State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Alaska Early Development
Summary
The opening of the Alaska Department of Education and Early Development's State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund, submitted June 18, 2021, with ARP ESSER PR Award Number S425U210020. It carries the printed name of Dr. Michael Johnson, Commissioner, as the authorized representative with a date of 6/18/2021. In the first narrative section on progress and promising practices, the State says it built capacity for virtual instruction through the Alaska Statewide Virtual System, created with Florida Virtual School, and that by fall 2020 more than 300 educators from 42 districts had trained on the platform.
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Cite this document
“State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Alaska Early Development.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-35cf6340a1/
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State Plan for the
American Rescue Plan
Elementary and Secondary School Emergency Relief Fund
Alaska Department of Education and Early Development
Submitted: June 18, 2021
Alaska Department of Education and Early Development 1
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number: S425U210020
SEA Contact: Heidi Teshner, State of Alaska ARP State Director
Telephone: 907-465-2875
Email address: heidi.teshner@alaska.gov
By signing this document, I agree to each of the assurances listed in Appendix C and further assure that:
To the best of my knowledge and belief, all information and data included in this plan are true and
correct.
Chief State School Officer or Authorized Representative (Printed Name)
Dr. Michael Johnson, Commissioner
Signature of Authorized SEA Representative Date:
6/18/2021
Alaska Department of Education and Early Development 2
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.
At the onset of the COVID‐19 pandemic, the Alaska Department of Education and Early Development
(DEED) evaluated areas where there would be the greatest struggle for districts. It was determined that
building capacity in districts to move quickly to a virtual mode of instruction after school buildings were
closed in the spring of 2020. The Alaska Statewide Virtual System (AKSVS) was created through a
partnership with Florida Virtual School (FLVS). DEED was able to provide districts, schools, and parents
with immediate access to a wide range of K‐12 courses taught by certificated teachers almost
immediately after school building closures. Professional development and specific training on the
platform and the curriculum occurred over the summer of 2020. By the fall of 2020, more than 300
Alaskan educators from 42 of Alaska’s 54 school districts were able to provide classes through AKSVS at
no cost to the districts.
Additionally, DEED procured a statewide license for the widely‐ used Canvas Learning Management
System (LMS). This relationship allowed districts, schools, educators, and DEED to create educational
materials and professional development that could be shared statewide. The statewide license allows
districts to provide online instruction in new ways and proved tremendously useful as districts and
schools moved in and out of in‐person, synchronous, hybrid, remote, and fully‐online instructional
delivery modes throughout the 2020‐2021 school year. Quality resources continue to be created and
shared statewide, and partnerships have been forged between districts to share resources in a way that
was not previously possible.
In the spring and summer of 2020, DEED partnered with the Alaska Department of Health and Social
Services (DHSS) to create guidance for districts regarding mitigation practices. A template and toolkit
for creating plans were shaped in partnership with the Region 16 Comprehensive Center, DHSS, and
DEED. Districts created plans that were posted on their websites outlining practices and policies based
on COVID‐19 pandemic factors in each local community. The Alaska Smart Start 2020 project consisted
of the creation of a toolkit, guidance, and the Smart Start 2020: Summer Summit that helped districts
prepare for a return to school in the fall. Topics included instructional recommendations to ensure
continuity of learning during the pandemic, as well as PPE guidelines and suppliers, medical release
Alaska Department of Education and Early Development 3
forms, school mitigation checklists and resources, infographics and flyers for schools to use, and
communications templates for schools and districts. This planning project provided educators and
stakeholders from across the state with high‐quality professional development that enabled districts to
make decisions informed by criteria specific to their regional locations and local needs.
As DEED provides oversight to districts regarding the planning and utilization of the ARP ESSER funds,
schools are encouraged to submit program models to the Safer Schools and Campuses Best Practices
Clearinghouse as well as reference practices outlined by other schools across the country.
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.
Section C, Part 1: SEA Consultation of this plan outlines how DEED used ThoughtExchange to gather
stakeholder input to determine the top issues facing students and schools in Alaska. Several themes
emerged from this tool. Two separate groups were targeted‐ (1) all stakeholders and (2) stakeholders
advocating for underserved populations.
All Stakeholders Stakeholders advocating for
underserved populations
Staffing In‐person school
Enrichment Social, Emotional, Mental Health
Small Class Size and In‐person Connectivity and Technology
learning Cultural/Community values
After/Summer School Programs After/Summer School Programs
Social, Emotional, Mental Health
Based on the information gathered from the outreach, the most pressing needs for Alaska are
supporting face‐to‐face instruction; social, emotional, and mental health supports; and strategies to
reduce the learning loss that occurred during the pandemic.
Continued efforts to build capacity for districts and schools remain a key priority for DEED. Helping
districts navigate the new normal through high‐quality, targeted professional development, AKSVS, and
Canvas remain key to helping students.
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:
Alaska Department of Education and Early Development 4
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying disparities and
focusing on underserved student groups by race or ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved student groups
by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and youth with
disabilities eligible under the Individuals with Disabilities Education Act
(“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have been
identified by the SEA (e.g., youth involved in the criminal justice system,
students who have missed the most in-person instruction during the 2019-2020
and 2020-2021 school years, students who did not consistently participate in
remote instruction when offered during school building closures, and LGBTQ+
students).
To the extent possible, this description should include data on indicators such as estimates
of the academic impact of lost instructional time,1 chronic absenteeism, student
engagement, and social-emotional well-being.
Complete the table below, adding rows as necessary, or provide a narrative description.
In addition to the information in the narrative below, DEED will use data from its annual statewide
summative assessment (due from the vendor in early August), its annual complete year data collection
(due from districts by July 15, 2021), and its complete year data collection of instructional modes to ‐
1) examine achievement results for math and English Language arts (i.e., learning loss)
across grades and student groups;
2) examine participation rates in the annual statewide summative assessment to determine
where gaps in learning loss information exist and where information could be improved;
3) examine attendance, student mobility, graduation rate, and dropout rate across student
groups; and,
4) examine which schools and districts had the longest or most frequent and significant
interruptions to in‐person learning.
In DEED’s analysis of needs for individual student groups, a number of needs were recurring and
identified as general needs. These needs included: supplies and tools to support learning (internet
access, technology, etc.), summer learning and credit recovery options, and before and after school
programs.
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.
Alaska Department of Education and Early Development 5
Each program manager responsible for the groups noted in the table below consulted their advisory
groups to gather both academic and support needs. Additional priorities from the tool used to gather
stakeholder input, ThoughtExchange, were added to the table. Any additional data or survey
information is noted in the Table A1.
Table A1.
Student Group Highest Priority Needs
Students from low‐income Academic Needs
families Teen jobs, job shadowing, and internships
College and Career Prep
Transportation to/from school activities
Support Needs
Menstruation products and other hygiene needs
Food
Smartphones and service plans for secondary students
ThoughtExchange priorities
Instruction
In‐person learning
Student and Family needs
Students from each racial or One of the highest priority needs is ensuring that students from all
ethnic group (e.g., student groups are assessed consistently. Assessments will identify
identifying disparities and where, how, and for which students learning loss has occurred.
focusing on underserved When compared to the average level of participation across five
student groups by race or prior timepoints, participation in a widely used, interim assessment
ethnicity) was lower for all student groups in Winter 2021, but especially so
for the American Indian/Alaskan Native, Asian, Black/African
American, and Native Hawaiian/Pacific Islander student groups.
ThoughtExchange priorities
In‐person learning
Before/after/summer school programs
Social, emotional, and mental health
Gender (e.g., identifying DEED will use data described in the beginning of this section to
disparities and focusing on identify gender disparities.
underserved student groups
by gender)
Alaska Department of Education and Early Development 6
Student Group Highest Priority Needs
English learners (EL) Academic Needs
Summer learning and credit recovery options
Professional development for teachers on remote learning for
ELs
Access to technology, software licenses, and networks
Technology training for parents and families
(translated/interpreted)
Support Needs
Personal interactions with school officials
Assistance in connecting families to community resources, such
as food and other assistance programs and information provided
in their native language
Childcare for family members too young for school
ThoughtExchange priorities
In‐Person learning
Instruction
Social, emotional, and mental health
Children with disabilities Academic and Support Needs
(including infants, toddlers, Assessments of regression/social‐emotional/mental status for
children, and youth with students with a disability and supports for families
disabilities eligible under the
Develop a service plan to implement into the student’s
Individuals with Disabilities
Education Act (“IDEA”)) Individual Education Program (IEP)
Implement any compensatory educational needs in accordance
with the student’s IEP services and service hours as determined
in an IEP meeting
Identify services and supports available for the district and the
individual locations of schools
ThoughtExchange priorities
Student and Family Needs
Social, emotional, and mental health
Instruction
Alaska Department of Education and Early Development 7
Student Group Highest Priority Needs
Students experiencing Academic Needs
homelessness Tutoring
Academic consultation ‐ provide support to classroom teachers
to help understand the unique challenges our students face
Post‐secondary guidance
Support Needs
Assistance and follow‐up with referrals to various community
agencies ‐ housing applications, childcare assistance, food
stamps, Medicaid or Denali Kid Care, food pantries, behavioral
health providers, and other community programs
Parenting classes
Funds for food, laundry, transportation, cell phone, etc.
Social/emotional support and mental health resources
Migratory students In order to determine needs for migratory students, DEED
conducted a survey of staff. A total of 613 Migrant Education
Program (MEP) teachers, recruiters, paraprofessionals, records
clerks, and administrators who had direct contact with migratory
children responded to a survey about migratory children’s needs.
The needs that a plurality of staff (over 35%) identified as the most
pressing are identified below:
Academic Needs
Reading, writing, and math achievement
Dropout prevention
Education on career and postsecondary options
Study skills training
Support Needs
Social, emotional, and mental health
College and career counseling
Water safety
Professional Development
Parent and family engagement
Culturally relevant instruction
Helping parents work with their children
Parent Engagement
Finding community resources
Opportunities to communicate with school staff
Alaska Department of Education and Early Development 8
Student Group Highest Priority Needs
Technology
DEED also conducted a survey of parents. A total of 1,684 parents of
migratory children responded to a survey about migratory children’s
needs. The needs that a plurality of parents (over 35%) identified as
the most pressing are identified below:
COVID‐19 Impact
Not able to attend school
Lost wages
Academic Needs
Reading, writing, and math achievement
Support Needs
School supplies
Water safety (due to migratory lifestyle)
First aid/CPR courses
Social/emotional health
Parent Engagement Needs
Educational materials/activities at home
Helping with homework
Opportunities to communicate with school staff
ThoughtExchange priorities
In‐person learning
Social, emotional, and mental health
Connectivity
Students and youth in foster Academic Needs
care Tutoring (preferably in‐person instead of virtual due to many
foster care students with special needs)
Access to Office of Children’s services OCS Independent Living
Classes for current and former foster youth ages 14‐20 (not the
content or instructors—just the computers, internet, support
staff)
Post‐secondary guidance
Alaska Department of Education and Early Development 9
Student Group Highest Priority Needs
Support Needs
Counseling and mental health resources
Respite for foster families who are home full‐time
Staff to support virtual family visits in residential schools and
facilities
Flexible funding for phone cards, clothing vouchers, car repairs,
phone bills, and other issues that create a barrier to school
attendance
ThoughtExchange priorities
In‐person learning
Social, emotional, and mental health
Instruction
Other groups DEED will use data described in the beginning of this section to
disproportionately impacted identify disparities for other groups of students identified by the
by the pandemic that have State.
been identified by the SEA
ThoughtExchange priorities
Students with parents in active military
Social, emotional, and mental health
Student and family needs
Cultural/community supports
LGBTQ
Social, emotional, and mental health
Instruction
In‐person learning
Neglected and Delinquent Students
Social, emotional, and mental health
Instruction
Professional development
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.
Alaska Department of Education and Early Development 10
DEED will support LEAs in the use of data from their annual statewide summative assessment (due from
the vendor in early August), its annual complete year data collection (due from districts by July 15,
2021), and its complete year data collection of instructional mode to:
1) examine achievement results for math and English Language arts (i.e., learning loss) across
grades and student groups;
2) examine participation rates in the annual statewide summative assessment to determine where
gaps in learning loss information exist and where information could be improved;
3) examine attendance, student mobility, graduation rate, and dropout rate across student groups;
and,
4) examine which schools and districts had the longest or most frequent or significant interruptions
to in‐person learning.
