State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Washington
Summary
This is Washington's State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund. The cover page lists Michaela Miller, Deputy Superintendent, as SEA contact and Chris Reykdal as the printed name, with the date 11/19/2021. The plan says House Bill 1368 required school districts to submit reopening plans by March 1, 2021, and Academic and Student Well-being Recovery Plans by June 1, 2021. It says about 91% of school districts had met the June 1 deadline for their Recovery Plan. The listed effective strategies are a school district equity analysis tool, analysis of data by student group, and educator professional learning and support.
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
- Issuer
- Congressional materials
- Document type
- Department Of Education Pdf Www Ed Gov 275Dab06D1
- Case
- Department Of Education Pdf Www Ed Gov 275Dab06D1
Cite this document
“State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Washington.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-275dab06d1/
, SHA-256 9049febd6154401e2b90a6cc713c38ae044ee3afc924e7ceab336d96e4a5aa84.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
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
2
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210015
SEA Contact: Michaela Miller, Deputy Superintendent
Telephone: 360-725-6000
Email address: Michaela.miller@k12.wa.us
By signing this document, I agree to each of the assurances listed in Appendix C and
further assure that:
To the best of my knowledge and belief, all information and data included in this plan
are true and correct.
Chief State School Officer or Authorized Representative (Printed
Name)
Chris Reykdal
Signature of Authorized SEA Representative Date:
11/19/2021
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.
During Washington’s 2021 Legislative Session, legislators acted quickly by passing House Bill
1368, a January early action bill, which addressed the CRRSA / ESSER II funding for school
districts. The bill required school districts to submit two plans. By March 1, 2021, school
districts submitted school building reopening plans to the Office of Superintendent of public
Instruction (OSPI) that detailed their plans to expand in-person learning and provided data, by
grade level, of students receiving different modes of learning (in-person, hybrid, remote). School
districts were also required to submit Academic and Student Well-being Recovery Plans by June
1, 2021. This plan required more detailed information from school districts, including
identification of diagnostic assessment tools by grade level, student learning and well-being
gaps, as well as additional instruction and well-being support and extracurricular opportunities.
The top strategies that have been most effective in supporting the needs of students in
Washington state have been embedded in our Recovery Plan requirements, including:
• School district equity analysis tool
• Analysis of data by student group
• Educator professional learning and support to address the needs of students most
impacted by the COVID-19 pandemic
As of the submission of this template, about 91% of school districts have met the June 1 deadline
for their Academic and Student Well-being Recovery Plan. OSPI will be reviewing all school
districts’ plans and providing feedback, when necessary. We will create and publish a summary
of plans including the strategies districts plan to employ for summer 2021 and the 2021–22
school year. All school districts were required to have school board approval and must publish
their plans on their district public-facing websites.
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently facing
students and schools across your State as a result of or in response to the COVID-
19 pandemic including, to the extent possible, data illustrating why these are the
most critical and/or most widespread issues facing schools and students.
OSPI has reviewed the data that we currently have access to at the state level, including a
COVID-19 Student Survey, attendance data, and high school transcription data for the first half
4
of the 2020–21 school year. The district-level Academic and Student Well-Being Recovery Plans
will provide additional information useful to the state in looking toward short and long-term
recovery for students and schools. The top three issues currently facing students and schools
across Washington state as a result of the COVID-19 pandemic are:
• Student and staff well-being
• Engagement and Attendance
• Acceleration of learning opportunities
Student and Staff Well-Being
In collaboration with Washington State Department of Health, Washington State Health Care
Authority, and the University of Washington, in early spring 2021, OSPI released the COVID-19
Student Survey, an optional survey districts could use to gauge academic and well-being factors
with middle and high school students. Districts opting-in for the survey received aggregate
building and grade-level data on their students. OSPI received state-level data of student
responses. Approximately 32,600 middle school students and 32,000 high school students
participated in the COVID-19 Student Survey. It should be noted that this data collection did not
include a statistically representative sample of students, as schools and students opted in.
Therefore, the statewide data are transferable, but not generalizable.
In this data collection, responding students identified the following as the top issues they faced
during the 2020–21 school year:
• About 69% of responding middle and high school students said they felt school was more
challenging during the pandemic.
• About 41% of responding middle and high school students said they felt their grades
were worse this year (2020–21) as compared to the last school year (2019–20).
• About 52% of responding middle school students and 68% of responding high school
students said they felt they learned less this year compared to last year.
• About 45% of responding middle school students and 58% of responding high school
students said they felt sad, depressed, or hopeless most days over the last 12 months.
• About 16% of responding middle school students and 23% of responding high school
students said they sought mental health services this year.
Engagement and Attendance
• In the middle school grades, the average monthly number of absences has increased by
60%, from 1.8 to 2.9 absences.
• Among some student groups, middle school absences have nearly doubled or more:
▪ English learners (2.1 absences in January 2020 compared to 5.0 in January
2021)
▪ Students who are low-income (2.2 absences in January 2020 compared to 4.2
absences in January 2021)
5
▪ Students who are migratory (2.1 absences in January 2020 compared to 5.3
absences in January 2021)
Acceleration of Learning Opportunities
• In the first term of the 2020–21 school year, 25% of high school students had at least one
course where they didn’t earn credit (received an F, No Credit, or Incomplete).
• Some student groups experienced disproportionate loss of credit (an F, No Credit, or
Incomplete) in the first term of the 2020–21 school year:
o The rate was 48.8% for students who are American Indian/Alaska Native
o The rate was 46% for students who are English learners
o The rate was nearly 40% for students who are low-income
We will also better understand the current situation for students in our state through the
Academic and Well-being Recovery Plans submitted by school districts in early June. Currently,
about 91% of school districts have submitted these to OSPI. OSPI will review plans in the
coming weeks.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have
been identified by the SEA (e.g., youth involved in the criminal
justice system, students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years,
students who did not consistently participate in remote instruction
when offered during school building closures, and LGBTQ+
students).
6
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time,1 chronic
absenteeism, student engagement, and social-emotional well-being.
Complete the table below, adding rows as necessary, or provide a narrative
description.
Table A1. Indicators of Academic Impact by Student Group
Percentage of
High School
Average Average
Students with
Absences Absences
Enrollment at least One
Student Group per Student per Student
(Jan 2021) Course
per Month per Month
Resulting in No
(Jan. 2021) (Jan. 2020)
Credit
(Fall 2020)
Low-income/Eligible for Free and Reduced-
Price Meals 487,781 3.3 2.3 39.0%
American Indian/Alaska Native 14,355 4.7 3.1 48.8%
Asian 91,167 1.1 1.2 9.6%
Black/African American 50,264 2.7 2.4 26.6%
Hispanic/Latino of any race(s) 270,499 3.3 2.2 38.8%
Native Hawaiian/Other Pacific Islander 13,691 3.9 3.0 42.6%
Two or More Races 96,317 2.2 1.9 24.1%
White 555,112 1.9 1.7 20.5%
Female 527,835 2.1 1.9 22.0%
Gender X 1,613 2.4 3.9 47.5%
Male 562,002 2.4 1.8 27.8%
English Language Learners 132,784 3.1 2.1 46.2%
Students with Disabilities 156,967 2.9 2.2 33.5%
Experiencing Homelessness 28,019 4.9 3.7 *
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.
7
* Data not available at time of report.
Highest Priority Needs by Student Group
Students from Low-Income Families
Students from low-income families faced disproportionate access to state and federal resources
throughout the pandemic resulting in a negative impact on overall student academic engagement.
Significant impacts were noted in the areas of decreases in regular attendance, limited access to
technology, limited access to support staff and teachers within and beyond the school day, and
the inability to engage fully or consistently due to the home learning environment requiring
multiple demands on the student while parents and/or guardians worked.
Students from Each Racial or Ethnic Background used by the State for Reporting Purposes
Refer to the table above for each racial and ethnic student group and data regarding absences and
percentage of students with at least one course resulting in no credit.
Students by Gender
Looking specifically at differences in gender, male and female trend lines run parallel over the
course of the last six years, including an increase in Regular Attendance and Ninth Grade on
Track. The figures also show continued disparities for male students with completing ninth grade
on track for graduation and with dual credit enrollment.
Students who are English Learners
Students who are multilingual/English learners and their families faced disproportionate access
to state and federal resources throughout the pandemic, resulting in a negative impact on overall
student academic engagement. Anecdotal evidence from various local education agencies
(LEAs) as well as from state advisory groups such as the Bilingual Education Advisory
Committee and the Migrant State Committee reported significant impacts in the areas of regular
attendance, limited access to support staff and teachers within and beyond the school day, and
the inability to engage due to the home learning environment requiring multiple demands on the
student while parents and/or guardians worked.
For the 2020–21 school year, the English Language Proficiency Assessment and WIDA
Alternate Assessment are being administered. As of March 2021, roughly 40% of the English
Language Learners had completed the assessment. Since the assessment data was incomplete in
2019–20 and results for 2020–21 show a significant number of families waiving the assessment,
it’s highly unlikely we will have sufficient data to support comparative analysis.
Based on the data available, including anecdotal, the top three priorities for multilingual/English
learners are support in attendance, additional opportunities for credit accrual both during the
8
summer and school year, and consistent staffing that has qualified credentials in Bilingual
Education.
Students with Disabilities
OSPI has general supervisory responsibility for children with disabilities ages 3–21 (IDEA Part
B). Children with disabilities ages 0–2 are served by a partner state agency, the Division of
Children, Youth, and Families (DCYF) (IDEA Part C).
Data on the needs of Washington’s children with disabilities (3–21) were collected through
ongoing reports from local education agencies (LEAs) to OSPI, federal reporting, dispute
resolution, monitoring, discussions with the state Special Education Advisory Committee panel
(SEAC), public comment, surveys, and anecdotal information provided by families, advocates,
educators, and school and district leaders. Analysis of the data demonstrated the follow highest
priorities for the remainder of the 2020–21 school year, summer, and the 2021–22 school year
related to the impact of the COVID-19 pandemic:
1. Inclusionary practices, including the training and implementation of Universal Design for
Learning (UDL), Assistive Technology (AT), and Individualized Education Programs
(IEPs) developed to support students with disabilities access and progress in general
education curriculum and classrooms, with supplemental specially designed instruction.
2. Progress Monitoring, data-based decision making, and reviewing educational benefit.
3. Recovery services, compensatory education, learning acceleration, and effective specially
designed instruction.
OSPI works in partnership with DCYF, who administers the Early Support for Infant and
Toddlers (ESIT) Part C program. The ESIT priorities to address the needs of children with
disabilities, ages birth–2, are:
• Workforce support and stabilization including addressing issues related to staff retention
and culturally appropriate evidence based coaching practices.
• Family support and stabilization including addressing basic needs and technology costs.
• Supporting the mental health needs of both families and service providers including
recruitment of a more diverse, representative infant-family mental health workforce.
• Enhancing public awareness regarding the importance of early intervention to support the
early identification of all eligible children.
Students Experiencing Homelessness
Students experiencing homelessness were disproportionately impacted by the health, safety,
economic, and educational consequences of the COVID-19 pandemic. Objective and anecdotal
data show disproportionate decreases in enrollment, identification, attendance, and academic
achievement for this student group. Likely due to housing instability and low income, students
experiencing homelessness struggled more with remote learning than their peers, due in part to
poor access to broadband connectivity and lack of access to electronic devices. Remote learning
and physical distancing requirements also created significant challenges for school districts to
meet the identification and service requirements of the federal McKinney-Vento Homeless
Assistant Act.
9
Based on a review of student-level data available to OSPI, information from LEAs, and feedback
from community-based partners serving students and families experiencing homelessness, the
top needs for students experiencing homelessness focus on stable enrollment and identification
by LEAs, and ongoing support for consistent attendance and academic engagement. Specific
examples include increased human capacity at most schools (e.g., homeless liaisons), increased
availability of trauma-informed educators to provide academic engagement, learning
acceleration, and wraparound services in partnership with the community-based support
organizations (housing, employment services, behavioral health supports), and timely access to
transportation to/from school.
Children and Youth in Foster Care
Students in foster care were also disproportionately impacted by the health, safety, economic,
and educational consequences of the COVID-19 pandemic. Objective and anecdotal data show
disproportionate decreases in enrollment, identification, attendance, and academic achievement
for this student group. Washington’s child welfare system, like the public education system,
faced significant challenges fulfilling its vital role. The combined result led to less placement
stability and poorer communication between caseworkers, foster families, and educators about
the needs of students in foster care.
Based on a review of student level data available to OSPI, information from LEAs, and feedback
from community-based partners serving students living in foster care, the top needs for this
student group focus on stable enrollment and identification by LEAs, and ongoing support for
consistent attendance and academic engagement. Specific examples include increased human
capacity at most schools (e.g., foster care liaisons), increased availability of trauma-informed
educators to provide academic engagement, learning acceleration, and wraparound services in
partnership with the community-based support organizations (child welfare, community-bases
service organizations, behavioral health supports), and timely access to transportation to/from
school.
Students who are Migratory
Students who are migratory and their families faced disproportionate access to state and federal
resources throughout the pandemic – resulting in a negative impact on their overall academic
engagement. Anecdotal evidence from various LEAs accepting a Title I, Part C Migrant
Education grant suggests that students who are migratory temporarily placed their academic
goals on hold because of the need to help their families recover the substantial loss in wages.
Migratory students, for example, reported opting for temporarily, and in some cases
permanently, engaging in seasonal agricultural work, mobility, caring for siblings in the home, or
taking on other responsibilities in the absence of a parent at the home. Migratory high school
students experienced the largest changes in attendance, grades, and credit accrual.
From a sample of LEAs with high migratory student enrollment, where migratory students were
enrolled in 14,249 courses at the start of the 2020–21 school year, 33% averaged a failing rate,
necessitating intervention toward credit recovery and accrual. Moreover, preliminary absence
10
data suggests that 13.6% of migratory students had more than two absences per month, on
average, compared to their non-migrant student counterparts (10.6%) in Washington state.
In addition, migratory students in Washington state have been identified as needing substantial
social-emotional support. According to the 2018 Healthy Youth Survey, 47,7% of migratory
students reported experiencing depression, 24.2% reported experiencing bullying, and 28.9%
reported contemplating suicide. The 2020–21 COVID Student Survey data is still being collected
on the overall impact of COVID-19, and data statewide suggests that the need for increased
behavioral health supports is further exacerbated due to the loss or near loss of a family member
due to illness or related to the negative impacts of COVID-19 such as social isolation and the
limited ability to access additional help from their social networks.
The top three priorities for students who are migratory include additional credit accrual
opportunities to recover what may have been lost. Opportunities to reengage with teachers and
counselors due to the reduction of hours staff were available during remote learning and social-
emotional supports specific to behavioral health interventions.
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA
will support its LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being, including identifying the
groups of students most impacted by the pandemic. Where possible, please
identify the data sources the SEA will suggest its LEAs use in thoughtfully
diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.
Washington’s Legislature passed House Bill 1368 early in the 2021 Legislative Session that
required local education agencies (LEAs) to submit an Academic and Student Well-Being
Recovery Plan by June 1, 2021. The plans must address student needs resulting from school
building closures and extended time in remote learning due to the COVID-19 pandemic. OSPI
will review and either approve the submitted plans or request additional information from LEAs.
Approval of the plan is required before ARP ESSER funds will be released for LEA use.
