boone 0.53% 2
Bremer 2.37% 9
Buchanan 0.00% 0
Buena Vista 1.85% 7
Butler 2.64% 10
Calhoun 0.26% 1
Carroll 0.79% 3
Cass 0.26% 1
Cedar 1.06% 4
Cerro Gordo 1.32% 5
Cherokee 0.53% 2
Chickasaw 0.53% 2
Clarke 0.53% 2
Clay 0.26% 1
Clayton 0.53% 2
Clinton 1.32% 5
Crawford 1.06% 4
Dallas 2.64% 10
Davis 0.00% 0
Decatur 0.00% 0
Delaware 0.53% 2
Des Moines 2.37% 9
Dickinson 0.26% 1
Dubuque 0.79% 3
Emmet 0.26% 1
Fayette 0.53% 2
6 / 57
ARP ESSER Survey
Floyd 0.26% 1
Franklin 1.06% 4
Fremont 1.32% 5
Greene 0.26% 1
Grundy 1.58% 6
Guthrie 0.26% 1
Hamilton 0.26% 1
Hancock 1.06% 4
Hardin 1.06% 4
Harrison 0.53% 2
Henry 1.32% 5
Howard 0.79% 3
Humboldt 0.26% 1
Ida 0.79% 3
Iowa 0.26% 1
Jackson 0.79% 3
Jasper 1.32% 5
Jefferson 0.26% 1
Johnson 3.69% 14
Jones 1.58% 6
Keokuk 0.26% 1
Kossuth 0.26% 1
Lee 1.06% 4
Linn 2.37% 9
Louisa 0.79% 3
Lucas 0.26% 1
Lyon 0.79% 3
Madison 1.06% 4
Mahaska 0.00% 0
Marion 0.79% 3
Marshall 0.53% 2
Mills 0.00% 0
Mitchell 1.32% 5
Monona 0.79% 3
Monroe 0.00% 0
7 / 57
ARP ESSER Survey
Montgomery 0.79% 3
Muscatine 1.06% 4
O'Brien 0.79% 3
Osceola 0.53% 2
Page 0.79% 3
Palo Alto 1.06% 4
Plymouth 1.32% 5
Pocahontas 0.53% 2
Polk 8.97% 34
Pottawattamie 2.11% 8
Poweshiek 0.26% 1
Ringgold 0.53% 2
Sac 0.53% 2
Scott 2.64% 10
Shelby 0.26% 1
Sioux 1.58% 6
Story 2.11% 8
Tama 0.26% 1
Taylor 0.53% 2
Union 0.79% 3
Van Buren 0.53% 2
Wapello 1.06% 4
Warren 1.85% 7
Washington 1.32% 5
Wayne 0.53% 2
Webster 1.85% 7
Winnebago 0.26% 1
Winneshiek 1.32% 5
Woodbury 4.75% 18
Worth 0.53% 2
Wright 0.79% 3
TOTAL 379
8 / 57
ARP ESSER Survey
Q2 Which of the following best describes the area in which you reside?
Answered: 379 Skipped: 0
Rural
Suburban
Urban
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Rural 69.92% 265
Suburban 16.09% 61
Urban 13.98% 53
TOTAL 379
9 / 57
ARP ESSER Survey
Q3 Which of the following stakeholder groups best describes you?
Answered: 379 Skipped: 0
Area education
agency
Charter school
leader
Civil rights
or disabilit...
Education
organization...
Family member
Legislator
Member of the
public
Principal
School leader
or district...
School staff
Stakeholders
representing...
Student
Superintendent
Teacher
Tribal School
staff
Tribe member
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
10 / 57
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ANSWER CHOICES RESPONSES
Area education agency 3.43% 13
Charter school leader 0.00% 0
Civil rights or disability rights organization 0.79% 3
Education organization or union 1.58% 6
Family member 3.17% 12
Legislator 0.26% 1
Member of the public 2.37% 9
Principal 19.26% 73
School leader or district administrator (e.g., special education administrator) 12.14% 46
School staff 1.58% 6
Stakeholders representing the interests of underserved students, youth, and children 1.58% 6
Student 0.00% 0
Superintendent 36.94% 140
Teacher 15.57% 59
Tribal School staff 0.00% 0
Tribe member 0.00% 0
Other (please specify) 1.32% 5
TOTAL 379
# OTHER (PLEASE SPECIFY) DATE
1 higher education 5/26/2021 2:03 PM
2 Retired Administrator 5/26/2021 10:23 AM
3 Retired teacher 5/26/2021 10:03 AM
4 Retired arts educator and current music Ed mentor and adjudicator 5/26/2021 9:43 AM
5 Father of graduating Special Education Special Needs Child and Freshman in Duel enrollment 5/24/2021 9:08 PM
Tag 4.0 GPA child.
11 / 57
ARP ESSER Survey
Q4 Progress and Promising Practices – Which of the following strategies
do you believe have been most effective in supporting the needs of
students in Iowa during the COVID-19 pandemic, especially for students
most impacted (e.g., underrepresented student subgroups, students from
low-income families, English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, migratory
students)? (Please check the 3 most important)
Answered: 22 Skipped: 357
Multi-Tiered
System of...
Data review to
determine...
Learning
management...
Frequent
communicatio...
Social-emotiona
l learning
Mental health
supports for...
Improving
access to fo...
Translation
and...
Virus
mitigation...
Access to
technology f...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
12 / 57
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ANSWER CHOICES RESPONSES
Multi-Tiered System of Supports (MTSS)/Positive Behavioral Interventions and Supports (PBIS) 22.73% 5
Data review to determine unfinished learning needs of students 4.55% 1
Learning management systems to enable online learning 27.27% 6
Frequent communication and collaboration between home and school 18.18% 4
Social-emotional learning 36.36% 8
Mental health supports for students 22.73% 5
Improving access to food and nutrition resources for students 54.55% 12
Translation and interpretation services 0.00% 0
Virus mitigation strategies 4.55% 1
Access to technology for online learning (e.g., internet connectivity, devices) 40.91% 9
Other (please specify) 13.64% 3
Total Respondents: 22
# OTHER (PLEASE SPECIFY) DATE
1 Funding for equal access for all students to music and art. Instruments for all secondary 5/27/2021 6:48 PM
students involved in band and orchestra.
2 Fine arts instruction and performing groups 5/26/2021 10:21 AM
3 2.) IEP Accommodations that conflict with tele-education such as VTT & Text Readers makes 5/24/2021 10:55 PM
least restrictive learning and learning with classes live impossible. 3. Providing actually
funded, train, experienced, hardware and software resources, a local, regional, or state run
office needs to be set up special Education was left partiality out do to tech support lapses.
13 / 57
ARP ESSER Survey
Q5 Overall Priorities – Rank order the top issues facing students and
schools as a result of or in response to the COVID-19 pandemic.
Answered: 22 Skipped: 357
Unfinished
learning
Physical
health needs
Social-emotiona
l-behavioral...
Access to food
and nutrition
Successful
grade...
Access to
technology f...
No known issues
Other (specify
below)
0 1 2 3 4 5 6 7 8 9 10
14 / 57
ARP ESSER Survey
1 2 3 4 5 6 7 8 N/A TOTAL SCORE
Unfinished 22.73% 13.64% 4.55% 13.64% 18.18% 18.18% 4.55% 0.00% 4.55%
learning 5 3 1 3 4 4 1 0 1 22 5.33
Physical health 0.00% 22.73% 9.09% 22.73% 9.09% 27.27% 0.00% 9.09% 0.00%
needs 0 5 2 5 2 6 0 2 0 22 4.55
Social-emotional- 36.36% 22.73% 22.73% 13.64% 4.55% 0.00% 0.00% 0.00% 0.00%
behavioral health 8 5 5 3 1 0 0 0 0 22 6.73
needs (including
mental health)
Access to food 4.55% 9.09% 45.45% 22.73% 13.64% 0.00% 4.55% 0.00% 0.00%
and nutrition 1 2 10 5 3 0 1 0 0 22 5.50
Successful grade 4.55% 9.09% 9.09% 13.64% 36.36% 18.18% 9.09% 0.00% 0.00%
progression/credit 1 2 2 3 8 4 2 0 0 22 4.41
accrual for
graduation
Access to 22.73% 9.09% 9.09% 13.64% 13.64% 22.73% 9.09% 0.00% 0.00%
technology for 5 2 2 3 3 5 2 0 0 22 5.09
online learning
(e.g., internet
connectivity,
devices)
No known issues 4.55% 0.00% 0.00% 0.00% 4.55% 4.55% 36.36% 9.09% 40.91%
1 0 0 0 1 1 8 2 9 22 2.54
Other (specify 4.55% 13.64% 0.00% 0.00% 0.00% 4.55% 4.55% 36.36% 36.36%
below) 1 3 0 0 0 1 1 8 8 22 3.00
15 / 57
ARP ESSER Survey
Q6 If you added an other overall priority in the question above , please
describe. If you did not specify an other need area, this should be left
blank.
