State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Kansas
Summary
A completed Kansas State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund, on the Department of Education's form issued April 21, 2021, with ARP ESSER PR Award Number S425U210002. The cover page carries the printed name of Randall D. Watson as the authorized representative, with a digital signature dated 2021.06.07, and the form's introduction says the ARP ESSER Fund provides nearly $122 billion to States. The plan follows the form's sections, beginning with a description of the State's current status and needs, and ends with the Department's paperwork burden notice under OMB Control Number 1894-0005.
Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used
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- Congressional materials
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- Department Of Education Pdf Www Ed Gov 236640279A
- Case
- Department Of Education Pdf Www Ed Gov 236640279A
Cite this document
“State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Kansas.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-236640279a/
, SHA-256 19d6c5c597c70b33cdd53a3f4821136296cbc271f17aab47a8c0982478582cda.Full text
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
1
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.
2
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210002
SEA Contact: Doug Boline
Telephone: (785) 296-2600
Email address: dboline@ksde.org
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)
Randall D. Watson
Signature of Authorized SEA Representative Date:
Digitally signed by Randy
Randy Watson Watson
Date: 2021.06.07 15:57:38 -05'00'
3
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.
One of the most effective strategies for supporting the needs of our students during the
COVID-19 pandemic was immediately defining who a “remote learner” was. For the
2020-21 school year a student is a remote learner if: The student is regularly enrolled in
the school district he or she would have normally attended on-site; the student is not
enrolled in a virtual school full time; and, curriculum and instruction are prepared,
provided and/or supervised by local teachers and staff in the student's home district.
Remote Learning should approximate the student learning experience that is taking place
in the on-site (brick and mortar) classroom. Student must be enrolled and attending on
“Count Day”, which is September 21, 2020 for the 2020-21 school year. Time counted
toward attendance is based on a daily log. Students must have at least one meaningful
daily connection with a local teacher that is employed by the district. Such connections
can be through telephone and/or interactive video conferencing. Remote learning is
prepared, provided and/or supervised by local teachers and staff from the student’s home
district. Remote Learning is not simply virtual curriculum and instruction purchased and
made available to the regularly enrolled student and paired with a daily call from a local
teacher to the student. The student is assessed on the same standards and competencies as
on-site students and administered all progress, academic and social-emotional monitoring
assessments (Fastbridge, AIMSweb, Interim State Assessments, etc.,) as on-site students.
Learning may be asynchronous (can take classes anytime, anywhere) or simultaneous
(scheduled).
Another beneficial strategy was making sure all students, whether in person or remote,
had access to breakfast and lunch every day. It is important to ensure all children have
access to school meals, regardless of the learning environment. For the health and
wellbeing of students, continuation and adaptation of meal service in some form should
remain a priority. The majority of practices outlined below pertain to on-site learning
environments. At this time, USDA guidance on meal service integrated with remote and
hybrid learning environments is limited. Communication between administration and
food service is key to ensure a safe student dining experience. Effective communication
will allow food service time to determine how meals/snacks could be provided within the
guidelines of KSDE/USDA. Food service directors/designees are encouraged to meet
with building administrators at least two weeks prior to the start of school to determine
best practices to ensure students safe access to meals. When students are in remote or
4
hybrid learning environments, schools would continue to claim and be reimbursed for
meals based on the eligibility status of the student. All National School Lunch Program
(NSLP) and School Breakfast Program (SBP) regulations would apply, unless a waiver is
approved for a specific regulation. Lunch must be served between 10 a.m.-2 p.m.
Breakfast must be offered at or near the beginning of the school day. Breakfast service is
required of all public-school buildings in Kansas unless a breakfast waiver is approved by
the Kansas State Board of Education. A complete, reimbursable meal must be offered at
each serving location – including milk. Water must be available during meals and snacks.
Drinking fountains, water jugs and coolers may be used to fill disposable cups. A new
cup should be used each time. An adult should monitor and sanitize fountains, water jugs
and coolers as needed. All meal services require point of service accountability. This
started as charging students the normal amount they would be charged, however, due to
waivers filed, every student in the state of Kansas was offered a breakfast and lunch
every Monday thru Friday free of charge.
The KSDE promoted and encouraged LEA’s to submit lessons learned and best practices
to the Department’s Safer Schools and Campuses Best Practices Clearinghouse in April
of 2021. This opportunity was promoted during live events with curriculum leaders,
school redesign team leaders, and during the pre-recorded monthly ‘Hot Topics’
presented by KSDE. This invitation was also included in the Kansas Redesign April
newsletter, and was sent via email on KSDE listservs to superintendents, principals,
curriculum leaders, Kansas Teachers of the Year (KTOY), Kansas Exemplary Educators
Network (KEEN), and approximately 180 schools engaged in the Kansans Can Redesign
Project. It was also promoted on @KSDEhq and @KSDERedesign twitter feeds and was
posted on the KSDE homepage. A copy of the April Redesign newsletter can be viewed
here: KSDE April 2021 Redesign Newsletter
The KSDE asked schools to either submit their stories directly to the USDE, or to send
them to KSDE to be submitted together as part of the Kansas story. When submissions
were slow to come into KSDE, the agency contacted specific schools to encourage them
to submit their stories. At the date of this writing, eleven schools have submitted to
KSDE. It is unknown how many schools submitted directly to the USDE. A copy of the
Kansas Best Practices document can be viewed here: Kansas Best Practice Clearinghouse
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.
Based on quarterly survey data from school districts, state interim assessment results, and
weekly zoom conversations with school district superintendents, Kansas SEA has prioritized
the most immediate issues as being:
• Providing summer enrichment opportunities for students in our urban and suburban
districts who were most effected with remote and hybrid learning. This will include
before/after school supports over the next few years. The SEA will coordinate statewide
5
community outreach efforts to support students and schools to provide a more
coordinated effort to create learning engagement opportunities for students.
• Based on preliminary interim assessment data, students in the early grades demonstrated
a moderate loss in English Language Arts performance over the prior year, and a more
significant loss in Math. The SEA will prioritize programs and practices to address
learning loss for schools and districts.
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.
1
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
6
Table A1.
Student group Highest priority needs
Students from low-income families • The existing gaps in academic
achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
• Lack of technology for remote
learning purposes.
Students from each racial or ethnic
background used by the State for
reporting purposes – please add a row
for each racial or ethnic group (e.g.,
identifying disparities and focusing
on underserved student groups by
race/ethnicity)
White, not Hispanic • KSDE is continuing to collect and
analyze data on all subgroups, but
has not yet identified a priority
unique to this entire subgroup that
is specific to COVID-19
pandemic. KSDE will continue
to evaluate and update priorities
based on the data.
Black or African American, not • The existing gaps in academic
Hispanic achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
7
Student group Highest priority needs
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
Hispanic, of any race • The existing gaps in academic
achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5), and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
Asian, not Hispanic •KSDE is continuing to collect and
analyze data on all subgroups, but has
not yet identified a priority unique to
this entire subgroup that is specific to
COVID-19 pandemic. KSDE will
continue to evaluate and update
priorities based on the data.
American Indian or Alaskan Native, • The existing gaps in academic
not Hispanic achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
8
Student group Highest priority needs
Native Hawaiian or Pacific Islander, • The existing gaps in academic
not Hispanic achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
Two or more races, not Hispanic • The existing gaps in academic
achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
Students by gender – please add a
row for each gender (e.g., identifying
disparities and focusing on
underserved student groups by
gender)
Male • KSDE is continuing to collect and
analyze data on all subgroups, but
has not yet identified a priority
unique to this entire subgroup that
is specific to COVID-19
pandemic. KSDE will continue
to evaluate and update priorities
based on the data.
Female • KSDE is continuing to collect and
analyze data on all subgroups, but
9
Student group Highest priority needs
has not yet identified a priority
unique to this entire subgroup that
is specific to COVID-19
pandemic. KSDE will continue
to evaluate and update priorities
based on the data.
English learners • The existing gaps in academic
achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
• Based on stakeholder feedback,
students faced a lack of
technology, connectivity, and a
supportive learning environment,
that made it difficult for them to
fully engage in distance learning.
Children with disabilities • The existing gaps in academic
achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
• Equal access to additional
learning opportunities that may
10
Student group Highest priority needs
include, general education
summer programs, extended
school year, and potential
compensatory services to address
learning loss from the 2019–20
and 2020–21 school years.
• Appropriate identification and
eligibility that is not
discriminatory on a racial or
cultural bias and that the
determinant factor was not lack of
appropriate instruction in reading
or math or limited English
proficiency.
Students experiencing homelessness • The existing gaps in academic
achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
• Based on stakeholder feedback,
children experiencing
homelessness were under-
identified during the pandemic.
See Appendix A, Table 8.
• Lack of access to technology,
health care, and a stable setting in
which to participate in remote
learning.
Children and youth in foster care • The existing gaps in academic
achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
11
Student group Highest priority needs
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
• Based on stakeholder input,
students faced a lack of
technology, connectivity, and a
supportive learning environment,
that made it difficult for them to
fully engage in distance learning.
Migratory students • The existing gaps in academic
achievement levels (Appendix A,
Table 3, Table 4), graduation
rates (Appendix A, Table 5) and
chronic absenteeism rates
(Appendix A, Table 6) are, and
have been, areas of concern.
More pronounced and widening
of these gaps will signal an
intensified focus of allocation of
resources so to shorten the
timeline of learning recovery and
reset the trajectory of struggling
student towards a swifter progress
towards higher levels of learning.
• Based on stakeholder input,
students faced a lack of
technology, connectivity, and a
supportive learning environment,
that made it difficult for them to
fully engage in distance learning.
• Based on stakeholder input,
students’ feelings of isolation
were intensified along with the
lack of access to community
resources increased the need for
social emotional supports.
Other groups of students identified by See below.
the State (e.g., youth involved in the
criminal justice system, students who
12
Student group Highest priority needs
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,
LGBTQ+ students)
Students in Criminal Justice System • Students who were arrested and
went through the intake process at
a facility were not provided the
typical educational services.