Specifically, LEAs must address the following elements in their Academic and Student Well-
being Recovery Plan, using the OSPI provided template:
a. Identification of specific diagnostic assessments tools by grade level; identification of
student learning and well-being gaps; and focus of additional time, supports, and/or
extracurricular activities for students most impacted.
b. Inclusion of the following student groups in all data included in the Plan: American
Indian/Alaska Native; Asian; Black/African American; Hispanic/Latino of any race(s);
Native Hawaiian/Other Pacific Islander; Two or More Races; White; English Learners;
Students Experiencing Poverty; Students with Disabilities; Students Experiencing
Homelessness; and Students in Foster Care.
c. Students’ learning recovery (including addressing the needs of the student groups
identified above), specifically identifying and correcting disproportionate impacts
11
resulting from the school building closures and extended time in remote learning due to
the COVID-19 pandemic.
d. Provision of additional instruction, student well-being support, and extracurricular
opportunities based on an assessment of student needs (academic and well-being).
e. Use of an equity analysis tool in the development of the plan.
f. Approval of the plan by the LEA’s school board or authorizing body (e.g., public posting,
provide opportunity for public comment as federal requirement).
g. Posting of the LEA’s plan on their public-facing website, making it accessible for those
with disabilities and those in the community whose primary language is one other than
English.
OSPI provided guidance to LEAs on potential diagnostic assessments to assist in understanding
the impact on students. OSPI also developed Tableau dashboards that are available to school
districts. OSPI’s guidance document with these assessments is available on the OSPI website and
here is the list of academic and well-being diagnostic assessments districts could identify in their
Academic and Student Well-being Plans or write in other assessments they use.
Academic Diagnostic Assessments
Accelerated Reader (AR)
AIMSweb
Amplify Insight (CCSS)
Assessment and Learning in Knowledge Spaced (ALEKS)
CPAA (NWEA)
Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180,
MobyMax, Rocket Math, TenMarks)
DIBELS
Discovery Education Predictive Assessment
DRA (Developmental Reading Assessment)
DRP (Degrees of Reading Power)
EasyCBM
FAST (Formative Assessment System for Teachers)
Fountas & Pinnell
Gates Macginitie
GMADE
GOLD (WaKids)
GRADE
iReady
IRLA
iStation
ITBS (Iowa Test of Basic Skills)
IXL
KARK (Kindergarten Assessment Resource Kit)
Lexia
MAP Math
MAP Reading
12
Academic Diagnostic Assessments
Mastery Connect
McLeod Assessment of Reading Comprehension
OSPI Screeners for Literacy Skills Associated with Dyslexia
PALS
Read 180 (assessment tools)
Read Well
Really Great Reading - Diagnostic Decoding Surveys
Running Records
Sight Words
Smarter Balanced ELA Interim Assessments
Smarter Balanced ELA Summative Assessments
Smarter Balanced Math Interim Assessments
Smarter Balanced Math Summative Assessments
SMI (Scholastic Math Inventory SAM/MI)
SPI (Scholastic Phonics Inventory SAM/PI)
SpringBoard Assessments
SRI (Scholastic Reading Inventory SAM/RI)
STAR Early Literacy
STAR Math
STAR Reading
Success for All (SFA)
SuccessNet
Teacher Made Assessment/District Made Assessment/Classroom Based
Assessment
Teacher Recommendation
Universal Screener list of tools
Universal Screener Guide
WA-KIDS
WIDA MODEL for Kindergarten
WIDA MODEL (Grades 1-12)
Other
OSPI has reviewed each LEA plan and will soon be able to further identify student groups most
impacted by the pandemic. The June 1 submission of LEAs’ plans is the first phase of three
allowing LEAs to engage in and plan for continuous improvement cycles, and time to design and
implement powerful and equitable systems to support student needs and plan for long-term
system changes. All three phases are iterations of one singular plan in which the LEA builds an
initial plan, collects data, monitors progress, makes adjustments, and implements deep, sustained
improvements over time.
13
Phase 2 – Fall: Phase 3 – Spring 2022:
Phase 1 – Summer: Build on Accelerate and innovate
Immediate and short-term learning; plan for long-term
strategies/interventions longer-term sustainable
improvements improvement
• Phase 1—June 2021: Initial LEA plan for academic and student well-being recovery and
acceleration strategies to be implemented for the summer and early fall of 2021.
• Phase 2—November 2021: Review and analyze student data from the implemented Phase
1 strategies/interventions for each student group identified. Reflect and build on learning.
Adjust and begin longer-term planning of recovery and acceleration strategies and
interventions for implementation over the winter and throughout the 2021–22 school
year. Continue to collect data.
• Phase 3—April 2022: Continue improvement cycle for strategies and interventions
implemented in Phases 1 and 2 by reviewing and analyzing the collected data to inform
next steps and engage in long-term sustained strategies for the next school year and
beyond (2022–23+) (e.g., moving to a balanced calendar, implementing standards-based
grading, or project-based learning).
5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in your
State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model); and/or
full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction; and
c. Attendance: Student attendance for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction.
a) Mode of instruction: OSPI has been gathering information on a weekly basis regarding
districts’ instructional models. At the district level and by grade band (elementary,
middle, high school), they report whether they were traditional in-person, partial in-
person for all students (hybrid), in-person for some students either via small groups or
14
phased in for some grade levels, or 100% remote learning. These data have been reported
publicly on the OSPI website weekly since January 18, 2021. The data are at the district
level, not at the school level. We fully expect that schools will be operating full-time in-
person for the 2021–22 school year. Therefore, in fall 2021, there is no additional data
collection planned around type of instruction because. If a district is offering a
remote/online option, student enrollment in that option would be captured in our regular
student-level data collection.
b) Enrollment by mode of instruction: OSPI has detailed district enrollment data as well as
information about which instructional model is offered at the district, and these two
pieces of information can be linked. However, some students and families have elected to
continue remote learning even after in-person instruction was offered, and OSPI does not
currently have detail regarding which students opted to continue remote instruction.
Therefore, the state-level enrollment data would be reflective of the district’s learning
modality generally and would not be representative of individual students’ learning
modalities. Between June and August 2021, OSPI plans to gather a point-in-time
indicator of which students opted to continue remote learning. Those data will allow a
table of enrollment by student group by mode of instruction for the 2021-22 school year.
There is no additional data collection planned for fall 2021 for model of instruction
because it is the expectation that all LEAs return to traditional in-person learning. If an
LEA is offering a remote/online option, student enrollment in that option would be
captured in our regular student-level data collection.
c) Attendance by mode of instruction: Similar to (b) above, OSPI has detailed absence
information by student, student group, and school. However, some students and families
have elected to continue remote learning and OSPI does not currently have that
information. Therefore, absence data would be more indicative of the school district’s
learning modality rather than that of specific students. With the student-level flag
indicating who opted to continue remote learning, OSPI will be able to compile absence
information by modality in addition to student group.
ii. The data described in A.5.i.a. and b. using the template in Appendix
A (and to the extent available, the data described in A.5.i.c.) for the
most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The
Department will periodically review data listed in A.5.i on SEA
websites.
OSPI will not have all the data by June 21, 2021. OSPI will post available data and will update
the website as more data are processed.
15
iii. To the extent available, a description of the planned operational
status and mode of instruction for the State and its LEAs for Summer
2021 and for the 2021-2022 school year.
OSPI will not be collecting summer 2021 operational status and mode of instruction. For the
2021–22 school year, OSPI does not intend to collect school/district level mode of instruction
data, given the expectation that schools will be operating fully in-person. Students that choose
remote learning will be enrolled in schools offering that specifically, either through their district
or through a multi-district program.
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations
to maximize in-person instruction is essential for student learning and student well-being,
and especially for being able to address the educational inequities that have been worsened
by the COVID-19 pandemic. In this section, SEAs will describe how they will support their
LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
Complete the table below, adding rows as necessary, or provide a narrative description.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing of masks
Physical distancing (e.g., including use of See Narrative description
cohorts/podding) below
Handwashing and respiratory etiquette See Narrative description
below
Cleaning and maintaining healthy facilities, including See Narrative description
improving ventilation below
16
Contact tracing in combination with isolation and See Narrative description
quarantine, in collaboration with the State, local, below
territorial, or Tribal health departments
Diagnostic and screening testing See Narrative description
below
Efforts to provide vaccinations to educators, other staff, See Narrative description
and students, if eligible below
Appropriate accommodations for children with disabilities See Narrative description
with respect to the health and safety policies below
SEA support for LEAs to implement COVID-19 prevention and mitigation strategies:
From the beginning of the pandemic, OSPI has worked closely with the Washington State
Department of Health (DOH) to develop and disseminate clear requirements and guidelines for
implementing non-pharmaceutical prevention and mitigation strategies for COVID-19, including
use of masks/face coverings, physical distancing, handwashing and respiratory etiquette,
cleaning and ventilation, and contact tracing, in combination with isolation and quarantine.
These requirements and guidelines meet or exceed CDC guidance, and are distributed directly to
all LEAs, and are posted to OSPI’s website and the Department of Health (DOH) website.
OSPI partnered with DOH and local health jurisdictions to ensure all LEAs are aware of
available diagnostic and screening testing resources in local communities. Working with these
and other partners, we piloted school-based testing strategies in approximately 1/3 of LEAs over
the course of the past 6 months. Availability of this initiative will be expanded to all LEAs for
the 2021–22 school year.
OSPI has strongly advocated for vaccination for all educators, school staff, eligible students, and
their families. Working with a healthcare system with statewide scope (Kaiser Permanente),
OSPI brokered easy access to vaccination for school staff and students, which augmented local
community vaccination initiatives.
Information on appropriate accommodations for children with disabilities is included in all
COVID-19 health and safety policies, requirements, and guidelines.
ii. Any Statewide plans, policies, estimated timelines, and specific
milestones related to reopening and operation of school facilities,
including any mechanisms the SEA will use to track, monitor, or
enforce their implementation;
Under Washington State Emergency Proclamation of the Governor 21-05, dated March 15, 2021,
all LEAs were required to offer at least 30% of their average weekly instructional hours as on-
campus, in-person instruction for all K–12 students who wish to attend in-person by April 19,
2021.
17
OSPI has notified all LEAs of the expectation that all students will be offered full-time, on-
campus, in-person instruction beginning in the 2021–22 school year.
OSPI gathers weekly information from LEAs regarding their currently-deployed learning models
and the number of students accessing these models, including in-person, hybrid, or remote
learning.
iii. To what extent the SEA and its LEAs consult with Federal, State,
and local health officials. This description should include, if
available, whether the SEA and its LEAs have received support for
screening testing from their State or local health department based
on funding awarded by the CDC; and
OSPI and LEAs are in constant consultation with state and local health officials. OSPI and LEAs
have received extensive support for screening testing from the Washington State Department of
Health based on funding awarded by the CDC.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
OSPI has, and will continue to, provide guidance, professional learning, and technical assistance
to LEAs regarding strategies for workplace safety requirements, public health and safety, and
educational delivery. These resources are distributed to LEAs on a regular basis and are posted to
the OSPI website for easy access by LEAs, educators, families, and students.
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;
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;
18
iii. How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER
grant period (i.e., through September 30, 2023),2 and revises as
appropriate, its plan, and how the SEA will ensure that the LEA
seeks public input, and takes such input into account on (1) whether
revisions are necessary and, if so, (2) the revisions to the plan; and
iv. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of
the most up-to-date CDC guidance listed in table B1 and its LEAs’
needs for support and technical assistance to implement strategies
consistent, to the greatest extent practicable, with relevant CDC
guidance.
All LEAs are required to submit a plan that meets these requirements by June 1, 2021. LEAs will
not receive ARP ESSER funding until their plans are approved. These plans are iterative and
OSPI will follow-up with districts periodically throughout the 2021–22 school year to update
information.
For the 2021–22 school year, LEAs will provide updates to their plans in three phases. All three
phases are iterations of one singular plan in which the LEA builds an initial plan, collects data,
monitors progress, makes adjustments, and implements deep, sustained improvements over time.
• Phase 1—June 2021: Initial LEA plan for academic and student well-being recovery and
acceleration strategies to be implemented for the summer and early fall of 2021.
• Phase 2—November 2021: Review and analyze student data from the implemented Phase
1 strategies/interventions for each student group identified. Reflect and build on learning.
Adjust and begin longer-term planning of recovery and acceleration
strategies/interventions for implementation over the winter and throughout the school
year 2021–22. Continue to collect data.
• Phase 3—April 2022: Continue improvement cycle for strategies/interventions
implemented in Phases 1 and 2 by reviewing and analyzing the collected data to inform
next steps and engage in long-term sustained strategies for the next school year and
beyond (2022–23+) (e.g., moving to a balanced calendar, implementing standards-based
grading, or project based learning).
OSPI will review each plan submitted. Plans not meeting the requirements set by OSPI and the
Washington State Legislature will be returned to the LEA for additional information.
For children with disabilities, in addition to the activities described above, OSPI will ensure
implementation of LEA plans through the provision of technical assistance and support, and will
revise the general supervision monitoring process to include review of progress reports and
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.
19
multiple years of student IEPs to ensure progress. In addition, OSPI will review the extent to
which recovery services were discussed, documented, and implemented, as well as how the
decisions regarding recovery services were made. OSPI will continue to interview students,
parents and families, and service providers regarding the provision of special education and
related services to students. OSPI will continue to review language access for families whose
primary language is not English, including documentation of interpreters attending IEP and
evaluation meetings.
Continuous Improvement Cycles
The Washington LEA Academic and Student Well-being Recovery Plan is an iterative process
for LEAs to plan with the end in mind and may be implemented in three phases based on student
needs identified through diagnostic assessments. The use of a Multi-Tiered System of Supports
(MTSS) framework will assist LEAs in developing and refining their plans. “Plan, Do, Study,
Act” (PDSA) cycles support LEAs in learning quickly to determine what strategies and
interventions to:
✓ Adapt and/or adjust for greater outcomes,
✓ Adopt when they are leading to improvement, and
✓ Abandon when they are not resulting in improvement.
To facilitate learning and improving, LEAs will be asked to prioritize and identify recovery and
acceleration strategies and interventions on the LEA Academic and Student Well-being
Recovery Plan Template. This is an opportunity to learn and support the differing approaches
taken by LEAs across the state so each LEA will be asked to provide strategies and interventions
for which they would like to adopt support.
20
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);
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.