To determine areas of need in the realm of social, emotional, and mental health impacts of the
pandemic, DEED will support LEAs in the use of data from their School Climate and Connectedness
Survey administered by the Association of Alaska School Boards and data from the Youth Risk Behavior
Survey administered by the Alaska Department of Health and Social Services.
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.
DEED collected mode of instruction information at a number of timepoints during the 2020‐2021 school
year. This included a district‐level data collection at the beginning of the school year, a school‐level
collection at the beginning of March 2021, a school‐level collection anchored to the beginning of the
testing window (March 29, 2021), a school‐level collection forecasting summer mode, and a school‐
level collection forecasting school year 2021‐2022 mode. In the future, DEED intends to collect this
information on a regular basis in order to analyze the long‐term effects of mode of instruction on
student learning as a result of the COVID‐19 pandemic
Alaska Department of Education and Early Development 11
DEED collected enrollment information at two timepoints during the 2020‐2021 school year. This
included a student‐level data collection in the fall of 2020 for foundation funding formula calculations
and a student‐level data collection in the spring of 2021 for participation rate calculations. The data
from the spring 2021 data collection will be disaggregated by student group and primary mode of
instruction at the school level on the date of the collection. DEED intends to collect enrollment data on a
similar cycle in the future.
DEED collects attendance information on an annual basis in an end of the year data collection. For the
2020‐2021 school year, this will wrap up in mid‐July 2021. This data will allow for disaggregation of
attendance data by student group. DEED is currently designing a data collection to collect primary
mode of instruction at the school level for the 2020‐2021 school year. If successful, this will allow for the
pairing of attendance data and school level mode of instruction. This will provide for disaggregation of
attendance data by student group and primary mode of instruction at the school level. DEED intends to
collect attendance information at a similar time in school year 2021‐2022.
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.
Mode of instruction: There are a total of 502 schools in Alaska. DEED has received information from
99% of these schools (498/502).
All schools Offered to All Offered to Some Not Offered
Students Students
Remote/Online‐ 502 373 26 99
Only
Hybrid 502 204 23 271
In‐Person 502 382 10 106
Enrollment:
Student Group Total Remote Hybrid In‐Person
Enrollment
American Indian or Alaskan Native 27,228 4,662 9,291 13,218
Asian or Native Hawaiian or Pacific 10,604 1,065 4,367 5,165
Islander
Black or African American 3,095 484 1,482 1,128
Hispanic 9,151 1,656 4,124 3,371
White 59,225 18,632 22,088 18,503
Alaska Department of Education and Early Development 12
Student Group Total Remote Hybrid In‐Person
Enrollment
Student from Low‐Income Families 53,775 10,657 20,141 22,950
Two or More Races 15,953 3,377 6,684 5,887
Students Experiencing 2,188 345 1,011 832
Homelessness
English Learners 15,155 1,553 6,519 7,083
Children with Disabilities 18,044 3,193 7,280 7,553
Children in Foster Care 1,448 167 644 637
Migratory Students 8,936 896 3,143 4,875
Two sources of data were used to calculate student counts‐ participation rate and mode of instruction. Not all
districts had reported on mode of instruction at the time the report was run on 06/03/2021.
Attendance: This data is not available at this time.
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.
To answer this question, DEED surveyed LEAs and asked what their planned mode of instruction was for
both summer 2021 and school year 2021‐2022. A total of 498 schools submitted data regarding mode
of instruction. Approximately 93% of schools (462/498) reported that if they were offering summer
school, the plan would be for an in‐person or hybrid mode of instruction. Approximately 96% of schools
(476/498) reported that they were planning to offer an in‐person or hybrid mode of instruction for
school year 2021‐2022. Importantly, these counts include correspondence schools where the mode of
instruction does not vary as a function of the pandemic. Forty‐five (45) schools reported that they were
not planning to offer summer school.
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;
Alaska Department of Education and Early Development 13
DEED will provide LEAs current and updated guidance and support through a variety of methods. This
will include providing current CDC guidance for all areas outlined in Table B1 in the State Plan Template
including: masks; physical distancing; handwashing and respiratory etiquette; cleaning; contact tracing;
diagnostic and screening testing; vaccination efforts; and appropriate accommodations for children
with disabilities. DEED will work closely with the Alaska Department of Health and Social Services
(DHSS) to provide statewide guidance and additional resources and supports on mitigation plans
required under the ARP Act Plan. This will include the creation of a FAQ document regarding the
mitigation plan, webinars to go over expectations of the mitigation plan and answer questions, one‐
pagers that include links to mitigation strategies from the CDC and other health related entities,
sharing examples from other states to ensure LEAs understanding and successful implementation of
prevention and mitigation policies. DEED will continue to partner with DHSS to update the Alaska
Smart Start 2020 framework guidance to reflect new district requirements as we move toward recovery
in 2021. Any statewide plans, policies, estimated timelines, and specific milestones related to reopening
and operations of school facilities, including any mechanisms the SEA will use to track, monitor, or
enforce their implementation.
Decisions around reopening will be made by individual LEAs based on the unique situations within each
community. LEAs reserve the option to offer virtual or hybrid options for students if applicable. Data
regarding the status of open schools is listed in Appendix A. Section E describes DEED’s oversight plan
for working with districts to ensure implementation of all aspects of LEAs plans.
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;
As stated earlier in this section, DEED is partnering with DHSS to create guidance regarding the safe
reopening of schools in Alaska. Each community will have unique criteria that address their specific
circumstances for opening buildings and facilities. The State of Alaska has not mandated any building
closures for the 2021‐2022 school year.
DEED collected mode of instruction data for the 2020‐2021 school year and as described in G.1, is
working to build capacity on all data collections when final requirements are available. Section E
describes how DEED will provide oversight to districts regarding the requirements for the ARP ESSER Act
funding.
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
Alaska Department of Education and Early Development 14
DEED has worked closely with DHSS since the start of the pandemic and has consulted with DHSS
officials to develop and revise the Alaska Smart Start Guidance and provide LEAs with up‐to‐date
information through weekly School Health ECHOs (Extension for Community Healthcare Outcomes).
School Health ECHOs are a forum available to all districts. This particular ECHO includes staff from
DEED and DHSS. Districts have the opportunity to ask questions and share practices. This forum has
been in place since the beginning of the pandemic. DEED will continue to work closely with DHSS to
update guidance and provide information to ensure that LEAs are aware of the screening testing
support and guidance available including testing materials, PPE, and personnel to administer tests and
know how to access these resources.
iv. Any guidance, professional learning, and technical assistance opportunities the
SEA will make available to its LEAs.
DEED will provide ongoing support through written guidance regarding LEA requirements associated
with the ARP Act and webinars such as the existing School Health ECHO as well as additional
opportunities based on need and requests. DEED will also provide LEAs with information on updated
guidance released by the CDC as well as updated state guidance for K‐12 schools in Alaska as we move
toward recovery in the 2021‐2022 school year and beyond. Information is disseminated to districts
through program specific newsletters, biweekly statewide meetings with district leaders, and direct
emails. Through partnerships with the Alaska Council of School Administrators (ACSA), Association of
Alaska School Boards (AASB), and the Region 16 Comprehensive Center DEED will work to build district
capacity in the safe operations of in‐person instruction, evidence‐based strategies, and leadership.
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;
On June 23, 2021, 30 days after the allocation of funds, DEED staff will verify that mitigation plans are
published and available to the public on district websites. Districts are directed to complete Section A1
of the ARP ESSER III section of the FY2022 application in GMS and upload the link to their mitigation
plans in Section A2. DEED staff will verify that each component listed in Table B‐1 are included in the
Alaska Department of Education and Early Development 15
plans. DEED will ensure that adequate descriptions of stakeholder input is included. If the plans are
lacking any component listed in Table B‐1 or stakeholder input, DEED staff will reach out to districts to
gather the missing information, provide technical assistance if needed, and support the district in
completing the plan. Guidance on effective stakeholder engagement is available to assist districts in
this process.
All components of Table B‐1 need to be present in the plan. If it is determined that one of the
components is not required based on consultation with state and local health officials and based on
local health mandates, districts need to indicate that in the plan. If the mandates or further
consultation reverses this description, districts will need to update their plans in order to have the most
current policy posted on their website. See section B.2.iii. for the process for updating the plan.
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;
DEED will provide on‐going support and resources to LEAs to support staff and student’s social,
emotional, and mental health through webinars, eLearning, and training and support on Transforming
Schools: A Framework for Trauma Engaged Practice in Alaska. This nationally recognized tool is
designed to help schools and communities integrate trauma‐engaged policies and practices that
improve academic outcomes and well‐being for students. Plan review is covered in section E.1,
however, updated LEA ARP ESSER plans will include school and/or district level practices to allow for
creating a Trauma‐Engaged learning environment and ensure staff wellness. Plans may also include
guidelines on meeting the emotional and mental health needs by providing access to school counselors
and or school social workers.
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
Each LEA Superintendent will sign an assurance packet that includes a provision that the plan will be
reviewed at least every six months and will be revised as needed. Updated plans will include what
stakeholder engagement was conducted and how the information was considered and incorporated
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.
Alaska Department of Education and Early Development 16
into the plan. When plans are updated, LEAs will complete Sections B‐G of the ARP ESSER III section of
the FY2022 application in GMS. Districts will also notify DEED if their current plans still meet the needs
of their unique areas and do not require updating at that time. This will also be conveyed through the
dedicated COVID‐19 email address.
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.
DEED will work with DHSS to monitor the changing federal and state requirements, health mandates,
and CDC guidance and keep LEAs informed of all changes through webinars and written guidance as
needed. DEED and DHSS will utilize the School Health ECHO forum to provide information and provide
stakeholders the opportunity to ask questions and share ideas and experiences. Oversight of
implementation will consist of a semi‐annual review of LEAs posted mitigation policies, periodic
webinars, articles in program specific newsletters, and direct emails to each LEA. Section E describes the
other oversight measures and data collection regarding intervention strategies.
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.
Alaska Department of Education and Early Development 17
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.
DEED provided multiple webinars and informational calls to communicate availability of ARP funds, the
LEA application process, and the consultation requirements. All webinars were recorded and copies of
all presentations are available on the website. A variety of webinars were delivered for general
audiences, targeted to specific LEA and stakeholder functional roles, specifically targeted to family and
community participation, and directed toward representatives of tribes, civil rights organizations, and
other subgroups. The list below notes the variety of audiences targeted in outreach webinars:
ARP State Plan Overview: Engaging Stakeholders – 5/3/2021 2:00pm
ARP State Plan Overview: District Requirements – 5/4/2021 2:00pm
ARP State Plan Overview: District Data Collection – 5/5/2021 2:00pm
ARP State Plan: What are the state’s needs? – 5/7/2021 2:00pm
ARP State Plan: What are the priorities for state funds? – 5/14/2021 2:00 pm
ARP State Plan: How can DEED support schools, districts, and educators? – 5/21/2021 2:00 pm
Stakeholder Engagement Opportunities – May 10‐12, 6:00pm, and May 18‐19, noon
Each of the webinars on 5/7/2021, 5/14/2021 and 5/21/2021 reviewed the stakeholder input that had
been received by the time of the webinar and discussed how that information was being incorporated
into the plan.
Targeted presentations:
After School Alliance 5/13/2021
Alaska Council of School Administrators 5/21/2021
Invitations to the Stakeholder Engagement webinars were sent to advocates for the underserved
student populations noted in the application. A list of advertisements and communication can be found
in Attachment A.
In partnership with the Region 16 Comprehensive Center, DEED used the online collaboration platform
ThoughtExchange to gather feedback on priorities for ARP funded interventions through an essential
question soliciting response that were unique and authentic.
ThoughtExchange makes it possible for large, diverse groups to contribute ideas and surface priorities
among those ideas to help inform and improve the decisions made by an organization.
Alaska Department of Education and Early Development 18
Each participant also had the option to react to existing comments by rating them on a scale of one to
five. The comments and ratings were ranked by the number of responses and the rating(s) they
received. While this feedback was gathered through the state level platform, stakeholders were asked
to identify their “home” LEA such that all feedback was sorted and provided to all LEAs as a record of
local LEA feedback and consultation for consideration in development of the LEA Plan.