Please refer to Educational
Outcomes data in Appendix A,
Table 7.
• COVID caused many facilities to
offer educational services through
isolated settings and students did
not have access to the full range
of resources.
LGBTQ+ • Implement supportive and
inclusive school policies, such as
comprehensive anti-
bullying/harassment and
supportive
transgender and nonbinary
student policies;
• Provide professional development
for school staff on LGBTQ
student issues
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA
will support its LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being, including identifying the
groups of students most impacted by the pandemic. Where possible, please
identify the data sources the SEA will suggest its LEAs use in thoughtfully
diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.
Understanding and responding to the multi-faceted impact the pandemic has had on
student learning and well-being has been an on-going process for schools in Kansas since
March of 2020. As we look to the beginning of the 2021-2022 school year the KSDE will
continue to provide guidance and support through key documents like Navigating Change
( to view, click here ) and Navigating Next (to view, click here). Summer professional
development activities will be available at no charge through Greenbush University and
13
the Kansas Teaching and Leading Project. Additionally, the KSDE will conduct an
analysis of the 2021 summative assessment results to help identify state and district level
trends and potential changes to student learning trends. Findings will inform allocation of
resources and support to LEAs. Within the Kansas Assessment Program (KAP) schools
have access to mini tests and periodic interim assessments. Utilizing these readily
available tools to provide formative feedback on content areas of strength and weakness
is more important than ever this coming school year.
Locally, LEAs are encouraged to examine their attendance records to identify students
with prolonged periods of absence and/or lack of engagement during the 2020-2021
school year.
District specific formative assessment tools like MAP and FastBridge will provide
essential quick turn-around insights into key areas of student learning needs. So too,
locally utilized information tools like the Collaborative for Academic and Social
Emotional Learning (CASEL) will capture student social and emotional needs and
provide a critical set of information as school resumes in the fall. The KSDE will provide
extensive professional development opportunities for LEA staff on the Kansas
Competencies Frameworks Assessments during the summer to help LEAs prepare for the
return of all students.
5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in your
State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model); and/or
full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction; and
c. Attendance: Student attendance for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction.
The Kansas Department of Education collected quarterly survey data from schools for
Quarter 1, Quarter 2 and Quarter 3 for the 2020-2021 school year. Districts reported at
the elementary school, middle school and high school level their mode of instruction for
fully remote, on-site and hybrid.
14
The Kansas Department of Education did not collect disaggregated information for
student groups described in A.3.i-vii for each mode of instruction for 2020-2021 school
year. For 2021-2022 school years going forward, the Department will collect student
level data for in-person learning and virtual learning through the Kansas Individual Data
on Students (KIDS). This will allow the Department to report for all students and
disaggregate for each student subgroup.
The Kansas Department of Education did not collect disaggregated information for
student groups described in A.3.i-vii for each mode of instruction. For 2021-2022 school
years going forward, the Department will collect student level data for in-person learning
and virtual learning through the Kansas Individual Data on Students (KIDS). This will
allow the Department to report for all students and disaggregate for each student
subgroup.
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.
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.
LEAs are currently submitting plans for use of ESSER II and III. The LEA plans will include
information related to summer instruction and plans for reopening safely in the 2021-2022
school year. The SEA does not have aggregated data at this time.
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
15
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 • Best practices suggest that visitors, staff, and
of masks students should be required to wear masks or
cloth face coverings while inside school
facilities unless it inhibits the person’s ability
to perform his or her job, inhibits a student’s
ability to participate in the educational
process or is disruptive to the educational
environment.
• Masks or cloth face coverings are also
recommended outside when social distancing
is not possible.
• Masks or cloth face coverings should be
required anytime social distancing and
cohorting cannot be maintained. Face shields
may be added, but are not a replacement for
masks.
Physical distancing (e.g., • Schools used a variety of strategies to enable
including use of social distancing including separate cohorts
cohorts/podding) within classes, utilizing athletic and recreation
facilities, utilizing outside spaces when
weather permitted, and working with their
community to utilize community buildings
and churches to provide space for on-site
education.
• The most recent guidance moving forward is
maintain three feet social distancing in
classrooms and six feet in other school areas.
Handwashing and respiratory • All people are required to wash hands when
etiquette they come to school and every hour.
• Teach and reinforce hand-washing with
soap and water for at least 20 seconds, and
increase monitoring to ensure adherence
among students and staff.
• If soap and water are not readily available,
hand sanitizer that contains at least 60%
alcohol can be used (for staff and older
children who can safely use hand sanitizer).
• Encourage staff and students to cover coughs
and sneezes with a tissue. Used tissues should
16
Mitigation strategy SEA response
be thrown in the trash, and hands should be
washed immediately with soap and water for
at least 20 seconds.
• Place hand hygiene stations at the entrances
of the building.
• Make sure that disinfectant and related
supplies are available to all employees close
to their workstations.
• Post signs in highly visible locations (e.g.,
school entrances, restrooms) that promote
everyday protective measures and describe
how to stop the spread of germs (such as by
properly washing hands and properly wearing
a mask or cloth face covering).
• Post signs in bathrooms with directions on
how to effectively wash hands.
Cleaning and maintaining • Clean high touch surfaces daily. This includes
healthy facilities, including tables, doorknobs, light switches, countertops,
improving ventilation handles, desks, phones, keyboards, toilets,
faucets, and sinks.
• If someone is sick or has tested positive for
COVID-19, disinfect frequently touched
surfaces. Use a household disinfectant
product from EPA’s List N: Disinfectants for
Coronavirus (COVID-19) external icon
according to manufacturer’s labeled
directions.
• If surfaces are dirty, clean them using
detergent or soap and water prior to
disinfection.
• Ventilation: Improve ventilation to the extent
possible to increase circulation of outdoor air,
increase the delivery of clean air, and dilute
potential contaminants. This can be achieved
through several actions.
• Bring in as much outdoor air as possible.
• Ensure Heating, Ventilation, and Air
Conditioning (HVAC) settings are
maximizing ventilation.
• Filter and/or clean the air in the school by
improving the level of filtration as much as
possible.
• Use exhaust fans in restrooms and kitchens.
• Open windows in buses and other
transportation, if doing so does not pose a
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Mitigation strategy SEA response
safety risk. Even just cracking windows open
a few inches improves air circulation.
Contact tracing in A person is considered a case of COVID-19
combination with isolation disease if they have tested positive for the
and quarantine, in SaRS-CoV-2 virus by a diagnostic test (PCR
collaboration with the State, or antigen). Based on what we currently
local, territorial, or Tribal know, a case is considered infectious two
health departments days prior to the onset of symptoms through
at least 10 days after the onset of symptoms.
For cases that do not have symptoms, the
infectious period is considered as two days
prior to the date the sample was collected
through a minimum of 10 days from the date
the sample was collected. Cases must remain
in isolation until they have met the criteria for
release from isolation set by KDHE or the
local health department.
• A person is considered a close contact of a
case if they were within 6 feet of the case for
10 minutes or more or if they had exposure to
secretions (for example, being coughed or
sneezed on). Close contacts must remain in
quarantine until they have met the criteria for
release from quarantine set by KDHE or the
local health department.
• Once a student or employee is excluded from
the school environment, they may return if
they satisfy the recommendations of KDHE
or the local health department. Currently
those guidelines are:
o Untested. Persons who have not
received a test proving or disproving
the presence of SaRS CoV-2, the virus
that causes COVID-19, but experience
symptoms, may return if the following
conditions are met:
Ten (10) calendar days have
passed since symptoms first
appeared AND fever free for
72 hours without the use of
fever reducing medicine and
other symptoms have
improved (for example, when
cough or shortness of breath
have improved). Whichever
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Mitigation strategy SEA response
criteria is longer. Meaning, a
minimum of 10 days.
o Tested and awaiting results. Persons
who are suspected of having COVID-
19 disease and are awaiting test results
should be isolated at home until test
results are received. Current
guidelines are:
Positive result. Symptomatic
cases may return if the
following conditions are met:
• Ten (10) calendar days
have passed since
symptoms first
appeared AND fever
free for 72 hours
without the use of fever
reducing medicine and
other symptoms have
improved (for example,
when cough or
shortness of breath
have improved).
Whichever criteria is
longer. Meaning, a
minimum of 10 days.
Positive result. Asymptomatic
cases may return if the
following conditions are met:
• Ten (10) calendar days
have passed since the
date sample was
collected and
symptoms have not
developed.
• If symptoms develop
during the 10-day
isolation period, then
follow the above
criteria for
symptomatic cases with
a new isolation period
starting from the day
symptoms started.
Negative result.
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Mitigation strategy SEA response
• Known exposure to a
COVID-19 case or
travel from a location
on the KDHE Travel-
related Quarantine List
People who are
identified as close
contacts of a COVID-
19 case or have
travelled from a
location on the KDHE
travel-related
Quarantine List must
be quarantined for 14
days. a negative test
result within the 14-day
quarantine period does
not affect the
quarantine period and
the person must finish
their 14-day quarantine.
• No known exposure to
a COVID-19 case or
travel-related exposure.
People who have not
been identified as a
close contact to a
COVID-19 case and
have not traveled from
a location on the
KDHE travel-related
Quarantine List may
return to work/school.
• Other Students and Employees in the
Household
o If a student or employee is excluded
from school because of a positive
COVID-19 test, other students and
employees living in the same
household are considered close
contacts and will be excluded from
school for a mandatory 14-day
quarantine period, which begins after
their last exposure to the case. If the
household contacts continue to live in
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Mitigation strategy SEA response
the same household as the case while
the case is in isolation, the 14-day
quarantine period for household
contacts begins once the case is
released from isolation by Public
Health.
o If a student or employee is excluded
from school on a 14-day mandatory
quarantine period because they have
been identified as a close contact of a
case, then other students and
employees living in the same
household are considered contacts of a
contact and do not need to be excluded
from school unless they were also
identified as a close contact of a case.