OSPI is committed and regularly consults with a variety of education stakeholder groups and
individuals. As a state agency it is consistent with our normal practice to engage in meaningful
consultation in informing education policy and practice. Washington state faced the COVID-19
pandemic early and immediately engaged with stakeholders across the education system to
inform our ongoing work. As the pandemic began to shift toward recovery the focus of our
consultation shifted to learning recovery and acceleration. The majority of consultation with the
following stakeholders took place over the past several months and focused on the following
topics:
1. Student groups impacted by the COVID-19 pandemic
2. Evidence-based interventions used to accelerate academic and student well-being
recovery
3. Input on both SEA and LEA plans for summer and the 2021–22 school year
Following are some of the stakeholder groups and partners OSPI has met with over the past 6
months regarding these topics:
Stakeholder Group Specific Group
i. Students • Open Doors for Multicultural Families
21
• Roots for Inclusion
• Inclusion for All
• Office of the Education Ombuds
• The ARC of WA
• One America
• Investing in Student Potential Coalition
• WA Autism Alliance
• Disability Rights WA
• Washington Legislative Youth Advisory Council
(LYAC)
• Washington Journalism Education Association
Student Journalists
• WASA/WSSDA/WASBO Legislative
Conference student attendees
• Stand for Children Webinar facilitated by
students
• Youth Experiencing Foster Care, Incarceration,
and Teen Parenting
ii. Families • Teacher and Principal Evaluation Project
steering committee
• Special Education Advisory Council
• Open Doors for Multicultural Families
• Partnership for Action Voices for Empowerment
(PAVE)
• Roots for Inclusion
• Inclusion for All
• Office of the Education Ombuds
• The ARC of WA
• One America
• Investing in Student Potential Coalition
• WA Autism Alliance
• Disability Rights WA
• Black Joy Consortium for Reimagining
Education
• Migrant State Advisory Committee (SAC)
• Bilingual Education Advisory Committee
(BEAC)
• Washington State Parent Teacher Association
iii. Tribes • Partnership for Action Voices for Empowerment
(PAVE)
• Washington State Native American Education
Advisory Committee (WSNAEAC)
iv. Civil right organizations • Special Education Advisory Council
• Open Doors for Multicultural Families
22
• Partnership for Action Voices for Empowerment
(PAVE)
• Roots for Inclusion
• Inclusion for All
• Office of the Education Ombuds
• The ARC of WA
• One America
• Investing in Student Potential Coalition
• WA Autism Alliance
• Disability Rights WA
• Black Joy Consortium for Reimagining
Education
• Challenge Seattle
v. School and district • Student Learning Workgroup
administrators • Teacher and Principal Evaluation Project
steering committee
• Special Education Advisory Council
• Educational Service Districts
• Regional and District Special Education
Directors
• Washington Federation of Independent Schools
• Washington State Native American Education
Advisory Committee (WSNAEAC)
• Migrant State Advisory Committee (SAC)
• Bilingual Education Advisory Committee
(BEAC)
• Graduation: A Team Effort (GATE) Partnership
Advisory Committee
• Washington Association of School
Administrators
• Committee of Practitioners
vi. Superintendents • Student Learning Workgroup
• Teacher and Principal Evaluation Project
steering committee
• Special Education Advisory Council
• Educational Service Districts
• Washington State Native American Education
Advisory Committee (WSNAEAC)
• Migrant State Advisory Committee (SAC)
• Bilingual Education Advisory Committee
(BEAC)
• Graduation: A Team Effort (GATE) Partnership
Advisory Committee
23
• Washington Association of School
Administrators
• Committee of Practitioners
• Superintendent’s Roundtable
vii. Charter school leaders • Regional and District Special Education
Directors
• Committee of Practitioners
• Charter Commission
viii. Teachers, principals school • Student Learning Workgroup
leaders, other educators, • Teacher and Principal Evaluation Project
school staff, and their steering committee
unions • Special Education Advisory Council
• Educational Service Districts
• Regional and District Special Education
Directors
• Bilingual Education Advisory Committee
(BEAC)
• Washington Federation of Independent Schools
• Washington State Native American Education
Advisory Committee (WSNAEAC)
• Migrant State Advisory Committee (SAC)
• Graduation: A Team Effort (GATE) Partnership
Advisory Committee
• Association of Washington School Principals
• Washington State School Directors’ Association
• Public School Employees
• SEIU
• Teamsters
ix. stakeholders representing • Student Learning Workgroup (SWD, EL, CEH,
the interests of children with YIF, MS, SI)
disabilities (SWD), English • Special Education Advisory Council (SWD)
learners (EL), children • Educational Service Districts (SWD, EL, CEH,
experiencing homelessness YIF, MS, SI)
(CEH), children and youth • Regional and District Special Education
in foster care (YIF), Directors (SWD)
migratory students (MS), • Open Doors for Multicultural Families (EL, MS)
children who are • Partnership for Action Voices for Empowerment
incarcerated (SI), and other (PAVE) (SWD)
underserved students (O). • Roots for Inclusion (SWD, EL)
• Inclusion for All (SWD, EL)
• Office of the Education Ombuds (SWD, EL,
CEH, YIF, MS, SI)
• The ARC of WA (SWD)
• One America (EL, MS)
24
• Investing in Student Potential Coalition (SWD,
EL, CEH, YIF, MS, SI)WA Autism Alliance
(SWD)
• Disability Rights WA (SWD)
• Black Joy Consortium for Reimagining
Education (O)
• Challenge Seattle (O)
• Washington State Native American Education
Advisory Committee (WSNAEAC) (O)
• Migrant State Advisory Committee (SAC) (EL,
MS)
• Bilingual Education Advisory Committee
(BEAC) (EL, MS)
• Washington State’s Project Education Impact
Workgroup (YIF)
• Department of Children, Youth and Families
(SWD, EL, CEH, YIF, MS, SI)
• Department of Commerce (SWD, EL, CEH,
YIF, MS, SI)
• TreeHouse (YIF)
• Building Changes (CEH)
• College Success Foundation (O)
• Educational Opportunity Gap Oversight and
Accountability Committee (SWD, EL, CEH,
YIF, MS, SI)
• Washington Partnership Council on Juvenile
Justice (SI)
• Institutional Education Provider Workgroup (SI)
We met with the multiple stakeholders listed above in various settings and with various staff
across the agency to review ESSER funding opportunities and state plan elements, and asked for
their feedback.
We asked each of the organizations to widely distribute our ESSER Funding Survey to their
partners, stakeholders, customers, etc., to expand the reach of feedback on use of ESSER
funding. Key feedback from all included focusing our efforts on stable enrollment by LEAs, and
ongoing support for consistent attendance and academic engagement.
Data on the needs of Washington’s students with disabilities (ages 3–21) were collected through
ongoing reports from LEAs to OSPI, federal reporting, dispute resolution, monitoring,
discussions with the state Special Education Advisory Committee (SEAC), public comment,
surveys, and anecdotal information provided by families, advocates, educators, and school and
district leaders.
25
In addition to regular consultation with stakeholder groups, OSPI is collecting information from
stakeholders on their priorities for ARP ESSER funds through an online survey. The survey will
be open through the summer and OSPI will review the data to inform decisions on learning
recovery interests and priorities focused on the most highly impacted student populations.
Since the survey has been open, we’ve received over 1200 responses from stakeholders. So far,
the top two priorities identified as areas of focus regardless of student group are resounding. The
highest identified priority for all student groups is supports for students’ mental, social,
behavioral, and physical health needs. This priority is followed by supports for students’
academic needs. The third and fourth priority areas identified by stakeholders thus far vacillate
between programs that address disparities in learning based on race, ethnicity, income, ability, or
other protected class status and resources to support family engagement and outreach, depending
on the student group they identified.
In addition, OSPI plans to conduct two webinars over the summer and fall to provide updates on
the Washington LEA Academic and Student Well-being Recovery Plans, the COVID-19 Student
Survey, and the 2021 Legislative Session and request input and feedback as we continue to plan
for future recovery efforts.
SEA engagement incorporated input into this plan.
The COVID-19 pandemic infused a change in practice, facilitating engagement and deepening
relationships with our community in a virtual environment. Despite the limitations on face-to-
face meetings, OSPI has continued to host meetings with our stakeholders and has developed
critical bodies of guidance informed by the input from the engagement. These resources will
shape how the Department guides districts in planning to use their ARP ESSER funds and how
the state will invest its portion of the funds. Critical bodies of guidance include:
• Supporting Multilingual/English Learners
o This guidance is intended to provide districts with recommendations, strategies,
and resources to meet civil rights obligations to provide each eligible English
learner with an appropriate English language development instructional program
and meaningful access to content instruction through the various reopening
models. English language development instruction must be designed to meet
individual needs for sustained progress toward reaching English proficiency in the
least amount of time (Castañeda v. Pickard, 1981, U.S. Court of Appeals). In
addition, eligible English learners must be provided appropriate supports for
meaningful access to rigorous content (Lau v. Nichols, 1974, U.S. Supreme
Court).
• Supporting Migrant Students Under Title I, Part C
o The purpose of this guidance is to provide strategies and information on how
districts may provide supports and services in a variety of settings. This is not
considered to be a complete list of suggestions and recommendations, but rather
some ideas for providing supplemental supports to migratory students as part of
the reopening schools process.
• District Early Learning Planning Guide
26
o On June 16, 22, and 26, 2020, OSPI convened the Early Learning Transitions
Workgroup and P–3 Educator Taskforce to review the Reopening Washington
Schools 2020: District Planning Guide with a Prenatal–3rd grade, or “P–3” lens.
This guide is a collection of recommended action steps and considerations
specific to school-based early learning programs for children ages 0–8 years.
• Special Education Guidance
o This special education reopening guidance has been developed as a companion
resource to OSPI’s Reopening Washington Schools 2020: District Planning Guide
to provide information and resources for supporting students with disabilities
throughout the school reopening process. The intent of this document is to offer
guidance for all district and school administrators and educators, as they continue
to provide instruction and services to students with disabilities during and after
the COVID-19 health crisis. This includes guidance on partnering with families,
addressing issues of equity in access, supporting social-emotional and academic
development of students, and providing special education and related services
across the continuum of reopening models. We recognize every district has
unique needs and assets and that this guidance must be applied through local
context.
• Serving American Indian and Alaska Native Learners and Families District Guidance
o As districts and schools continue to develop Academic and Well-Being Recovery
Plans, the Office of Native Education and members of the Washington Native
American Education Advisory Committee Social and Emotional Learning
subcommittee gratefully acknowledge the commitment of our Native educators
and Tribal leadership to our Native students and respectfully offer the following
considerations to OSPI, ESD, and District leaders serving American Indian and
Alaska Native learners and families.
• Academic and Student Well-being Planning Guide
o This template is the primary plan that OSPI and the legislature is requiring to
explain how they will be assessing student needs, interventions, and the effective
use of ESSER ARP funds to support student learning and recovery.
OSPI will conduct ongoing meaningful engagement with stakeholders including those listed in
B1: SEA Consultation.
OSPI will continue to develop a comprehensive set of strategies for the ARP ESSER funds in the
coming months using feedback from ongoing engagement and consultation with the US
Department of Education. OSPI will utilize established networks to expand and broaden
engagement with advisory groups, partners, and the public to refine our state plan. All feedback
collected will be analyzed by our executive and cabinet teams at OSPI. The staff supporting
ARP ESSER programs will use a feedback loop with communities and provide ongoing
guidance to inform state planning. Additional engagement efforts with Tribal governments will
occur as applicable.
OSPI Ongoing Communication Plan
Summer/Fall 2021
27
• Identify staff and build OSPI and stakeholder capacity to lead ESSER work
• Coordinate with US Department of Education on ESSER Plan
• Continue updates and engagement with communities and established groups
Winter/Spring 2022
• Build OSPI capacity to lead ESSER work and build around existing continuous
improvement efforts
• Share draft strategies through ongoing community engagement
• Evaluate 2020-21 School Year & Summer data, Refine strategies
Summer/Fall 2022
• Build OSPI capacity to lead ESSER work and build around existing continuous
improvement efforts
• Share final strategies through ongoing community engagement
• Refine strategies and continue implementation through our continuous improvement
process
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate
Federal COVID-19 pandemic funding and other Federal funding. This description
must include:
i. How the SEA and its LEAs 1) are using or have used prior to the
submission of this plan and 2) plan to use following submission of
this plan, Federal COVID-19 funding under the Coronavirus Aid,
Relief, and Economic Security (“CARES”) Act and the CRRSA Act
to support a safe return to and safely maximize in-person instruction,
sustain these operations safely, and address the disproportionate
impact of the COVID-19 pandemic on individual student groups
(including students from low-income families, children with
disabilities, English learners, racial or ethnic minorities, students
experiencing homelessness, children and youth in foster care, and
migratory students);
Complete the table below or provide a narrative description.
Table C1.
Funding source Prior/current SEA and Planned SEA and LEA uses
LEA uses (including (including funding
funding amounts, if amounts, if applicable)
applicable)
ESSER I (CARES Act) The LEA allocations for The SEA portion of ESSER I
ESSER I are more than 80% has been fully obligated and
expended. OSPI holds budget will be drawn down at a rate
detail of those expenditures, of use based on the specific
as school districts will report recipient of funds.
28
Funding source Prior/current SEA and Planned SEA and LEA uses
LEA uses (including (including funding
funding amounts, if amounts, if applicable)
applicable)
actuals in their yearend The SEA portion has been
reporting. obligated in part as follows:
• SEA Admin: $286,285
OSPI is currently using a • Non-Title I school district
portion of the SEA funds for allocation: $433,785
the following purposes: • Changes to School
• SEA admin District Fiscal Reporting
• Non-Title I school district System: $55,000
allocations • LEA use of ESSER–Will
• Changes to school district be reported in detail in the
fiscal reporting systems financial reporting system
• Grants to community- at the end of the school
based organizations to year. Current information
support school-aged held by the SEA
children in learning and represents budgeted, not
well-being recovery actual, expenditures.
• Internet connectivity for
students and families who
are low-income
GEER I (CARES Act) 1. The portion of these 1. The full $24,000,000 that
funds dedicated to K–12 was provided for this
were spent on electronic purpose was spent by
devices in the fall of 2020 March 2021 after the
so districts could achieve product ordered by
a 1:1 student-to-device districts in the fall was
ratio. received.
2. The EANS funds are 2. None of these dollars
available for private have been claimed by
schools to claim. private schools. OSPI is
seeking other funding
mechanisms to meet the
federal guidelines.
ESSER II (CRRSA Act) The state Legislature did not SEA admin from ESSER II
approve SEA admin out of was not allowed.
ESSER II funds.
LEA use of ESSER II will be
School districts have drawn reported in detail in the
down $16 million of these financial reporting system at
funds since they were made the end of the school year.
available in March. Current information held by
29
Funding source Prior/current SEA and Planned SEA and LEA uses
LEA uses (including (including funding
funding amounts, if amounts, if applicable)
applicable)
OSPI represents budgeted,
not actual, expenditures.
GEER II (CRRSA Act) The EANS II program has EANS II details are
not yet been initiated by the unknown.
state. The Office of
Superintendent of Public
Instruction is led by a
separately elected official.
After consultation with the
Governor’s Office, none of
the GEER II funds were
allocated to K–12.
ii. To what extent ESSER I and ESSER II funds have been awarded to
LEAs and, if funds have not yet been made available to LEAs, when
they will be. In addition, please provide any available information on
the total dollar amounts of ESSER I and ESSER II funds that have
been obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
ESSER I (CARES Act) total funding $216,892,447
ESSER I (CARES Act) available to LEAs $195,414,884
ESSER I (CARES Act) claimed by LEAs $155,425,569
All SEA set-aside funds have been obligated, but not all have been expended through
May 2021.
ESSER II (CRRSA Act) total funding $824,852,290
ESSER II (CRRSA Act) available to LEAs $743,042,470
ESSER II (CRSSA Act) claimed by LEAs $ 16,656,656
The Washington State Legislature recently passed a budget that had most of the ESSER
II SEA set-aside targeted towards specific investments. Our agency is currently going
tough the implementation of that budget.
GEER I (CARES Act) total award $24,000,000
GEER I (CARES Act) claimed by LEAs $24,000,000
These funds were provided to eligible school districts as a reimbursement for 1:1
computer device purchases in fall 2020.
30
The SEA is not able to track LEA obligations of these funds.
iii. In supporting LEAs as they plan for the safe return to and continuity
of in-person instruction and for meeting the academic, social,
emotional, and mental health needs of students resulting from the
COVID-19 pandemic, the extent to which the SEA is also using
other Federal funding sources including but not limited to under the
Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for
child nutrition services, and McKinney-Vento Homeless Assistance
Act, and the funds to support the needs of students experiencing
homelessness provided by section 2001(b)(1) of the ARP Act.3
McKinney-Vento Homeless Assistance Act funds have been awarded to LEAs with high need
for additional support for students experiencing homelessness. OSPI uses state set-aside funds
under this Act to provide training and technical assistance to all LEAs, and has added specific
focus during the course of the pandemic on identification of students experiencing homelessness
and providing supports intended to improve enrollment and attendance. The agency intends to
use the funds to support the needs of students experiencing homelessness provided by section
2001(b)(1) of the ARP Act to augment direct supports in these high-need LEAs, to increase
community-based supports through funded partnerships with community-based organizations,
and to increase capacity for all LEAs to successfully serve students experiencing homelessness.