Answered: 7 Skipped: 372
# RESPONSES DATE
1 Students need equal access to the arts. Funding is needed for instruments for students. 5/27/2021 6:48 PM
2 How districts can better communicate to parents setting up discussions to improve their childs 5/26/2021 10:53 AM
learning potential
3 Child safety in the home environment. 5/26/2021 10:30 AM
4 Fine arts 5/26/2021 10:21 AM
5 Compensatory learning for students with IEPs 5/25/2021 9:40 AM
6 IEP Accommodations need special attention so Special Education & a specially those with 5/24/2021 10:55 PM
Special needs can do their work live or during tele-education classes.
7 Communication with parents and respecting students 5/24/2021 10:33 PM
16 / 57
ARP ESSER Survey
Q7 Identifying Needs of Students – What are Iowa’s highest priority
academic, social, emotional, and/or mental health needs for the remainder
of this school year (if applicable) and for the 2021-2022 school year related
to the impact of the COVID-19 pandemic on students? Rank order the
following state-level focus areas by order of importance.
Answered: 22 Skipped: 357
Provide
Strategies a...
Provide
Strategies a...
Define the
Early Learni...
Provide an
Online Learn...
Provide
Strategies a...
Provide
Development ...
Other (specify
below)
0 1 2 3 4 5 6 7 8 9 10
17 / 57
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1 2 3 4 5 6 7 N/A TOTAL SCORE
Provide Strategies and 19.05% 4.76% 19.05% 19.05% 19.05% 9.52% 0.00% 9.52%
Coaching for 4 1 4 4 4 2 0 2 21 4.53
Accelerating Learning –
Establish a statewide
network of accelerated
learning innovation
zones focused on
supporting professional
development and direct
coaching of: 1)
assessments to identify
learner needs, 2)
accelerated instruction in
general content, 3)
robust and intensive
interventions, and 4)
gap-closing instructional
strategies and best
practices for all
students.
Provide Strategies and 52.94% 17.65% 11.76% 0.00% 11.76% 5.88% 0.00% 0.00%
Coaching for Social- 9 3 2 0 2 1 0 0 17 5.82
Emotional-Behavioral
Health (SEBH) –
Establish SEBH
academies focused on
developing the following
knowledge and skills,
coordinated with the
accelerated learning
innovation zones: 1)
Youth Mental Health
First Aid (YMHFA), 2)
suicide prevention, 3)
wrap-around services, 4)
adult self-care and
support networks, and 5)
social-emotional learning
competencies.
Define the Early Learning 4.76% 38.10% 23.81% 14.29% 9.52% 0.00% 9.52% 0.00%
Through the Future 1 8 5 3 2 0 2 0 21 4.76
Ready Continuum –
Provide a framework for
Iowa districts to
understand the essential
needs of students from
early childhood through
college and career.
Provide an Online 10.00% 15.00% 15.00% 35.00% 25.00% 0.00% 0.00% 0.00%
Learning Content 2 3 3 7 5 0 0 0 20 4.50
Exchange, Technology
Access, and Support –
Establish ongoing
technology and online
learning feedback loops
in order to provide just-
in-time solutions to
identified needs (e.g.,
allocations to districts to
support learning
management systems of
the district’s choice,
18 / 57
ARP ESSER Survey
resources developed and
training regarding
accessibility and
usability across
technology solutions,
communication, and
collaboration tips and
tricks.
Provide Strategies and 25.00% 15.00% 20.00% 20.00% 10.00% 5.00% 5.00% 0.00%
Coaching for Closing 5 3 4 4 2 1 1 0 20 4.90
Achievement Gaps
Beginning in Early
Literacy – Re-establish a
statewide focus on the
importance of early
literacy instruction and
use of the state’s early
warning system to guide
district practices. The
best way to eliminate
achievement gaps is to
ensure they are not
permitted to grow when
students are still young.
Provide Development 0.00% 5.00% 15.00% 5.00% 25.00% 45.00% 0.00% 5.00%
and Coaching for 0 1 3 1 5 9 0 1 20 3.05
Leadership – Establish
professional learning
academies for district
and school leaders
focused on all of the
priority areas.
Other (specify below) 5.88% 5.88% 0.00% 5.88% 0.00% 11.76% 35.29% 35.29%
1 1 0 1 0 2 6 6 17 2.45
19 / 57
ARP ESSER Survey
Q8 If you added an other need area in the question above please
describe. If you did not specify an other need area, this should be left
blank.
Answered: 6 Skipped: 373
# RESPONSES DATE
1 Music programs need to be funded across urban areas so that students have access to an 5/27/2021 6:48 PM
instrument to be in band or orchestra.
2 These stratagies seem to be old hat. Please step for out of the box by consulting with groups 5/26/2021 10:53 AM
that are ansilary to, or even outside the educational community.
3 Home safety checks. 5/26/2021 10:30 AM
4 Arts Integration 5/26/2021 10:21 AM
5 Restore the availability and opportunities to arts programs greatly limited by covid 5/26/2021 10:09 AM
6 Provide Technical training, coaching, and support for all Teachers, Librarians, Principals, and 5/24/2021 10:55 PM
School staff that interact with students. 1.) Teachers that teach specialist classes and those
with students with IEP accommodations requiring special software be trained and certified to
train those softwares.
20 / 57
ARP ESSER Survey
Q9 Understanding the Impact of the COVID-19 Pandemic – How can the
Department best support districts in identifying the extent of COVID-19’s
impact on student learning and student and educator well-being, including
identifying the groups of students most impacted by the pandemic? (check
all that apply)
Answered: 22 Skipped: 357
Access to
information ...
Online
learning...
Access to data
through onli...
Engagement
through a...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Access to information and resources 77.27% 17
Online learning opportunities (e.g., webinars, videos, asynchronous learning/training) 50.00% 11
Access to data through online data systems with reports 54.55% 12
Engagement through a statewide professional learning network 40.91% 9
Other (please specify) 18.18% 4
Total Respondents: 22
# OTHER (PLEASE SPECIFY) DATE
1 Access to arts programming regardless of family economic status 5/27/2021 6:48 PM
2 Data collection methods districts can use successfully. 5/26/2021 10:53 AM
3 Provide technical support to all districts. The Department needs do a mandatory inspection 5/24/2021 10:55 PM
and review of online procedures and accessibility for a students.
4 Survey to parents telling their experience 5/24/2021 10:33 PM
21 / 57
ARP ESSER Survey
Q10 Which student groups do you believe have been most impacted by
2020-21 COVID-19 school closures? (check all that apply)
Answered: 22 Skipped: 357
None of the
above
Asian
African
American/Black
Hispanic
Hawaiian/Pacifi
c Islander
Multi-racial
Native American
Pacific
Islander
White
Students with
Disabilities
Students
Living in...
English
Learners
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
22 / 57
ARP ESSER Survey
ANSWER CHOICES RESPONSES
None of the above 0.00% 0
Asian 18.18% 4
African American/Black 45.45% 10
Hispanic 45.45% 10
Hawaiian/Pacific Islander 13.64% 3
Multi-racial 31.82% 7
Native American 31.82% 7
Pacific Islander 18.18% 4
White 4.55% 1
Students with Disabilities 63.64% 14
Students Living in Poverty 86.36% 19
English Learners 45.45% 10
Other (please specify) 13.64% 3
Total Respondents: 22
# OTHER (PLEASE SPECIFY) DATE
1 All of the above have been impacted 5/27/2021 6:48 PM
2 all of the above 5/26/2021 9:36 AM
3 Students in Special Education programs, ( Special Need, Dule Enrollment, those w/ IEP 5/24/2021 10:55 PM
accommodations that didn’t allow for completing or doing work while tele-education was in
session
23 / 57
ARP ESSER Survey
Q11 Support for Districts – How can the Department best support districts
in sustaining the safe operation of schools?