• Travel-Related Quarantine
o If a student or employee has recently
traveled from a location on the KDHE
Travel- related Quarantine List, the
student or employee is subject to a
mandatory 14-day quarantine starting
from the day after they return to
Kansas.
• School Response to Student or Employee in
Isolation or Quarantine
o As soon as the school becomes aware
of a student or employee that has been
diagnosed with COVID-19 disease,
the custodial staff will be informed so
that all desks, lockers and workspaces
of the person are thoroughly
disinfected. If the school is not open
when notification occurs, the custodial
staff will wait 24 hours or as long as
possible prior to disinfecting and
instead will block off the area so that
others do not have contact. However,
if that is not possible or school is in
session, the cleaning will occur
immediately
o School staff will immediately begin
compiling a list of close contacts,
including names, email addresses and
phone numbers.
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Mitigation strategy SEA response
o Consider the two days prior to when
the case started having symptoms or if
the case was asymptomatic the two
days prior to the date the sample was
collected. Identify anyone who would
have been within 6 feet for 10 minutes
or more or would have had direct
contact with secretions. Guardians of
students who have been identified as
close contacts and any staff identified
as close contacts should be informed
immediately. Close contacts must start
a 14-day mandatory quarantine period
starting from the day after the last
contact with the case. The list of close
contacts should be shared with the
local health department for follow- up
during the quarantine period.
• Separation While in School
o Each school must have a room or
space separate from the nurse’s office
where students or employees who may
have COVID-19 or another
communicable disease will wait to be
evaluated or for pick- up.
o Students will be given a mask to wear.
o Only essential staff and students
assigned to the room may enter, all
will sign in so that there is a record of
the persons who entered the room, and
the room will be disinfected several
times throughout the day.
o Strict social distancing is required, and
staff must wear appropriate PPE.
o Students who are ill will be walked
out of the building to their parents.
Diagnostic and screening • KDHE has set up a K-12 testing program to
testing support the safe re-opening of schools. This
program offers testing resources and support
to all districts and schools interested in
participating in screening or diagnostic
testing. Rapid antigen tests, called Abbott
BinaxNOW tests, are the primary tests offered
as part of this program. The test takes 15
minutes to get results and can be used to
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Mitigation strategy SEA response
identify early positive COVID–19 cases with
the goal of early isolation of cases and
quarantine of close contacts to reduce the
spread of the virus. There is no cost to use the
BinaxNOW tests when provided by the state.
• Five simple steps to get started in LEAs
o Determine testing strategies
Diagnostic: testing
symptomatic or close contacts
Screening: testing
asymptomatic population at
regular frequency (e.g.
athletics, choir, etc.)
o LEAs are required to obtain a CLIA
certificate of waiver prior to
administering tests. KDHE can assist
with this. Only one certificate is
needed per LEA
o LEAs must order tests through its
county Emergency Manager (EM).
• LEAs must report all antigen test results
within 24 hours. This is done through an
online COVID reporting portal or the
LabXchange electronic system.
Efforts to provide Phase 2 | High-contact critical workers:
vaccinations to educators, identifying characteristics and working definition
other staff, and students, if • Critical workers are those necessary to
eligible maintain systems, assets and activities that are
vital to the state (or national) security, the
economy, or public health, as defined by the
Department of Homeland Security. Risk is
associated with the likelihood of infecting
oneself or spreading COVID. Factors that
increase risk include proximity, type of
contact, duration of contacts and challenges to
implement protective measures.
• Settings that provide a critical service and
have recorded high transmission rates or
become clusters in the past are usually high
risk;
• Workers providing critical services who are at
a higher risk of being infected, because their
jobs require consistent, and;
• close contact with a large number of
individuals. These include:
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Mitigation strategy SEA response
o Firefighters, police officers, first
responders, correction officers
o Grocery store workers and food
services
o K-12 and childcare workers, including
teachers, custodians, drivers and other
staff
o Food processing, including meat
processing plants
o Large-scale aviation manufacturing
plants
o Transportation workers
• Workers in the following industries, if they
regularly need to be in high-risk settings to
perform their duties:
o Retail, warehouses and sales outlets
o Agriculture
o Supply of critical services or materials
for the COVID response (e.g. PPE)
o The U.S. Postal Service
o Department of Motor Vehicles
Appropriate accommodations Care Rooms for Students with Physical Needs
for children with disabilities • Each school will designate a location separate
with respect to the health and from the nurse’s office for the care of students
safety policies with special care needs, such as suctioning,
tube feeding and nebulizers to minimize
exposure to students who might be ill.
• The room will be disinfected frequently, and
all staff members present will wear
appropriate PPE. The student will be provided
a mask.
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 Kansas Legislature mandated in 2021 Senate Bill 63 that all school districts would
provide a full-time in person attendance option for every student by March 31, 2021. All
school districts met this requirement. KSDE will continue to monitor school district
learning environments at least through the 2021-22 school year, or as long as may be
required by state and federal law.
24
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
KSDE met at least weekly throughout the past year with the Kansas Department of
Health and Environment (KDHE) and also met regularly with a statewide group of
physicians known as the Kansas Covid Workgroup for Kids (KWCK). Both of these
groups, along with information from the CDC, provided advice and input for the
guidance documents known as Navigating Change and Navigating Next provided by
KSDE to school districts. These meetings will continue as long as the need for guidance
about COVID-19 exists.
KDHE and local health departments have utilized Coronavirus Relief Funds to provide
COVID-19 testing for those school districts who requested testing during the 2020-21
school year. KDHE is currently working with school district personnel and
representatives from KSDE to design a testing program for this summer and the 2021-22
school year. This program will be funded by a grant from the CDC.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
The Navigating Next Document (Click here to view) has been created to support school
systems by providing concise, prioritized guidance for effectively and successfully
completing the 2020-2021 school year while simultaneously planning and preparing for
the start of the 2021-2022 school year. Additionally, Navigating Next will support
districts in determining options for the use of federal Elementary and Secondary School
Emergency Relief (ESSER) funds, scheduled to be expended in the future.
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
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;
25
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.
Since March of 2020, KSDE has met by ZOOM at least weekly with all school district
superintendents to provide updates directly related to COVID-19. This and other
scheduled webinar trainings is the vehicle that allows KSDE to provide information to
districts about CDC guidelines and the requirements of ARP, including the need to post
plans for the safe return to in-person instruction.
KSDE will incorporate LEA plan updates and reviews into the existing Kansas Integrated
Accountability System (KIAS) process.
KSDE does not currently collect and disaggregate information about LEA
implementation of each element of the most up-to-date CDC guidance listed in table B1.
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.
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);
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.
26
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.
When the Covid-19 pandemic hit Kansas in March 2020, the Kansas State Department of
Education (KSDE) began implementing a set of strategies to support educators, families,
and students in the event that school buildings would have to be closed yet learning
would need to continue. Kansas Commissioner of Education Dr. Randy Watson
convened a task force to create guidance on how schools could continue learning with
students in a remote or hybrid learning environment. This guidance is entitled
Continuous Learning.
The task force was comprised of 39 teachers representing elementary, middle, and high
school, along with areas of specialty. An advisory committee also represented additional
specialty areas, including English Language Learners, special education, and
communications. In addition, a team consisting of school administrators provided
recommendations on the implementation of the continuous learning guidance. Those
recommendations were presented to Dr. Watson within four days and are now available
online by visiting https://continuouslearning.ksde.org/.
Below are some questions from Kansas stakeholders that were included in the
Continuous Learning Guidance: What is Continuous Learning? How will students be
held accountable for learning, and what is the expected time for students to spend
learning each day? How will schools assist students who don’t have online access or
technology? How will schools provide for at-risk students, those who have special needs,
and those who have Individual Education Plans (IEPs)? What about graduation
requirements? What about seniors? What about their graduations and proms? Will
students have access to meals? Any other guidance you can give about serving meals?
Will the state still require districts to administer state assessments? Will hourly school
personnel still be paid during this time? Will the school hour requirement be waived for
districts? How can schools assist in keeping children from congregating in community
spaces and keeping them sheltered in their own homes?
As Kansas entered the close of the school year in May 2020, a new task force was
organized to develop plans for reopening schools, including summer learning
opportunities and plans for the 2020-21 school year. There were three components to the
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task force; Instructional Delivery, Operations, and Implementation and Oversight. These
committees consisted of 203 teachers, parents, administrators, medical personnel,
legislators, local and state board members, plant/facilities and transportation, and food
service workers. The more than 1,000-page document, titled “Navigating Change:
Kansas’ Guide to Learning and School Safety Operations,” was developed entirely by
Kansans. It was designed around two guiding questions that would provide equitable
services to schools and students: How do we keep students, educators, and community
members as safe as possible? How do we ensure each student is learning and being
supported regardless of the learning environment?
The final phase of work included about 500 Kansas teachers and educators who advised
the State Board and KSDE on the professional development educators would need to
implement the guidance fully. The result is a comprehensive document designed to help
facilitate district-level planning discussions as schools prepare to reopen. To access
“Navigating Change,” click here. Once Navigating Change was completed in the summer
of 2020, KSDE staff partnered with educational service centers across the state and began
developing professional development opportunities for Kansas educators to support
learning in remote and hybrid models. In addition, since social distance guidelines were
in place across the state, a new professional development website was created so
educators could receive professional development anytime and anywhere. The website
was organized to align with the Navigating Change document and was titled the Kansas
Teaching and Leading Project. It can be found at
https://kansasteachingandleadingproject.org/
As the winter months of the 2020-21 school year were upon us, pandemic-related issues
negatively affected Kansas schools. At the same time, vaccinations were finally
becoming available to states, and a light was seen at the end of the tunnel. Seeing that
there would be a possibility for many of our students to return to in-person learning,
KSDE put together a committee to create guidelines for reopening schools coming out of
the pandemic. This guidance is called Navigating Next. To access Navigating Next, click
here. Navigating Next focused on 6-key areas; 1. Fiscal and Operational Management; 2.
Communication and Engagement with Families; 3. Assessing Student Learning; 4.
Academic Delivery; 5. Support Social-Emotional Learning Delivery and Support; and, 6.