Two separate ThoughtExchange opportunities were made available, and two separate essential
questions were posed to two different audiences:
1. Essential Question 1: What are the biggest needs in Alaska given the effects of the COVID‐19
pandemic on teaching and learning?
a. Target audience: all stakeholders
b. Time frame: opened 5/3/2021 and closed 5/30/2021
c. Goal: to gather information on a statewide level about the overall challenges posed to
teaching and learning.
d. Identified needs by highest ranked themes:
i. Staffing that includes more counselors, paraprofessionals, and a focus on retaining
high quality teachers;
ii. Support more enrichment and extracurricular activities (arts, sports, etc.);
iii. Small class sizes and a return to in‐person learning as the mode of instruction;
iv. More before/after school activities;
v. Support efforts to help with the effects of COVID‐19 on the mental health of students
and educators;
vi. Professional development for educators on social and emotional learning (SEL) and
teaching in a virtual environment; and,
vii. Addressing connectivity and technology challenges.
2. Essential Question 2: Moving forward, what do you see as the biggest academic, safety, social,
emotional and/or mental health needs for your children or the children you advocate for that are
related to disruptions caused by the COVID‐19 pandemic?
a. Target audience: parent and advocates for underserved populations listed above
b. Time frame: opened 5/10/2021 and closed 5/30/2021
c. Goal: to gather information from families, community members, Tribal organizations,
schools, and advocates for the underserved populations listed above.
d. Identified needs by highest ranked themes:
i. Returning to in‐person as the mode of instruction;
ii. Supporting the social and emotional health of students and educators;
iii. Addressing connectivity and technology challenges;
iv. Support strong cultural and community values;
Alaska Department of Education and Early Development 19
v. More before/after school opportunities; and
vi. Support more extracurricular and enrichment activities (arts, sports, etc.).
These stakeholder engagement opportunities gathered over 5,000 individual thoughts from over 2,100
participants. Each thought was available for participations to rate on a scale of 1 to 5. Over 46,000
ratings were captured on the thoughts or ideas entered into ThoughtExchange.
The two ThoughtExchange surveys were also posted on DEED’s ARP State Plan webpage.
The following resources were made available to LEA leadership for use in local LEA outreach to
stakeholders.
All presentation materials prepared and used as the SEA level for statewide outreach were
made available to LEAs and they were encouraged to adjust any materials to better serve their
local context. These resources are available to LEAs and other stakeholders at DEED’s ARP
website.
Disaggregated (LEA) stakeholder feedback gathered through the online collaboration platform
ThoughtExchange is provided to LEAs based on the source of the feedback as identified when
submitted.
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);
The table below outlines how LEAs budgeted their ESSER I, GEER I, ESSER II, and GEER II funds. These
amounts are based on the last approved COVID‐19 relief fund applications as of May 21, 2021. The
categories are based on the allowable uses of funds outlined in the CARES Act and CRRSA Act guidance.
When LEAs created their budgets in DEED’s Grants Management System (GMS), districts could choose a
“tag” to identify how funds were going to be used. The “tag” was a required element of the budget and
was available to help the LEA and DEED track proposed expenditures. More information regarding the
approval process for budgets, applications, and reimbursements for funding can be found in Section
G.2.
Alaska Department of Education and Early Development 20
Unused funds from federal FY2019 for each LEA are carried over for use in the next year. The ESSER I
funds had a carryover amount of $27,966,747 and GEER I funds had a carryover amount of $2,685,901.
Unused funds will carryover until the period of availability is over.
The 2021‐2022 application includes CARES, CRRSA, and ARP funds as separate funds, similar to the
ESEA Consolidated Applications housed within GMS. The ARP application was made available in GMS on
May 24, 2021. When the final expenditure amounts are available for the state FY2020 CARES and
CRRSA funds, these carryover amounts will be loaded into GMS and be available for planning and
budgeting for state FY2022.
Table C1.
CARES Act CRRSA Act
LEA Budgets by Tag‐ All
Approved District Applications ESSER I* ESSER I* GEER I ESSER II** GEER II
as of 5/21/2021 (2019‐2020) (2020‐2021) (2019‐2020) (2020‐2021) (2020‐2021)
Addressing needs of special
populations $43,486.49 $521,425.25 $1,712,872.70
Coordination with other
agencies $69,336.01 $375,813.34 $30,989.50
Developing procedures to
improve district preparedness $376,640.12 $1,066,374.81 $268,872.98
Elementary and Secondary
Education Act $2,243,401.68 $5,702,185.21 $142,040.39 $1,115,016.20 $276,362.66
Individuals with Disabilities
Education Act $87,786.14 $17,312.31 $173,728.49 $479,060.20 $223,169.75
Other activities to ensure
continuity $1,686,577.23 $7,875,472.85 $8,909,802.74
Planning for long‐term closures $384,522.42 $829,754.04 $336,526.10
Providing mental health services
and supports $357,074.13 $939,474.47 $900,315.67
Purchasing educational
technology $3,115,968.26 $6,127,963.91 $4,865,394.02
Purchasing supplies to sanitize
facilities $695,592.10 $3,189,764.03 $1,356,655.75
Summer programming for
special populations $146,962.03 $1,106,642.17 $830,166.04
Supporting principals and other
school leaders $722,455.02 $1,408,934.84 $743,764.42
Training on minimizing spread of
COVID‐19 $96,871.05 $742,884.23 $49,907.33
Addressing digital divide and
related issues in distance
learning $459,944.51 $703,817.99
Carrying out emergency
educational services $425,019.02 $397,755.44
Alaska Department of Education and Early Development 21
CARES Act CRRSA Act
LEA Budgets by Tag‐ All
Approved District Applications ESSER I* ESSER I* GEER I ESSER II** GEER II
as of 5/21/2021 (2019‐2020) (2020‐2021) (2019‐2020) (2020‐2021) (2020‐2021)
Childcare and early childhood
education $900.00 $16,150.00
Continued staffing during period
of disruption $277,740.06 $169,343.48
Social and emotional support $81,073.56 $66,553.96
Supporting on‐going
functionality of the LEA $736,358.13 $1,115,686.10
Carl D. Perkins Career and
Technical Education Act $151,975.00
Improving the indoor air quality
in school facilities $1,438,940.20
School facility repairs and
improvement to reduce risk of
virus transmission $623,050.49
Adult Education and Family
Literacy Act $10,327.35
Addressing learning loss among
students $7,077,071.64
Total $10,026,672.68 $29,904,001.46 $2,296,804.16 $ 30,890,380.98 $2,979,166.73
Information from approved district COVID‐19 Relief fund applications (GMS) as of May 21, 2021.
*ESSER I funds that were not expended in FY2020, were carried forward and budgeted in FY2021.
**Carry forward amounts will not be available until grants close out.
To meet the needs of schools, students, and educators in Alaska, DEED spent the state portion of the
ESSER I funds to build capacity. These projects included upgrading technology within DEED to enable
staff to interact more effectively with districts and each other; updating to paperless processes for
teacher certification; and working to support teacher retention and COVID‐19 related challenges. In
addition, DEED procured a statewide license to a learning management system to support districts in
building their virtual instructional programs and professional development. The Alaska Statewide
Virtual System (AKSVS) was developed to provide districts with educator training and seats for students
to participate in an established virtual education program where school and district capacity was low.
Some of the ESSER Administration funds supported DEED by upgrading many of the grant applications
in GMS to accommodate the new COVID‐19 Relief Fund applications and associated requirements. The
remaining funds for ESSER I Administration were carried over to FY2021.
Alaska Department of Education and Early Development 22
Table C2.
ESSER I‐ ESSER II‐
Project ESSER I Admin ESSER II Admin
Digital Badging project $50,000.00
Grants to non‐Title I, Part A districts $14,789.00 $317,598.00
Teacher retention support $30,940.00 $9,060.00
Alaska Statewide Virtual System
development and implementation $318,912.00
Tools to improve DEED's ability to operate
virtually $37,000.00
Grant to build capacity of districts‐ ALASBO $50,000.00
Connectivity and internet infrastructure $243,832.00
Contract to evaluate student data to
evaluate student achievement $48,000.00
Upgrade grant management software to
support additional COVID‐19 relief funds $20,000.00
Upgrade teacher certification process to
enable a paperless system and emergency
certifications $1,250,000.00
Statewide license to a learning management
system $1,605,278.00
Department‐level legal services fees $104,315.00
Miscellaneous materials and supplies to
support teleworking of DEED staff $2,000.00
Total Allocated $3,648,751.00 $126,315.00 $326,658.00 $0.00
Total Award $3,648,751.00 $192,040.00 $15,173,345.00 $789,597.00
Balance $0.00 $65,725.00 $14,846,687.00 $789,597
DEED has provided guidance to LEAs regarding district plan requirements, uses of funds, as well as
guidance on stakeholder engagement. Information regarding support for LEA stakeholder engagement
is available in Section E.3. This information will be used by districts to create their funding application.
Each LEA will create a budget using the same tags listed in Table C1 above for CARES, CRRSA, and ARP
funds, and answer the following questions regarding their planned uses of ARP funds:
Section A: District Plan for Safe Return to In‐Person Instruction and Continuity of Services
A.1. Describe how the district developed the plan for the safe return to in‐person instruction and
continuity of services. Provide how the district sought public comment on the plan and took
such comments into account in the development of the plan. Include which stakeholders were
involved in the development of the plan.
A.2. Provide the link to district’s Mitigation Plan.
Alaska Department of Education and Early Development 23
Section B: Stakeholder Consultation
B.1. Describe how, in the planning for the use of ESSER III funds, the district provided opportunities
for input and engaged in meaningful consultation with stakeholders including, but not limited
to: students; families; school and district administrators (including special education
administrators); teachers, principals, school leaders, other educators, school staff, and their
unions; Tribes; and other stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and youth in foster care,
migratory children, children who are incarcerated, and other underserved students.
Section C: Identifying Needs
C.1. Describe the extent of the impact of the COVID‐19 on student learning and student well‐being,
including identifying the groups of students most impacted by the pandemic.
Section D: Coordination of Funds
D.1. Describe how the district will coordinate with other federal education funding (i.e., other
COVID‐19 Relief funding, ESEA, IDEA, CTE, child nutrition).
Section E: Use of Funds
E.1. Describe 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.
E.2. Describe how the district 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 ESSER III 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.
E.3. Describe how the district will use funds to meet students’ academic, social, and emotional
needs, including through summer enrichment programming and other evidence‐based
interventions, and how they advance equity for underserved students.
E.4. Describe how the district will use funds to sustain and support access to evidence‐bases
reading instruction and early childhood education programs.
Section F: Evaluation
F.1. Describe how the district will evaluate the level of implementation and effectiveness of
programs funded.
Alaska Department of Education and Early Development 24
Section G: General Education Provision Act (GEPA)
G.1. Describe how the district will comply with the requirements of Section 427 of GEPA, 20 U.S.C
1228a. The description must include information on the steps the district proposes to take to
permit students, teachers, and other program beneficiaries to overcome barriers (including
barriers based on gender, race, color, national origin, disability, and age) that impede access
to, or participation in, the program.
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.
All ESSER I and ESSER II funds allocated to districts have been made available. ESSER I funds that were
not expended by districts were carried over to the next fiscal year after the grants were closed out. The
same process will occur for ESSER II funds. Carry over will continue during the availability of each unique
fund. A list of CARES Act ESSER I District allocations, CCRSA ESSER II District allocations, and ARP ESSER
III District allocations can be found on the DEED COVID‐19 Relief webpage.
DEED is not able to track fund obligation at a district level.
The table below indicates the budgeted amount for each of the ESSER I and ESSER II administrative and
reserve funds allocated for statewide use.
Program Budget/allocation Obligated Balance
ESSER I ADMIN $192,039 $126,315 $65,725
ESSER II ADMIN $789,597 $0 $789,597
ESSER I RESERVE $3,648,674 $3,648,751 $0
ESSER II RESERVE $15,173,345 $326,658 $14,846,687
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
Alaska Department of Education and Early Development 25
Act, and the funds to support the needs of students experiencing homelessness
provided by section 2001(b)(1) of the ARP Act.3
DEED coordinates with the Alaska Department of Health and Social Services (DHSS) to provide guidance
regarding the safe return to schools. DEED’s Health and Safety team also works with other agencies to
coordinate counseling and resources for working with the social and emotional needs of students and
educators.