Answered: 13 Skipped: 366
# RESPONSES DATE
1 Unify messaging, support technology needs, support translation, provide training on 5/28/2021 1:00 PM
new/emerging mental health needs.
2 By providing resources so teachers can understand how to work with students who have been 5/26/2021 1:11 PM
emotionally and educationally challenged by the pandemic.
3 I believe you are already doing a fine job of information dissemination and analytical 5/26/2021 10:53 AM
discussions leading to best use of that information.
4 Appropriate funding for districts to hire more staff in the counseling and support areas. 5/26/2021 10:30 AM
5 Do not punish districts for decisions made in the best interest of students 5/26/2021 10:21 AM
6 Allow local boards to determine safe health policies by local statistics- NOT a politically 5/26/2021 10:09 AM
charged law for state no mask mandate from the governor Persist in acquiring higher funding
increases for education
7 Allow local school boards to make decisions. 5/25/2021 9:05 PM
8 Fully fund special education services to increase pay and training for para educators and to 5/25/2021 9:40 AM
provide consistent supports for students as outlined in IEPs
9 Funding to work with community partners to provide support above and beyond what is 5/25/2021 8:21 AM
normally provided.
10 Talk the Department's rule book and throw it out. Then, rewrite it the book where it has any 5/24/2021 10:55 PM
loop holes from old writings or versions. District personnel abuse these rule loop hole. This
makes unsafe and unfair learning environments.
11 Respecting parents that choose to keep their families safe would be a great place to start. 5/24/2021 10:33 PM
Training staff to be better supporters of their students and not dismiss them. Not prioritizing
standardized tests and mandating that would’ve been nice as well. It showed a disregard to the
already overwhelmed staff and the students.
12 Requiring in-person learning as an option for students. 5/24/2021 4:49 PM
13 Making investments in community organizations that can help the district reach students 5/24/2021 4:21 PM
24 / 57
ARP ESSER Survey
Q12 Progress and Promising Practices – Which of the following strategies
do you believe have been most effective in supporting the needs of
students in Iowa during the COVID-19 pandemic, especially for students
most impacted (e.g., underrepresented student subgroups, students from
low-income families, English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, migratory
students)? (Please check the 3 most important)
Answered: 231 Skipped: 148
Multi-Tiered
System of...
Data review to
determine...
Learning
management...
Frequent
communicatio...
Social-emotiona
l learning
Mental health
supports for...
Improving
access to fo...
Translation
and...
Virus
mitigation...
Access to
technology f...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
25 / 57
ARP ESSER Survey
ANSWER CHOICES RESPONSES
Multi-Tiered System of Supports (MTSS)/Positive Behavioral Interventions and Supports (PBIS) 43.72% 101
Data review to determine unfinished learning needs of students 21.21% 49
Learning management systems to enable online learning 17.32% 40
Frequent communication and collaboration between home and school 34.63% 80
Social-emotional learning 36.36% 84
Mental health supports for students 44.59% 103
Improving access to food and nutrition resources for students 23.38% 54
Translation and interpretation services 3.90% 9
Virus mitigation strategies 19.05% 44
Access to technology for online learning (e.g., internet connectivity, devices) 45.45% 105
Other (please specify) 2.60% 6
Total Respondents: 231
# OTHER (PLEASE SPECIFY) DATE
1 The ability to impeach and remove a governor aligning herself with a possible 2024 presidential 5/28/2021 8:25 AM
candidate for a pathway for herself to the white house as a Vice Presidential candidate.
2 Reducing Class size/Adding teachers 5/25/2021 10:47 AM
3 Iowa's plan is ineffective at meeting student needs 5/25/2021 9:43 AM
4 Teachers using a lot of the above strategies. Teachers reaching out to students and parents. 5/25/2021 9:07 AM
Teachers working with kids to get them up to speed
5 Having students in the classroom face-to-face with their teachers 5/25/2021 7:47 AM
6 Offering in person learning throughout the entire school year 5/24/2021 4:33 PM
26 / 57
ARP ESSER Survey
Q13 Overall Priorities – Rank order the top issues facing students and
schools as a result of or in response to the COVID-19 pandemic.
Answered: 231 Skipped: 148
Unfinished
learning
Physical
health needs
Social-emotiona
l-behavioral...
Access to food
and nutrition
Successful
grade...
Access to
technology f...
No known issues
Other (specify
below)
0 1 2 3 4 5 6 7 8 9 10
27 / 57
ARP ESSER Survey
1 2 3 4 5 6 7 8 N/A TOTAL SCORE
Unfinished 28.57% 27.27% 15.15% 10.39% 12.12% 4.33% 1.73% 0.00% 0.43%
learning 66 63 35 24 28 10 4 0 1 231 6.30
Physical health 1.73% 10.82% 15.15% 14.72% 23.38% 28.14% 3.03% 0.43% 2.60%
needs 4 25 35 34 54 65 7 1 6 231 4.50
Social-emotional- 45.89% 20.78% 12.55% 8.66% 7.36% 4.33% 0.00% 0.43% 0.00%
behavioral health 106 48 29 20 17 10 0 1 0 231 6.74
needs (including
mental health)
Access to food 6.93% 10.82% 16.88% 23.81% 20.78% 17.32% 0.87% 0.00% 2.60%
and nutrition 16 25 39 55 48 40 2 0 6 231 5.01
Successful grade 6.93% 16.02% 15.15% 18.61% 18.61% 22.08% 1.30% 0.00% 1.30%
progression/credit 16 37 35 43 43 51 3 0 3 231 5.01
accrual for
graduation
Access to 7.79% 13.42% 24.24% 22.94% 15.15% 14.29% 1.73% 0.00% 0.43%
technology for 18 31 56 53 35 33 4 0 1 231 5.26
online learning
(e.g., internet
connectivity,
devices)
No known issues 1.30% 0.00% 0.00% 0.00% 0.00% 4.76% 35.50% 5.63% 52.81%
3 0 0 0 0 11 82 13 122 231 2.15
Other (specify 0.87% 0.87% 0.87% 0.00% 0.43% 1.30% 4.76% 28.57% 62.34%
below) 2 2 2 0 1 3 11 66 144 231 1.64
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Q14 If you added an other overall priority in the question above, please
describe. If you did not specify an other need area, this should be left
blank.
Answered: 24 Skipped: 355
# RESPONSES DATE
1 Support for staff 5/28/2021 9:51 AM
2 Fully fund education in the state of Iowa to facilitate increases in salaries for education. 5/28/2021 8:25 AM
3 Actual building quality, HVAC and ventilation, lack of building improvement for safe health 5/27/2021 6:52 PM
environment for learning.
4 Access to fine arts opportunities 5/26/2021 8:16 PM
5 quality before/after school care 5/26/2021 3:23 PM
6 Division between republicans and democrats in our state and federal legislatures with 5/26/2021 10:40 AM
republicans doing whatever they want just because they can.
7 Criteria for holding students accountable if they chose to learn from home this year. 5/26/2021 9:43 AM
8 Na 5/26/2021 9:39 AM
9 We have seen a dramatic increase in mental health issues, especially in our middle school 5/26/2021 8:58 AM
students.
10 Executive Functioning Skills 5/26/2021 4:19 AM
11 N/A 5/25/2021 3:55 PM
12 Inability of HS / MS staff to accommodate, engage, and build relationships with students 5/25/2021 2:15 PM
13 I selected the last two because the survey forces me to select these. 5/25/2021 2:13 PM
14 "COVID" Safe Recreation 5/25/2021 1:53 PM
15 NA 5/25/2021 1:11 PM
16 na 5/25/2021 12:45 PM
17 Parents in need of childcare due to school closures and quarantine. 5/25/2021 8:52 AM
18 Financial stability of the school as we lost 20 students to homeschooling. Couple this with the 5/25/2021 7:57 AM
future loss in funding for operational sharing and this district's finances become unstable.
19 Our High School At-Risk students have been impacted the most, we have not had great 5/25/2021 7:51 AM
success in getting them re-engaged and we are worried this will be the case next year as well.