Learning Environment Considerations Guiding documents were created to help schools
and districts plan for the remainder of the 2020-21 school year and to prepare for the
summer of 2021 and the 2021-22 school year. Guidance and support for schools and
districts on Navigating Next can also be found at the Kansas online professional
development Teaching and Leading Project website. This professional development
website will continue to be updated over the next several years.
From March 2020 to May 2021, the Kansas Commissioner of Education and both Deputy
Commissioners of Education meet weekly with Superintendents of LEAs and medical
professionals to continue dialogue and planning as we move through the pandemic.
28
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);
Table C1.
Funding source Prior/current SEA and Planned SEA and LEA
LEA uses (including uses (including funding
funding amounts, if amounts, if applicable)
applicable)
ESSER I (CARES Act) SEA Expenditures: SEA Expenditures:
$8m for discretionary grants Ongoing liquidation of
to LEAs for pandemic discretionary aid for
related special education students with disabilities.
costs for students with
disabilities.
Summary of LEA Summary of LEA Planned
Expenditures as of March Expenditures:
2021 by Category: Continued liquidation of
Educational technology: ESSER I funds are expected
$19 million to follow a similar pattern to
prior expenditures as LEAs
Supplies to sanitize and continue to reimburse costs
clean facilities: $11 million incurred in the 2020-21
school year.
Addressing remote student
needs: $9 million
Continuity of operations:
$6 million
Coordination of COVID
response: $3 million
29
Funding source Prior/current SEA and Planned SEA and LEA
LEA uses (including uses (including funding
funding amounts, if amounts, if applicable)
applicable)
GEER I (CARES Act) Used for other allowable Used for other allowable
purposes. Not utilized by purposes. Not utilized by
SEA or LEAs. SEA or LEAs.
ESSER II (CRRSA Act) Not expended. SEA Planned Expenditures:
$24m for discretionary
grants to LEAs for
pandemic related special
education costs for students
with disabilities.
$11m for discretionary
grants to LEAs that would
otherwise receive less than
$300 per FTE in ESSER II
funding to enable LEAs to
provide a minimum level of
aid to implement relief and
recovery.
LEA Planned Expenditures:
At the time of submission o
this plan, only a port of
Kansas LEAs have
submitted ESSER II plans,
so detailed information is
limited. Early plans include
requests for reimbursements
for additional costs incurred
during the current 2020-21
school year as districts
simultaneously provided
safe, in-person learning as
well as remote options when
necessary. Early plans also
include planned
expenditures for 2021
summer programming to
address learning loss or
provide “jump starts” to the
2021-22 school year.
30
Funding source Prior/current SEA and Planned SEA and LEA
LEA uses (including uses (including funding
funding amounts, if amounts, if applicable)
applicable)
GEER II (CRRSA Act) Used for other allowable Used for other allowable
purposes. Not utilized by purposes. Not utilized by
SEA or LEAs. SEA or LEAs.
ii. To what extent ESSER I and ESSER II funds have been awarded to
LEAs and, if funds have not yet been made available to LEAs, when
they will be. In addition, please provide any available information on
the total dollar amounts of ESSER I and ESSER II funds that have
been obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
ESSER I:
100% of ESSER I funds have been awarded to LEAs as of the submission of this
application. The Kansas State Department of Education is unable to track LEA-level
obligations, as that term is defined in 34 CFR 76.707. The KSDE does continue to track
LEA-level ESSER I liquidations.
ESSER II:
Formula and discretionary awards have been calculated and are being made as
applications are received and approved, but no ESSER II funds have been liquidated as of
the submission of this application.
All LEAs are able to submit their plan and application, but not all LEAs are choosing to
begin to submit their plans yet because many had ESSER I funds remaining. As of
submission of this plan, the rate of submission by LEAs has begun to accelerate, and
KSDE expects most or all LEAs to submit applications in the next month or two.
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
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.
31
The SEA is working with our LEAs to help them coordinate the use of all federal funds
such as ESEA, IDEA, WIOA, and McKinney-Vento to coordinate their federal funding
to support the neediest students and to find students who were not in attendance for the
2021-2022 school year. We have encouraged districts to look at wrap around services for
these and other students who have social emotional needs. Many of our districts are
looking at adjusting staffing or adding more staffing to help locate these students and to
assist them in meeting the academic and social emotional needs in order to have a
successful summer 2021 session and a successful 2021-2022 school year. We are
working with the districts to help them look at their attendance policies as well as student
engagement to get students back in school and keep them in school.
Kansas counties received $400 million in Coronavirus Relief Funds, typically referred to
as SPARK funds in Kansas. Of this amount, counties allocated approximately $74.0
million to local school districts to address issues related to the coronavirus. KSDE
collaborated with other state agencies to allocate additional CRF moneys to the Kansas
Children’s Cabinet and Trust Fund for daytime child care for remote learners whose
parents were at work and $2.1 million for technology support for those remote learners at
daycare.
LEAs receive federal funds for reimbursement of meals served in Child Nutrition
Programs. The reimbursement rate has not fully covered the cost of producing meals for
multiple learning modalities by offering curbside pickup delivery, grab and go as well as
cafeteria and classroom meals service concurrently. There have been increased costs for
labor, for packaging food items to ensure food safety and due to shortages of items are
various times during the pandemic which increased costs for food and supplies.
Reimbursement has not covered actual costs in many LEAs in Kansas during the
pandemic and has resulted in substantial operating losses.
Kansas did elect to implement the Child Nutrition Emergency Operational Costs
Reimbursement Program that was authorized by Congress in the Consolidated
Appropriations Act, 2021 (P.L. 166-260). Title VII, Chapter 3, Section 722(b) and is
awaiting approval of the application. LEAs that are determined eligible for this
temporary reimbursement program will receive emergency operating costs based upon
the formula in the legislation. At the local level, these funds will be regarded expended
upon receipt by the program operator. Funds provided under this authority represent
reimbursement to program operators for program performance and costs incurred in the
past. Like all reimbursements received for Child Nutrition Programs, these funds will be
deposited in the Nonprofit Food Service account and used in accordance with normal
program requirements.
The KSDE grant applications for Perkins V empower the individual subrecipients to take
action through the SEA facilitated biennial needs assessment prioritizing grant dollars
according to regional circumstances to develop a strategic plan to strengthen Career and
Technical Education (CTE) for the needs of their students aligned with regional
occupational demand and opportunity. This will be particularly useful in providing
32
opportunity for just in time support of local intervention to support subrecipients in
serving youth.
Each of the 18 Regional needs assessments conducted through the Perkins V convening
includes: secondary and postsecondary teachers, faculty and administration;
paraprofessionals and specialized instructional support; representative(s) of regional or
local agencies serving out-of-school youth, homeless children, and at-risk youth;
representative(s) of special populations; career guidance and academic counselors;
students; community members; community business and industry representative(s);
workforce development representative(s); and, parent(s).
For FY22 Perkins reserve grants will be posted for subrecipients prioritized to include a
planning team of individuals to target all of the activities below including:
• Increase rigor in academic, technical and employability skills;
• Improve partnerships with business and industry (via Career Development and
Work-Based Learning activities as well as Advisory meetings);
• Enhance and improve implementation of IPS;
• Streamline policies and practices regarding CTE data collection, course coding
and dual, concurrent and articulated credit;
• Enhance on-going recruitment, retention and development of teachers; and,
• Evaluate access and equity practices, identify barriers for special populations and
create a responsive plan to improve access and equity practice.
At the conclusion of the strategic planning grant districts will be qualified to compete for
implementation grants to support subrecipient target actions to support students.
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
33
those interventions on an ongoing basis to understand if they are
working;
The resources reserved under section 2001(f)(1) of the ARP Act will be dedicated
towards evidence-based interventions determined to strategically and effectively mitigate
the impact of lost instructional time. The goal of KSDE is to provide extensive
implementation support for large-scale district adoption of identified evidence-based
interventions and ensure these interventions respond to student’s academic, social
emotional and mental health needs.
The five-primary evidence-based interventions Kansas is using to mitigate the academic
impact of lost instructional time are:
1. Science of teaching language and literacy skills;
2. Standards-based mathematics instruction;
3. Social-emotional competency-based instruction;
4. Universal screening and progress monitoring of academics, social-emotional
behavior at the student, classroom, building and district levels; and,
5. Evaluation of learning progress toward achievement of state curricular standards.
The following contains a detailed description of the five evidenced-based intervention
and programs. Prior to implementation, a detailed scope of work, deliverables, timelines,
evaluation plans, roles, responsibilities, and reporting will have been determined. Final
approval of expenditures and vendor selection are subject to State of Kansas Department
of Administration Procurement process and procedures.
1. Evidence-based intervention of science of teaching language and literacy skills:
This will be achieved using the evidence-based professional development delivered
through the professional development product Language Essentials for Teachers of
Reading and Spelling (LETRS)®. LETRS® is a proven professional development
program for PreK–5 educators to improve literacy knowledge and professional
practice. LETRS® addresses four critical outcomes for effective literacy instruction:
understanding the science of reading, converting research to practice, enhancing
teacher effectiveness, and transforming instruction. By understanding the “why”
behind science and evidence-based research, educators can effectively know how to
aid students in learning to read.
These resources will supplement and leverage a small existing cadre of facilitators
and exponentially expand district adoption and educators’ access. The COVID-19
pandemic resulted in emergency remote/hybrid instruction during the same time
period when foundational reading instruction is most critical. As a result, an
estimated 8,850 Kansas educators who support PreK-5th Grade students from the
KSDE identified districts most impacted by the COVID-19 pandemic will have
increased instructional effectiveness in the area of language and literacy. (source:
Pittsburg State University draft proposal dated 5/17/2021).