DEED utilized federally funded staff to support districts with COVID‐19 relief funds. Program managers
for ESEA, Education of Migratory Children Program, 21st Century Community Learning Centers, Career
and Technical Education (Carl D. Perkins), IDEA, McKinney‐Vento Homeless Assistant Act, School
Improvement 1003a, and Title III, Part A Language Instruction for English Learners and Immigrant
Students have worked to support LEAs in all aspects of utilizing funds to support their individual
programs. This includes, but is not limited to:
providing guidance as to how to maximize funds by braiding and blending existing federal
dollars with COVID‐19 relief funds;
researching evidence‐based strategies that support statewide initiatives and program goals;
program development to incorporate COVID‐19 relief fund priorities;
promoting networking with other districts with similar programs;
contributing to the creation of the ARP State Plan for Alaska;
creating guidance documents; and,
working with program advisory committees to support stakeholder engagement.
DEED is in the process of maximizing all funding sources to support LEAs to provide support to
underserved student populations.
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the disproportionate
impact of the COVID-19 pandemic on underserved students through the ARP Act’s required State set-
asides to address the academic impact of lost instructional time, provide summer learning and
enrichment programs, and provide comprehensive afterschool programs. In this section, SEAs will
describe their evidence-based strategies for these resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the funds it
reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5 percent of the
State’s total allocation of ARP ESSER funds) on evidence-based interventions to address the
academic impact of lost instructional time by supporting the implementation of evidence-
based interventions, such as summer learning or summer enrichment, extended day,
comprehensive afterschool programs, or extended school year programs, and ensure that such
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.
Alaska Department of Education and Early Development 26
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;
Utilizing the Region 16 Comprehensive Center, DEED will focus on evidence‐based strategies that
support two key priorities stated in the Alaska’s Education Challenge: reading and career and technical
education.
Reading has been identified by stakeholders, statewide surveys, and assessment data as a key area of
need. The COVID‐19 pandemic has only created a larger gap in achievement in this area. Alaska’s
Education Challenge primarily focuses on reading on grade level by third grade, however, reading
inequities exist in all grades and will be addressed by the ARP ESSER funds.
The other area of focus is career and technical education (CTE), career readiness, and building
partnerships between districts and industry partners. This K‐12 tactic provides an integrated approach
to all subjects, including literacy skill development.
DEED will encourage districts to engage in continuing school improvement models to educate, track,
and adjust instruction to improve teaching and learning in schools. Guidance will provide the following:
Reading in grades K‐3;
Small group instruction;
Effective curriculum;
Effective instructional strategies;
Tutoring practices;
Leadership support; and
90‐minute reading block five days a week.
The plan will create three categories to support these initiatives:
Competitive grants available to LEAs, community‐based organizations, tribal organizations,
students, and other non‐profit entities to:
o Support evidence‐based reading instruction, interdisciplinary reading strategies, and
creating a culture that ALL educators are reading teachers (including science, social
studies, CTE, health, etc.).
Tier I instruction in reading for grades K‐5
Alaska Department of Education and Early Development 27
o Support projects that incorporate academic/technical knowledge and employability
skills, are aligned to industry needs, have multiple entry and exit points, and culminate in
the attainment of a recognized postsecondary or industry credential(s).
Contracts
o Focus on single projects to meet specific needs outlined by DEED, for example:
Create CTE statewide programs of study that span elementary to postsecondary.
o Professional development in the science of reading and foundational reading skills.
o Sustainable resources, courses, and learning activities that will be housed on Canvas, the
learning management system available to all students and educators in Alaska.
o Researching and organizing high‐quality instructional resources.
Matching grants
o DEED will match funds on innovative projects, such as (but not limited to):
Academic tutoring;
Effective instructional programs;
Work‐based learning; and,
Programs with strong ties to school improvement efforts.
Competitive applications will address:
The disproportionate impact of the COVID‐19 pandemic on specific groups of students.
Evidence‐based strategies that support DEED outlined initiatives for these funds.
Strong measurable program outcomes and a strategy to effectively measure progress and
effectiveness of the program.
Strategies to reengage students most likely to have experienced the impact of lost instructional
time.
The development of partnerships.
Parent, family, and community engagement.
Sustainability.
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
DEED will work with the Region 16 Comprehensive Center to create supports for LEAs to address the
disproportionate impact of COVID‐19.
Identifying key areas of impact will require educators to compare data.
o DEED will continue encouraging districts to analyze universal screening data and spring
summative assessment data from 2019 and 2021 as this will be vital to identifying
Alaska Department of Education and Early Development 28
instructional needs. Guidance on utilizing a balanced assessment system will provide a
framework for districts to use to create plans for identifying the unique needs of their
students.
o Support will be provided in analyzing school/district attendance to both identify how
attendance affected student performance, as well as determining processes that may
need to be updated in order to provide effective and clear data. Many schools that had
remote or hybrid formats had students that struggled with connectivity and access to
internet. Prioritizing student engagement will keep students in school and/or draw
students back to schools.
Continuing work on teacher retention projects and providing support for all teachers are critical
steps to maximizing student achievement.
One strong body of evidence shows that the quality of teaching has the largest school‐based
impact on student outcomes.
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.
Based on Multi‐tiered System of Support (MTSS) frameworks, schools and districts should have systems
in place for early identification of students chronically absent or who may be under resourced. The local
educators are encouraged to analyze student data to look for root causes of absenteeism and/or
barriers to attendance or learning and then implement and monitor tiered interventions. As stated
earlier, many remote/rural districts struggle with connectivity and internet issues making virtual or a
hybrid model difficult for students to remain engaged. With this in mind, schools and districts are
encouraged to apply innovative approaches to accelerate learning for those students who did not
consistently participate in remote learning during building closures.
DEED will continue to use funding to develop resources for districts to help with effective standards‐
based instruction, assessment literacy, and interventions to support student learning. This may include
(but not limited to):
Professional development;
Utilize AKSVS to enhance student learning
Additional eLearning courses for social emotional learning and student wellness;
Evidence‐based instructional strategies; and,
Parent engagement strategies.
DEED may use LEA student participation data to target certain districts for early literacy support and
professional learning in the areas of the science of reading and foundational reading skills.
Alaska Department of Education and Early Development 29
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;
In order to expedite the delivery of the 1% of funds reserved for Evidence‐Based Summer and
Enrichment Programs and the 1% of funds reserved for Evidence‐Based Comprehensive Afterschool
Programs, DEED plans to distribute both pots of funds through a single competitive grant opportunity
that solicits applications that propose to offer summer only, or afterschool only, or both summer and
afterschool programs. Requiring just one application will simplify the burden for applicants, particularly
those who would like to offer both afterschool and summer programming. DEED, therefore, will
address both section D.2. and D.3. of the ARP State Plan simultaneously in the following description.
Through strategic planning that happened prior to COVID‐19, DEED identified five Positive Trajectories
or goals which were articulated as Alaska’s Education Challenge. To the greatest extent possible, DEED
intends to use these five areas to focus all state‐level ARP‐funded initiatives with the hopes of
simultaneously addressing COVID‐19 related needs, addressing pre‐existing areas of challenge, and
sustaining the gains beyond the availability of this temporary ARP funding. Most specifically for the out‐
of‐school time summer and afterschool funding, DEED will ask any recipients to provide evidence‐based
programming that intentionally supports at least one of the following areas:
Support ALL students to read at grade level by the end of third grade; and,
Increase career, technical, and culturally relevant education to meet student and workforce
needs.
Out‐of‐School Time (OST) and Expanded Learning Time (ELT) programs have been researched
extensively, particularly Nita M. Lowey 21st Century Community Learning Center (21st CCLC) programs.
According to Neild et al4 “numerous studies of afterschool programs meet Cause‐and‐Effect and
Improved Outcome criteria for Tiers I and II but do not meet the minimum sample sizes or site numbers
that programs should have as recommended by the US Department of Education’s evidence guidance.”
For this reason, to identify an evidence‐based foundation upon which to build state Summer and
Afterschool OST programs, we heavily depend upon the Rand “The Value of Out‐of‐School Time
4
Neild, R.C., Wilson, S.J., & McClanahan, W. (2019). Afterschool programs: A review of evidence under the Every Student
Succeeds Act. Philadelphia: Research for Action.
Alaska Department of Education and Early Development 30
Programs” summary of OST research5. This 2017 report by McCombs et al examines “programs through
the lenses of content, dosage (the hours of content provided), and outcomes measured, focusing on
rigorous (i.e., experimental or quasi‐experimental) large‐scale evaluations and meta‐analyses.”
Through this research review, the authors identify some general and reproducible evidence‐based
elements of effective summer and afterschool OST programs that can be used to structure our State
ESSER‐funded OST programming, namely:
Targeted instruction that is focused on academic and/or social and emotional skills;
A climate that is intentionally positive and warm;
Consistent and frequent participation by students; and
Staffing by a stable group of trained, dedicated instructors who work effectively with youth.
DEED will use the four criteria above as the evidence‐based framework that will structure the
application for our ARP OST funds, thus ensuring any funded program is rooted in evidence‐based
strategies. DEED plans to allow both LEAs and Community Based Organizations (CBOs) to compete for
funding for summer and comprehensive afterschool programs that best meet the following criteria:
Programming is scheduled to allow for frequent, consistent, and on‐going participation by
students.
Focus students, including those most impacted by the disruptions of COVID‐19, are identified,
recruited, and encouraged to attend regularly.
All programs offer some programming in at least one of the following two areas: Literacy or
Career Readiness. Such programming will utilize evidence‐based curriculum or strategies.
A significant portion of programming, which may include high impact tutoring, is focused on
academic skill development.
Program structure focuses on a positive program environment, small staff‐to‐student ratios, and
developing strong relationships between staff and students.
Programming develops student social emotional skills such as by explicitly teaching social
emotional learning curriculum and/or intentionally embedding practices in the structure of the
program.
Programming supports student mental health needs, such as by developing student and staff
self‐regulation skills, providing access to a counselor, and/or intentionally incorporating
Trauma‐Engaged Practices.
Additional educational enrichment activities such as art, STEM, music, and structured physical
activities may be offered.
Programming is provided by skilled staff such as certified teachers, paraprofessionals,
experienced OST specialists, and trained tutors.
5
McCombs, J.S, Whitaker, A.A., & Yoo, P.Y. (2017), The value of out‐of‐school‐time programs. Santa Monica, CA: RAND
Corporation.
Alaska Department of Education and Early Development 31
Transportation home is provided so that it is not a barrier to attendance unless all students
typically walk to school.
In order to evaluate the impact of the programming, grantees will be required to take daily program
attendance, tracked by student. DEED will cross‐reference frequency of OST program attendance with
student regular‐day attendance and statewide assessment performance for evidence of impact and
individual student growth that will also be comparable across the state.
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
In order to receive funds, grantees will be required to use student demographic data to identify all
traditionally underserved students included in section A.3.i‐viii. This information will be cross‐
referenced with individual student statewide assessment data and 2020‐2021 school day attendance to
identify the students disproportionately impacted by COVID‐19 and in greatest need of summer and/or
afterschool programming. These students will be the focus students prioritized for recruitment and
retention in the summer and/or afterschool program. In order to ensure CBOs will be able to identify
these students, a data‐sharing agreement between CBO and LEA will be a required component of any
application for funds. To the extent possible, grantees will also be asked to justify how the
programming offered is designed to address the needs of this focus population.
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.
DEED has surveyed LEAs to identify the degree to which each school has been able to offer students in‐
person learning during the 2020‐2021 school year. (For the 2019‐2020 school year, all LEAs were
ordered to cease in‐person instruction beginning on March 16, 2020 through the end of the 2019‐2020
school year.) DEED will be able to use this data to identify and prioritize summer and afterschool
funding to schools whose students had the least opportunity to attend in‐person during the 2020‐2021
school year. Additionally, grantees will be asked to use individual student attendance data to identify
and prioritize for service students whose attendance was most greatly impacted during COVID‐19
disruptions. The social‐emotional and mental health supports required in the evidence‐based program
framework described above will help to re‐engage these students in both the summer and/or
afterschool intervention, as well as the regular school day programming.