20 NA 5/25/2021 7:50 AM
21 Access to housing and care 5/24/2021 4:54 PM
22 N/A 5/24/2021 4:50 PM
23 NA 5/24/2021 4:22 PM
24 The divisive nature of our current society has created a blaming mentality that impairs grit. 5/24/2021 4:17 PM
29 / 57
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Q15 Identifying Needs of Underserved Students – What are Iowa’s highest
priority academic, social, emotional, and/or mental health needs for the
remainder of this school year (if applicable) and for the 2021-2022 school
year related to the impact of the COVID-19 pandemic on students? Rank
order the following state-level focus areas by order of importance.
Answered: 226 Skipped: 153
Provide
Strategies a...
Provide
Strategies a...
Define the
Early Learni...
Provide an
Online Learn...
Provide
Strategies a...
Provide
Development ...
Other (specify
below)
0 1 2 3 4 5 6 7 8 9 10
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1 2 3 4 5 6 7 N/A TOTAL SCORE
Provide Strategies and 25.98% 21.57% 16.18% 16.67% 11.76% 3.92% 0.00% 3.92%
Coaching for 53 44 33 34 24 8 0 8 204 5.22
Accelerating Learning –
Establish a statewide
network of accelerated
learning innovation
zones focused on
supporting professional
development and direct
coaching of: 1)
assessments to identify
learner needs, 2)
accelerated instruction in
general content, 3)
robust and intensive
interventions, and 4)
gap-closing instructional
strategies and best
practices for all
students.
Provide Strategies and 39.90% 26.92% 16.83% 8.17% 1.44% 3.85% 0.96% 1.92%
Coaching for Social- 83 56 35 17 3 8 2 4 208 5.82
Emotional-Behavioral
Health (SEBH) –
Establish SEBH
academies focused on
developing the following
knowledge and skills,
coordinated with the
accelerated learning
innovation zones: 1)
Youth Mental Health
First Aid (YMHFA), 2)
suicide prevention, 3)
wrap-around services, 4)
adult self-care and
support networks, and 5)
social-emotional learning
competencies.
Define the Early Learning 8.37% 8.84% 24.65% 26.98% 18.14% 7.91% 0.00% 5.12%
Through the Future 18 19 53 58 39 17 0 11 215 4.35
Ready Continuum –
Provide a framework for
Iowa districts to
understand the essential
needs of students from
early childhood through
college and career.
Provide an Online 6.57% 11.74% 12.68% 23.00% 21.13% 18.31% 0.94% 5.63%
Learning Content 14 25 27 49 45 39 2 12 213 3.95
Exchange, Technology
Access, and Support –
Establish ongoing
technology and online
learning feedback loops
in order to provide just-
in-time solutions to
identified needs (e.g.,
allocations to districts to
support learning
management systems of
the district’s choice,
31 / 57
ARP ESSER Survey
resources developed and
training regarding
accessibility and
usability across
technology solutions,
communication, and
collaboration tips and
tricks.
Provide Strategies and 20.98% 29.76% 16.10% 10.73% 14.15% 6.34% 0.00% 1.95%
Coaching for Closing 43 61 33 22 29 13 0 4 205 5.14
Achievement Gaps
Beginning in Early
Literacy – Re-establish a
statewide focus on the
importance of early
literacy instruction and
use of the state’s early
warning system to guide
district practices. The
best way to eliminate
achievement gaps is to
ensure they are not
permitted to grow when
students are still young.
Provide Development 4.13% 5.96% 15.14% 14.22% 25.69% 27.98% 1.38% 5.50%
and Coaching for 9 13 33 31 56 61 3 12 218 3.51
Leadership – Establish
professional learning
academies for district
and school leaders
focused on all of the
priority areas.
Other (specify below) 2.41% 1.20% 0.00% 0.00% 0.60% 0.60% 30.72% 64.46%
4 2 0 0 1 1 51 107 166 1.63
32 / 57
ARP ESSER Survey
Q16 If you added an other need area in the question above, please
describe. If you did not specify an other need area, this should be left
blank.
Answered: 19 Skipped: 360
# RESPONSES DATE
1 Districts across the state of Iowa have successfully proven we can manage online learning. 5/28/2021 8:25 AM
More efficacy in learning occurs in online learning on snow days than occurs a week or two
into June. Arbitrarily making decision about not allowing snow days to occur as online learning
is remiss. These days are NOT ideal, however, they do supersede the learning that ultimately
doesn't take place in June. Additionally, high school seniors benefit from be a part of the
learning by allowing snow days to be online learning days.
2 You need to hire professionals to help do NOT just give teachers a one hoiur PD and tell them 5/27/2021 9:16 AM
to deal with the problems. HIRE MORE PEOPLE AND GOVE US MORE MONEY OR WE
WALK. Teachers are leaving already.
3 Provide learning management systems training by people who have used the LMS 5/26/2021 8:16 PM
successfully for at least two years
4 Stop piling on more expectations. Let teachers focus on teaching.. 5/26/2021 10:56 AM
5 Na 5/26/2021 9:39 AM
6 I would have put provide development and coaching for leadership if we were talking about the 5/26/2021 9:20 AM
governor and learning collaboration with DE officials.
7 Mental Health issues have been a concern of ours all eyar. 5/26/2021 8:58 AM
8 na 5/26/2021 6:02 AM
9 Establish framework to facilitate an understanding of executive functioning skills and grade- 5/26/2021 4:19 AM
level benchmarks & strategies to strengthen such skills for all students while also providing
educational opportunities for families to support the effort.
10 Keep the governor out of school business. Schools must get local control back. The governor 5/25/2021 9:10 PM
has no idea what the needs are for schools.
11 N/A 5/25/2021 3:55 PM
12 NA 5/25/2021 1:11 PM
13 We need local control without stipulations. Relaxing of regulations and policies would be 5/25/2021 9:42 AM
helpful. Tying money and resources to specific things limits what our local priorities are in our
situations.
14 Fully funded afterschool programming for ALL kids. k-3 at least. 5/25/2021 8:52 AM
15 Diversity, Equity, and Inclusion Training for Staff 5/25/2021 8:10 AM
16 Students need to feel safe before they can learn 5/24/2021 5:12 PM
17 Provide support to English Language Learners 5/24/2021 4:54 PM
18 N/A 5/24/2021 4:33 PM
19 NA 5/24/2021 4:22 PM
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Q17 Understanding the Impact of the COVID-19 Pandemic – How can the
Department best support districts in identifying the extent of COVID-19’s
impact on student learning and student and educator well-being, including
identifying the groups of students most impacted by the pandemic? (check
all that apply)
Answered: 231 Skipped: 148
Access to
information ...
Online
learning...
Access to data
through onli...
Engagement
through a...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Access to information and resources 75.76% 175
Online learning opportunities (e.g., webinars, videos, asynchronous learning/training) 50.65% 117
Access to data through online data systems with reports 54.98% 127
Engagement through a statewide professional learning network 54.11% 125
Other (please specify) 6.93% 16
Total Respondents: 231
# OTHER (PLEASE SPECIFY) DATE
1 All of these things are important, but when the Governor is not focusing on science, and only 5/28/2021 8:25 AM
on her political career, it is hard to believe this will matter. The data will be skewed to match
her agenda.
2 Give teachers time & support, including financial, to learn and deal with new management & 5/27/2021 12:49 PM
technologies. Most teachers were just thrown into new distance and hybrid learning models
with no/little training or support. They often had to double or triple preparation time, and finance
what they needed for distance education themselves.
3 HIRE MORE PROFESSIONALS 5/27/2021 9:16 AM
4 Teachers had a front row seat to see the impact. We can tailor our support specifically to our 5/26/2021 10:56 AM
students.
5 Get rid of the governor influence. She has destroyed public education 5/25/2021 9:10 PM
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6 Providing diagnostic assessments to districts. 5/25/2021 12:37 PM
7 funds to provide more staff to reduce class sizes 5/25/2021 9:48 AM
8 Allowing schools to develop a response tailored to their students' needs - not a "top down" one- 5/25/2021 9:43 AM
size-fits-all model
9 Teachers, Admins, etc. have been overburden with webinars, meetings, policies, etc. Remove 5/25/2021 9:42 AM
the red tape and let us get back to teaching and leading at is core. For example, the free
meals for students is a wonderful idea, but to pull overtaxed people for more webinars and
reports hinders educational leaders from making the impact they are supposed to be focused
on.