34
2. Evidence-based intervention of standards-based mathematics instruction
through NUMBERS evidence-based professional development. This program was
designed to support systemic change and sustainable improvement. Elementary and
middle school educators experience a blend of theory, domain-specific background
knowledge, and classroom application immediately impactful to improving
mathematics instruction across grades K through 8. NUMBERS equips teachers
with a deep understanding of high-level instructional processing tasks; provides
teaching techniques that create the foundation for standards-based instructional
planning to ensure instruction consistently addresses learning standards; fosters
meaningful student engagement by incorporating interactive; and, hands-on problem-
solving. Number is offered in five domains Number Sense (K-5); Geometry and
Measurement (K-5); Fractions and Decimals (3-6); Ratios and Proportions (6-8); and,
Algebraic Thinking (6-8). The program consists of on-site professional development,
in-classroom coaching and provides ongoing implementation support including
professional learning communities, planning and assessment tools. (source:
downloaded 5/20/2021 from voyagersopris.com website, Voyager Sopris Learning)
These resources will be used to develop, implement and evaluate a professional
development system on numeracy literacy. Unlike LETRS, the implementation of
NUMBERS professional development system will require an initial installation
period, refinement and subsequent scaling up since it is new. Like LETRS, districts
with students most impacted by the Covid-19 Pandemic remote and hybrid setting
will be recruited for participation.
3. Evidence-based intervention of social-emotional competency-based instruction.
Research from the National Academy of Sciences in 2012 has identified teachable,
transferable skills that positively impact behavior, academic achievement, graduation
rates, and post school outcomes. Organized into three domains (intrapersonal,
interpersonal and cognitive), the College and Career Competency Framework
categorizes competencies that all students need in order to be successful. This
supports educators in systematically embedding intrapersonal, interpersonal, and
cognitive competencies into course content. Through a school-wide focus on specific
competencies and their respective essential components, enacted through
implementation elements (i.e., effective collaboration, multi-tier instruction and
interventions, and data-based decision making), students will be ready to take on the
real-world challenges that await them. (College and Career Competency Framework,
Gaumer Erickson & Noonan, 2012). Implementation of the Kansans CAN
Competency Instruction Framework within classrooms are statewide prevention
programs for bullying and suicide prevention. As students increase their levels of
proficiency in each competency, their own mental health is improved.
These resources will be used to supplement and significantly expand the availability
of training from 65 districts to supporting its use by all 286 Kansas school districts.
Free SEL Curricula will be provided to 1,400 Kansas elementary, middle and high
schools with supporting professional development. Tools will become available for
students and family members.
35
4. Universal screening and progress monitoring of academics and social-emotional
behavior. Currently Kansas has no statewide system or common approach to
support increasing the capacity of an educator to efficiently progress monitor at the
student, building or state level. FastBridge combines Computer-Adaptive Tests and
Curriculum-Based Measures for universal screening and progress monitoring to
produce psychometrically valid data. In turn, this bolsters student learning across
reading, math, and social emotional behavior with timely targeted supports and
meaningful interventions.
These resources would be used to purchase and buy down the cost of district/system
licensees and make available the evidence-based professional development critical to
successful classroom, building and district adoption. This will result in a larger
percentage of students most impacted by the Covid-19 Pandemic receiving instruction
from teacher’s adept at using effective instructional tools needed for grouping
students, adjusting class-wide instruction, and delivering small group interventions.
Appropriate learning goals and/or interventions can be identified quickly. This
decreases the amount of time spent testing. Which increases students instructional
contact time, increasing student achievement and opportunity for friendships with
their peers.
5. Evaluation of learning progress toward achievement of state curricular
standards
The Kansas Curricular Standards Interim Assessment Program in development
includes significant enhancements and new professional development curriculum.
Funds will be used towards increasing the capability of KSDE to offer districts mini-
test report availability at the completion of a testing window. The current school and
district interim predictive assessment score reports will be enhanced. A new set of
self-directed professional development modules on assessment literacy, a new course
on classroom assessment design and mini-test item writing will become available to
all districts statewide. Evaluation of the usability will occur. As a result, the access
by administrators and educators to instructionally useful data will increase.
Availability of this data can reliably inform and measure district and state progress
towards the State Standards.
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
The above cited interventions will be enacted using implementation elements that can be
tailored and flexible to the needs of the student groups listed in question A.3.i-viii.:
1) Acceleration of instructional efficacy by leveraging, scaling-up and targeting
participation in low/no-cost evidence-based professional development,
coaching and/or collaborative consultation.
36
2) Increased educator instructional effectiveness in using data-driven
instructional decision-making data by adopting online systems capable of
generating rapid student and classroom-level screening, assessment and
progress monitoring data.
3) Acceleration of district capacity and administrator/ principal effectiveness to
lead schoolwide adoption of evidence-based instructional practices and
responsive tiered interventions. One aspect of effectiveness is an expectation
for partnerships with families to be based on mutually beneficial relationships
and collaboration.
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.
Priority consideration for participation in the initiatives, activities, and events described
in the Academic Impact of Lost Instructional Time section will be made for those
educators and administrators from the Kansas districts whose students missed the most
in-person instruction and/or who did not consistently participate in remote instruction
when offered.
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;
The SEA will allocate 1 percent of the State’s total allocation of ARP ESSER funds to
youth-focused community-based organizations operating across the state, including Boys
& Girls Club, 4-H and YMCA. Gaining lost ground due to COVID will be critical for
young children whose learning builds on previous skill development. It is crucial for
older youth who need to advance confidently along a path to graduation. To help youth
make up for unfinished learning because of remote or hybrid school situations and
compromised connectivity or technology access, these organizations will utilize
evidence-based summer learning and enrichment programs to address the academic,
social, emotional and mental health needs of students. These organizations will provide
37
hands-on, project-based enrichment activities as well as small group and one-on-one
academic recovery in math and reading. This programming primarily occurs at evidence
tiers 2 and 3 with moderate to promising evidence. KSDE will measure effectiveness
based on outputs and outcomes defined by the community-based organizations.
The Boys & Girls Club and YMCA programming will primarily occur in urban
communities disproportionately affected by COVID-19, while the 4-H programming will
focus within rural communities. These organizations will be identified later in the grant
cycle. The SEA commits to ensuring these organizations operate at a minimum at
evidence tier 4: Demonstrates a Rationale: practices that have a well-defined logic model
or theory of action, are supported by research, and have some effort underway by an
SEA, LEA, or outside research organization to determine their effectiveness.
The SEA will also reserve a portion of funds for an initiative which will offset the cost of
admission for students in Kansas to visit museums, zoos, historical sites, state parks and
the Kansas state fair. These hands-on, experiential learning opportunities are an important
strategy to address the learning loss that occurred as a result of COVID-19.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.--viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
From Dean in meeting: As these projects are being stood up, they will be based in local
communities. The local communities will determine those most disproportionally
impacted and prioritize needs of students based upon determinations.
All students in Kansas were impacted by COVID-19 due to the stay at home order in
spring of 2020; reduced extracurricular and athletic opportunities; reduced peer
interaction; lack of student choice (assigned seating, mask-wearing, interaction on
playground) and remote learning. Therefore, it is reasonable that all students in Kansas
will need some summer remediation and enrichment.
The COVID-19 pandemic exacerbated existing gaps in opportunity, with potentially
long-term impacts on children and teens. This was especially true for communities
grappling with systemic inequities, despite their strengths and resilience. The pandemic
disrupted young people's development and well-being from nutrition and learning loss to
safety and emotional well-being1. It also puts low-income students at a disadvantage
when compared to their more affluent peers. These students who struggle the most to
learn effectively and thrive in school under normal circumstances are now finding it
difficult, even impossible in some cases, to receive effective instruction2.
The SEA recognizes that students in urban communities were disproportionately
impacted by COVID-19 because they were unable to safely return to school and
38
primarily spent the 2020-2021 school year in remote learning environments.
Additionally, these communities provided fewer out-of-school time opportunities due to
capacity limitations. Rural communities in Kansas also suffered under COVID-19 as they
had fewer resources and opportunities to provide to their students and families as well.
The SEA will target resources to the urban and rural communities most affected by
COVID-19, while also ensuring that the needs of our minority, English Learner, and low-
income students are met.
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 mentioned, the SEA recognizes that students in urban communities were
disproportionately impacted by COVID-19 because they were unable to safely return to
school and primarily spent the 2020-2021 school year in remote learning environments.
The YMCA and Boys & Girls Club summer programming will take place in our largest
communities across the state.
1 https://www.urban.org/sites/default/files/publication/102254/parents-are-struggling-to-provide-for-their-fami-lies-
during-the-pandemic_2.pdf.]
2 https://www.kansascity.com/news/local/education/article247378379.html
Our districts are best positioned to know which students consistently did not participate
in remote instruction and will use their portion of the ESSER funds to provide resources
and supplemental learning opportunities to this population of students.
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;
The SEA will allocate 1 percent of the State’s total allocation of ARP ESSER funds to
youth-focused community-based organizations operating across the state, including Boys
& Girls Club, 4-H and YMCA. Gaining lost ground due to COVID will be critical for
young children whose learning builds on previous skill development. It is crucial for
older youth who need to advance confidently along a path to graduation. To help youth
39
make up for unfinished learning because of remote or hybrid school situations and
compromised connectivity or technology access, these organizations will utilize
evidence-based afterschool learning and enrichment programs to address the academic,
social, emotional and mental health needs of students. These organizations will provide
hands-on, project-based enrichment activities as well as small group and one-on-one
academic recovery in math and reading. This programming primarily occurs at evidence
tiers 2 and 3 with moderate to promising evidence. KSDE will measure effectiveness
based on outputs and outcomes defined by the community-based organizations.
The Boys & Girls Club and YMCA programming will primarily occur in urban
communities disproportionately affected by COVID-19, while the 4-H programming will
focus within rural communities. Additional funds will be reserved for smaller youth-
focused community-based organizations that operate in underserved communities greatly
affected by the pandemic, but not served by one of the larger organizations. These
organizations will be identified later in the grant cycle. The SEA commits to ensuring
these organizations operate at a minimum at evidence tier 4: Demonstrates a Rationale:
practices that have a well-defined logic model or theory of action, are supported by
research, and have some effort underway by an SEA, LEA, or outside research
organization to determine their effectiveness.