Alaska Department of Education and Early Development 32
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA will use the
funds it reserves under section 2001(f)(3) of the ARP Act (totaling not less than 1 percent of
the State’s total allocation of ARP ESSER funds) for evidence-based comprehensive
afterschool programs (including, for example, before-school programming), and ensure such
programs respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based programs (e.g., including partnerships with
community-based organizations) the SEA has selected, and the extent to which
the SEA will evaluate the impact of those programs;
ii. How the evidence-based programs will specifically address the disproportionate
impact of COVID-19 on certain groups of students, including each of the
student groups listed in question A.3.i.-viii. When possible, please indicate
which data sources the SEA will use to identify students most in need of
comprehensive afterschool programming; and
iii. the extent to which the SEA will use funds it reserves to identify and engage 1)
students who have missed the most in-person instruction during the 2019-2020
and 2020-2021 school years; and 2) students who did not consistently
participate in remote instruction when offered during school building closures.
As stated in D.2., DEED plans to distribute both allocations (summer program 1% and after school
program 1%) in a single competitive grant opportunity that solicits applications that propose summer
programs only, or afterschool programs only, or both summer and afterschool programs. The rationale,
requirements, and evidence‐base are the same for this section.
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.
Other agencies within the State of Alaska offer funds to meet these needs.
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
Alaska Department of Education and Early Development 33
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;
Each LEA’s application will require a detailed description of how the LEA developed the plan for safely
returning to in‐person instruction and continuity of services, and how the LEA solicited public comment
and utilized stakeholder feedback to develop the plan. The LEA will include the stakeholders involved in
developing the plan and the link to the publicly posted plan. Additionally, each LEA will describe how
the funds will be used to implement prevention and mitigation strategies that are practicable to the
greatest extent, in line with the most recent Alaska DHSS guidance and local health officials to operate
schools continuously and safely for in‐person learning. DEED will review each LEA’s budget and ensure it
aligns with the descriptions provided in the application.
To support LEAs in developing and implementing the plan for safely returning to in‐person learning and
continuity of services, DEED provided LEAs with several resources including, but not limited to: the most
recent CDC guidance; template for the plan; webinars; and guidance document addressing each
allowable use of funds that included what LEAs should consider, possible activities, and links to
additional resources.
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;
Each LEA’s application will require the LEA to budget for and expend at least 20% of their funds to a
specific purpose code called “Addressing Learning Loss Among Students.” The LEA will receive a
validation error if they try to submit the application to DEED without having at least 20% budgeted
under the purpose code. This will also require the LEA to separately track expenses under this purpose
code to submit reimbursement requests. In addition to budgeting and reimbursing separately, LEAs will
describe how the funds under the “Addressing Learning Loss Among Students” purpose code address
the academic impact of lost instructional time. For example, the plan will include implementing
evidence‐based interventions, summer learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs. Program and fiscal staff at DEED will review
Alaska Department of Education and Early Development 34
each LEA’s application (budgets and narratives) and work with them to ensure all requirements are met
before approving the application.
To support LEAs in using the funds it reserves under section 2001(e)(1) of the ARP Act, DEED provided
LEAs with several resources including, but not limited to: webinars; written guidance; and one‐pagers
that included evidence‐based resources for them to consider and possible allowable activities to
address the academic impact of lost instructional time.
iii. How the LEA will spend its remaining ARP ESSER funds consistent with
section 2001(e)(2) of the ARP Act; and
Each LEA’s application will require a completed budget. When budgeting an item, the LEA will select all
appropriate tags for each budgeted item. Unlike purpose codes, tags do not require separate
reimbursement requests. Tags are strictly for organizing and grouping items in budgets. There will be a
tag for each allowable use of funds from section 2001(e)(2) of the ARP Act. In addition to tagging each
budgeted item to permissible use of funds from the ARP Act, the LEA will describe how the funds will
meet students’ academic, social, and emotional needs. The description will include summer enrichment
programming and other evidence‐based interventions, after school programming, evidence‐based
interventions, and equity solutions for underserved students. DEED program and fiscal staff will review
each LEA’s application (budgets and narratives) and work with them to ensure all requirements are met
before approving the application.
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.
In addition to the processes described above, within each LEA’s application, they will be required to
describe:
How, in the planning for the use of ESSER III funds, the LEA provided opportunities for input and
engaged in meaningful consultation with stakeholders including, but not limited to: students;
families; school and district administrators (including special education administrators);
teachers, principals, school leaders, other educators, school staff, and their unions; Tribes; and
other stakeholders representing the interests of children with disabilities, English learners,
children experiencing homelessness, children and youth in foster care, migratory children,
children who are incarcerated, and other underserved students.
Alaska Department of Education and Early Development 35
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.
How the LEA will coordinate with other federal education funding (i.e., other federal COVID‐19
Relief funding, ESEA, IDEA, CTE, and Child Nutrition).
How the LEA will use funds to meet students’ academic, social, and emotional needs, including
through summer enrichment programming and other evidence‐based interventions, and how
they advance equity for underserved students.
Describe how the LEA will use funds to sustain and support access to evidence‐based and early
childhood education programs.
How the LEA will evaluate the level of implementation and effectiveness of programs funded.
DEED program and fiscal staff review each LEA’s application (budgets and narratives) and work
together to ensure all requirements are met before approving the application. Each application goes
through several levels of review before receiving final approval. After an LEA submits an application,
program and fiscal staff schedule a meeting to review the submitted application. Feedback and
requested edits are provided to the LEA when the application is returned, as needed. Once all requested
edits are made by the LEA, the application is reviewed again by DEED program staff before receiving
final approval from a DEED Administrator. Program and fiscal staff consult with the DEED COVID‐19
fiscal team, which consists of DEED Leadership from multiple divisions, as needed throughout the
review process.
See the FY2022 COVID‐19 Relief Application GMS Handbook for application guidance provided to LEAs.
In addition to the application process described above, DEED will provide LEAs with several resources
including, but not limited to: webinars; written guidance; and one‐pagers that include evidence‐based
resources for them to consider and possible allowable activities that can address the academic, social,
emotional, and mental health needs of all students and underserved students.
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
Alaska Department of Education and Early Development 36
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.
DEED provided multiple webinars and informational calls to communicate availability of ARP funds, the
LEA application process, and the consultation requirements. A variety of webinars were delivered for
general audiences, targeted to specific LEA and stakeholder functional roles, specifically targeted to
family and community stakeholders, and directed toward representatives of tribes, civil rights
organizations, and other subgroups. The list below notes the variety of audiences targeted in outreach
webinars:
ARP State Plan Overview: Engaging Stakeholders – 5/3/2021 2:00pm
ARP State Plan Overview: District Requirements – 5/4/2021 2:00pm
ARP State Plan Overview: District Data Collection – 5/5/2021 2:00pm
ARP State Plan: What are the state’s needs? – 5/7/2021 2:00pm
ARP State Plan: What are the priorities for state funds? – 5/14/2021 2:00 pm
ARP State Plan: How can DEED support schools, districts, and educators? – 5/21/2021 2:00 pm
Stakeholder Engagement Opportunities – May 10‐12, 6:00pm, and May 18‐19, noon
In partnership with the Region 16 Comprehensive Center, DEED used the online collaboration platform
ThoughtExchange to gather feedback on priorities for ARP funded interventions through an essential
question soliciting response that were unique and authentic. Each participant also had the option to
react to existing comments by rating them on a scale of one to five. The comments and ratings were
ranked by the number of responses and the rating(s) they received. While this feedback was gathered
through the state level platform, stakeholders were asked to identify their “home” LEA such that all
feedback was sorted and provided to all LEAs as a record of local LEA feedback and consultation for
consideration in development of the LEA Plan.
The following resources were made available to LEA leadership for use in local LEA outreach to
stakeholders.
All presentation materials prepared and used at the SEA level for statewide outreach were made
available to LEAs and they were encouraged to adjust any materials to better serve their local
context. These resources are available to LEAs and other stakeholders at DEED’s ARP website.
Disaggregated (LEA) stakeholder feedback gathered through the online collaboration platform
ThoughtExchange is provided to LEAs based on the source of the feedback as identified when
submitted.
Alaska Department of Education and Early Development 37
ARP grants to LEAs are managed through DEED’s well established grant management processes
housed in the online Grants Management System (GMS). LEA program details are submitted
through the GMS system by August 23, 2021 and include reporting of LEA consultation
conducted in building the local ARP plan. LEA applications include the following elements:
LEAs provide responses to the following to establish how the stakeholder consultation
has been accomplished:
Program Details completed in GMS (Section B: Stakeholder Consultation):
Describe how, in the planning for the use of ESSER III funds, the district
provided opportunities for input and engaged in meaningful consultation
with stakeholders including, but not limited to: students; families; school
and district administrators (including special education administrators);
teachers, principals, school leaders, other educators, school staff, and
their unions; Tribes; and other stakeholders representing the interests of
children with disabilities, English learners, children experiencing
homelessness, children and youth in foster care, migratory children,
children who are incarcerated, and other underserved students.
Assurances that districts are implementing the requirements of ARP funding are
signed as part of the LEA application for funds.
LEA applications are reviewed by DEED staff to ensure local consultation has occurred
and missing elements will be clarified with specific LEAs as needed. See Section G.2 for
additional information regarding the LEA application approval process.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER funds. The
description must include:
i. How the SEA will support and monitor its LEAs’ implementation of evidence-
based interventions that respond to students’ academic, social, emotional, and
mental health needs, such as through summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended school year
programs – including the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
DEED will have LEAs submit an annual report which will require a description of the evidence‐based
strategies used. In this annual report, LEAs will describe their Measurable Program Outcomes (MPOs)
and describe their progress towards meetings such goals. The LEA will provide narrative about how
they will adjust programming, if necessary, based on the results of this annual evaluation.
To support LEAs in developing and implementing evidence‐based interventions, DEED provided LEAs
with several resources including, but not limited to, webinars; evidence‐based guidance posted on
Alaska Department of Education and Early Development 38
DEED’s ARP State Plan website; and one‐pagers for each allowable use of funds that included what
LEAs should consider, possible activities, and links to additional resources.
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
DEED will have LEAs submit an annual report which will require the LEA to describe how services and
programming were focused on each of the student groups listed in question A.3.i‐viii. Additionally, each
LEA’s application for funds will require the LEA to describe the extent of the impact of the COVID‐19
pandemic on student learning and school climate, including identifying the groups of students most
impacted by the pandemic. LEA Application Program Details (LEA narrative descriptions) can be located
in the COVID‐19 Relief GMS Handbook.
DEED surveyed stakeholders from across the state representing various roles and subgroups to help
determine the impact of the COVID‐19 pandemic and the resulting needs. In support of LEAs, DEED will
provide LEA‐level results from the statewide surveys for LEAs to analyze and appropriately adjust
programming. DEED will review each LEA’s application and provide feedback. DEED issues weekly
newsletters with pertinent information, updates webpage(s) with up‐to‐date resources and guidance,
and hosts webinars to provide information to LEAs and stakeholders.
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.
DEED has hosted, and will continue to host, webinars on how to analyze data, appropriate use of funds,
and application requirements. DEED will review each LEA’s application and provide feedback. DEED will
help guide LEAs in thoughtfully diagnosing areas of need, including data on the academic, social,
emotional, and mental health impacts of lost instructional time.
DEED will analyze student dropout rates, chronic absenteeism, and retention rates, and will provide
targeted outreach and support to those LEAs identified as having the highest rates. The Report Card to
the Public, which is mainly populated by DEED’s Summer OASIS Data Collection, will be a tool used to
analyze student dropout rates, chronic absenteeism, and retention rates. DEED will review each LEA
Alaska Department of Education and Early Development 39
application and provide feedback on proposed use of funds to ensure LEAs are identifying disparities
and using funds to address lost instructional time.
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
LEA decisions regarding the implementation of evidence‐base practices and funding must be based on
data driven decisions. Each LEAs application will require the LEA to describe the extent of the impact of
the COVID‐19 pandemic on student learning and school climate, including identifying the groups of
students most impacted by the pandemic. DEED program and fiscal staff will review each LEA’s
application (budgets and narratives) and work with them to ensure the activities budgeted align with
the identified needs described.