IDEA state-level admin funds and statewide activity funds are also being used to support the
academic, social-emotional and mental health needs of students with disabilities through the
development and provisions of technical assistance, professional development, and LEA
supports.
Title I, Part A funds continue to support students that are affected by the pandemic. This includes
funds for staff positions, including personnel to support student well-being. Funds also support
expanded services, including before and after school academic and behavioral interventions.
Title I, Part C funds also support students affected by the pandemic. This includes services
specific to summer programing and after school programing to support accelerated learning
opportunities as well as recovery.
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,
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
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
OSPI has issued a broad resource of evidence-based interventions for student groups
disproportionately impacted within OSPI’s Academic and Student Well-Being Planning Guide.
This planning guide was developed after a year of input from both stakeholder groups outlined in
C1 as well as the OSPI Student Learning Advisory Workgroup. The following description of the
evidence-based practices were developed in partnership with nationally recognized research
organizations as well as practitioners:
Evidence Based Practices
• Diagnostics inform instructional decision-making to identify current student learning and
well-being.
• Use information from diagnostics to strategically assign staff.
• Diagnostics are used in conjunction with instructionally relevant assessment processes,
giving students opportunities to make their thinking visible and help teachers understand
which next steps in learning will move students forward.
Supporting Research
• Educational Assessments in the COVID-19 Era and Beyond (National Academy of
Education). NAE released this summary report of a roundtable discussion about the
design and use of assessments in light of pandemic-related considerations. The report
focuses on the intentional use of appropriate assessments, including diagnostics, to
support student learning rather than punish or label students, educators, or schools.
• Classroom Assessment Learning Modules (Center for Assessment). These learning
modules guide practitioners and leaders through effective assessment use within districts,
schools, and classrooms to support understanding current student performance and
planning next steps based on student progress.
32
• Formative Assessment for Remote Contexts (ASCD). This series provides practical
guidance for translating formative assessment strategies to remote and hybrid contexts for
use within classrooms to understand student progress and support growth. This series
currently includes three installments: Understanding Learning Intentions, Evidence and
Feedback, and Students Take the Lead.
• Assess What Students Need (Learning Policy Institute). This section of the Restarting
and Reinventing School: Learning in the Time of COVID and Beyond report addresses
how educators and policymakers can take stock of all of their students’ experiences and
needs as they work toward recovery and links to a set of resources to support this work.
While it is important to assess what students have learned during extended periods of
school building closures, it is also important to shift away from deficit-oriented strategies
and Blueprint For Testing: How Schools Should Assess Students During the COVID
Crisis, Lynn Olson, FutureEdGeorgetown University decontextualized modes of
assessment toward authentic, formative assessments that are part of a coherent strategy to
improve student learning.
• The Practical Implications of COVID-19 “Learning Loss” Studies (Center for
Assessment). This three-part series discusses the implications of recently released studies
attempting to use large-scale interim assessment data to shed light on the impact of the
pandemic on student learning. The series discusses making sense of COVID-19 impact
studies, making use of missing data to plan for interventions, and including missing data
when estimating the impact on student learning.
OSPI will be evaluating the impact of the interventions selected by LEAs in addition to the state
level assessments that will be administered in the fall. In the LEA plans districts were asked to
identify both diagnostic assessments and evidence-based interventions for each student group.
We will be asking the districts to update their plans in November related to each student group.
The current list of interventions districts are using to address lost instructional time can be found
on our OSPI Academic and Student Well-Being Tableau dashboard:
https://www.k12.wa.us/about-ospi/press-releases/novel-coronavirus-covid-19-guidance-
resources/lea-academic-and-student-well-being-plan-data.
33
34
ii. How the evidence-based interventions will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to determine the impact of lost instructional time; and
OSPI has issued specific guidance for students with disabilities, native education, migrant and
bilingual education, early learning and students experiencing homelessness.
The COVID-19 pandemic infused a change in practice, facilitating engagement and deepening
relationships with our community in a virtual environment. Despite the limitations on face-to-
face meetings, OSPI has continued to host meetings with our stakeholders and has developed
critical bodies of guidance informed by the input from the engagement. These resources will
shape how the Department guides districts in planning to use their ARP ESSER funds and how
the state will invest its portion of the funds. Critical bodies of guidance include:
• Supporting Multilingual/English Learners
o This guidance is intended to provide districts with recommendations, strategies,
and resources to meet civil rights obligations to provide each eligible English
learner with an appropriate English language development instructional program
35
and meaningful access to content instruction through the various reopening
models. English language development instruction must be designed to meet
individual needs for sustained progress toward reaching English proficiency in the
least amount of time (Castañeda v. Pickard, 1981, U.S. Court of Appeals). In
addition, eligible English learners must be provided appropriate supports for
meaningful access to rigorous content (Lau v. Nichols, 1974, U.S. Supreme
Court).
• Supporting Migrant Students Under Title I, Part C
o The purpose of this guidance is to provide strategies and information on how
districts may provide supports and services in a variety of settings. This is not
considered to be a complete list of suggestions and recommendations, but rather
some ideas for providing supplemental supports to migratory students as part of
the reopening schools process.
• District Early Learning Planning Guide
o On June 16, 22, and 26, 2020, OSPI convened the Early Learning Transitions
Workgroup and P–3 Educator Taskforce to review the Reopening Washington
Schools 2020: District Planning Guide with a Prenatal–3rd grade, or “P–3” lens.
This guide is a collection of recommended action steps and considerations
specific to school-based early learning programs for children ages 0–8 years.
• Special Education Guidance
o This special education reopening guidance has been developed as a companion
resource to OSPI’s Reopening Washington Schools 2020: District Planning Guide
to provide information and resources for supporting students with disabilities
throughout the school reopening process. The intent of this document is to offer
guidance for all district and school administrators and educators, as they continue
to provide instruction and services to students with disabilities during and after
the COVID-19 health crisis. This includes guidance on partnering with families,
addressing issues of equity in access, supporting social-emotional and academic
development of students, and providing special education and related services
across the continuum of reopening models. We recognize every district has
unique needs and assets and that this guidance must be applied through local
context.
• Serving American Indian and Alaska Native Learners and Families District Guidance
o As districts and schools continue to develop Academic and Well-Being Recovery
Plans, the Office of Native Education and members of the Washington Native
American Education Advisory Committee Social and Emotional Learning
subcommittee gratefully acknowledge the commitment of our Native educators
and Tribal leadership to our Native students and respectfully offer the following
considerations to OSPI, ESD, and District leaders serving American Indian and
Alaska Native learners and families.
• Academic and Student Well-being Planning Guide
o This template is the primary plan that OSPI and the legislature is requiring to
explain how they will be assessing student needs, interventions, and the effective
use of ESSER ARP funds to support student learning and recovery.
36
The following table describes the evidence-based work underway using ARP section 2001(f)(1)
funding to target specific student groups disproportionately impacted by COVID-19.
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Acceleration Universal screening can $4,943,349 N Y– All
Through identify a student’s unique competiti students
Alternative academic gaps and ve grants
Learning social/emotional needs, and open to
Experiences Alternative Learning all
Experience (ALE) can districts
address those limited
learning gaps through
individualization and
acceleration. OSPI grants
will provide schools with the
financial incentive to adopt
universal screening and
provide individualized
evidence-based instruction to
address gaps via the flexible
ALE model, increasing
student engagement, content
mastery, credit attainment,
and graduation rates.
Hope The Washington Healthy $1,090,650 Y N All
Science Youth Survey and the students
COVID Student Survey both
indicate that our students are
facing a crisis of hope; 25-
30% of students indicate they
have little to no hope. This
project aims to increase
students’, staff, and families’
hope levels as measured by
the evidence-based
Children’s Hope Scale and
Adult Hope Scale. The
project employs direct
training and ongoing
statewide support to
educators and staff who have
the greatest impact on
students, staff, and families
to build hope using the core
37
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
tenets of the science of hope:
goals, pathways, and agency.
American The maximum identification $763,415 Y N American
Indian and and reporting of American Indian /
Alaska Indian and Alaska Native Alaska
Native (AI/AN) students is an Native
(AI/AN) ongoing systemic issue Students
Identification impacting the ability of
and Data tribal, district, regional, and
Training state leaders to make
educational decisions based
upon reliable data to improve
the educational outcomes of
AI/AN learners. The intent
of this project is to develop
training resources to raise
awareness about the impacts
of under-identification of
AI/AN learners with district
personnel and tribal families
and to improve registration
processes across the
state. Components of the
project include the
development of training
resources for a sustainable
training of trainer model for
school registrars and front-
office personnel responsible
for assisting in student
enrollment, development of
family-friendly resources and
events for tribal education
leaders and partners who
support tribal students and
families to educate about the
impacts of AI/AN
identification at the time of
enrollment, and collaborate
with ESDs to support their
data teams who support their
district partners with school
38
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
enrollment and data
reporting processes.
39
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Improving As districts focus on student $1,996,331 Y Y– All
Mathematics engagement, learning competiti students
Throughout recovery and acceleration ve grants
K-12 there is a new opportunity to to
build this readiness by districts
developing students’ ability
to reason mathematically,
achieve strong number sense,
build fluency with multiple
representations, and develop
facility with a variety of
problem-solving strategies
through a combination of
initiatives. The development
of a Modern Algebra II
course, a curated list of
evidence-based instructional
materials for other K-12
mathematics courses, and
assessment strategies to
monitor student growth in
early elementary
mathematics will provide all
students with access to
challenging coursework,
culturally responsive and
anti-racist curriculum, and
support for pathways to
graduation and beyond that
meet their unique interests.
40
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Comprehensi Historically the $3,120,000 Y Y– American
ve Native underrepresentation of competiti Indian /
Educator AI/AN educators serving our ve grants Alaska
Pathways state’s tribal and non-tribal to State Native
students is clear, and AI/AN Tribal Students
learners historically face Compact
educational opportunity Schools
gaps. The solution is to and
disrupt both of these patterns LEAs
through key changes in
systems and that will make
schools inviting and
welcoming places for AI/AN
educators, students, families
and communities. This
capacity building proposal
creates the conditions for
long-term sustainability
listen, learn, and respond to
the recommendations
brought forward from Tribal
Elders, leaders, families and
students; by creating and
supporting multiple
pathways to recruit and
retain future AI/AN
educators; and by creating
access to reliable data and
AI/AN educators and
students.
41
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Research During the COVID-19 $850,957 Y N All
Center and recovery period, LEAs and students
Clearinghous schools will need increased
e access to evidence-based
research on student learning
recovery and acceleration as
well as, a collaborative
center that can gather and
display valuable information
about how ESSER funds are
used. The Center for the
Improvement of Student
Learning (CISL) Research
Center and Clearinghouse
will provide access to
evidence-based research and
staff support. Access to
research will be provided
through the Research
Clearinghouse and academic
journal access. Center staff
will assist to locate, analyze
and summarize existing
evidence-based research,
plan and execute program
evaluations and collect,
analyze and communicate
information about ongoing
efforts and available
resources.
42
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
SQSS Currently OSPI is not on $340,000 Y N American
Integrated track to meet the ESSA 90% Indian /
Supports Graduation Goal by 2027, Alaska
and graduation equity gaps Native
have persisted for students students
who identify as American Black /
Indian/Alaska Native or African
Black/African American. We American
propose identifying key students
strategies that integrate
systemic supports for the
School Quality and Student
Success indicators Regular
Attendance, Ninth Grade on
Track, and Dual Credit that
have resulted in progress
toward closing the
graduation equity gap by
federal race/ethnicity. For
this project, we will
interview schools that have
achieved significant
improvement in all three
SQSS measures and
implement key identified
strategies in schools with
persistent equity gaps in their
4-year graduation rates.
43
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Induction In 2020–21, WA hired $999,521 Y N All
services to approximately 380 novice students
support and Education Staff Associates
retain early with no systemic plan for
career school their induction. This project
counselors, will fund mentoring and
nurses, and professional learning for
other ESAs novice ESAs, who will
assess students’ social,
emotional, physical, and
academic needs to provide
critical supports. BEST will
nurture district commitment
for the success of early
career ESAs through
stakeholder teams that are
already a requirement of
BEST grants; create and
facilitate mentor training for
ESA mentors; provide funds
to grantees to pay for mentor
stipends and training time;
support collaborative
conversations and work to
create professional learning
specifically targeting the
learning needs of novice
ESAs; partner with others
(e.g., agency nursing and
counseling program staff,
ESD consortia) to provide
regional and/or online
opportunities for novice ESA
learning, collaboration, and
connection in districts
without local capacity to do
this; provide funds to
grantees to pay for facilitator
and novice participant time
in on-going professional
learning.
44
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Building Over the years, engagement $3,500,000 Y Y–
Bridges and reengagement efforts competiti
have been unable to ve grants
effectively connect with to
youth and families furthest communi
from educational justice, in ty-based
part because of the systemic organizat
barriers embedded in our ions to
collective practices that limit support
community-based mentorin
organizations representing g,
communities of color from tutoring
being able to benefit from and
resources at the state referral
level. The Building Bridges services
grant program provides OSPI
with the opportunity to
partner with small
community-based
organizations from across the
state to serve youth who
need support maintaining
engagement in school
through culturally responsive
programming. This proposal
will support two cohorts of
community organizations to:
1) support youth who
identify as and/or are
categorized as African,
African American, Hispanic,
Latinx, Native American,
Pacific Islander, low-income,
English Learner, students
with disabilities, and/or
Indigenous communities; and
2) serve as advisors to OSPI
staff to dismantle policies
and practices that create
inequitable access to
resources and disparate
outcomes for students of
color.
45
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Networked This funding will support $3,239,440 Y N All
Learning WA Association of School students
with District Administrators to convene
T&L and create a collaborative
Leadership structure for district leaders
in teaching and
learning. Currently, there are
about 400 members of
WASA's I-PAC
(Instructional Program
Administrator Component),
yet there is no specific track
of support for these
individuals. As of yet, there
has been no comprehensive
statewide effort to collect the
learning from districts that
has occurred since March
2020, and how they are
translating that learning into
forward planning for the
upcoming school year. T&L
leadership need consistent
opportunities to convene and
collaborate in order to shine
a light on promising,
innovative and evidence-
based work and opportunities
to convene around shared
problems of practice.
46
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Expanding Inconsistent and siloed $936,160 Y Y– All
Equitable implementation of High grants to students
Access to School and Beyond Plans Educatio
Rigorous across Washington nal
Learner- exacerbates inequities in Service
Centered students’ ability to access Districts
Options in needed guidance and support
Every in preparing for and
Community matriculating to their
postsecondary
goals. Secondary staff
serving in a variety of roles
must learn to use the rich
student voice data within a
HSBP as a tool to build
relationships with students
and families, enable
educators to provide
evidence-based academic
supports and course decision
guidance, connect students to
career and college
exploration, preparation and
support (e.g. Career Connect
Learning, FAFSA/WASFA,
etc.) and ultimately improve
student learning,
engagement, and outcomes.
The requested funding will
drive adoption of cross-
sector alignment in
communications about the
HSBP and best practices for
K-12 career and college
readiness supports by
implementing statewide
training and communication
efforts, updating or
developing related resources,
and researching foundational
K-5 best practices and
feasibility options for
47
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
statewide adoption of a
HSBP platform.