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
As these projects are being stood up, they will be based in local communities. The local
communities will determine those most disproportionally impacted and prioritize needs
of students based upon determinations.
All students in Kansas were impacted by COVID-19 due to the stay at home order in
spring of 2020; reduced extracurricular and athletic opportunities; reduced peer
interaction; lack of student choice (assigned seating, mask-wearing, interaction on
playground); and, remote learning. Therefore, it is reasonable that all students in Kansas
will need some afterschool remediation and enrichment.
The COVID-19 pandemic exacerbated existing gaps in opportunity, with potentially
long-term impacts on children and teens. This was especially true for communities
grappling with systemic inequities, despite their strengths and resilience. The pandemic
disrupted young people's development and well-being from nutrition and learning loss to
safety and emotional well-being1. It also puts low-income students at a disadvantage
when compared to their more affluent peers. These students who struggle the most to
learn effectively and thrive in school under normal circumstances are now finding it
difficult, even impossible in some cases, to receive effective instruction2.
40
The SEA recognizes students in urban communities were disproportionately impacted by
COVID-19 because they were unable to safely return to school and primarily spent the
2020-2021 school year in remote learning environments. Additionally, these communities
provided fewer afterschool opportunities due to capacity limitations. Rural communities
in Kansas also suffered under COVID-19 as they had fewer resources and opportunities
to provide to their students and families as well. The SEA will target resources to the
urban and rural communities most affected by COVID-19, while also ensuring that the
needs of our minority, English Learner, and low-income students are met.
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 mentioned, the SEA recognizes that students in urban communities were
disproportionately impacted by COVID-19 because they were unable to safely return to
school and primarily spent the 2020-2021 school year in remote learning environments.
The YMCA and Boys & Girls Club programming will take place in our largest
communities across the state.
Our districts are best positioned to know which students consistently did not participate
in remote instruction and will use their portion of the ESSER funds to provide resources
and supplemental learning opportunities to this population of students.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staff’s health and safety; to meet students’ academic, social, emotional, and
mental health needs; and to use ARP ESSER funds to implement evidence-based
interventions.
The KSDE plans to retain a portion of the SEA set-aside funds in order to address needs
that are unknown at the time of this application. The SEA will be looking at several
factors moving forward including, but not limited to;
• To what extent will our urban districts be able to maintain in-person learning at
the beginning of the 2021-22 school year if there is another outbreak with the
pandemic?
• After reviewing state assessment data over the summer of 2021, what unknown
gaps in student performance will need to be addressed?
• What specific needs will Kansas LEA’s have once they have been able to evaluate
student academic and SEL gaps after summer school enrichment activities are
completed?
41
• What professional development and resources will LEA’s need that are unknown
at this time?
• Are there any mini-grants that need to be targeted to specific districts for unique
pandemic related costs that were not anticipated during the original allocation
period?
• What unknown needs will the SEA have, such as administrative support, that are
unknown until ARP ESSER funds are fully allocated?
KSDE will continue to meet with local and state task force committee members, along
with LEA constituent groups to monitor progress and gaps in service throughout the next
several years to make informed use of ARP ESSER funds and respond quickly.
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
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,
42
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 SEA will require the following for LEAs to include in their ARP ESSER plan:
The districts will have to state how they will use the funds to implement prevention and
mitigation strategies to be able to return and stay with in-person learning for the summer
and following school year programs. They will need to describe what they have in place
to reduce the spread of COVID based on the most recent CDC guidelines.
The districts will have to show that 20% or more of the total LEA ARP ESSER allocation
to address the impact of learning has had on students’ academic studies. Such
interventions will need to be provided through summer, extended school year, after
school, and other out of school programs that will provide both enrichment and remedial
support based on the needs of the students.
The districts will have to demonstrate how they will use the rest of their funding as well
in their plan in addition to that specifically used to address learning loss.
Local Education Agencies will need to address in their plan how they will support all
students with interventions. These descriptions will include how they will provide
interventions to students who have been impacted by the pandemic disproportionately,
especially students from low-income families, students of color, students experiencing
homelessness, students in foster care, English Learners, migrant students and children
with disabilities.
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.
43
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
The SEA will require in the LEA plans and through follow up monitoring that districts
have engaged the following stakeholders as they develop, adjust, and implement their
return to school plans to address students who may have been impacted by the pandemic.
These will need to include the following stakeholders at a minimum: families; students;
school personnel including administration of programs that include special populations
such as special education; and administrators, principals, other educators and the unions
that represent educators in the district.
Districts will also be required to share how they brought in stakeholders from the
following groups if they serve these populations in their district. This would include:
civil rights organizations; disability rights organizations; local Indian Tribes; stakeholders
representing students experiencing homelessness; students in foster care; migrant
students; incarcerated students; English learners; students with disabilities; and, other
underserved students.
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;
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 SEA will use some of the state activity funds to help districts provide services that
address the needs of underserved populations that have been impacted by the pandemic.
This will include additional activities for students as well as training across the state for
teachers and staff providing academic and social emotional support to the students. This
44
will include services during the summer, before and after school, extended school year
programs and will focus on mental health needs, social emotional support, remedial
instruction, and enrichment. During the monitoring process the SEA will collect
documentation that the LEA was able to access these services and provide other services
above and beyond what the state also has put in place.
The SEA will monitor LEAs in conjunction with other federal monitoring protocols that
are already in place including risk-based monitoring of districts. The monitoring of areas
related to the impact of the pandemic will focus on special populations and how the
districts were able to meet the mental health and academic needs of special populations.
The SEA will use the monitoring to help identify how funds were used to locate,
reengage and support all students who lost instructional time during the pandemic
because of absenteeism, mental health and social emotional reasons, did not participate in
remote learning during school closures and those most at risk of dropping out during the
spring of 2020 and during the 2020-2021 school year.
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.
As Kansans consider the path forward, the 2021 - 22 school year presents an opportunity
to recommit to our Kansans Can vision: Kansas leads the world in the success of each
student. Schools should incorporate an educational equity lens into all aspects of planning
because we serve students with diverse needs and aspirations. Educational equity means
that every student has access to the educational resources and rigor they need at the right
moment in their education across race, gender, ethnicity, language, disability, sexual
orientation, family background, and/or family income, including socioeconomic status.
Different communities, families and students experience the effects of the pandemic in
different ways, requiring schools to in turn differentiate responses based on need. The
Access and Equity information included within each Grade Band section of Navigating
Change, including legal requirements and recommended action steps, remain particularly
relevant as we navigate to what is next.
Schools should also continue to innovate while seeking to achieve our state’s vision for
student success. The pandemic underscores the need to implement creative strategies to
improve student outcomes. A key component of continuous improvement is reflection.
When leading with an instructional focus, leaders take a balcony view of the current state
of student learning in their system and promote conversation that assists teams to
45
collaboratively make decisions about adaptive solutions, based upon data, and especially
for groups defined by gender, race/ethnicity, language, disability and socio-economic
status.
Additionally, reporting policy and guidance are in place to help ensure that schools avoid
the over-use of exclusionary discipline measures and create a positive and supportive
learning environment for all students. Those policies are outlined in the Discipline Data
Collection for the Kansas Integrated Accountability (KIAS) Application.
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.
The issues of recruitment and retention of educators in Kansas was critical enough in
2016-2017, that the State Commissioner developed a Blue Ribbon Task Force to examine
the issues. Upon completion of this study, sixty-five recommendations were given to the
State Board. The first and foremost recommendation was to create a Teacher Vacancy
and Supply Committee to create opportunities for improving the supply of teachers
recommended for licensure. Specifically, special education, science and math, alternative
for elementary, and strengthening support for newly licensed teachers to improve
retention. Several pilot pathways were created, reviewed and approved by the state
board, mentoring was strengthened, and recommended changes to math licensure were
approved. During the 2019-2020 school year, as a result of the pandemic, many of these
pathway opportunities were disrupted, and many candidates ceased their program of
licensure. The 2020-2021 school year has resulted in an increased need for all of these
opportunities to continue, as our vacancies continue to grow at a faster rate than our
pipeline of educators can provide.
Complete the table below, changing or adding additional rows as needed, or provide a narrative
description.
Table F1.
46
Area Data on Narrative description
shortages
and needs
Special Educators 1075
STEM educators 240
CTE educators 115
Elementary and Early childhood 361
educators
Other Secondary Teaching 364
Vacancies
School counselors 793 Numbers calculated to meet
recommended student to specialist
ratios.
Social workers 1391
School psychologists 477 Numbers calculated to meet
recommended student to specialist
ratios.
Alternative Routes to Licensure
Limited Apprentice License 257 Numbers included in shortage totals
Limited Teacher Apprentice 189 Numbers included in shortage totals
Program (TAP)
Restricted Licenses 414 Numbers included in shortage totals
ii. Describe how the SEA will assist its LEAs in identifying the most
urgent areas of shortages or potential shortages, with particular plans
for individual LEAs facing the most significant needs (e.g., by
avoiding layoffs, providing high-quality professional learning
opportunities, and addressing the impact of stress or trauma on
educators). Include a description of how other Federal COVID-19
funding (e.g., ESSER and GEER funds under the CARES Act and
CRRSA Act) have already been used to avoid layoffs during the
COVID-19 pandemic.
LEAs have utilized ESSER funds to continue to employ staff, including contractors,
during the pandemic even as staff were required to quarantine or were not able to perform
their duties. LEAs continued to pay staff who are normally paid through Medicaid and
other categorical aid funding.
Through the accreditation process schools were asked to gather data on the social
emotional needs of staff and families and create opportunities to address these needs.
Included in the data gathering process were questions asking each school system to
determine how they would improve the results of the survey, and how those plans would
be included in the accreditation moving forward.
.
47
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).
KSDE teacher licensure team will continue to work with the higher education partners to
develop pathways to the classroom that encourage diverse enrollment to increase
diversity in the teaching field. The Professional Standards Board will continue to discuss
the standards for entry into programs, and address the areas that need to be addressed in
order to more fully address the immediate educational needs of students currently in
PreK-12 classrooms who may need concentrated efforts regarding intentional tutoring.