10 resources and funds to be able to tailor what we need for our district to our needs. 5/25/2021 9:07 AM
11 Reducing "red tape" and procedural challenges so teachers can spend time teaching. 5/25/2021 8:52 AM
12 Adjust funding streams to allow for more staffing for remediation. 5/25/2021 8:19 AM
13 Support districts and student learning, not the governors agenda. 5/25/2021 7:41 AM
14 Build educator networks exchanging, creating and developing best practices 5/24/2021 4:54 PM
15 Students with disabilities and students with behaviors such as poverty are very behind 5/24/2021 4:40 PM
academically and behaviorally
16 Talk to the kids and the teachers. 5/24/2021 4:17 PM
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ARP ESSER Survey
Q18 Which student groups do you believe have been most impacted by
2020-21 COVID-19 school closures? (check all that apply)
Answered: 228 Skipped: 151
None of the
above
Asian
African
American/Black
Hispanic
Hawaiian/Pacifi
c Islander
Multi-racial
Native American
Pacific
Islander
White
Students with
Disabilities
Students
Living in...
English
Learners
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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ARP ESSER Survey
ANSWER CHOICES RESPONSES
None of the above 2.19% 5
Asian 8.33% 19
African American/Black 32.02% 73
Hispanic 31.14% 71
Hawaiian/Pacific Islander 9.21% 21
Multi-racial 18.42% 42
Native American 11.40% 26
Pacific Islander 8.77% 20
White 10.53% 24
Students with Disabilities 66.23% 151
Students Living in Poverty 83.77% 191
English Learners 43.86% 100
Other (please specify) 7.89% 18
Total Respondents: 228
# OTHER (PLEASE SPECIFY) DATE
1 Students with immuno deficiencies. 5/27/2021 9:16 AM
2 Students in schools that made decisions weighting the risks of covid higher than the risks of 5/26/2021 10:56 AM
isolation and disruption of education.
3 I would say all groups. In our school building, we are mostly white with a view African 5/26/2021 9:22 AM
American.
4 All of the above, to varying degrees but at-risk students have been significantly impacted not 5/26/2021 4:19 AM
only by the closures but hybrid, in-person & the inconsistency from public health officials.
5 Students with significant health issues or pre exisiting conditions 5/25/2021 3:02 PM
6 I believe ALL students have been impacted by the 20-21 Covid-19 school closures - this isn't a 5/25/2021 2:13 PM
matter of one group more than another.
7 Remote learning students 5/25/2021 11:05 AM
8 students with undiagnosed mental health needs 5/25/2021 10:40 AM
9 Students Living in Poverty or low SES, for all ethnic groups, has been the most impacted. 5/25/2021 10:12 AM
10 Students with limited access to the internet. 5/25/2021 9:14 AM
11 Those that are socioeconomically low. Those that are in single parent house holds. Those from 5/25/2021 9:07 AM
home lives that are impacted by drugs and other problems. Covid seems to have exasperated
the problems in these households.
12 ANY student that didn't have a parent home with them to supervise remote learning. 5/25/2021 8:52 AM
13 Any student who was lived in households where the parent was non-english speaking and the 5/25/2021 8:41 AM
school was not in session everyday. All students were dramatically impacted by not being in
school. Our data illustrates this, it had nothing to do with race. The inability to be with an
instructor greatly impacted all students.
14 Students learning remotely who wanted to learn in-person. 5/25/2021 8:10 AM
15 We are seeing all groups of student being impacted greatly. 5/25/2021 8:01 AM
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16 Looking at our local data, we feel that no specific group has been impacted greater than 5/25/2021 7:47 AM
another
17 We never closed during the 2020-21 school year 5/24/2021 9:03 PM
18 all 5/24/2021 4:54 PM
38 / 57
ARP ESSER Survey
Q19 Support for Districts – How can the Department best support districts
in sustaining the safe operation of schools?
Answered: 107 Skipped: 272
# RESPONSES DATE
1 Ongoing support (empathy and grace)....Not that the legislature has any of that for public 5/31/2021 10:44 PM
schools. Punishment for public schools seems to be the state's mantra at the moment.
2 It is important to continue support for sanitizing schools and for allowing class sizes to be 5/29/2021 5:57 PM
smaller.
3 Funding, guidance, and resources 5/28/2021 9:51 AM
4 Additionally, fully fund education in the state of Iowa. One time money is helpful, however, a 5/28/2021 8:25 AM
pathway to sustainable funding of school districts would be the correct pathway to
improvement. Rather than quiveling over money when the state has a surplus, fully fund
education and give back local control. Additionally, using students as pawns, because the
Governor is targeting one district or one superintendent, is reprehensible! Impeach and remove
the Governor.
5 Allow reallocation of funds to areas needing support (certain funds do not necessarily need to 5/27/2021 9:45 PM
used for just one thing - allow crossover discretionary spending for a designated time)
6 Give them flexibility for what is right for their district, eliminate some of the restrictive new 5/27/2021 6:52 PM
mandates, provide the funding and resources schools need to provide equitable education,
despite the poverty vs. Affluent communities.
7 Help with resources that come directly to classrooms, and with management strategies 5/27/2021 12:49 PM
including one-on-one help for classes that are crowded and have no opportunity to follow best
practices for health & safety.
8 Providing cleaning products 5/27/2021 9:18 AM
9 HIRE MORE TEACHERS AND STAFF WE ARE SEVERELY UNDER STAFFED 5/27/2021 9:16 AM
10 Funds for improved ventilation within buildings. 5/26/2021 9:31 PM
11 This ship has sailed. Masks were our number one mitigation strategy at the elementary level 5/26/2021 8:16 PM
and those kids cannot be vaccinated
12 We need funding for counselors and social workers. These students lives have been Impacted 5/26/2021 4:11 PM
terribly and we need to help all of these students. We need resources so we can help all
students and their families.
13 We don't need support. 5/26/2021 2:02 PM
14 Funds for technology and building upgrades 5/26/2021 1:37 PM
15 reasonable guidance with appropriate timelines 5/26/2021 1:20 PM
16 Provide local districts advanced notice of policy changes to permit the development of 5/26/2021 1:00 PM
implementation plans.
17 More notice when changing rules and/or requirements. We need time to plan and implement. 5/26/2021 12:54 PM
18 Providing funds for instrumental music groups to have enough instruments that they no longer 5/26/2021 11:26 AM
have to share school-owned, shared instruments.
19 Timely information to districts 5/26/2021 11:11 AM
20 Prioritize teacher time with students in the classroom. Support stability in the family unit. 5/26/2021 10:56 AM
Denounce social violence. Call out misinformation in the news. Kids don't have to be
traumatized by the time they get to school.
21 Get the legislature to allow for local control instead of micromanaging schools with new 5/26/2021 10:40 AM
legislation.
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22 Allow districts to apply their own local authority regarding appropriate safety protocols rather 5/26/2021 10:13 AM
than having it come from the state government.
23 Allow us the opportunity to use Relief funds where we see the most need. Don't make us jump 5/26/2021 10:03 AM
through hoops to get it.
24 Provide and support social-emotional learning, mental health assistance and behavioral 5/26/2021 9:57 AM
supports.
25 Give flexibility and local decision making; mandating that masks must be optional before 5/26/2021 9:51 AM
school is out really ham-strings the mitigation efforts we've put in place all year; we worked
hard and were in-person five-days a week all year and our school board was frustrated that
those efforts were (at least in perception) negated in the final two weeks of school
26 Continue supporting financially. Public schools need financial support. 5/26/2021 9:43 AM
27 The Department should support schools when the school issues guidelines for safe operations. 5/26/2021 9:39 AM
Different schools well have different needs based on enrollment and temporary circumstances,
and the department should support schools in using guidelines based on those needs.
28 Provide resources and support 5/26/2021 9:36 AM
29 Let school districts maintain local control of safety protocols during a pandemic. 5/26/2021 9:34 AM
30 Allow local control to remain in place; advocate for the reversal of recent legislative actions. 5/26/2021 9:27 AM
Elected local school boards are in place for reason - they can best determine the needs of their
populations, while still functioning within the parameters and standards outlined by the Iowa
Department of Education.
31 Continue to support the process of good communication between the DE and the governor. 5/26/2021 9:20 AM
32 If Covid number increase in the future advocate for mask wearing for all parties involved. 5/26/2021 8:58 AM
33 Providing more money. 5/26/2021 7:29 AM
34 Reduce reporting requirements, and mandated reports. We spent more time doing this type of 5/26/2021 6:02 AM
thing than we need to which takes time away from our real jobs.