48
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Supporting Many students and staff will $1,883,000 Y Y– All
Implementati need additional support in grants to students
on of K-12 the years to come to address Educatio
Comprehensi the unique learning and nal
ve School mental health needs Service
Counseling stemming from COVID Districts
Programs impacts, and school
(SB5030) counselors are the ones who
will lead much of the effort
to help the entire school
reconnect and move
forward. Providing a
comprehensive, data-
informed, systemic approach
to delivering evidence-based
support services is the most
efficient and effective way to
ensure student and staff
wellness and improve
students’ engagement and
educational
outcomes. Contracting with
national leaders in the field
of comprehensive school
counseling programs
(CSCP) and AWSP to
provide on-line and in-
person professional
development and resources
will optimize districts’
implementation of tiered
CSCPs, resulting in better
outcomes for accelerated
learning recovery and
student wellness.
49
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Open Free access to quality $403,159 Y Y– All
Educational learning materials that can be competiti students
Resource quickly (and legally) adapted ve grants
Expanded for changing circumstances to
Capacity and student needs is a critical districts
Building and component of the equity-
Development based system school districts
work towards. Open
Educational Resources
(OER) are teaching and
learning resources that can
be freely used, adapted, and
shared.to better serve all
students. A UNESCO Call
for Joint Action detailed the
importance of OER in
sharing knowledge for the
post-COVID-19 future of
learning. This project will
leverage OSPI’s existing
OER Project to increase the
pipeline of OER
creation/adaptation in
targeted high need areas
through extension of existing
grant opportunities and
expansion of professional
learning around the
discovery, adaptation, and
implementation of OER
aligned to Washington State
Learning Standards.
50
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Implementin Environmental and $999,060 Y Y– All
g the sustainability education competiti students
Washington (ESE) increases school ve grants
Environment physical distancing options to school
al and during in-person learning by districts
Sustainabilit expanding school campus
y Literacy learning areas to include
Plan – buildings and grounds as a
School and learning laboratory, while
District real-world learning scenarios
Pilots for reengage students and their
Integrated families in school and
Learning community. Environmental
Experiences and Sustainability Education
that support can improve academic
the Whole performance in core content
Child areas, while personal
development outcomes
include greater resilience and
better leadership,
communication, critical
thinking, and problem-
solving skills. This project
will build a database of ESE
resources; develop and
implement a survey to assess
implementation of the state
Environmental and
Sustainability Literacy Plan;
and grant funds for schools
to pilot implementation of
the Plan.
51
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Since Time The intent of the Since Time $445,320 Y Y – open All
Immemorial Immemorial tribal to students
Tribal- sovereignty curriculum districts
Developed project is for districts to working
Curriculum integrate local tribal history with
lessons and resources within federally-
existing history and social recognize
studies courses in d tribes
collaboration with tribes
nearest the district. However,
there have not been resources
available to develop tribal-
specific resources. The
resources made available
through this proposal
supports the involvement of
tribal Elders (who are the
Ph.D.’s in tribal
communities), tribal program
experts, district experts, and
other expertise or materials
needed to engage in the
collaborations with districts
to develop pK-12 grade
lesson resources that are
tribal-specific for the use of
educators implementing the
Since Time Immemorial
curriculum in their
classrooms. In many
instances, the infrastructures
needed develop lesson
resources are currently in
place including agreements
between tribes and districts,
the framework for the design
of lessons established
through the Since Time
Immemorial and Native
Knowledge 360 curriculums,
curriculum writing teams,
and the Tribal Curriculum
Workgroup. For tribes and
52
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
their closest districts that
have these infrastructures in
place, the resources of this
proposal will amplify
existing work. In other
instances, the resources of
this proposal will create
sustainable foundations. All
of the lesson resources
developed will be made
available through the Since
Time Immemorial
curriculum website.
53
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
School- Physical activity is essential $790,747 Y N Elementar
Based for students’ mental and y and
Physical- physical wellbeing and, if middle
Activity well implemented, is level
(PA) supportive of increased students
Coordinators cognition, attention, and
pilot healing from trauma;
however, the pandemic has
exacerbated inequities in
student access to physical
activity and has increased
both inactivity and screen
time. Since school is the
most equitable place for
youth to access physical
activity, investing in ways to
support both school-based
and community physical
activity can help improve
students’ social-emotional
learning (SEL), physical
wellbeing and academic
success. This proposal funds
the deployment of a cohort
of physical activity
coordinators (12-24) at Title
1 elementary and middle
schools across the state; their
supervision, support, and
training by the University of
Washington; connection to
community-based resources
and organizations, and
rigorous evaluation research
by Seattle Children’s
Hospital to measure
increases in physical activity
and psychosocial functioning
of students and
improvements in PA
programming and capacity
by schools.
54
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Foster Care Educational outcomes for $276,000 Y N Students
Arts students in foster care are in foster
Academy significantly lower than care
those of their peers; the
pandemic widened
disparities in enrollment,
attendance, and academic
achievement for these
students. Research provides
strong evidence that arts
educational experiences can
produce significant positive
impacts on academic and
social development. This
proposal will support some
of our most vulnerable
students by allowing them to
attend a week-long arts
academy. Their experiences
in meaningful arts classes
will inspire them to find their
own strengths and creativity
– an avenue through which
increased literacy and
academic development takes
place
Foster Care Students in foster care $500,000 Y N Students
DEI programs are in foster
Coordinator disproportionately impacted care
by the health, safety,
economic, and educational
consequences of the COVID-
19 pandemic. Data shows
disproportionate decreases in
enrollment, attendance, and
academic achievement for
students in foster care, and
disaggregated data further
shows disparate outcomes
for students from racially
diverse backgrounds. This
proposal will support the
proactive development and
55
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
implementation of evidence-
based strategies to reduce
disparities in outcomes and
increase engagement for
students in foster care,
especially for students
furthest away from
educational justice.
Increasing Over the past four years, $1,974,840 Y N All
OSPI's Data OSPI has invested in students
Agility additional tools to collect and
report data, including
Tableau. While these tools
are being used for new data
reporting, existing systems to
report data in the Education
Data System (EDS)
overwhelmingly rely on
custom development, which
require higher technical
investment and highly skilled
developers. To increase the
maintenance capacity of the
agency and enhance OSPI’s
ability to collect and report
data in real-time, this project
will review existing systems
to migrate some data
reporting to tools with lower
maintenance costs.
56
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Educator More students than ever are $5,000,000 Y Y– All
Innovation continuing to request remote competiti students
Incubator or online learning and ve grants
stakeholders are pressing for to school
learning to look different districts
than the pre-pandemic
model, yet we lack
documentation on effective
practices in these non-
traditional settings and
systems to support educator-
led innovation at the district
level. Let’s capitalize on the
significant latitude educators
from all settings have been
given this past year to
redesign and rethink what
works in education before
this window of innovation
closes and systems return to
an industrialized model of
education. This project will
fund grants to school districts
to pilot innovative educator-
led ideas or formally test
practices in non-traditional
and remote models, support
pilot teams through
professional learning and
networking, collect data on
successful practices, and
develop a menu of
innovative practices to
support continued
transformation of our
education system and inform
future policy and funding
decisions.
57
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Social This project provides support $4,973,304 Y N American
Emotional for the social emotional Indian /
Learning needs of students by Alaska
Professional enhancing and Native
Learning strengthening existing All
Network and services and by focusing on Students
Mitigating the specific needs of
Effects of American Indian and Alaska
Intergenerati Native (AI/AN)
onal Trauma children, youth, and
families and strengthening
education service district
(ESD) and school district
understanding of SEL
implementation. Students
have experienced heightened
emotional distress, isolation,
and disrupted learning during
the COVID-19 pandemic.
This has caused an increase
in student rates of
depression, suicide, and
anxiety. Native American
youth, students who
persistently do not
experience full benefits of
educational opportunity as
evidenced by graduation
rates, attendance rates,
course and dual credit
completion, and exclusionary
discipline require systemic
and ongoing attention to the
continued impacts of
intergeneration trauma
resulting from the historic
policies of erasure of Native
peoples. The Mitigating
Effects of AI/AN
Intergenerational Trauma
project raises awareness of
the continued impacts of
intergeneration trauma
58
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
experienced by American
Indian and Alaska students
and families that affect well-
being and educational
outcomes, highlights ways to
enhance resiliency, and
provide guidance and
resources to school leaders,
school counselors, coaches,
and classroom educators to
serve AI/AN students and
families in supportive and
healing ways, and support
our Native families to
strengthen connections with
schools. Providing
professional learning to
educational service districts
and school districts in SEL
implementation, using the
SEL standards,
benchmarks, and
indicators in a manner that
is culturally sustaining,
equitable, trauma informed,
and universally designed will
help ensure that SEL
practices do not cause further
harm and that students
experience the positive
effects of SEL, decreased
emotional distress, increased
sense of belonging, and
increased academic success.
59
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Career and Systemic barriers of CTE $2,059,160 Y Y– All
Technical access and participation have competiti students
Education widened during the ve grants
Pathways for pandemic causing greater to
Learners gaps relating to districts
implementing the evidence-
based CTE model
effectively. Reassess
programs of studies using
labor market relevancy with
more equitable flexibility
and diverse delivery of
student-centered pathways
for learners to develop
competencies necessary for
high skill, in-demand, and
emerging occupations. Help
learners get back on track
with their education and
career pathways through
multiple options for learning
and achieving goals.
Providing professional
development, technical
assistance, and training with
updated resources for
implementation of the CTE
model including
development of a technical
platform.
60
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Supporting The events of civil unrest $5,000,000 Y Y– All
the Educator over the last year have competiti students
Workforce highlighted the need to ve grants
Through partner with our to school
Diversity, communities and Subject districts
Equity and Matter Experts to help build
Inclusion an anti-racist K-12 public
education system. Although
the need for racial DEI has
been elevated, many of our
schools, districts, workforce,
and post-secondary programs
do not know how to engage
with communities and
families in authentic ways to
reduce barriers of equitable
access and participation to
CTE and other traditional
and non-traditional academic
programs. We intend to
build a suite of services that
include Regional Equity
Labs that bring key partners
together to facilitate inquiry
of barriers and perceptions of
CTE and other non-
traditional education
programs within the system,
create CTE/Non-traditional
Education Equity
Ambassadors through
leveraging and scaling of
current 2020-21 DEI summer
efforts and programming
through community led
professional development
and launch an Improving
Equity in CTE and Non-
traditional Education Grant
Program with a focus
towards data identified
“gaps” in local enrollment,
engagement, performance
61
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
and outcomes for students
furthest from educational
justice (with a priority for
small, rural, tribal compact
schools and schools with a
high number of students
from racially diverse
populations). Providing these
supports and technical
assistance will allow for an
increase in student learning
recovery for each student and
reduce unconscious biases
that hinder student and
educator success.
62
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Integrated During the pandemic, $5,000,000 Y Y– All
Content and instructional time across competiti students
Evidence- content domains was greatly ve grants
Based reduced or eliminated, to school
Instructional creating an intense loss of districts
Strategies content and cross-content
learning spanning the entire
K-12 system, eroding
students’ and families’ sense
of engagement and trust in
schools especially in
communities already
experiencing inequitable
access to high-quality,
meaningful opportunities to
learn and to experience the
coherence of learning.
Reengagement, recovery,
and accelerated learning will
require the rapid
development and provision
of integrated, learner-
centered, whole-child
activities and instruction
using social emotional
learning, trauma-informed
and culturally responsive
pedagogical strategies
integrated across content
areas, including professional
learning and resource
development to support
teacher actions, and student
and family connections to
school. Data (assessment and
evaluation) and other input
from students, families, and
communities, particularly
those furthest from
educational justice, is used to
identify needs, priorities, and
barriers to accessing
education and supports.
63
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Building School districts across the $2,240,480 Y N All
Capacity for state are seeking more students
MTSS support to implement MTSS
effectively, according to their
Academic and Well-Being
Reopening Plans. This
proposal will address two
important needs: 1)
alignment of MTSS across
OSPI department and 2)
increased capacity to
integrate behavioral health
within the MTSS framework
in districts and schools. This
proposal is aligned to the
ESD proposal to provide
expanded delivery of
behavioral health supports to
students who most need them
during this behavioral health
crisis through MTSS. These
approaches build upon
existing efforts within the
agency, and across agencies,
and it is aligned to work of
our Carnegie Foundation
problem of practice related to
increasing the consistency of
MTSS technical assistance
across the agency. This
proposal supports OSPI,
ESDs, behavioral health
related ESA organizations,
and school districts in
supporting the social and
emotional well-being of
students through the MTSS
framework.
Non-Title I There are 19 LEAs that are $1,671,750 N N All
LEAs Non-Title I in the state for students
the 2021–22 school year.
OSPI elected to provide the
64
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
LEA’s under this category a
minimum of $75,000 in
either ESSER funds or SEA
set aside using a floor
funding model. The ESSER
opportunity for these LEAs
is roughly $1.7 million.
Skills These funds provide budget $3,757,244 N N Secondary
Centers stabilization to Skills Centers students
Enrollment in the state that have taken a
Stabilization financial hit during the
pandemic.
Skills These funds support $2,373,840 N N Secondary
Centers mitigation and safety costs students
COVID for Skills Centers appropriate
Related to the materials and supplies
Costs related to their specific
programs.
Ninth Grade The transition from eighth to $3,000,000 Y Y– Secondary
Success ninth grade is a critical time competiti students
Pilots that determines a student’s ve grants
trajectory in high school. to school
Rigorous studies have found districts
a 9th grade student’s “on-
track” status is a stronger
predictor of high school
graduation than their
race/ethnicity, level of
poverty, or test scores
combined. The Center for
High School Success
(CHSS) supports schools in
focusing on this critical
eighth to ninth grade
transition period. CHSS
provides tailored supports to
partner schools in real-time,
which puts students on track
to graduate before they have
the chance to fall behind.
OSPI will work CHSS to
65
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
provide support and grant
opportunities for schools
across to the state to focus on
students' on-track status.
Transitional Transitional Kindergarten $8,000,000 Y Y– Elementar
Kindergarten (TK) is a kindergarten competiti y students
program for children not yet ve grants
age five who do not have to school
access to high-quality early districts
learning experiences prior to
kindergarten and have been
deemed in need of additional
preparation to be successful
in kindergarten the following
year. In light of the
pandemic, we know that
many families opted to not
enroll their students into
kindergarten over the last 18
months. Funds for this
program will provide more
grants for districts to explore
and implement TK and
provide more options for
families in the coming years.
66
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Balanced ESSER funds in the amount $5,000,000 Y Y– All
Calendar of $5 million is budgeted to competiti students
Pilots support the ve grants
balanced/modified/alternativ to school
e calendar approach. Various districts
LEAs have expressed
interest in a modified
student-centered school year
calendar focusing on student
success. OSPI will support
the process during the 2021–
22 and 2022–23 school years
by leading statewide effort
through:
- Convening statewide
leaders to set the vision and
guide the work through
statewide summits, regional
meetings
- Issuing grants to LEAs
- Convening a statewide
Design Team (steering
committee) that consists of
leadership from state K12
associations (WEA, WASA,
WSSDA, AWSP) to inform
and develop statewide
support system
- Providing fiscal support to
ESDs, partner organizations,
and supporting 2 statewide
summits yearly
67
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
Behavioral Current statewide K-12 $15,760,000 N Y– All
Health behavioral health programs grants to students
Regionalized serve roughly 6% of students Educatio
Services identified in need of nal
behavioral health services, Service
while the mental health Districts
disorder prevalence rate
among young people ages 5-
17 in Washington is 17.5%,
over 3% higher than the
national average (2018
National Survey of
Children’s Health). Student
needs are only increasing in
the wake of the COVID-19
pandemic. Washington’s
nine Educational Service
Districts (ESDs) have
provided evidence and
school-based behavioral
health services through a
variety of programs and
funding sources for over 30
years. Over the past several
years, ESDs have deepened
their experience and capacity
working within and across
programs and organizations.