We have begun a pilot opportunity with the Kansas City Teacher Residency program to
determine the effectiveness, and intend to review and make a recommendation to the state
board over the coming months.
.
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).
Each October a report is given to the State Board of Education that details the extent to
which vacancies have affected areas of our state. Encouragement will be given to each
school district to report ALL vacancies correctly, and to use the Kansas Education
Employment Board to report all open positions, so that we can monitor these reports and
compare the data gathered.
Kansas is experiencing a supply-demand problem relevant to available licensed school
counselors, school social workers and school psychologists. This issue is compounded in
underserved rural areas across Kansas and the increased number of educators who are
leaving the profession. The recommended (American School Counselors Association;
School Social Workers Association) is 1:250. 2020-21 data is as follows:
Specialist Category 2016- 2017- 2020- Net Total Number Still
(Recommended 17 18 21 Gain Needed to Needed
Ratio 4) Meet to be
Recommended hired
Ratio
4
American School Counselor Association, 2021; School Social Work Association, 2021; National Association of
School Psychologists, 2021.
48
School Counselors 1,124 1,167 1,290 166 1,960 670
1:250
School Psychologists 496 503 553 57 980 427
1:500
School Social Workers 493 569 730 237 1,960 1,230
1:250
ESSR III allows USD’s to address this supply-demand issue for those licensed
professionals who are trained to address the documented social-emotional needs of
students coming out of the pandemic. One strategy that will provide relieve to USD’s is a
“Grow Your Model” as described below:
“Grow Your Own School Counselor Model”
Kansas schools are currently facing a supply-demand challenge with fewer licensed
school counselors than there are school buildings. KSDE encourages USD’s to consider a
“grow your own model” by identifying a committed staff member who has the skill set
necessary to become an effective school counselor and encourage this candidate to:
• Enroll in an approved school counseling graduate program (at least 1 class per
semester)
• Refer to them as a “student services coordinator” etc. until they qualify for the
provisional licensure after completing ½ of the approved graduate program; this is
due to ethical issues around referring to a non-licensed staff member as a licensed
staff member.
• Establish a professional development plan with the candidate that familiarizes
them with:
o The Curricular Student Standards for School Counseling
o The Comprehensive School Counseling Program (this document is being
revised and we hope it will be ready for the fall)
o The Kansas Social-Emotional Character Development Standards
o Measuring Social-Emotional Growth Toolkit
o The Flatt Act (suicidal ideation); KSA 72-6147 (the Bullying Statute);
mandated reporting
o KSDE also recommends establishing a mentoring program with either a
licensed school counselor already in district, at a local Education Service
Center, local post-secondary institution and/or community mental health
center until the candidate qualifies for the provisional license
o Have the candidate subscribe to the KSDE School Counseling list serv by
contacting Kent Reed, KSDE School Counseling Consultant at
kreed@ksde.org.
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
49
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).
The KSDE has been collecting learning environment survey data from each of the 286
public USDs since the beginning of the 2020-2021 school year. The fourth and final
quarter survey will be sent out and collected in early June. Survey questions are broken
out by district level elementary, middle, and high school grade span/building levels.
Weekly estimate ranges of the percent of students in either in-person, remote, or hybrid
learning environments are recorded. While the responses are not disaggregated,
enrollment totals for subgroups are available and estimates within the ranges can be
determined.
Insights into what learning environments the majority of students experienced, the
duration of learning environments, the number of changes to the learning environment,
and how different the 2020-2021 school year was or was not from prior years, will be
50
part of the analysis. The KSDE and testing vendor at the University of Kansas, have been
monitoring the three interim assessments throughout the 2020-2021 school year. Trends
in participation rates and score patterns are examined in comparison to prior years.
Additionally, the KSDE and testing vendor at the University of Kansas have been
monitoring state assessment participation rates throughout the recently closed testing
window. Plans are underway to conduct an analysis of the 2021 assessment results. The
test vendor working in conjunction with the KSDE and with input from the Technical
Advisory Committee are constructing an analysis framework for the examination of the
assessment results. Further analysis will look at the contextual aspects of the 2020-2021
school year through the use of teacher and curriculum coordinator opportunity to learn
surveys. Focus groups interviews of teachers are planned for early June 2021. Both the
surveys and the focus groups are designed to gather information on curriculum and
instructional delivery in the context of the COVID-19 pandemic.
As of this writing, the KSDE is exploring how to effectively utilize ARP ESSER funds to
develop plans for further analysis of the 2020-2021 school as well as future planning for
the 2021-2022 school year. Analysis backed findings will inform the prioritization of
resource allocation and professional development all with the intent of focusing on
student learning needs and the mobilization of supports necessary to reinvigorate student
learning.
Any effort to understand the academic impact of lost instructional time during the
COVID-19 pandemic must include as many contextual sources of information related to,
and influencing, a students’ opportunity to learn (OTL) as are available, appropriate,
practical, and useful.
The KSDE will be examining multiple OTL data sources within the agency data systems.
Data collections of particular importance will include reported attendance data from
which chronic absenteeism is calculated. Advanced coursework data, which is collected
through the concurrent enrollment fields, will be examined as part of a trend analysis.
Teacher data as well as staffing data will continue to be examined for disproportional
levels of experience in low SES communities as well as rate of teacher vacancies in the
upcoming 2021-2022 school year. Annual discipline reports will continue to be analyzed.
All of the student data collected by the KSDE can be disaggregated by student subgroup.
The KSDE is conducting a quarterly survey of all 286 USDs collecting survey data on the
learning environments students experienced during the 2020-2021 school year. The
survey captures weekly percent estimates of students who are in a remote, hybrid, or in-
person learning environment. It is important to also point out that the KSDE is actively
planning to utilize ARP ESSER funds to make academic and social/emotional/behavioral
universal screeners, skills analysis, and progress monitoring more readily available to
USDs. Coupled with this effort will be an expanded series of trainings and professional
development to support educators in the use and utilization of the instructionally relevant
tool. Quick turn-around, research-backed data available at the beginning of the 2021-
51
2022 school year and throughout will be an important resource to schools as they re-
engage students for a new year.
Important information is also being collected by our summative testing vendor at the
University of Kansas through a teacher and a curriculum coordinator OTL survey. Early
reviews of the OTL surveys show LEAs actively utilizing local measures to examine
student needs in the academic and the social/emotional/behavioral realms of student
supports and resource allocation. The list of local measures is lengthy and include, but is
not limited to, the following: MAP, FastBridge, AIMSWEB, state interims, DIBELS,
MTSS, surveys, and locally developed formative measures. All these measures and more
are being reported as being utilized presently and will be re-emphasized as planning for
the 2021-2022 school year commences.
The Kansas Department of Education (KSDE) currently collects fiscal data at the LEA
level. This fiscal data is collected on the USD Budget Excel software program
downloaded from the Department’s website on an annual basis for the current budget
year and first preceding school year and second preceding school year. In addition,
ESSA building level expenditures are collected in the fall for the immediately preceding
school year to meet federal reporting requirements. The KSDE will compile the data and
compute per pupil expenditures at the LEA and school levels to ensure calculations are
uniform for all entities.
The KSDE is planning to implement a new data collection for ESSER expenditures at the
LEA level via an existing application housed on the Authentication Web Applications
portal beginning the 2020-2021 school year, due in the fall of 2021. This data collection
is defined by the National Center for Education Statistics and Census Bureau to comply
with federal fiscal reporting.
To support the KSDE oversight of the ESSER federal funding program, school districts
are required to report on all past expenditures. This expenditure information will be
collected quarterly using the Excel template provided on the Department’s website, with
reporting deadlines due to KSDE by Friday of the second full week after the prior quarter
ends. All expenditure data will be reviewed to ensure funds are being spent for their
intended purposes.
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.
Internal Control Plan:
52
a. Management structure for implementing the ESSER Fund grant, including the
key personnel responsible for managing and monitoring subrecipients.
The team at the Kansas State Department of Education (KSDE) responsible for
managing a federal grant is responsible for making these determinations. Grant
officers, or their designees, desiring to execute a contract between KSDE and a
third party must enter a contract request form into the department’s internal
agency accounting and purchasing system which must be reviewed for approval
by the grant officer’s assistant director, director, Deputy Commissioner ($1,000 or
more), Fiscal Services Director, General Counsel and Deputy Commissioner for
Administrative and Fiscal Services ($1,000 or more). Contracts in the amount of
$25,000 or more must be approved in SMART by the Assistant Director.
Contracts equaling $10,000 or more and discretionary grants must be approved by
the State Board of Education. When it is determined that funds are distributed to
a subrecipient, the grant officer, or his/her designee(s) is responsible for ensuring
compliance with 2 CFR 200.331, including that every subaward is clearly
identified to the subrecipient as a subaward, providing certain subaward
information at the time of the award, evaluating each subrecipient’s risk of
noncompliance for determining appropriate monitoring activities, considering
imposing specific subaward conditions, monitoring the activities of the
subrecipient, ensuring compliance with audit requirements and taking
enforcement action for noncompliance, including making adjustments, as
necessary, to department records.
Youth Outcome Driven Accountability (YODA) risk assessment is performed on
an annual basis prior to award notification and is reviewed by program director.
b. Identifies risks, both internal and subrecipient risks, associated with
implementing the program based on past performance and identifies strategies for
mitigating such risks.
Programmatic and fiscal monitoring of Elementary and Secondary School
Emergency Relief Fund (CFDA 84.425D, and all subsequent education relief aid,
is integrated into the existing Kansas Integrated Accountability System (KIAS).
This monitoring process includes both fiscal and programmatic oversight
components. The programmatic monitoring component ensures compliance with
specific program requirements, and is conducted on a three-year, cyclical basis.
The fiscal monitoring component ensures compliance with both cross-cutting and
program specific fiscal requirements, and is also conducted on a three-year,
cyclical basis.
Finally, a risk-based monitoring, that combines both fiscal and program elements,
is conducted annually for all LEAs.