As described in E.1.iii., each LEA’s application will require a completed budget. When budgeting an
item, the LEA will select all appropriate tags for each budgeted item. There will be a tag for each
allowable use of funds from section 2001(e)(2) of the ARP Act. In addition to tagging each budgeted
item to permissible use of funds from the ARP Act, the LEA has the option to tag if the expense is going
to a particular school or is for a district level activity.
DEED supports LEAs and individual school sites by making available reported data including suspension
and expulsion rates, assessment, and demographics including number and percentage of low‐income
students. Information concerning the use of Positive Behavior Intervening Strategies (PBIS) will also be
provided by the Special Education Service Agency (SESA), a statewide service provider sponsored by
DEED. District partnerships with the Alaska Association of School Boards provides school climate
information for sites and districts to use in decision making.
In addition to the supports listed above, DEED provided LEAs with several resources regarding
expending ARP ESSER funds including, but not limited to: webinars; written guidance; and one‐pagers
that included evidence‐based resources for them to consider and possible allowable activities.
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.
Alaska Department of Education and Early Development 40
DEED has a dedicated School Health and Safety team that is available to support schools and districts.
Creating and maintaining safe, supportive, and successful schools is a priority in Alaska, and the School
Health and Safety team has created many resources and frameworks for schools and districts to utilize.
DEED will provide ongoing support and resources to LEAs to support staff and students social,
emotional, and mental health through webinars, eLearning, and training and support on Transforming
Schools: A Framework for Trauma Engaged Practice in Alaska. Below are some examples of the
supports and resources available to districts, schools, and educators:
Transforming Schools Framework: This nationally recognized tool is designed to help schools
and communities integrate trauma‐engaged policies and practices that improve academic
outcomes and well‐being for students.
o Transforming Schools Toolkit: The vision of this toolkit is to help Alaska schools and
communities integrate trauma‐engaged practices and policies into their everyday
activities in order to improve academic outcomes and well‐being for all students.
Improving student outcomes requires us to support the whole child, and to understand
how trauma impacts a child's ability to learn and thrive.
ELearning Modules: DEED has a growing catalog of eLearning courses available for educators in
Alaska. Full list of courses can be found here.
o Equity Training for Educators
o School Crisis Response Planning
o Trauma‐Engaged and Practicing Schools
o Trauma‐Engaged Educators Guide
o Trauma‐Engaged Infant and Early Childhood Mental Health
o Trauma‐Sensitive Schools
o Overcoming ACEs in Alaskan Schools
o Overcoming Anxiety and Stress in Alaskan Schools
o Childhood Traumatic Grief
o Classroom Practices
o Emotional Intelligence
o Family Partnerships
o Mind‐Body Connections
o Self‐Regulation
o Self‐Care
Alaska Statutes 14.33.125 and 14.33.127 states that a school district shall provide crisis intervention
training to a sufficient number of its employees to meet the needs of the school population. This
Alaska Department of Education and Early Development 41
required crisis intervention training must be part of a crisis intervention program that has been
approved by DEED.
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.
As a result of the COVID‐19 pandemic, the Governor of Alaska suspended several statutory and
regulatory requirements for educator certification and allowed for the issuing of emergency
certification. Of Alaska’s 54 LEAs, 43 used the emergency certificate option to fill vacant positions
during the 2020‐2021 school year.
The table below itemizes the area that emergency certificates (EC) were issued for the 2020‐2021
school year. For reference, Alaska employs approximately 7,000 educators annually.
Table F1.
Area Data on Narrative description
shortages and
needs
Special educators and 63 EC Special education educators and related service personnel are
related service historically in high demand in Alaska. Through regulations,
personnel and Alaska has an alternative route to special education that allow
paraprofessionals general education teachers to enroll in a special education
advanced program and concurrently serve as a special
education teacher.
Bilingual educators 7 EC
Alaska Department of Education and Early Development 42
Area Data on Narrative description
shortages and
needs
English as a second 15 EC
language educators
STEM educators 53 EC Relative to other areas, there is a significant need in the area
of STEM that will need to be supported.
CTE educators 10 EC
Elementary Education 137 EC In comparison to the number of other types of emergency
certificates, the number of elementary education emergency
certificates issued is unexpectantly high.
Early childhood 13 EC
educators
School counselors 28 EC Many of Alaska rural schools and districts do not have the
student enrollment to employ a full‐time school counselor.
Districts that have multiple school sites spread over large areas
often employ itinerate school counselors to travel from school
site to school site.
Social workers 5 EC Most of Alaska rural schools and districts do not have the
student enrollment to employ a full‐time social worker.
Districts enter into memorandums of agreement with various
social service providers to make this service available to
students in our small rural schools. DEED is piloting a School
Social worker for our rural and remote districts to help with
addressing COVID‐19.
Nurses 1 EC Most of Alaska rural schools do not have the student
enrollment to employ a school nurse. Identified during the
COVID‐19 pandemic as a critical need, an on‐call school nurse
was made available through the Alaska Department of Health
& Social Service. This resource will continue to be available to
schools in the 2021‐2022 school year.
School psychologists 1 EC Most of Alaska rural schools and districts do not have the
student enrollment to employ a full‐time school psychologist.
This need has been historically filled by contracting with a
regional resource center or through inter‐district cooperation.
Data Source: Teacher Certification Database, May 13, 2021
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.
Alaska Department of Education and Early Development 43
DEED uses emergency certification data and first day vacancy reports to identify the most urgent areas
of shortages. Using the results of this data and report, DEED will follow‐up with LEAs facing the most
significant needs. Working together, department and LEA staff will come up with plans to address the
situation. DEED will continue to offer technical assistance on emergency certification options, retire
rehire provisions and the certification process in general.
Moving forward, DEED’s Teacher Certification Office will work closely with LEAs to support educators as
they transition from emergency certification to standard certification. DEED will provide resources and
technical assistance directly to educators holding emergency certificates issued during the COVID‐19
pandemic as they satisfy the missing requirements and gain standard certificates as described in
statutes and regulations.
In reviewing other Federal COVID‐19 funding, most of the funds were used for other purposes than
avoiding layoffs, see Chart C1 on pages 20‐21. Within their ESSER I and ESSER II applications some LEAs
indicated that they would use these funds to hire additional teachers to help with reduction of class
size. In line with what LEAs reported on ESSER I and ESSER II applications, when comparing the October
counts from 2019‐2020 and from 2020‐2021, the total number of teachers increased from 7662 to 7735
and the total FTE increased from 7465 to 7559. These funds were also used for extra duty per diem for
work outside contract hours. Many LEAs are using these funds to hire teachers for summer school or
additional after school tutoring.
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).
DEED will continue to assist LEAs’ human resource managers with utilizing various certification options
to bring more educators into our system. Alaska teacher certification regulations allow for an
alternative route into Special Education, an initial certification for individuals enrolled in a teacher
preparation program, and emergency certification. Additionally, a recent law was enacted that allows
for LEAs to rehire retired educations to fill shortage areas.
DEED will share the recommendations of the Governor’s Teacher Retention and Recruitment Working
Group with stakeholders, LEAs, and policy makers, focusing on the suggested action items specific to
DEED. In this coming year, DEED will continue to focus on the modernization of its certification system.
Regulations are already in the process of being revised to include a certification pathway for
paraprofessionals to gain teacher certification. In cooperation with the legislature, DEED will continue
Alaska Department of Education and Early Development 44
to support bills that would allow for a greater degree of certification reciprocity. In preparation to move
the teacher certification process online, DEED has started working with a contractor on the design
phase. The Governor’s Teacher Retention and Recruitment Action Plan is available at
https://education.alaska.gov/Media/Default/trr‐images/TRR_Action_Plan_April2021.pdf.
DEED will continue to support Educators Rising Alaska, a program designed to support Alaska students
in middle and high school who are interested in becoming educators. While the goal of this program is
to encourage Alaska students to take the steps necessary to become licensed teachers, it also prepares
students to take on the responsibilities of paraprofessionals. Additional information concerning this
program is available at https://www.alaska.edu/educatorsrising/index.php.
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).
DEED has the following strategies that support its LEAs increased student access to key support staff for
schools. These strategies will be considered for continuation and expansion based on their results.
DEED is piloting a School Social Worker for our rural and remote LEAs to help with addressing COVID‐
19. This position is available to provide professional development on trauma engaged practices, virtual
self‐care, training on reducing student stress and depression, respond to escalating anxiety of staff and
students, social emotional learning, and to distribute school mental health related resources. The state
has also employed a school nurse consultant to help with addressing COVID‐19.
DEED has developed a framework for trauma engaged practices which has been distributed to LEAs in
the state. It has one section that specifically addresses how to consider staff assignments and duties of
these positions.
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
Alaska Department of Education and Early Development 45
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;
DEED has contracted with an assessment vendor that provides interim assessments to examine learning
loss during the COVID‐19 pandemic. COVID‐19 realities have proven challenging for this work, but DEED
is hopeful that the fall 2021 administration will provide the data necessary to pinpoint where, how, and
for whom learning loss has occurred so that teachers, schools, and LEAs can implement the necessary
interventions.
DEED is also currently collecting data on instructional modes across the entire 2020‐2021 school year to
identify which schools lost the most in‐person 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);
DEED currently collects data relevant to calculating and reporting on chronic absenteeism, use of
exclusionary discipline (suspensions and expulsions), access to high‐speed internet at the school level,
access to high‐quality educators (in‐field), results from participation in student, parent, and/or educator
surveys, and access to school counselors, social workers, nurses, and school psychologists.
DEED will build capacity to collect information on student engagement, access to and participation in
advanced coursework, and access to technology, including educator access to professional
development on the effective use of technology. DEED will work with internal stakeholders and LEAs to
define and collect relevant, consistent, and timely measures for these domains.
iii. Fiscal data that is comparable across the State (e.g., per-pupil expenditures at
the LEA and school levels);
DEED began reporting fiscal data that is comparable across the State in the 2019‐2020 school year.
DEED currently reports per‐pupil expenditures at the state, LEA, and school levels. DEED will continue to
work with LEAs to provide support in reporting per‐pupil expenditures. This includes regularly updating
Alaska Department of Education and Early Development 46
relevant documentation, answering questions, and hosting webinars to discuss reporting changes and
expectations.
When budgeting ESSER III funds, all LEAs will identify what percentage of funds are being used to
address learning loss among students. This information can be compared across the state. Similarly, in
their budgets, LEAS will identify which of the many allowable and diverse uses of ESSER III funds their
proposed expenditures and activities fall under. This can be aggregated at the state level to identify
what allowable areas of spending were most targeted by LEAs.
iv. Jobs created and retained (by position type);
DEED will build capacity to collect information on jobs created and retained (by position type).
Currently, DEED collects information on the full‐time equivalent (FTE) basis for certified staff that are
federally funded through Title I‐A, Title II‐A, Title III‐A, Title I‐C, Title IV‐A, and Consolidated
Administration. DEED is exploring the possibility of adding codes to this data collection element to track
FTE that is created or retained through ARP ESSER funding.
v. Participation in programs funded by ARP ESSER resources (e.g., summer and
afterschool programs); and
DEED will build capacity to collect information on participation in programs funded by ARP ESSER
resources (e.g., summer and afterschool programs). This will be accomplished by working with LEAs to
track students that participate in ARP ESSER programs. This information will then be reported –
potentially as part of the final report described in Section E – by LEA and collected by DEED in order to
provide transparency around which students participated in ARP ESSER funded programs and to
analyze improvement in outcomes for students that participated in ARP ESSER funded programs across
time.
vi. Other reporting requirements reasonably required by the Secretary (please refer
to Appendix B of this template; final requirements will be issued separately).
When the final requirements are issued, DEED will evaluate whether or not current capacity will
accommodate the requirements. If current capacity will not accommodate the requirements, then DEED
will work with internal stakeholders and LEAs to define and collect relevant, consistent, and timely
measures for the domains related to the requirements.
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
Alaska Department of Education and Early Development 47
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.
A team of staff with varied skill sets work to oversee the implementation of all COVID‐19 relief funding
and activities. The team consists of program managers, program administrators, DEED executive
leadership, operations managers, and internal auditors. DEED hired one long‐term, non‐permanent
position to assist with managing the EANS program, reviewing COVID‐19 relief fund applications,
providing technical assistance, outreach, drafting guidance, etc. Additional department staff have
assisted as necessary to fill in where needed for tasks such as drafting the state plan, reviewing LEA
applications, providing support for stakeholder engagement, creating materials to support LEAs, etc.