United through the
Association of Educational
Service Districts (AESD),
the ESD network is poised to
respond to increasing student
behavioral health needs as a
result of the COVID
pandemic. This project
expands school-based
behavioral health (BH)
services across the state
while, at the same time,
invests in much-needed
foundational capacity
building at the regional and
68
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
local levels that is necessary
for sustainability beyond the
funding period. Through
strategic investment of
ESSER III funds, regions
will grow their internal
capacity to support LEAs;
LEAs and schools will grow
their own capacity to sustain
BH support systems and
implement evidence-based
practices (EBP); and there
will be improved service
delivery and program
alignment across the state.
Our approach expands
behavioral health (BH)
support systems (including
mental health and substance
use) through a Multi-Tiered
System of Support (MTSS)
framework (Figure 1) with
increased staffing capacity at
regional and local levels. Our
project also factors in modest
statewide support to assist
with alignment of programs
and services; and facilitate
and coordinate statewide
professional learning and
coaching services for ESD
teams. In addition, we will
engage the services and
expertise from the
UW/SMART Center to
support regional and site-
based capacity building, as
well as statewide evaluation
services.
69
Project Title Summary Project Cost Contracts Grant Impacted
Y/N Y/N Student
Groups
College The College Success $12,000,000 Y N Secondary
Success Foundation will contract to students,
Foundation focus on evidence-based low-
strategies that address the income
disproportionate effects on students,
underrepresented students by students
COVID-19. Each of these of color
strategies leverages existing
partnerships with OSPI,
school districts and
individual schools and builds
on their extensive framework
of services to deepen and/or
broaden their impact.
Strategy #1: Scale up their
existing programs by adding
capacity to their Achievers
Scholars program to serve
more juniors and seniors in
two comprehensive schools
they currently serve. Strategy
#2: Scale up their existing
programs by implementing
the Achievers Scholars more
broadly in existing high
schools and extend services
to middle level grades,
especially at the transition
point between 8th grade and
9th grade.
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and 2)
students who did not consistently participate in remote instruction
when offered during school building closures.
School districts submitted their Academic and Student Well-being Recovery Plans. OSPI has
reviewed and analyzed the plan submissions. Based on a combination of our School Reopening
LEA plans and our OSPI Academic and Student Well-Being plans we will be working with
school districts to assess the need for SEA funds to support students who have missed the most
in-person instruction and those that did not consistently participate in remote instruction over the
course of summer and fall 2021. OSPI has already started investing in summer programs totaling
70
$18.5 million and is preparing to initiate $18.5 million in grants for after school programs
starting in fall 2021.
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;
OSPI has executed contracts with two organizations for summer learning and enrichment
programs. Both contractors have statewide reach and can pivot efficiently to provide direct
services to students in the summer of 2021 and 2022.
The first contractor is School’s Out Washington. They have experience partnering with a state
agency to administer youth development grant programs, and will serve as an intermediary to the
state to develop and administer grants to community-based organizations who provide direct
services to school-aged youth, prioritizing programs that promote students connecting socially,
engaging in physical activity, and also supporting families who have struggled with child care
needs. The contractor will utilize a community-based review process and conduct extensive
outreach and application assistance.
The Contractor is required to report to OSPI how programs respond to students’ academic,
social, and emotional needs; are geographically diverse; and address the disproportionate impacts
of the pandemic on different student groups, including:
• each major racial and ethnic group,
• students experiencing poverty,
• students with disabilities,
• English proficiency status,
• gender,
• students who are migratory,
• students experiencing homelessness, and
• children and youth in foster care.
The second contract is with the Association of Washington Cities (AWC) in partnership with the
Washington Recreation and Parks Association. This contractor has experience coordinating
statewide efforts around city and county summer youth development programs, will administer a
grant program across city and county parks and recreation programs to provide direct services to
school-aged youth, and will prioritize programs that promote students connecting socially,
71
engaging in physical activity, and also supporting families who have struggled with child care
needs. Grants will be used to support the expansion of current programs, as well as the creation
of new programs—especially in areas that do not have access to programming, and additional
recruitment and communication efforts to communities without programs, or geared toward
youth who have historically not participated in programming.
For summer 2021, AWC received 38 applications and are reviewing and executing subgrants to
successful applicants. The breakdown of applications is the following:
• 6 applications requesting up to $250,000 in funding
• 5 applications up to $100,000 in funding
• 27 applications up to $50,000 in funding
The Contractor is required to report to OSPI how programs respond to students’ academic,
social, and emotional needs; are geographically diverse; and address the disproportionate impacts
of the pandemic on different student groups, including:
• each major racial and ethnic group,
• students experiencing poverty,
• students with disabilities,
• English proficiency status,
• gender,
• students who are migratory,
• students experiencing homelessness, and
• children and youth in foster care.
AWC and SOWA submit a list of proposed grantees to fund to OSPI for approval. Only after OSPI
approval, do these organizations receive funding. Additionally, AWC and SOWA will submit to OSPI an
interim and final report outlining progress made including, Region/Geographic location of programs, type
of programs/services offered, number of students served, including to the extent possible, disaggregated
data about student age range, gender, race/ethnicity, FRPL status, and other student information. AWC
and SOWA will also include a summary of challenges and successes.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.--viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
As part of their contract with OSPI, both contractors will need to meet specific deliverables. One
deliverable, specifically, requires the contractors to collect data on students served in the
programs and the impact of their evidence-based programs on students’ social, emotional, and
academic outcomes.
72
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and 2)
students who did not consistently participate in remote instruction
when offered during school building closures.
As part of their contract with OSPI, both contractors will collect and provide data on how they
identified and recruited students to their programs. These outreach efforts will be in addition to
more traditional ways students come to their programs, and may include going to specific
communities and neighborhoods within their cities, advertising via online social media, and other
advertising opportunities through schools and other community-based organizations.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those programs;
We are using a targeted grant award process to allocate the funds reserved under section
2001(f)(3) of ESSER III. First via email outreach and then using a virtual meeting, we invited
existing evidence-based afterschool programs funded under the Nita M. Lowey 21st Century
Community Learning Centers Program (21st CCLC) to consider applying for these funds set-
aside for afterschool programs. We set three criteria for consideration:
• Implementation of evidence-based afterschool programming;
• Expansion of services to new sites not currently served via the 21st CCLC program to
foster geographic diversity, and
• Targeted services to schools, students, and families not historically served by 21st CCLC
to foster participant diversity.
We are currently fielding applications and hope to have grant award decisions made by the end
of August, 2021. Should there remain available funding, we intend to administer the balance via
a competitive grant process.
73
Programs that receive funding shall report to OSPI how programs respond to students’ academic,
social, and emotional needs; are geographically diverse; and address the disproportionate impacts
of the pandemic on different student groups, including:
• each major racial and ethnic group,
• students experiencing poverty,
• students with disabilities,
• English proficiency status,
• gender,
• students who are migratory,
• students experiencing homelessness, and
• children and youth in foster care.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of comprehensive afterschool
programming; and
74
OSPI will target 21CCLC evidence-based programs to address the disproportionate impacts on
particular student groups. Determination of services for students who have missed in-person
services will be dependent on an analysis of the LEA Academic and Well-being Recovery Plans
as well as the COVID-19 Student Survey. Over the summer, OSPI will be working with the
University of Washington to review the data collected via the COVID-19 Student Survey,
disaggregated by student group. In addition, OSPI will use the district-level data from the
Academic and Well-being Recovery Plans, combined with state-level transcription and
attendance data, to better understand the needs of individual student groups for comprehensive
afterschool programming.
21CCLC programs and activities will use the following measures of effectiveness and will be
monitored by OSPI.
(A) be based upon an assessment of objective data regarding the need for before and after school
(or summer recess) programs and activities in the schools and communities;
(B) be based upon an established set of performance measures aimed at ensuring the availability
of high-quality academic enrichment opportunities;
(C) if appropriate, be based upon evidence-based research that the program or activity will help
students meet the challenging state academic standards and any local academic standards;
(D) ensure that measures of student success align with the regular academic program of the
school and the academic needs of participating students and include performance indicators and
measures described in section 4203(a)(14)(A); and
(E) collect the data necessary for the measures of student success described in subparagraph (D).
iii. the extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
during the 2019–20 and 2020–21 school years; and 2) students who
did not consistently participate in remote instruction when offered
during school building closures.
OSPI will utilize grants to existing and new 21CCLC to prioritize students who have missed the
most in-person instruction over the last two years. Determination of services for students who
have missed in-person services will be dependent on an analysis of the Academic and Well-being
Recovery Plans. This data analysis and disaggregation by student group will assist OSPI and
21CCLC partners in targeting resources, and will better position the state to invest in ongoing
wraparound services for students.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staff’s health and safety; to meet students’ academic, social, emotional, and
mental health needs; and to use ARP ESSER funds to implement evidence-based
interventions.
75
OSPI has worked closely with state policymakers including the Governor’s office, Washington
state Department of Health, the state legislature, and various stakeholders identified in B1. There
are three specific areas OSPI is planning to reserve funds: 1. Addressing funding gaps for our
public schools, tribal compact schools and charter schools; 2. Prioritizing supporting our most
impacted student groups including: students experiencing homelessness, our migrant students,
students who are incarcerated; and 3. Technical assistance for public health including: school
nursing resources, COVID-19 testing and implementation of public health requirements.
• Addressing funding gaps for public schools, tribal compact schools, charter schools, and
emerging charter schools: OSPI has provided opportunities through its set-aside and
reserve funds to fill funding gaps for three school groups that would not otherwise
receive adequate funding through the up to 93% of the total allocation identified in the
law.
• OSPI awarded $1,425,000 to 19 LEAs that aren’t eligible for Title I funding and
therefore didn’t receive direct ESSER funding from the up to 93% of the total allocation
identified in the law. This ensured all LEAs in Washington received some level of
funding under ESSER III to support the schools, teachers, and students in various areas of
the state.
• OSPI awarded $5,500,000 to 17 existing and emerging charter schools.
• The Washington School for the Deaf has been awarded $50,000 to enable support for
the teachers and hearing-impaired students served by the school.
• Prioritizing support for our most impacted student groups: In evaluating the remaining
emergency needs set-aside, OSPI is proposing to utilize funding for LEAs, CBOs and
Educational Service Districts (ESDs) to provide direct specialized education services to
vulnerable populations. These populations include:
o Incarcerated youth within residential institutions
o Students facing social, emotional, mental and behavioral health needs
o Earliest learners from pre-K to primary grades
o Indigenous and native youth
o Students in foster care
o Students recovering credits due to remote or lost learning
• Technical assistance for public health including school health support resources, COVID-
19 testing and implementation of public health requirements: OSPI will continue its close
work with the state Department of Health and Governor’s Office as we implement the
COVID student and educator testing program as well as the school health support
program. Washington has been a leader in COVID student and educator testing program.
We’ve developed a Learn to Return Playbook that other states are utilizing as a model for
their work. Currently, we have over 180 school districts participating in the Return to
Learn efforts with more coming on each day. Our collaboration with school health and
safety team will necessitate using our emergency funds for both staffing and support
services for school districts as they implement the school testing program. We have been
working with the Dept of health to implement an equity-based plan to support school
districts in hiring additional school nurses and mental and behavioral health personnel.
76
We are using both educational equity data as well as local health metrics to determine
highest need areas for these additional staff.
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,
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.
CDC Guidance (i)
77
The Washington State Department of Health updated their requirements for school districts,
tribal compact and charter schools on July 28, 2021. Under a new governor’s proclamation all
LEAs will be required to follow the health and safety requirements which go beyond the
guidance issued by the CDC on July 8, 2021. For example, all school employees and students are
required to wear masks, regardless of vaccination status inside school facilities for the upcoming
school year. All school districts and public charter schools are required to follow the Governor’s
proclamation and subsequent health and safety requirements as outlined by both our state level
Department of Health and the Local Health Jurisdictions.
LEAs will continue to use their ARP ESSER funds to support the implementation of mitigation
strategies including ventilation upgrades, cleaning and disinfection protocols, PPE, additional
staffing needs, and COVID-19 testing protocols. Through existing budget and reporting
mechanisms, LEAs will be required to report expenditures for prevention and mitigation
strategies in order to safely open school buildings to in-person learning.
LEA Plans (ii-iv)
The Washington State Legislature passed House Bill 1368 early in the 2021 Legislative Session
that required school districts to submit an LEA Academic and Student Well-being Recovery Plan
by June 1, 2021. LEA’s plans must address student needs resulting from school building closures
and extended time in remote learning due to the COVID-19 pandemic. OSPI will review and
approve the submitted Plans or request additional information from LEAs. Approval of the Plan
is required before ARP ESSER funds will be released for LEA use.
The following table identifies the requirements of the LEA plan as it relates to both our state law
and the federal American Rescue Plan.
Requirement Requirement for Requirement
LEAs for for LEAs for
Washington state use of ARP
Academic and ESSER Funds
Student Well-
Being Recovery
Plan (HB 1368)
Identification and use of an equity analysis tool in the
development of the plan. ✓
Inclusion of the following student groups in all data
included in the Plan: American Indian/Alaska Native;
Asian; Black/African American; Hispanic/Latino of
any race(s); Native Hawaiian/Other Pacific Islander;
Two or More Races; White; English Learners; Students ✓ ✓
Experiencing Poverty; Students with Disabilities;
Students Experiencing Homelessness; and Students in
Foster Care.
78
Identification of specific diagnostic assessments tools
by grade level; identification of student learning and
well-being gaps; and focus of additional time, supports,
and/or extracurricular activities for students most
✓ ✓
impacted.
Students’ learning recovery (including addressing the
needs of the student groups identified above),
specifically identifying and correcting disproportionate
impacts resulting from the school building closures and ✓ ✓
extended time in remote learning due to the COVID-19
pandemic.
Provision of additional instruction, student well-being
support, and extracurricular opportunities based on an
assessment of student needs (academic and well- ✓ ✓
being).
Approval of the plan by the LEA’s school board or
authorizing body (e.g., public posting, provide
opportunity for public comment as federal ✓ ✓
requirement).
Posting of the LEA’s plan on their public-facing
website, making it accessible for those with disabilities
and those in the community whose primary language is ✓ ✓
one other than English.
OSPI provided guidance to LEAs on potential diagnostic assessments to assist in understanding
the impact on students. OSPI also developed Tableau dashboards that are available to school
districts. OSPI’s guidance document with these assessments is available on the OSPI website.
At this time, OSPI has reviewed each LEA’s plan and has posted the LEA submissions publicly
on our website with a searchable tableau dashboard for each of the LEA plans. . The June 1
submission of LEAs’ plans is the first phase of three allowing LEAs to engage in and plan for
continuous improvement cycles, and time to desiC.gn and implement powerful and equitable
systems to support student needs and plan for long-term system changes. All three phases are
iterations of one singular plan in which the LEA builds an initial plan, collects data, monitors
progress, makes adjustments, and implements deep, sustained improvements over time.