35 Give decision-making back to local districts. 5/26/2021 4:19 AM
36 Financial Support and continued guidance, as you have been providing. 5/25/2021 7:37 PM
37 Allow districts time to recover (at least a year) before using the state assessment to assign a 5/25/2021 3:55 PM
federal label - targeted, etc on schools.
38 Local control - we know our needs and how do best serve our constituents. Tools, resources, 5/25/2021 3:46 PM
learning through the IDOE will help us make decisions, but don't tie our hands and make
decisions for us.
39 Provide resources and ongoing training 5/25/2021 3:18 PM
40 Making decisions based on what is best for students with direct input from those on the front 5/25/2021 3:13 PM
lines with students (teachers, administrators, school counselors, support staff) and not
allowing political agendas to drive decisions.
41 Less bureaucracy, more replies to questions via email and phone calls 5/25/2021 3:02 PM
42 Continue to allow local control. 5/25/2021 2:24 PM
43 Get a consistent message from our state government in regards to public health, mask 5/25/2021 2:17 PM
mandates, etc. I felt like we were kicked in the teeth by the governor and legislature during the
last weeks by making masks illegal after working hard to keep kids in school all year.
44 Funding for additional school counselors and for serving students needing interventions to help 5/25/2021 2:13 PM
improve areas (math/reading/writing) and help them get caught up to grade level.
45 Continue to communicate guidance 5/25/2021 1:11 PM
46 Provide information in a timely manner. Stop sending out COVID notices on Friday at 2:30pm. 5/25/2021 1:06 PM
Giving districts some opportunity to respond to new information before public release.
47 Clear directions, needs in response to COVID 5/25/2021 1:05 PM
48 Continue to support the growing needs of individual school districts moving forward 5/25/2021 12:45 PM
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ARP ESSER Survey
49 Promote local decision-making. 5/25/2021 11:28 AM
50 Give us some latitude with spending the federal COVID money. 5/25/2021 11:09 AM
51 Continue of funding usage flexibility for local schools to do as needed. 5/25/2021 11:05 AM
52 Nothing at this time. 5/25/2021 10:51 AM
53 Local control and identification of local needs, access to research-supported interventions and 5/25/2021 10:40 AM
models for all districts
54 Let us focus on the work and not get caught up with weekly changes. We know what we need 5/25/2021 10:30 AM
to do...let us do it.
55 Provide support when schools ask for assistance and allow local control when possible. 5/25/2021 10:12 AM
56 Provide guidance to school districts that is consistent with the Iowa Department of Health. 5/25/2021 9:53 AM
57 Allow for local control in dealing with issues. 5/25/2021 9:51 AM
58 funds to provide more staff to reduce class sizes 5/25/2021 9:48 AM
59 Elect a new governor who knows and cares about how schools actually operate 5/25/2021 9:43 AM
60 Continued guidance on law changes, but fight to remove the extra reports, trainings, webinars, 5/25/2021 9:42 AM
etc. All of these additional reporting (not just COVID related) for accountability is bureaucratic
nightmare. Also, the most important thing is that not all schools handled this the same. We
were open and in-person all year. During the closure we had a great turnout for voluntary online
learning. Our learning loss was negligible to non-existent. Sometimes it's hard to come to
understand why we have to jump through these additional hoops when we did things with an
educational focus to begin with.
61 Provide up to date information on safe operation procedures. 5/25/2021 9:37 AM
62 Create a climate for shared conversations and problem solving including parents. Support 5/25/2021 9:04 AM
EC/Child care in these conversations also including child care centers and child care homes.
63 Advocate for school districts as they work towards returning to normal....their could be some 5/25/2021 8:56 AM
more bumps in the road and districts need flexibility, grace and local control that is not taken
away a few weeks down the road after an initial decision was made.
64 Support for HVAC upgrades, after school programming, intervention services during the school 5/25/2021 8:52 AM
day, and class size reduction. NOT making mental health services a competitive grant.
GEERS II. This was a BAD IDEA.
65 Be easily accessible when questions arise. 5/25/2021 8:42 AM
66 Understand there is no quick fix to instruction. Time is required. The students in the primary 5/25/2021 8:41 AM
grades where the brain performs such great development in speech and learning will be a great
long-term research project. There are several districts in Iowa that attended everyday
compared to those who did not. Research
67 Convince the legislature that local control works and the more they tie our hands the more we 5/25/2021 8:28 AM
can't respond to crisis.
68 Set and maintain expectations for being onsite, with optional masks. Provide flexibility in 5/25/2021 8:27 AM
meeting student instructional needs.
69 Stop taking local control away for School boards. 5/25/2021 8:19 AM
70 Support for diversity, equity, and inclusion training and advocate for a more robust mental 5/25/2021 8:10 AM
health system in Iowa.
71 Clear and pointed guidelines 5/25/2021 8:09 AM
72 Allow Local Control!! 5/25/2021 8:04 AM
73 Allow for local school boards to make decisions best for their respective districts. 5/25/2021 8:03 AM
74 Continue to support Social Emotional/Mental Health in the school system. 5/25/2021 8:01 AM
75 Allow flexibility in the use of all funds generated at the state level. Make funding available to 5/25/2021 7:57 AM
those districts who were given ESSER funds that were under the average of the states
allocated funding per pupil, not title I
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76 The state should listen to the districts as they communicate with their local communities. 5/25/2021 7:53 AM
Local control has provided for decisions that have negatively impacted Iowa schools.
77 The guidance for ESSER Funds seems pretty broad, however, the department seems to have 5/25/2021 7:50 AM
strict criteria to spend these funds. The guidance and practice do not align with each other.
78 Support local control. Support districts with high rates of poverty, ELL, and students with 5/25/2021 7:41 AM
disabilities
79 Provide the most current information and resources to school districts on how to operate 5/25/2021 7:22 AM
safely. Allow schools to implement things they feel are important for their school district
without a bunch of hurdles to go through. To many times government over reach/regulations
discourage people from following through with things because of the amount of time and
energy it takes to jump through the hoops!
80 Make the distribution of ESSER funds more equitable to students served NOT to those funded 5/25/2021 7:02 AM
by Title I. Advocacy for equity by the Iowa DE would be refreshing... Adequate funding for rural
schools is more imperative than ever, especially when all funds do not follow the open enrolled
student.
81 Our kids in rural Iowa need to be IN SCHOOL. School is a safe place for them. 5/25/2021 6:51 AM
82 Provide models of success along with resources and supporting information. 5/25/2021 4:22 AM
83 Give us time to implement strategies; reduce paperwork of school districts 5/25/2021 4:19 AM
84 It would be helpful for schools if the rules weren't constantly changing. I would like for my 5/24/2021 10:32 PM
board and I to work with our community to navigate the needs of our community without
thinking that there will be a new state rule that supersedes our rules that needs to be
communicated in 24 hours or less. We need flexibility in meeting the needs of our
communities, especially those of us that work in communities whose majority of families don't
follow traditional middle-class, white family values and need different strategies to help their
children be successful. The Department can best support us by trusting us to know our
communities, by helping us find new ways of meetings the unique needs of our communities
and by finding ways to bridge the gap when code stands in the way.
85 Tell the governor to give back local control to school districts so they can make decisions to 5/24/2021 10:32 PM
best support their own students, with health and safety measures that protect students AND
teachers.
86 Provide a statewide required SIS that streamlines the process to share reports and data with 5/24/2021 9:03 PM
the DE. Our school staff could spend their time taking care of students and focus on safety
instead of spending hours on reports.
87 Provide more regulation relief. 5/24/2021 7:17 PM
88 Don't spend all of our time trying to figure out what is going on in our district. Just let us us do 5/24/2021 5:44 PM
it.
89 Follow CDC recommendations. 5/24/2021 5:32 PM
90 Continue support of programs and communications with districts. 5/24/2021 5:18 PM
91 Clear concise communication that will pass a stranger test. 5/24/2021 5:12 PM
92 adequate school funding including teacher retention dollars with local control of how those 5/24/2021 5:00 PM
funds are spent
93 By learning about the district's profile the department can differentiate services and support. 5/24/2021 4:54 PM
Some districts need more support with language learners due to their diverse second language
population, English language learners, and new arrivals. Hire knowledgeable individuals or
experts to support specific areas of needs
94 Provide virtual training to allow access to information and professional development when we 5/24/2021 4:51 PM
are short of subs--we don't have enough subs to cover when needed to allow staff to attend
professional development to move the needle.