DEED program managers review each budget to ensure the proposed expenditures are allowable and in
line with the proposed activities outlined in the application. Each application is reviewed by at least two
DEED staff before final approval. The program manager will send the application back to the LEA for
revisions if the criteria are not met, or a proposed expenditure is not allowable. Once the program
manager approves the application/budget, the program administrator reviews the application and
provides final approval. DEED’s Grants Administrators review budgets prior to reimbursements and
reimbursement requests are checked to verify they match the approved budget. DEED continues to
work with LEAs who request or are otherwise indicating they need technical assistance. Technical
assistance is provided by DEED’s COVID‐19 team. A detailed report outlining district expenditures of
ARP ESSER III funds will be posted on the web.
Oversight activities include informational webinars, technical assistance, and guidance documents. The
application and budgets for COVID‐19 relief funds are housed in DEED’s Grants Management System
(GMS). A comprehensive review of the application at the beginning of the process, as outlined above,
provides the framework for the LEAs and fiscal team at DEED to review the information needed to
ensure that planned activities and expenses are allowable and meet the specific needs of the ARP Act.
Technical assistance to LEAs while developing the application and budget not only helps the LEAs with
their planning, but it also allows DEED staff to provide information as needed for the LEA to plan
effectively for these funds. In addition, each year LEAs are required to submit an independent audit to
DEED. This audit is reviewed by DEED staff to ensure consistency with previously submitted documents.
DEED will continue to use the ESEA risk assessment for CARES Act, CRRSA Act, and ARP Act funds to
determine if additional oversight is necessary.
Alaska Department of Education and Early Development 48
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.
Number of schools All schools Offered to all Offered to Not offered
students some
students
Remote or online only 502* 373 26 99
School buildings open 502* 204 23 271
with both
remote/online and in‐
person instruction
(hybrid)
School buildings open 502* 382 10 106
with full‐time in‐person
instruction
*Note: 4 schools have not yet responded. Row totals will sum to 498 which does not match the “All Schools” value.
To the extent data are available, please complete the above table for 1) all schools in the State, and 2)
separately for each instructional level (e.g., pre‐kindergarten/elementary schools, middle schools, high
schools).
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
Number of students Total Remote or Both Full‐time in‐
enrollment online only remote/online person
and in‐person instruction
instruction
(hybrid)
Students from low‐ 53,775 10,657 20,141 22,950
income families
Alaska Department of Education and Early Development 49
Number of students Total Remote or Both Full‐time in‐
enrollment online only remote/online person
and in‐person instruction
instruction
(hybrid)
White, not Hispanic 59,225 18,632 22,088 18,503
Black or African 3,095 484 1,482 1,128
American, not
Hispanic
Hispanic, of any race 9,151 1,656 4,124 3,371
Asian or Native 10,604 1,065 4,367 5,165
Hawaiian or Pacific
Islander, not
Hispanic
American Indian or 27,228 4,662 9,291 13,218
Alaskan Native, not
Hispanic
Two or more races, 15,953 3,377 6,684 5,887
not Hispanic
Race/Ethnicity
information not
available
English learners 15,155 1,553 6,519 7,083
Children with 18,044 3,193 7,280 7,553
disabilities
Students 2,188 345 1,011 832
experiencing
homelessness
Children and youth 1,448 167 644 637
in foster care
Migratory students 8,936 896 3,143 4,875
Alaska Department of Education and Early Development 50
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure that its
LEAs comply with, all reporting requirements at such time and in such manner and containing such
information as the Secretary may reasonably require, including on matters such as:
How the State is developing strategies and implementing public health protocols including, to the
greatest extent practicable, policies and plans in line with the CDC guidance related to mitigating
COVID-19 in schools;
Overall plans and policies related to State support for return to in-person instruction and maximizing
in-person instruction time, including how funds will support a return to and maximize in-person
instruction time, and advance equity and inclusivity in participation in in-person instruction;
Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and conditions;
SEA and LEA uses of funds to meet students’ social, emotional, and academic needs, including
through summer enrichment programming and other evidence-based interventions, and how they
advance equity for underserved students;
SEA and LEA uses of funds to sustain and support access to early childhood education programs;
Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER funding
(e.g., quantitative and qualitative results of ARP ESSER funding, including on personnel, student
learning, and budgeting at the school and district level);
Student data (disaggregated by student subgroup) related to how the COVID-19 pandemic has
affected instruction and learning;
Requirements under the Federal Financial Accountability Transparency Act (“FFATA”); and
Additional reporting requirements as may be necessary to ensure accountability and transparency of
ARP ESSER funds.
Alaska Department of Education and Early Development 51
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
The SEA will conduct all its operations so that no person shall be excluded from participation in, be
denied the benefits of, or be subject to discrimination under the ARP ESSER program or activity based
on race, color, national origin, which includes a person’s limited English proficiency or English learner
status and a person’s actual or perceived shared ancestry or ethnic characteristics; sex; age; or disability.
These non-discrimination obligations arise under Federal civil rights laws, including but not limited to
Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of 1972, section 504
of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975. In addition, the SEA must
comply with all regulations, guidelines, and standards issued by the Department under any of these
statutes;
The SEA will comply with all ARP Act and other ARP ESSER requirements and all requirements of its
Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the ARP Act, absent
a waiver by the Secretary pursuant to section 2004(a)(2) of the ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the ARP Act, and
ensuring its LEAs comply with the maintenance of equity provision in section 2004(c) of the
ARP Act (please note that the Department will provide additional guidance on maintenance of
equity shortly);
The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner and, to the extent
practicable, not later than 60 days after the SEA receives ARP ESSER funds (i.e., 60 days from the date
the SEA receives each portion of its ARP ESSER funds). An SEA that is not able to allocate such funds
within 60 days because it is not practicable (e.g., because of pre-existing State board approval
requirements) will provide an explanation to the Department within 30 days of receiving each portion of
its ARP ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov (e.g.,
Alabama.OESE@ed.gov)), including a description of specific actions the SEA is taking to provide ARP
ESSER funds to LEAs in an expedited and timely manner and the SEA’s expected timeline for doing so;
The SEA will implement evidence-based interventions as required under section 2001(f) of the ARP Act
and ensure its LEAs implement evidence-based interventions, as required by section 2001(e)(1) of the
ARP Act;
The SEA will address the disproportionate impact of the COVID-19 pandemic on underserved students
(i.e., students from low-income families, students from racial or ethnic groups (e.g., identifying
disparities and focusing on underserved student groups by race or ethnicity), gender (e.g., identifying
disparities and focusing on underserved student groups by gender), English learners, children with
disabilities, students experiencing homelessness, children and youth in foster care, and migratory
students), as required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e., students from low-
income families, students from racial or ethnic groups, gender, English learners, children with
disabilities, students experiencing homelessness, children and youth in foster care, and migratory
students), as required by section 2001(e)(1) of the ARP Act; and
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/COVID plan).
Alaska Department of Education and Early Development 52
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you about a new provision in the Department of Educations
General Education Provisions Act ("GEPA") that applies to applicants for new grant awards under
Department programs. This provision is Section 427 of GEPA, enacted as part of the Improving America's
Schools Act of 1994 (Public Law (P.L.) 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for new grant awards under this program. ALL APPLICANTS
FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR APPLICATIONS TO
ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE FUNDING UNDER THIS
PROGRAM.
(If this program is a State-formula grant program, a State needs to provide this description only for projects
or activities that it carries out with funds reserved for State-level uses. In addition, local school districts
or other eligible applicants that apply to the State for funding need to provide this description in their
applications to the State for funding. The State would be responsible for ensuring that the school district
or other local entity has submitted a sufficient section 427 statement as described below.)
What Does This Provision Require?
Section 427 requires each applicant for funds (other than an individual person) to include in its application
a description of the steps the applicant proposes to take to ensure equitable access to, and participation in,
its Federally-assisted program for students, teachers, and other program beneficiaries with special needs.
This provision allows applicants discretion in developing the required description. The statute highlights
six types of barriers that can impede equitable access or participation: gender, race, national origin, color,
disability, or age. Based on local circumstances, you should determine whether these or other barriers
may prevent your students, teachers, etc. from such access to, or participation in, the Federally-funded
project or activity. The description in your application of steps to be taken to overcome these barriers
need not be lengthy; you may provide a clear and succinct description of how you plan to address those
barriers that are applicable to your circumstances. In addition, the information may be provided in a single
narrative, or, if appropriate, may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that,
in designing their projects, applicants for Federal funds address equity concerns that may affect the ability
of certain potential beneficiaries to fully participate in the project and to achieve high standards.
Consistent with program requirements and its approved application, an applicant may use the Federal
funds awarded to it to eliminate barriers it identifies.
What are Examples of How an Applicant Might Satisfy the Requirement of This Provision?
The following examples may help illustrate how an applicant may comply with Section 427.
Alaska Department of Education and Early Development 53
(1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with
limited English proficiency, might describe in its application how it intends to distribute a brochure about
the proposed project to such potential participants in their native language.
(2) An applicant that proposes to develop instructional materials for classroom use might describe how it
will make the materials available on audio tape or in braille for students who are blind.
(3) An applicant that proposes to carry out a model science program for secondary students and is
concerned that girls may be less likely than boys to enroll in the course, might indicate how it intends to
conduct "outreach" efforts to girls, to encourage their enrollment.
(4) An applicant that proposes a project to increase school safety might describe the special efforts it will
take to address concerns of lesbian, gay, bisexual, and transgender students, and efforts to reach out to and
involve the families of LGBT students.
We recognize that many applicants may already be implementing effective steps to ensure equity of access
and participation in their grant programs, and we appreciate your cooperation in responding to the
requirements of this provision.
DEED will ensure equitable access to, and participation in, this federally assisted program. Alaska
Education Laws (Sec. 14.18.010) and Regulations (4AAC 06.500) specifically prohibit discrimination
based on race and gender in public education, provide for equity‐related staff development for all
certificated staff, including school counselors, and provide for grievances and penalties for non‐
compliance.
The Alaska Department of Education & Early Development (DEED) specifically prohibits any
discrimination in public education delivery and hiring on the basis of gender, race, national origin, color
or age.
Alaska’s diverse population and geographical extremes has always posed unique challenges in
education. Strategies for overcoming the barriers listed below influenced the strategies of the DEED in
creating this proposal. The state’s accomplished history in overcoming these barriers must be taken
into account when designing or implementing any plan that expects to improve educational
opportunities for all students.
Gender
DEED has created gender equity publications and nontraditional occupations emphasis in a number of
its programs.
Alaska Department of Education and Early Development 54
Race, National Origin and Color
Alaska is a multicultural community. Its large Alaskan Native community and growing population,
many of whom are immigrants, ensure that Alaska’s multicultural nature will continue.
To overcome barriers caused by ethnic differences, a class in both Alaska history and multicultural
education is required of all certified teachers in the state. Many local districts have programs to
actively seek out Alaska Native and other minority staff. The University of Alaska has a rural outreach
program to train Native and minority teachers in their villages.
Students with Disabilities
All Alaska schools must comply with the Americans with Disabilities Act (ADA). Maintaining facilities
compliant with ADA is a challenge in Alaska, with hundreds of tiny school sites spread over thousands
of square miles. Alaska’s schools are compliant and accredited; likewise, charter schools will comply
with ADA and will not discriminate in enrollment or admission.
Language
Alaska’s bilingual programs feature over 85 languages. The top ten languages in rank order are:
Central Yup’ik 42%, Inupiaq 20%, Spanish 6%, Korean 5%, Filipino 4%, and Koyukon Athabascan 2%,
Gwichin Athabascan 1.7%, and Russian 1.6%. The other 14% of the bilingual enrollment represents
small numbers of speakers of 75 other languages. Enrollment in bilingual programs has increased at a
rate of 5‐8% annually for the past five years. This increase is the result of a higher level of immigration
primarily in urban districts, and a higher birthrate among Alaska Natives. Almost 70% of bilingual
students consist of elementary students.
The Project is conducted within these rigorous standards for equitable access to and participation in all
state and federally assisted programs for students, educators, and any participants with special needs.