The SEA created an application and budget development process for the 20% of the ARP
ESSER funds that LEAs utilize separately. ESSER funds are separately identified in LEA
budgets for the 2021–22 school year, which have to be adopted by the school board through an
open public process and made available to the public. Districts submit reimbursement for
allowable expenditures for ARP ESSER in categories that align with our state budget
requirements and the federal allowable costs. The process for budgeting and claiming
reimbursement of these funds ensure that they are not comingling these funds with other federal
funds. This process also allows OSPI to create an allowable use framework within the budgeting
process that aligns with the federal allowable uses. The SEA reimburses the LEA once per
79
month based on the reimbursement requests from the LEA which align with their budget for
those funds. In addition, OSPI has created an ESSER Funding Dashboard that shows high level
ESSER funding information pertaining to school district expenditures, including the 20%
expenditures. Here’s the site: ALL ESSER Dashboard - Smartsheet.com.
The budgeting and grant claiming process described above, applies to this question as well. We
believe this process ensures that LEAs are spending funds consistent with section 2001(e)(2) of
the ARP Act.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations);
and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
Each LEA Academic and Well-being Recovery Plan must go through a local and public review
and approval process with the school district board of directors. As part of the LEA plan, OSPI
provided the following direction about student and family voice.
Student and family voice and input are critical for improving systems that are responsive to
student needs. LEAs must consider how they are engaging students and families in the
processes of planning and monitoring progress along the way. Engaging those who are most
impacted by the decisions will guide Plans that provide supports to fit individual strengths and
needs and inform educators in the way they adapt and scaffold learning opportunities.
Due to the school building closures in spring 2020 and extended time in remote learning for
many students, families have new insights in the way they see their children as learners, and their
80
voices in what did and didn’t work for their students are key. Students, too, are noticing what
motivates them and what is challenging. We must seek and listen to these voices to provide the
right mental, physical, and academic supports.
LEAs may consider the following when planning to leverage student and family voice:
• Listen to what families say about their children’s interests and challenges.
o For example: Pay attention to different cultural perspectives and use families’
ideas to create programming; tailor instruction; improve discipline practices; design
professional development; and recruit early learning providers, school
leaders, and school staff.
• Talk with students about how they want educators and families to support their learning.
o For example: Include students’ ideas in Title I school-parent compacts, personal
learning plans, and requests for professional learning. Respond to what students say
about social and emotional concerns. In middle and high school, set up an advisory
system so all students have someone who knows them well and who can be their
advocate in the school and the primary contact for their families.
“The relationship between home and school serves as the foundation for shared learning and
responsibility and also acts as an incentive and motivating agent for the continued participation
of families and staff.”2 The image below is from the Title I Family Engagement Guidance and
Toolkit; Reopening Schools 2020–21. It shows the continuum of ways in which LEAs include
families.
The goal is to create the conditions for authentic and meaningful family partnerships in which
families are intimately engaged in decision-making in schools and the LEA.
Evidence Based Practices
• Provide opportunities for families to be a part of decision-making structures
in LEAs when planning.
• Plan for ways to engage students and families in their native language, which includes
spoken languages, American Sign Language (ASL), and home language.
• Continue offering virtual conferencing and schedule meetings when families are likely to
be available.
81
• Use surveys, interviews, and home visits to solicit feedback and seek to understand
student and family experiences.
Supporting Research
• The Dual Capacity-Building Framework for Family-School Partnerships (Version
2) (Dual Capacity). This framework was designed to help districts and schools chart a path
toward effective family engagement efforts.
• Dear Adult Leaders: #ListenToYouth (America’s Promise Alliance). America’s Promise
Alliance partnered with The 74 Million to publish a series of open letters written by students
to decision-makers. These letters address several topics, including supporting mental health,
addressing race and racism in schools, and providing meaningful learning opportunities in a
blended learning environment.
• Developing State and District Parent Engagement Policies (National Association of State
Boards of Education). The more comprehensive and well planned the partnership between
school and home, the higher the student achievement. This new NASBE policy
update is written by Kentucky State Board of Education teacher representative Allison Slone
on opportunities for state leaders to support and improve parent and family engagement in
schools.
In the spring 2021, OSPI required Academic and Well-being Recovery Plans from each LEA. At
the time we indicated that additional requirements and reporting may be necessary in the fall and
spring of the 2021–22 school year. This fall, OSPI will require all school districts to provide an
attestation that they have engaged in meaningful consultation regarding how the LEA will use
funds it reserves to address the academic impact of lost instructional time and how the remaining
portion of the LEAs allocation will be spent, consistent with section 2001(e)(1)-(e)(2) of the
ARP Act, 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
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,
82
social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs – including
the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
Click here to enter text.
ii. How the SEA will support and monitor its LEAs in specifically
addressing the disproportionate impact of the COVID-19 pandemic
on certain groups of students, including each of the student groups
listed in question A.3.i.-viii; and
Click here to enter text.
iii. How the SEA will support and monitor its LEAs in using ARP
ESSER funds to identify, reengage, and support students most likely
to have experienced the impact of lost instructional time on student
learning, such as:
a. Students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote
instruction when offered during school building closures; and
c. Students most at-risk of dropping out of school.
In addition to the summer learning funds allocated to school districts via the Title I methodology,
OSPI will be providing funds via grants or contracts to community-based organizations that have
a proven track record of success with after and extended school year programs in communities of
high needs. OSPI will work with providers on reporting data that represents measures of success
within the context of the contract or grant agreement.
OSPI has revised the general supervision monitoring process to include review of progress
reports and multiple years of student IEPs to ensure progress, and will be reviewing the extent to
which recovery services were discussed, documented, and implemented, as well as how the
decisions regarding recovery services were made. OSPI will continue to interview students,
parents and families, and service providers regarding the provision of special education and
related services to students and review language access for families who do not speak English,
including documentation of interpreters attending IEP and evaluation meetings. Additionally,
dispute resolution data are tracked, and trends identified, so technical assistance and professional
development is developed and provided to districts and families in an attempt to proactively
address concerns and improve services to students.
OSPI continues to encourage LEAs to coordinate, combine, and braid funding to support
students. This is supported by the OSPI’s guidance document, Unlocking Federal and State
Funds to Support Student Success. OSPI’s Consolidated Program Review (CPR) monitoring
cycle will continue to review LEAs for best practices and compliance. To adjust for the
pandemic, CPR checklists developed by programs will be adjusted to monitor for specific
pandemic-related needs, including use of ESSER funds.
83
In addition, OSPI will use the CPR process to ensure equitable access for all students to high-
quality curriculum, instruction, and supports through a coordinated monitoring system that is a
partnership between OSPI and LEAs.
4. Describe the extent to which the SEA will support its LEAs in implementing
additional strategies for taking educational equity into account in expending ARP
ESSER funds, including but not limited to:
i. Allocating funding both to schools and for districtwide activities
based on student need, and
ii. Implementing an equitable and inclusive return to in-person
instruction. An inclusive return to in-person instruction includes, but
is not limited to, establishing policies and practices that avoid the
over-use of exclusionary discipline measures (including in- and out-
of-school suspensions) and creating a positive and supportive
learning environment for all students.
Where the SEA has control to make targeted investments with ARP ESSER funds, we will be
doing so through the lens of educational equity, by ensuring that funds get disbursed to a wide
variety of communities across the state. The goal is to benefit students in need while targeting
geographic, resource, and economic diversity. Student need will be defined locally based on the
specific knowledge of the student group and community. For example, some communities have
held in-person instruction in Washington longer than others, which may lead to a different need
of service to students in promoting a safe and inclusive return to in-person instruction
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support
students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of
educators, education administration personnel, and other school
personnel involved in safely reopening schools, and the extent to
which they vary by region/type of school district and/or groups of
educators (e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early
childhood educators). Cite specific data on shortages and needs
where available.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
Table F1.
84
Area Data on shortages and needs Narrative
description
Teachers Washington State’s Professional Educator Standards Board The SEA utilizes
assigned to (PESB) prepares an annual report on educator shortages by several strategies
Special educator roles, content area, and region. The most recent for supporting
report and data is located on the PESB website. and stabilizing
Education
the educator
Data Prepared by Title II, Part A, OSPI: workforce to
support students
Special Education* Teacher Shortages: 2019-20SY with disabilities.
Several programs
Qualification Unit Total Count Percent
in place currently
Count
to recruit and
maintain teachers
Out-of-Field** Teacher 6,977 578 8.3% for Special
Education
programs are:
Section 39,069 2,584 6.6% • Alternative
routes block
grant
Limited Teacher 6,977 264 3.8% • Pre-
Certificate*** endorsement
waiver
Section 39,069 1501 3.8%
program
Throughout the
Data indicates a need to train, recruit, and/or hire pandemic, the
approximately 842 additional teachers who hold full SEA has
certificates with Special Education endorsements. additional
provided
* The SEA defines a special education course as any course guidance, best
section where 100% of the students enrolled have practices,
Individualized Education Programs (IEPs). resources, and
unique
** An Out-of-Field teacher provides instruction outside of considerations for
their endorsed subject area or outside of the grade level that supporting
the endorsement is for. This is a different definition than is students with
used in PESB’s annual Shortage Report. disabilities and
the educators
*** A Limited Certificated teacher provides instruction with who serve them.
a limited certificate. Limited Certificates are issued under
specific circumstances and for limited service. They include
Intern Substitute Teacher Certificate, Nonimmigrant
Exchange Teacher Certificate, Substitute Teacher
Certificate, and Transitional Teacher Certificate. More
information is available in Washington Administrative Code
(WAC) 181-79A-231 or the OSPI Certification Office.
85
Paraeducators The SEA does not currently have a mechanism to Paraeducator
assigned to quantitatively measure paraeducator shortages. The SEA is Certificate
Special working to establish system-wide, course-level reporting for Program
paraeducators; however, data currently collected on Paraeducator
Education
paraeducator assignments is based in employment records, Subject Matter
which does not account for vacant/unfilled positions. Certificate
Programs
Below is a headcount and FTE total of paraeducators paid Paraeducators
through Special Education funding in Washington state for play a critical
school year 2019–20. role in providing
services and
Head Count Total FTE supports to
students with
15,969 8275.202 disabilities in
Washington
State. The state
Legislature is
continuing their
commitment to
these educators
by funding two
professional
learning days per
year. They also
provide funds for
the creation of a
training program
for paraeducators
on community,
family, and
student
engagement.
Bilingual Washington State’s Professional Educator Standards Board The SEA
educators (PESB) prepares an annual report on educator shortages by supports and
educator roles, content area, and region. The most recent empowers
report and data are available on the PESB website. students,
educators,
Data Prepared by Title II, Part A, OSPI: families, and
communities
Bilingual Education* Teacher Shortages: 2019-20SY through equitable
access to high-
Qualification Unit Total Count Percent quality
Count curriculum,
instruction, and
Dual Teacher 577 538 93.2% supports. One of
Language strategies is the
Courses taught Section 1951 1853 95.0% Dual Language
without a Initiative to
Bilingual provide all
Education students in
86
Endorsement Washington
(0025, 0307, access to dual
2307, 3307) language
education by
2030. OSPI has
been tracking
*The SEA is using Dual Language course sections taught by which schools
individuals who do not hold Bilingual Education offer dual
endorsements to measure shortages/needs for additional language
bilingual educators education since
the 2015–16
school year as the
state has worked
to expand the
Dual Language
program. OSPI
began collecting
course
information of
dual language
instruction in the
2019–20 school
year to conduct
educator
workforce
inventory for
dual language
education and to
ensure students
have equitable
access to dual
language
instruction. OSPI
has been
facilitating the
Dual Language
Steering
Committee
meetings to
develop supports
and resources for
LEAs to establish
and expand dual
language
education (Dual
Language
Education and
Resources)
State law (RCW
28A.180.040(2))
87
requires all
educators funded
by the Title III
state
supplemental
funds
(Transitional
Bilingual
Instructional
Program [TBIP])
to hold an ELL
and/or bilingual
education
endorsement.
English as a Washington State’s Professional Educator Standards Board OSPI’s Bilingual
second (PESB) prepares an annual report on educator shortages by Education
language educator roles, content area, and region. The most recent Program oversees
report and data are available on the PESB website. and guides
educators
districts serving
Data Prepared by Title II, Part A, OSPI: multilingual/
English learners.
English as a Second Language* Teacher Shortages: All districts with
2019-20SY multilingual
learners must
Qualification Unit Total Count Percent implement a
Count TBIP designed to
address the
Out-of-Field Teacher 1,239 28 2.3% unique needs of
eligible students
Section 4,721 89 1.9% who come from
linguistically and
Limited Teacher 1,239 80 6.5% culturally diverse
Certificate backgrounds.
Section 4,721 311 6.6% State law (RCW
28A.180.040(2))
requires all
educators funded
*OSPI is using State Course Codes 01008, 01008N, 02992,
by the Title III
01992N to identify ESL/ELL course sections. This is likely
state
an underrepresentation of the number of teachers and course supplemental
sections as LEA may choose to report using other state funds (TBIP) to
course codes, such as ELA. hold an ELL
and/or bilingual
education
endorsement.
STEM Washington State’s Professional Educator Standards Board The state
educators (PESB) prepares an annual report on educator shortages by Legislature and
educator roles, content area, and region. The most recent OSPI are
report and data are available on the PESB website. coordinating
efforts to increase
88
Data Prepared by Title II, Part A, OSPI: the number and
qualifications of
STEM Teacher Shortages: 2019-20SY computer science
teachers (House
Subject Qualifi Unit Total Coun Percen Bill 1577, 2019).
Area cation Count t t
Life and Out-of- Teacher 9,493 502 5.3%
Physical Field
Sciences Section 50,665 2,210 4.4%
Limite Teacher 9,493 273 2.9%
d
Certific Section 50,665 1,233 2.4%
ate
Computer Out-of- Teacher 1,347 183 13.6%
and Field
Informati Section 9,131 795 8.7%
on
Sciences
Limite Teacher 1,347 48 3.6%
d
Certific Section 9,131 253 2.8%
ate
Engineeri Out-of- Teacher 884 884 7.4%
ng and Field
Technolo Section 4,877 4,877 6.2%
gy
Limite Teacher 884 9 1.0%
d
Certific Section 4,877 28 0.6%
ate
Mathemat Out-of- Teacher 12,915 12,91 6.6%
ics Field 5
Section 71,556 71,55 6.4%
6
Limite Teacher 12,915 449 3.5%
d
Certific Section 71,556 2193 3.1%
ate
Teacher 23,746 378 1.6%
89
Elementar Out-of- Section 102,31 389 1.6%
y Field 6
Curriculu
m* Limite Teacher 23,746 389 1.6%
d
Certific Section 102,31 2,181 2.1%
ate 6
Science: Data indicates a need to train, recruit, and/or hire
approximately 775 additional fully certificated and endorsed
science teachers.
Technology: Data indicates a need to train, recruit, and/or
hire approximately 231 additional fully certificated and
endorsed technology teachers
Engineering: Data indicates a need to train, recruit, and/or
hire approximately 893 additional fully certificated and
endorsed engineering teachers.
Mathematics: Data indicates a need to train, recruit, and/or
hire approximately 767 additional fully certificated and
endorsed math teachers.
Elementary Curriculum: Data indicates a need to train,
recruit, and/or hire approximately
*Content Specific Elementary STEM course sections (e.g.,
Science – Grade 2) are included in the content group
categories. Elementary Curriculum is additionally included
as science, technology, and mathematics are an integral part
of elementary curriculum in the state. Elementary
Curriculum is defined by State Course Code WA0007.
CTE educators Washington State’s Professional Educator Standards Board
(PESB) prepares an annual report on educator shortages by
educator roles, content area, and region. The most recent
report and data are available on the PESB website.