95 Provided financial support so we can have more teachers and smaller classroom sizes or 5/24/2021 4:40 PM
reducing the teacher to student ratio.
96 Allow for more local control. Provide more lead time for changes in guidance vs. announcing a 5/24/2021 4:31 PM
change that is effective the next day.
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97 Provide up to date information on student performance, support for mental health, and provide 5/24/2021 4:31 PM
resources for accelerated learning
98 Clear and consistent guidelines 5/24/2021 4:30 PM
99 Give us back the local control to do what we see fit with our communities. 5/24/2021 4:27 PM
100 Funding 5/24/2021 4:26 PM
101 Continued support of SEBH efforts for students dealing with anxiety regarding returning to 5/24/2021 4:22 PM
school.
102 Funding and restoring local control 5/24/2021 4:22 PM
103 Better communication and provide more time for districts to provide input before decisions are 5/24/2021 4:20 PM
made and more time to plan for implementation.
104 Give us ideas that are actionable and educator friendly. 5/24/2021 4:20 PM
105 Nothing, apparently that will be done legislatively 5/24/2021 4:19 PM
106 Provide more direction and insight into what the ESSER III money can be spent on to help us 5/24/2021 4:19 PM
facilitate our accelerated learning.
107 Continue to support us through many of the methods you have done thus far, but maintain 5/24/2021 4:14 PM
LOCAL CONTROL.
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Q20 Academic Impact of Lost Instructional Time (5%) – How should the
Department use the required 5% reservation on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions? (check all
that apply)
Answered: 231 Skipped: 148
Develop a
reviewed lis...
Train
districts on...
Direct
training,...
Develop and
disseminate...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Develop a reviewed list for districts to use for selecting evidence-based interventions 64.50% 149
Train districts on how to select evidence-based interventions (e.g., how to use clearinghouses, using local data to 38.96% 90
inform what interventions to select)
Direct training, coaching, and support for implementing evidence-based interventions 52.81% 122
Develop and disseminate tools to help districts implement interventions with fidelity 60.61% 140
Other (please specify) 7.36% 17
Total Respondents: 231
# OTHER (PLEASE SPECIFY) DATE
1 Fully fund the tools and resources necessary to implement the above mentioned. 5/28/2021 8:25 AM
2 Again provide funding, smaller class sizes, support staff funding, uneventful are only as good 5/27/2021 6:52 PM
as they can be implemented. With no support staff, interventions are much harder to
implement.
3 TRAIN AND HIRE MORE TEACHERS 5/27/2021 9:16 AM
4 Teachers are already using evidence based strategies to engage student learners. We simply 5/26/2021 9:31 PM
need the TIME to do so. I would think summer schools and before school/after school
enrichment programs would be useful. Additionally, more teachers hired would be useful. That
would lower the student:teacher ratio and increase individualized instruction.
5 WWClwaringhouse should not be a secret. Most teachers do not know about it 5/26/2021 8:16 PM
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6 Trust teachers to be able to identify and address deficiencies in the learning of the students in 5/26/2021 10:56 AM
their classroom. Put efforts into stable homes and healthy early childhood so kids come to us
prepared to learn.
7 Assume districts know their own needs best and provide support. 5/26/2021 10:13 AM
8 Help fund these programs (continue to fund) 5/26/2021 9:43 AM
9 funds to provide more staff to reduce class sizes 5/25/2021 9:48 AM
10 Provide funds to give schools the option to provide additional days of instruction 5/25/2021 9:43 AM
11 Whatever you decide, make sure there is a plan for sustainability without additional costs to 5/25/2021 9:42 AM
the district. It's frustrating to do something (provide training, learn, implement) something for
two years and then drop it because it's no longer supported or something we can't maintain
locally.
12 Fund staffing to support the time that is needed for interventions caused by the response to 5/25/2021 8:52 AM
COVID-19.
13 Allow for school hours to be dedicated to Professional Learning for staff. Not add additional 5/25/2021 7:53 AM
days but allow hours of PD to count toward student days as its not the time spent teaching but
how prepared our staff are to teach -
14 Support districts local control 5/25/2021 7:41 AM
15 How would this be different than what the DOE has previously provided? 5/24/2021 5:00 PM
16 Develop a district analisys tool based on district's proile to help districts implement 5/24/2021 4:54 PM
interventions with higher fidelity
17 let funds be used to hire highly qualified instructors to lessen class sizes 5/24/2021 4:17 PM
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Q21 Evidence-Based Summer Learning and Enrichment Programs (1%) –
How should the Department use the required 1% reservation for evidence-
based summer learning and enrichment programs, including those that
begin in Summer 2021? (check all that apply)
Answered: 231 Skipped: 148
Develop a
reviewed lis...
Train
districts on...
Direct
training,...
Develop and
disseminate...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Develop a reviewed list for districts to use for selecting evidence-based summer learning and enrichment programs 59.74% 138
Train districts on how to select evidence-based summer learning and enrichment programs (e.g., how to use 30.30% 70
clearinghouses, using local data to inform what programs to implement)
Direct training, coaching, and support for implementing evidence-based summer learning and enrichment programs 45.45% 105
Develop and disseminate tools to help districts implement summer learning and enrichment programs with fidelity 53.68% 124
Other (please specify) 4.76% 11
Total Respondents: 231
# OTHER (PLEASE SPECIFY) DATE
1 Plan for programming for Fall 2021. It is really too late to plan summer programming. 5/29/2021 5:57 PM
2 TRAIN AND HIRE MORE TEACHERS 5/27/2021 9:16 AM
3 You're a little late to be helping out with the summer of 2021... we've been planning for months. 5/26/2021 10:40 AM
4 See above... 5/26/2021 10:13 AM
5 It is a little late for this. There is one week of school left before summer school starts. We 5/26/2021 4:19 AM
needed this in February to plan for the summer. Please do not add any expectations around
summer school. Supports? Yes. New set of expectations? No. Proving support for
transportation, food, incentives & staff support would be most beneficial this late in the
planning.
6 funds to provide more staff to reduce class sizes 5/25/2021 9:48 AM
7 Provide funds to give schools the option to provide additional days of instruction 5/25/2021 9:43 AM
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8 Whatever you decide, make sure there is a plan for sustainability without additional costs to 5/25/2021 9:42 AM
the district. It's frustrating to do something (provide training, learn, implement) something for
two years and then drop it because it's no longer supported or something we can't maintain
locally. Also, summer school obligations and expectations are much different for elementary to
high school. Having the same expectations here might not fit universally.
9 Help us find staff to implement these programs. Build in flexibility to the delivery so each 5/25/2021 8:52 AM
district can create a model that works for the community.
10 Fund programs and teachers to support summer programming 5/25/2021 7:41 AM
11 Let schools determine what is best for their kids 5/24/2021 5:00 PM
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Q22 Evidence-Based Comprehensive Afterschool Programs (1%) – How
should the Department use the required 1% reservation for evidence-
based comprehensive afterschool programs (e.g., before-school
programming)?
Answered: 231 Skipped: 148
Develop a
reviewed lis...
Train
districts on...
Direct
training,...
Develop and
disseminate...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Develop a reviewed list for districts to use for selecting evidence-based comprehensive afterschool programs 34.20% 79
Train districts on how to select evidence-based comprehensive afterschool programs (e.g., how to use clearinghouses, 10.39% 24
using local data to inform what programs to implement)
Direct training, coaching, and support for implementing evidence-based comprehensive afterschool programs 23.81% 55
Develop and disseminate tools to help districts implement comprehensive afterschool programs with fidelity 26.84% 62
Other (please specify) 4.76% 11
TOTAL 231
# OTHER (PLEASE SPECIFY) DATE
1 TRAIN AND HIRE MORE TEACHERS 5/27/2021 9:16 AM
2 1, 3, and 4 - I wasn't able to check all that apply. 5/26/2021 9:13 PM
3 This is tricky. Most after school programs only pretend to provide curricular supports while 5/26/2021 8:16 PM
babysitting and managing behavior
4 ditto... 5/26/2021 10:13 AM
5 We already have an amazing before and after school learning center. Our district needs to 5/26/2021 9:30 AM
invest ESSER funds into that program.