53
c. Primary documentation necessary to support fiscal reviews, including audits
(single audit and audits by the Office of the Inspector General) and Improper
Payment assessments, as requested by the Department or the Department’s
contractor.
The Kanas State Department of Education adheres to the Kansas Document
Retention Schedule, which ensures the preservation of records for terms
consistent with grant requirements and applicable laws.
Subrecipient monitoring plan:
a. Revised risk assessment and ranks and prioritizes LEAs with consideration for
new criteria identified as a result of receiving ESSER funds.
KSDE has revised the risk-based monitoring system to integrate ESSER into the
existing Youth Outcome Driven Accountability (YODA) system, but does not
anticipate a need to alter the categories of risk. Instead, the timely and accurate
reporting, audit findings, and other compliance factors are captured in existing
categories.
b. Development and implementation of revised monitoring protocols.
Programmatic and fiscal monitoring of Elementary and Secondary School
Emergency Relief Fund (CFDA 84.425D) is integrated into the existing Kansas
Integrated Accountability System (KIAS). This monitoring process includes both
fiscal and programmatic oversight components.
c. Schedule for subrecipient monitoring, including both programmatic and
fiscal issues, based upon the Grantee’s revised risk assessment.
The programmatic monitoring component ensures compliance with specific
program requirements, and is conducted on a three-year, cyclical basis. The fiscal
monitoring component ensures compliance with both cross-cutting and program
specific fiscal requirements, and is also conducted on a three-year, cyclical basis.
Finally, risk-based YODA analysis and monitoring, that combines both fiscal and
program elements, is conducted annually for all LEAs.
54
Appendix A
School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Data is representative of March 31, 2021 – end of school year.
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
Number of All schools Offered to Offered to Not offered
schools all students some
students
Remote or 1310 Disaggregat Disaggregat Disaggregat
online only ed data not ed data not ed data not
55
currently currently currently
available available available
School 1310 Disaggregat Disaggregat Disaggregat
buildings ed data not ed data not ed data not
open with currently currently currently
both available available available
remote/onlin
e and in-
person
instruction
(hybrid)
School 1310 1310 0 0
buildings
open with
full-time in-
person
instruction
Appendix A continued
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).
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
Disaggregated data not currently available.
56
Appendix A continued
2019 Math Assessment Results by Subgroup Sorted by % Scoring in Highest Two Performance
Levels*
Table 3
Year %Level %Level %Level %Level %Levels
Math
Assessed Group/Subgroup 1 2 3 4 3 & 4*
State 2019 All Students 28.29 39.05 23.25 9.39 32.64
State 2019 Asian 14.97 30.37 29.04 25.6 54.64
State 2019 White 22.18 39.12 27.25 11.42 38.67
State 2019 Male 28.9 36.95 23.3 10.83 34.13
State 2019 Female 27.65 41.25 23.2 7.88 31.08
State 2019 Multi-Racial 32.16 39.64 20.48 7.7 28.18
Native Hawaiian
State 2019 or Pacific Islander 30.83 44.42 16.63 8.11 24.74
American Indian
State 2019 or Alaska Native 36.55 40.88 17.52 5.02 22.54
State 2019 Free/Reduced 39.98 40.72 15.55 3.73 19.28
State 2019 Hispanic 40.3 40.78 15.17 3.74 18.91
State 2019 Homeless 48.96 37.17 11.49 2.35 13.84
State 2019 African American 50.37 36.04 10.96 2.61 13.57
State 2019 Foster Care 50.27 36.5 11.3 1.91 13.21
State 2019 Migrant 53.37 35.16 9.72 1.73 11.45
Students
State 2019 w/Disabilities 60.73 28.22 8.03 3.01 11.04
State 2019 English Learners 54.18 36.44 8.06 1.3 9.36
57
Appendix A continued
2019 English Language Arts (ELA) Assessment Results by Subgroup Sorted by % Scoring in
Highest Two Performance Levels*
Table 4
English Year %Leve %Leve %Leve %Leve %Level
Language Assesse Group/Subgrou
l1 l2 l3 l4 s 3 & 4*
Arts d p
State 2019 All Students 29.45 33.95 27.86 8.72 36.58
State 2019 Asian 19.11 29.09 34.5 17.28 51.78
State 2019 White 23.17 33.86 32.19 10.76 42.95
State 2019 Female 24.74 34.75 30.41 10.08 40.49
State 2019 Multi-Racial 31.98 34 26.18 7.82 34.00
State 2019 Male 33.95 33.18 25.43 7.41 32.84
Native Hawaiian
or Pacific
State 2019 Islander 37.44 32.71 23.25 6.58 29.83
American Indian
State 2019 or Alaska Native 35.71 36.31 23.22 4.74 27.96
State 2019 Free/Reduced 41.97 35.16 19.19 3.66 22.85
State 2019 Hispanic 42.46 35.75 18.26 3.5 21.76
African
State 2019 American 50.75 31.17 15.2 2.85 18.05
State 2019 Homeless 49.87 32.73 14.94 2.44 17.38
State 2019 Foster Care 51.6 31.57 14.3 2.51 16.81
Students
State 2019 w/Disabilities 63.02 23.27 10.61 3.08 13.69
State 2019 Migrant 56.35 30.48 11.72 1.43 13.15
State 2019 English Learners 62.5 29.95 7.01 0.52 7.53
58
Appendix A continued
Graduation Rate: 2020 State Aggregate by Subgroup
Table 5
Subgroup Graduation Rate
-%
All Students 88.3
White 90.4
Hispanic 84.1
African-American 79.8
Asian 94.6
Multi-Racial 86.6
Native Hawaiian Pacific Islander 78.0
Native American 81.0
Free and Reduced Lunch 81.2
Students with Disabilities 80.3
ELL 83.7
Migrant 78.3
Homeless 68.3
Military 90.3
Foster Care 60.8
Chronic Absenteeism Rate: 2020 State Aggregate by Subgroup
Table 6
Subgroup Chronic
Absenteeism Rate
-%
All Students 13.90
Males 13.69
Females 14.12
White 12.41
Hispanic 16.43
African-American 19.66
Asian 8.97
Multi-Racial 16.95
Native Hawaiian Pacific Islander 18.40
Native American 19.98
Free and Reduced Lunch 18.95
Students with Disabilities 19.01
ELL 15.51
Homeless 34.65
Military 10.65
Foster Care 28.93
59
Appendix A continued
Impacts of COVID 19 on Educational Outcomes for Students in Criminal Justice System
Table 7
Juvenile Detention Juvenile Corrections Adult Corrections
2018- 2019- 2018- 2019- 2018- 2019-
2019 2020 2019 2020 2019 2020
Earned High 679 436 201 172 12 28
School Credits
Obtained High 38 11 37 31 2 4
School Diploma
Enrolled in GED 38 20 67 33 53 38
Program
Earned a GED 6 5 37 19 27 14
Enrolled in Job 0 2 252 107 0 0
Training
Courses/Programs
McKinney Vento Students – 2-Year State Aggregate by Category
Table 8
Number of Identified McKinney Vento Students 2018-19 2019-20
LEAs with identified McKinney Vento students 185 171
Identified students doubled up 7434 6419
Identified students who are unaccompanied 1032 945
Identified students in shelters or transitional housing 594 644
Identified students unsheltered (tents, cars, parks, abandoned 139 129
buildings, et cetera)
Identified students living in motels/hotels 544 415
Identified students who are classified as migrant 202 204
Identified students with disabilities 1718 1674
Identified students Limited English Proficient (LEP) 1244 1062
60
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 LEA 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.
61
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
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
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• 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).
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Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you about a new provision in the Department of
Educations General Education Provisions Act ("GEPA") that applies to applicants for new grant
awards under Department programs. This provision is Section 427 of GEPA, enacted as part of
the Improving America's Schools Act of 1994 (Public Law (P.L.) 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for new grant awards under this program. ALL
APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR
APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE
FUNDING UNDER THIS PROGRAM.
(If this program is a State-formula grant program, a State needs to provide this description only
for projects or activities that it carries out with funds reserved for State-level uses. In addition,
local school districts or other eligible applicants that apply to the State for funding need to provide
this description in their applications to the State for funding. The State would be responsible for
ensuring that the school district or other local entity has submitted a sufficient section 427
statement as described below.)
What Does This Provision Require?
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 access to,
and participation in, its Federally-assisted program for students, teachers, and other program
beneficiaries with special needs. This provision allows applicants discretion in developing the
required description. The statute highlights six types of barriers that can impede equitable access
or participation: gender, race, national origin, color, disability, or age. Based on local
circumstances, you should determine whether these or other barriers may prevent your students,
teachers, etc. from such access to, or participation in, the Federally-funded project or activity. The
description in your application of steps to be taken to overcome these barriers need not be lengthy;
you may provide a clear and succinct description of how you plan to address those barriers that
are applicable to your circumstances. In addition, the information may be provided in a single
narrative, or, if appropriate, may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure
that, in designing their projects, applicants for Federal funds address equity concerns that may
affect the ability of certain potential beneficiaries to fully participate in the project and to achieve
high standards. Consistent with program requirements and its approved application, an applicant
may use the Federal funds awarded to it to eliminate barriers it identifies.
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.
64
(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.
General Education Provisions Act (GEPA) Section 427
The Kansas State Department of Education takes numerous steps to ensure equitable
access to, and participation in, its federally assisted programs for students, teachers, and
other beneficiaries, including students with disabilities and English learners. The first
step is to include the requirement that an EEO statement must be on all applications. As
KSDE staff review applications, provide technical assistance, and monitor programs,
consideration is given to equitable access to federal programs. In addition, KSDE has a
complaint procedure an individual may use when a complaint regarding discrimination is
made. On occasion, KSDE staff are included in Office of Civil Rights (OCR) visits as a
result of a complaint.
The KSDE arranges for special accommodations upon request for any participant with
special needs. For example, interpreters are available for signing to the deaf participants
at workshops and meetings.
KSDE requires all LEAs and education service centers who receive federal funds to
update GEPA information. This information is kept on file at KSDE.
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per
response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain
benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden, to the
U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or
email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
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