Data Prepared by Title II, Part A, OSPI:
CTE Teacher Shortages: 2019-20SY
Qualification Unit Total Count Percent
Count
Teacher 4,952 1,964 3.9%
90
Teacher holds Section
only a Limited
Certificate
During the 2019–20 school year, 4,952 teachers in
Washington state were reported as teaching one or more
CTE course sections. Of the teachers providing instruction in
these courses, 1,964 held only a Limited Certification. This
constitutes 39.7% of CTE teachers in the state. While subject
to regional variability, at the statewide level, this indicates a
need to train, recruit, and/or hire approximately 1,964
additional teachers who hold full CTE certificates.
Early Data Prepared by Title II, Part A, OSPI: Transitional
childhood Kindergarten
educators Early Childhood Shortages: 2019-20SY Program
Qualification Unit Total Count Percent
Count
Out-of-Field Teacher 24,240 824 3.4%
Section 140,115 6,132 4.4%
Limited Teacher 24,240 504 2.1%
Certificate
Section 140,115 3,357 2.4%
Data indicates a need to train, recruit, and/or hire
approximately 1,328 additional fully certified and endorsed
early childhood educators.
School Washington State’s Professional Educator Standards Board The most recent
counselors (PESB) prepares an annual report on educator shortages by state Operating
educator roles, content area, and region. The most recent Budget increases
report and data are available on the PESB website. the staffing ratios
in the
Data Prepared by Title II, Part A, OSPI: prototypical
school funding
School Counselor Shortages: 2019-20SY model related to
the safety and
Total Count Ratio FTE Ratio social-emotional
Student (headcount) needs of students,
Count (FTE) funding
additional
professional
91
1,141,108 2,878 1:396.49 2700.94 1:422.48 development for
8 school staff,
increasing the
allocation for
school principals,
To meet the 1:250 counselor-to-student ratio recommended and adding
by the American School Counselor Association, data continuous
indicates a need to train, recruit, and/or hire 1,863.484 FTE learning coaches
additional school counselors throughout the state. to the
prototypical
model no later
than the 2024–25
school year.
Social workers Washington State’s Professional Educator Standards Board
(PESB) prepares an annual report on educator shortages by
educator roles, content area, and region. The most recent
report and data are available on the PESB website.
Data Prepared by Title II, Part A, OSPI:
School Social Worker Shortages: 2019-20SY
Total Count Ratio FTE Ratio
Student (Headcoun
Count t) (FTE)
1,141,108 168 1:6,792.31 160.341 1:1863.48
To meet the 1:250 social worker-to-student ratio
recommended by the American School Counselor
Association, data indicates a need to train, recruit, and/or
hire 4,564.432 FTE additional school social workers
throughout the state.
Nurses Washington State’s Professional Educator Standards Board
(PESB) prepares an annual report on educator shortages by
educator roles, content area, and region. The most recent
report and data are available on the PESB website.
Total Count Ratio FTE Ratio
Student (Headcount
Count ) (FTE)
1,141,108 654 1:1,744.81 551.225 1:2070.131
92
To meet the 1:750 school nurse-to-student ratio
recommended by the National Association of School Nurses,
data indicates a need to train, recruit, and/or hire 970.252
FTE additional school nurses throughout the state.
School Washington State’s Professional Educator Standards Board
psychologists (PESB) prepares an annual report on educator shortages by
educator roles, content area, and region. The most recent
report and data are available on the PESB website.
Total Count Ratio FTE Ratio
Student (Head
Count count) (FTE)
1,141,108 1,179 1:967.86 1,076.134 1:1,061.37
To meet the 1:500 school psychologist-to-student ratio
recommended by the National Association of School
Psychologists, data indicates a need to train, recruit, and/or
hire 1,206.082 FTE additional school psychologists.
ii. Describe how the SEA will assist its LEAs in identifying the most
urgent areas of shortages or potential shortages, with particular plans
for individual LEAs facing the most significant needs (e.g., by
avoiding layoffs, providing high-quality professional learning
opportunities, and addressing the impact of stress or trauma on
educators). Include a description of how other Federal COVID-19
funding (e.g., ESSER and GEER funds under the CARES Act and
CRRSA Act) have already been used to avoid layoffs during the
COVID-19 pandemic.
OSPI assists LEAs in identifying the most urgent areas of shortages or potential needs through a
variety of methods. Each year, the Title II, Part A program office provides ongoing technical
assistance to LEAs in identifying educator placements and appropriate course assignments
through the Educator Equity Data Collection Tool and utilizes iGrants, OSPI’s statewide grant
system, to help LEAs to prioritize the use of Title II, Part A funds to close equity gaps through
professional development, class-size reduction (including co-teaching models which aid in
supporting students in special education and students who are emergent bilingual), and retention
and mentoring efforts.
In addition, the state’s Professional Educator Standards Board (PESB) releases an annual
Shortage Report. The methodology of PESB differs from that of OSPI’s identification of out-of-
field educators as the Educator Equity Data Collection Tool currently indicates educators who
are teaching out-of-endorsement according to PESB’s assignment table, out-of-grade-span
93
according to endorsement-grade span competencies, and educators who teach special education
who do not hold valid special education endorsements; whereas the PESB Shortage Report does
not take into account out-of-grade-span assignments. Together, the Educator Equity Data
Collection, OSPI’s public reporting on the Washington State Report Card, and PESB’s shortage
report assist LEAs in identifying their most urgent shortages.
iii. Describe the actions the SEA will take to fill anticipated gaps in
certified teachers for the start of the 2021-2022 school year and to
what extent the SEA will further support its LEAs in expanding the
educator pipeline and educator diversity while addressing the
immediate needs of students disproportionately impacted by the
pandemic (e.g., recruiting teaching candidates to provide high-
dosage tutoring or implementing residencies for teacher candidates).
During the COVID-19 pandemic, the Professional Educator Standards Board (PESB)
implemented emergency rules for certification, including emergency certificates for teachers
who were unable to complete EdTPA (which was a requirement at the time for initial teacher
certification, but was removed as a requirement by the 2021 Legislature) due to school building
closures and emergency certificates for advanced paraeducator certificate holders. OSPI has
implemented Special Education (SPED) pre-endorsement waivers, which are temporary waivers
that allow educators with 20 or more credits toward their SPED endorsement to teach special
education courses while they complete their coursework to address shortages in special education
teachers in the state.
OSPI, PESB, and state’s Paraeducator Board have developed alternative pathways for
certification, focusing particularly on the implementation of the Paraeducator Certification
Program to build educator pathways, particularly for shortage areas in supporting students who
have disabilities or are English learners. The Educator Effectiveness Office within OSPI has
partnered with the Washington Education Association to launch the first Mentor Academy led by
and for Black, Indigenous, and people of color (BIPOC) teacher-leaders statewide. It is called
“Nakia Academy” and has 70 educators of color meeting in two cohorts. All participants are
being paid for their time and expertise and will be connected to mentoring opportunities
throughout the 2021–22 school year. OSPI’s 2021 Beginning Educator Support Team (BEST)
Mentor/Coach Equity Conference has over 600 educators registered. OSPI is implementing self-
reported demographic data collections for educators to better collect data, analyze, and work to
increase and support a diverse workforce of educators that is reflective of the students in the
state.
2. Staffing to Support Student Needs: Describe the extent to which the SEA has
developed or will develop strategies and will support its LEAs in increasing
student access to key support staff within school buildings, including school
counselors, special education personnel, nurses, social workers, and psychologists
(e.g. hiring additional personnel or freeing up these staff to focus on providing
services to students).
94
Our most recent state budget increased funding to support students statewide via additional
school counselors. LEA ESSER plans have included details on how LEAs are engaging in
providing the additional supports and resources to students, including through staffing.
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
i. Student learning, including the academic impact of lost instructional
time during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and
participation in advanced coursework; access to technology,
including educator access to professional development on the
effective use of technology; access to high-quality educators; access
to school counselors, social workers, nurses, and school
psychologists; and results from student, parent, and/or educator
surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil
expenditures at the LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g.,
summer and afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary
(please refer to Appendix B of this template; final requirements will
be issued separately).
Existing data systems provide capacity and the framework to continue data collection and
progress monitoring. The Comprehensive Education Data and Research System (CEDARS) is a
mature system and is the primary mechanism for LEAs to provide detailed student-level data to
95
OSPI. Data that were collected within the 2020–21 school year and that are pertinent to this plan
include absences, exclusionary discipline, access to dual credit coursework, dual credit course-
taking, and credits earned. These data are at the student level and therefore can be linked with
student demographics and characteristics. School districts submit updated data on a regular basis
throughout the school year. CEDARS collection and documentation is updated annually. The
2021–22 school year marks the first year of a new data collection on student devices and
technology.
The Washington State Report Card, which summarizes CEDARS and other data, includes many
of the data noted above including enrollment, regular attendance, exclusionary discipline, dual
credit coursework, teacher qualification, and per pupil expenditures.
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
(e.g., by updating the SEA’s plan for monitoring funds and internal controls under
the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and
abuse; conducting random audits; or other tools). In this response, please describe
the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will
provide its LEAs with technical assistance in the anticipated areas of greatest
need.
OSPI monitors multiple federally funded programs under the Elementary and Secondary
Education Act (ESEA). This process fulfills OSPI's compliance monitoring requirements under
Federal regulations (2 CFR 200). The Consolidated Program Review (CPR) process consists of
an OSPI team reviewing LEA federal and selected state programs. The monitoring activities are
designed to focus on the results of the LEA's efforts to implement critical requirements of the
ESEA using available resources and flexibility within provisions.
OSPI will align subrecipient monitoring of ESSER funds with the existing CPR process by:
• Expanding the annual risk assessment to include risk factors based on awarded ESSER
grant amounts and grant claim variances.
• Monitoring identified high-risk LEAs in addition to LEAs already slated to participate in
the annual monitoring cycle.
• Providing technical assistance to monitoring participants to both prepare for the review
and successfully exit the review process in compliance.
• Utilizing the Fiscal and Private Schools checklist to ensure compliance with allowable
costs and expenditures and equitable services provisions.
These checklists will be amended as necessary to include ESSER-specific guidance and
requirements. The CPR process is a supplement to ongoing monitoring OSPI conducts through
the grant application, claims, and reporting process. Technical assistance is provided alongside
compliance requirements during the application process in which LEAs provide a summary of
how they intend to use the allocated funds. LEAs must provide a summary of how they have
used the funds to support the activities they selected, and OSPI conducts an internal fiscal check
96
on expenditures to ensure they are used according to their application. Through this grant process
and the risk assessment, identified high-risk LEAs are referred to the CPR process for further
compliance monitoring, either desk or on-site (when possible). At all times, OSPI works to
ensure funds are expended to support the greatest needs for LEA recipients and that equitable
services are provided along with timely and meaningful consultation.
97
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Table 1
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
The district data below represent the most current information available to OSPI as of the week
of May 10, 2021. Data have been collected on a weekly basis and have been at the district level,
not at the school level.
All Districts
Number of All Offered to all Offered to Not offered
Districts Districts students some students
Remote or online 314 2 294 22
only
School buildings 314 290 0 24
open with both
remote/online and
in-person
instruction
(hybrid)
School buildings 314 104 208 2
open with full-
time in-person
instruction
The following three tables captures more specific information relative to the learning levels
(elementary, middle, and high schools).
Elementary Districts
Number of All Offered to all Offered to Not offered
Districts Districts students some students
Remote or online 302 3 270 29
only
School buildings 302 270 0 32
open with both
remote/online and
in-person
98
instruction
(hybrid)
School buildings 302 127 172 3
open with full-
time in-person
instruction
Middle School Districts
Number of All Offered to all Offered to Not offered
Districts Districts students some students
Remote or online 292 3 255 34
only
School buildings 292 255 0 37
open with both
remote/online and
in-person
instruction
(hybrid)
School buildings 292 103 186 3
open with full-
time in-person
instruction
High School Districts
Number of All Offered to all Offered to Not offered
Districts Districts students some students
Remote or online 263 2 239 22
only
School buildings 263 239 0 24
open with both
remote/online and
in-person
instruction
(hybrid)
School buildings 263 86 175 2
open with full-
time in-person
instruction
99
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
OSPI has been collecting data at the district level regarding instructional mode offerings, but
does not currently have student-level detail. Due to sizeable numbers of students who opted to
continue remote learning rather than attending in-person when it became available, OSPI is
unable to report information by student group and mode of instruction. The agency will be
gathering a student-level indicator about students who opted in to continue remote instruction,
which will allow for the compilation of a table similar to the one below. Those data will be
available and posted in late summer or fall 2021.
Add or change rows as needed
Number of Total Remote or Both Full-time
students enrollment online only remote/onli in-person
ne and in- instruction
person
instruction
(hybrid)
Students #Not n/a# n/a# n/a#
from low- available
income
families
White, not n/a # n/a # n/a # n/a#
Hispanic
Black or n/a # n/a # n/a # n/a #
African
American,
not Hispanic
Hispanic, of n/a # n/a # n/a # n/a #
any race
Asian, not n/a # n/a # n/a # n/a #
Hispanic
American n/a # n/a # n/a # n/a #
Indian or
Alaskan
100
Native, not
Hispanic
Native n/a # n/a # n/a # n/a #
Hawaiian or
Pacific
Islander, not
Hispanic
Two or more n/a # n/a # n/a # n/a #
races, not
Hispanic
Race/Ethnici n/a # n/a # n/a # n/a #
ty
information
not available
English n/a # n/a # n/a # n/a #
learners
Children n/a # n/a # n/a # n/a #
with
disabilities
Students n/a # n/a # n/a # n/a #
experiencing
homelessnes
s
Children and n/a # n/a # n/a # n/a #
youth in
foster care
Migratory n/a # n/a # n/a # n/a #
students
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure
that its LEAs comply with, all reporting requirements at such time and in such manner and
101
containing such information as the Secretary may reasonably require, including on matters such
as:
● How the State is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the CDC
guidance related to mitigating COVID-19 in schools;
● Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and
maximize in-person instruction time, and advance equity and inclusivity in participation
in in-person instruction;
● Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
● SEA and LEA uses of funds to meet students’ social, emotional, and academic needs,
including through summer enrichment programming and other evidence-based
interventions, and how they advance equity for underserved students;
● SEA and LEA uses of funds to sustain and support access to early childhood education
programs;
● Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER
funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on
personnel, student learning, and budgeting at the school and district level);
● Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
● Requirements under the Federal Financial Accountability Transparency Act (“FFATA”);
and
● Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
102
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
103
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
● The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
104
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
105
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.
106
(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.
OSPI will proceed with an equity stance using our Equity Statement as our guiding maxim in
implementing the programs outlined in this application.
Equity
Each student, family, and community possesses strengths and cultural knowledge that benefit their
peers, educators, and schools.
Enduring educational equity:
• Goes beyond equality; it requires education leaders to examine the ways current policies
and practices result in disparate outcomes for our students of color, students living in
poverty, students receiving special education and English Learner services, students who
identify as LGBTQ+, and highly mobile student populations.
• Requires education leaders to develop an understanding of historical contexts; engage
students, families, and community representatives as partners in decision-making; and
actively dismantle systemic barriers, replacing them with policies and practices that
ensure all students have access to the instruction and support they need to succeed in our
schools.
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
107
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.
108
File and source
- File
- department-of-education-pdf-www-ed-gov-275dab06d1.pdf
- Size
- 1,542,589 bytes
- SHA-256
- 9049febd6154401e2b90a6cc713c38ae044ee3afc924e7ceab336d96e4a5aa84
- Original
- www.ed.gov