6 All of these will be necessary but clicking on all of them was not an option. Could only select 5/26/2021 4:19 AM
one.
7 Provide funds to give schools the option to provide additional days of instruction 5/25/2021 9:43 AM
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8 Whatever you decide, make sure there is a plan for sustainability without additional costs to 5/25/2021 9:42 AM
the district. It's frustrating to do something (provide training, learn, implement) something for
two years and then drop it because it's no longer supported or something we can't maintain
locally. Also, after school obligations and expectations are much different for elementary to
high school. Also, for rural vs urban. We already have approximately 80% of our students
involved in afterschool activities (mostly athletic) so starting new programs isn't going to
happen as we won't have students available for this.Having the same expectations here might
not fit universally.
9 Help us find staff to implement these programs. Build in flexibility to the delivery so each 5/25/2021 8:52 AM
district can create a model that works for the community.
10 Staffing, based on what we have seen all year and over multiple years finding staff who want 5/25/2021 8:20 AM
to stay after school to support students will be the biggest challenge.
11 Let schools determine what is best for their kids 5/24/2021 5:00 PM
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Q23 District Plans for the Use of ESSER III Funds – How should the
Department support and monitor districts in appropriately using ESSER III
funds? (Check all that apply)
Answered: 231 Skipped: 148
Informational
webinars
Information
and resource...
Regular
check-ins wi...
Assurances
Providing
evidence to ...
Department
review of...
Other (please
specify)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Informational webinars 67.53% 156
Information and resources posted online 66.23% 153
Regular check-ins with Department staff 30.30% 70
Assurances 32.03% 74
Providing evidence to the Department for desk audits 9.96% 23
Department review of district invoices 7.79% 18
Other (please specify) 4.33% 10
Total Respondents: 231
# OTHER (PLEASE SPECIFY) DATE
1 OVERSIGHT IS A WASTE HIR EMORE TEACHERS 5/27/2021 9:16 AM
2 Support any reasonable district decisions. 5/26/2021 10:13 AM
3 Allow schools decision making power and as little reporting as possible. 5/26/2021 6:02 AM
4 Provide a list of appropriate and inappropriate examples for use of funds. 5/26/2021 4:19 AM
5 Give clear and distinctive guidance. To date, the DE has been afraid to give this advice in fear 5/25/2021 9:10 PM
of the governor especially since the governor lied about the return of $95M
6 Through the quarterly submission of claims using CASA 5/25/2021 12:37 PM
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7 Help us find staff to implement these programs. Build in flexibility to the delivery so each 5/25/2021 8:52 AM
district can create a model that works for the community.
8 My SBO/Business manager is very concerned about approval process taking to long. She has 5/25/2021 7:22 AM
been waiting over 6 weeks for approval of some ESSER II funds. PLEASE make sure we don't
have to wait this long. This is a problem for us to plan and execute our plans!ing of plans
9 Not sure 5/25/2021 6:51 AM
10 Privide districts the support to develop their own plan and help with monitoring process 5/24/2021 4:54 PM
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ARP ESSER Survey
Q24 Support to Districts in Implementing Educational Equity Strategies –
To what extent should the Department support districts in implementing
additional strategies that consider educational equity into ESSER III
spending decisions?
Answered: 231 Skipped: 148
Not applicable
No support
Minimal support
Some support
Substantial
support
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Not applicable 3.46% 8
No support 6.49% 15
Minimal support 22.08% 51
Some support 49.35% 114
Substantial support 18.61% 43
TOTAL 231
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ARP ESSER Survey
Q25 Supporting and Stabilizing the Educator Workforce – To what extent is
your district facing shortages of educators, education administration
personnel, and other school personnel involved in safely reopening and
sustaining operations of schools?
Answered: 231 Skipped: 148
Not applicable
No shortages
Minimal
shortages
Some shortages
Substantial
shortages
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Not applicable 1.30% 3
No shortages 2.16% 5
Minimal shortages 10.82% 25
Some shortages 46.75% 108
Substantial shortages 38.96% 90
TOTAL 231
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ARP ESSER Survey
Q26 Does the district need assistance in identifying the most urgent areas
of shortages or potential shortages, with particular plans for individual
districts facing the most significant needs?
Answered: 227 Skipped: 152
Yes
No
If yes, please
describe the...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Yes 9.69% 22
No 82.82% 188
If yes, please describe the support needed. 7.49% 17
TOTAL 227
# IF YES, PLEASE DESCRIBE THE SUPPORT NEEDED. DATE
1 Create a applicant/school district web site that is easy to use, intuitive, and beneficial for both 5/28/2021 9:13 AM
the applicant and the school district. The current Teach Iowa site is a joke.
2 I work in a non-public school and we are having a hard time finding teachers. 5/26/2021 4:11 PM
3 Changes to licensing requirements for critical shortage areas. 5/26/2021 11:11 AM
4 Convince legislatures to quit passing legislation that is driving people away from the field of 5/26/2021 10:40 AM
education. Stand up to the Governor!!!!!!!!!
5 The state needs to develop a plan to help us rural school find teachers as the shortage is real 5/26/2021 9:36 AM
and when you only have one or two applicants you can not fill your team
6 There are districts in SW Iowa not receiving any applicants for jobs. There needs to be a 5/26/2021 6:02 AM
substantial increase in teacher pay supported through our allowable growth. People are not
lined up to go to college for 4 years and come out with debt to get a job paying $35,000. It's a
joke. Our best kids are graduating high school and going into professions that pay a decent
wage.
7 Short-term and long-term planning for hard to fill teacher positions and the impending shortage 5/26/2021 4:19 AM
in administrators.
8 Assistance isn't needed to recognize or anticipate potential shortages - we can clearly see that 5/25/2021 2:13 PM
coming but at some point funding needs to be provided to draw individuals into the teaching
profession (especially in math, science, and vocational programs).
9 We have got to find ways to increase school budgets to recruit this generation into teaching 5/25/2021 10:30 AM
and continue to create optional teaching licensure programs.
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10 We are facing a big issue with a limited teacher pool. This isn't directly related to COVID, 5/25/2021 9:42 AM
however we face an extremely likely scenario in which I have no one apply for an open
teaching (CORE subject are) position for this next year. We've list for 2 months on TeachIowa
and haven't had a viable application yet. We need more freedom in teacher licensure and more
options to attract potential teachers.
11 Flexibility with previous requirements if certified personnel are not in a pool...emergency 5/25/2021 8:56 AM
licensure may be needed and approved in a timely manner.
12 Please look at/change the requirements for social workers and guidance counselors to get a 5/25/2021 7:22 AM
conditional license. We are experiencing a huge shortage in these areas and we try to support
an large increase in student mental health issues.
13 Special Education 5/24/2021 11:23 PM
14 We know the shortages but could use help with how to fill those vacancies 5/24/2021 5:00 PM
15 support with bilingual teachers or paraprofessionals. 5/24/2021 4:54 PM
16 Comprehensive schools often have a challenging time retaining staff. The most experienced 5/24/2021 4:40 PM
teachers need to be at the most needy schools. Often, brand new teachers are working at
comprehensive schools. Also need educators that are diverse teaching in Iowa.
17 Finding suitable teachers. 5/24/2021 4:31 PM
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ARP ESSER Survey
Q27 To what extent should the Department support districts in expanding
the educator pipeline and educator diversity while addressing the
immediate needs of students disproportionately impacted by the
pandemic?
Answered: 231 Skipped: 148
Not applicable
No support
Minimal support
Some support
Substantial
support
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Not applicable 0.43% 1
No support 1.30% 3
Minimal support 14.72% 34
Some support 35.06% 81
Substantial support 48.48% 112
TOTAL 231
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ARP ESSER Survey
Q28 Staffing to Support Student Needs – To what extent should the
Department develop strategies and support districts in increasing student
access to key support staff within school buildings (e.g., school
counselors, special education personnel, nurses, social workers, and
psychologists)?
Answered: 231 Skipped: 148
Not applicable
No support
Minimal support
Some support
Substantial
support
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ANSWER CHOICES RESPONSES
Not applicable 0.87% 2
No support 2.16% 5
Minimal support 11.26% 26
Some support 41.99% 97
Substantial support 43.72% 101
TOTAL 231
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