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per response,
including time for reviewing instructions, searching existing data sources, gathering and
maintaining the data needed, and completing and reviewing the collection of information. The
obligation to respond to this collection is required to obtain or retain benefit (Public Law 103-382).
Send comments regarding the burden estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland
Ave., SW, Washington, DC 20210-4537 or email ICDocketMgr@ed.gov and reference the OMB
Control Number 1894-0005.
Alaska Department of Education and Early Development 55
Attachment A
Date Communication Audience Content
Type
4/5/2021 Newsletter District CTE Directors and other ARP State Plan Information &
statewide CTE stakeholders Updates including upcoming
webinars, recordings of past
webinars, links to the
ThoughtExchange, and timeline
reminders about LEA ARP applications
4/29/2021 Email Title I Committee of Practitioners Invitation to upcoming ARP Act State
Plan stakeholder input webinar.
4/29/2021 Email Migrant State Parent Advisory Invitation to upcoming ARP Act State
Council Plan stakeholder input webinar.
4/29/2021 Social Media All stakeholders Webinar notice, link (Facebook &
Twitter & Instagram)
4/29/2021 Newsletter All stakeholders Notice of upcoming stakeholder input
opportunities
4/29/2021 Email Superintendents Invitation to our first 3 webinars, May
3, 4, 5
4/29/2021 Email Federal Programs Directors and Invitation to our first 3 webinars, May
COVID‐19 contacts in GMS, SERRC 3, 4, 5
4/29/2021 Email NEA Leaders Asked to forward information about
our May 3 stakeholder webinar
4/29/2021 Email (Internal) DEED Administrators & Program Asked to forward information about
Managers our May 3 stakeholder webinar
4/29/2021 Email (Internal) DEED Information Officer Asked to forward information about
our May 3 stakeholder webinar
4/29/2021 Newsletter ESEA Newsletter Audience COVID‐19 Special Edition Newsletter‐‐
information about May 3, 4, 5
webinars and ThoughtExchange Link
4/29/2021 Email Human Resource Managers Invitation to Stakeholder Webinars
4/29/2021 Email Alaska Afterschool Network Invitation to webinar with ARP
Overview
4/29/2021 Email 21st CCLC Directors Invitation to webinar with ARP
Overview
4/30/2021 Email District Data Collection Contacts Invitation to Webinar
4/30/2021 Webinar Migrant State Parent Advisory Overview of the ARP Act, state plan,
Council and opportunities for stakeholder
feedback.
4/30/2021 Email Tribal Leaders Asked them to forward information
about our May 3 stakeholder webinar
5/3/2021 Email Federal Programs Directors and Reminded them about the webinars
COVID‐19 contacts in GMS, SERRC on May 4 and 5
Alaska Department of Education and Early Development 56
Date Communication Audience Content
Type
5/3/2021 Other Website Update ARP State Plan webpage created with
links to webinars on 5/3, 5/4, 5/5,
5/7, 5/10, 5/11, 5/12, 5/14, 5/21.
Resources for districts added: District
ARP plan requirements, Evidence
based guidance, FY22 Assurances
packet
5/3/2021 Webinar All stakeholders Gave an overview of ARP, explained
what is expected of the state and
districts, and provided an opportunity
to give feedback on what they
perceive the needs are
5/4/2021 Email Migrant Education Program Staff at Invitation to upcoming ARP Act State
Districts Plan stakeholder input webinars and
request for them to spread the word
to migratory families.
5/4/2021 Email Migrant State Parent Advisory Invitation to upcoming ARP Act State
Council Plan stakeholder input webinars and
request for them to spread the word
to other migratory families.
5/4/2021 Email English learner district contacts Invitation to specific stakeholder
webinar sessions.
5/4/2021 Webinar District Staff Discussed district level requirements
for creating ARP plans
5/4/2021 Email (Internal) DEED Information Officer Asked to blast info about May 10, 11,
12 webinars
5/5/2021 Webinar Superintendents, data collection Immediate and anticipated data
contacts, federal program managers collection needs
5/5/2021 Email Superintendents, data collection Distribution of slides and data
contacts collection tool
5/5/2021 Newsletter Migrant Education Program Staff at Article in Title I‐C Section of the
Districts weekly ESEA Newsletter inviting staff
to upcoming ARP Act State Plan
stakeholder input webinars and
requesting for them to spread the
word to migratory families.
5/5/2021 Newsletter Title III/EL District Program Invitation to specific stakeholder
Managers webinar sessions.
5/5/2021 Email (Internal) DEED Information Officer Asked to blast info on May 7, 14, 21
webinars
5/5/2021 Email Tribal Leaders Asked them to forward information
about our upcoming stakeholder
webinars in the evening on May 10,
11, and 12. Link to ThoughtExchange
Alaska Department of Education and Early Development 57
Date Communication Audience Content
Type
5/5/2021 Newsletter ESEA Newsletter Audience Information about ARP, upcoming
webinars on May 10, 11, 12,
ThoughtExchange link
5/5/2021 Other Website Update Information about webinars on 5/7,
5/14, 5/21 added, webinars on 5/10,
5/11, 5/12 added
5/5/2021 Other Website Update CDC prevention strategies and ED
Roadmap resources added to ARP
webpage. ARP state plan webpage
finally linked.
5/5/2021 Webinar District Staff Discussed data collection processes
that would change with ARP
requirements
5/5/2021 Email Alaska Afterschool Network Invitation to webinars collecting
stakeholder input on ARP
5/5/2021 Email 21st CCLC Directors Invitation to webinars collecting
stakeholder input on ARP
5/5/2021 Email District Foster Care Liaisons Invitation to webinars collecting
stakeholder input on ARP
5/6/2021 Social Media All stakeholders Webinar notice, link (Facebook &
Twitter)
5/6/2021 Email Superintendents, Federal Programs Invited them to webinars on May 7,
Directors, COVID‐19 contacts in 14, 21. Asking them to forward
GMS, SERRC stakeholder webinar info on May 10,
11, 12. Provide resources. Link to
Thought Exchange
5/6/2021 Newsletter District CTE Directors and other ARP State Plan Information &
statewide CTE stakeholders Updates including upcoming
webinars, recordings of past
webinars, links to the
ThoughtExchange, and timeline
reminders about LEA ARP applications
5/7/2021 Social Media Families and advocates of children: Webinar notice, link (Facebook &
migratory, English learners, Alaska Twitter)
native, with disabilities,
experiencing homelessness, in
foster care
5/7/2021 Newsletter All stakeholders Notice of upcoming stakeholder input
opportunities
5/7/2021 Email Parents of Students with Disabilities Flyer notice for survey link and
webinars
5/7/2021 Webinar All stakeholders Overview of ARP, provided basic
requirements for an ARP State plan,
information on District ARP plans,
Alaska Department of Education and Early Development 58
Date Communication Audience Content
Type
looked at ThoughtExchange survey
data received to date.
5/7/2021 Email Office of Children’s Services/Foster Invitation to webinars collecting
Care Staff stakeholder input on ARP
5/10/2021 Email Migrant State Parent Advisory Reminder of upcoming ARP State Plan
Council stakeholder input webinars.
5/10/2021 Email Migrant Education Program Staff at Reminder of upcoming ARP State Plan
Districts stakeholder input webinars.
5/10/2021 Social Media Families and advocates of children: Webinar notice, link (Facebook &
migratory, English learners, Alaska Twitter)
native, with disabilities,
experiencing homelessness, in
foster care
5/10/2021 Social Media All stakeholders ThoughtExchange link (Facebook &
Twitter)
5/10/2021 Email Parents of Students with Disabilities Flyer notice for survey link and
webinars
5/10/2021 Email Governor's Council on Special Ed Flyer notice for survey link and
and Disabilities webinars
5/10/2021 Email Special Education Service Agency Flyer notice for survey link and
webinars
5/10/2021 Email All State Special Education Directors Flyer notice for survey link and
webinars
5/10/2021 Webinar All stakeholders Gave an overview of ARP, explained
what is expected of the state and
districts, and provided an opportunity
to give feedback on what they
perceive the needs are
5/11/2021 Other Website Update Slides for webinars on 5/3, 5/4, 5/5
were posted
5/11/2021 Webinar All stakeholders Gave an overview of ARP, explained
what is expected of the state and
districts, and provided an opportunity
to give feedback on what they
perceive the needs are
5/12/2021 Email Non‐responding superintendents Reminder to submit data collection
and data collection contacts tool
5/12/2021 Social Media All stakeholders ThoughtExchange link (Facebook &
Twitter)
5/12/2021 Webinar All State Special Education Directors Flyer notice for survey link and
webinars and discussion
Alaska Department of Education and Early Development 59
Date Communication Audience Content
Type
5/12/2021 Newsletter ESEA Newsletter Audience Links to recorded webinars,
Reminders about upcoming webinars,
thought exchange links, reminder
about commissioner's letter,
reminder about GMS going live on
May 24
5/12/2021 Webinar All stakeholders Gave an overview of ARP, explained
what is expected of the state and
districts, and provided an opportunity
to give feedback on what they
perceive the needs are
5/13/2021 Email Parents/Guardians of Migratory Invitation to take Targeted
Children Stakeholder ThoughtExchange survey
and invitation to upcoming ARP Act
State Plan stakeholder input
webinars.
5/13/2021 Social Media All stakeholders Webinar notice, link (Facebook &
Twitter)
5/13/2021 Other Website Update Information about webinars on 5/18
and 5/19, Updated district resources
5/13/2021 Newsletter District CTE Directors and other ARP State Plan Information &
statewide CTE stakeholders Updates including upcoming
webinars, recordings of past
webinars, links to the
ThoughtExchange, and timeline
reminders about LEA ARP applications
5/14/2021 Email Alaska Tribes and Tribal Invitation to take Targeted
Organizations Stakeholder ThoughtExchange survey
and invitation to upcoming ARP Act
State Plan stakeholder input
webinars.
5/14/2021 Social Media All stakeholders Webinar notice, link (Facebook &
Twitter)
5/14/2021 Newsletter All stakeholders Notice of additional stakeholder input
opportunities
5/14/2021 Email Tribal Leaders ThoughtExchange for Student Groups
& info about May 18 and 19 webinars
5/14/2021 Webinar All stakeholders Overview of ARP, provided basic
requirements for an ARP State plan,
information on District ARP plans,
explained ThoughtExchange survey
process, discussed state set asides.
5/14/2021 Webinar 21st CCLC Directors Information on and link to "Thought
Exchange" input survey
Alaska Department of Education and Early Development 60
Date Communication Audience Content
Type
5/17/2021 Email All certified teachers in the state Information about ARP, State Plan,
and invite them to participate in the
ThoughtExchange
5/18/2021 Email Non‐responding superintendents Reminder to submit data collection
and data collection contacts tool
5/18/2021 Webinar All stakeholders Gave an overview of ARP, explained
what is expected of the state and
districts, and provided an opportunity
to give feedback on what they
perceive the needs are
5/19/2021 Webinar All State Special Education Directors Flyer notice for survey link and
webinars and discussion
5/19/2021 Email All State Special Education Directors Flyer notice for survey link and
webinar and discussion
5/19/2021 Email All CSI and TSI Schools Links to website and thought
exchange
5/19/2021 Email All CLSD Schools Links to website and thought
exchange
5/19/2021 Newsletter ESEA Newsletter Audience Information about 5/21 Webinar, 2
ThoughtExchange links, links to
recorded webinars, reminder about
Commissioner's letter to spend funds
wisely, reminder about GMS going
live on May 24
5/19/2021 Webinar All stakeholders Gave an overview of ARP, explained
what is expected of the state and
districts, and provided an opportunity
to give feedback on what they
perceive the needs are
5/20/2021 Social Media All stakeholders Webinar notice, link (Facebook &
Twitter)
5/20/2021 Other Advocate for Students with Information on and link to
Disabilities ThoughtExchange input survey
5/20/2021 Newsletter District CTE Directors and other ARP State Plan Information &
statewide CTE stakeholders Updates including upcoming
webinars, recordings of past
webinars, links to the
ThoughtExchange, and timeline
reminders about LEA ARP applications
5/21/2021 Social Media All stakeholders Webinar notice, link (Facebook &
Twitter)
5/21/2021 Other Website Update District resources: District Milestones
& Checklist, District Mitigation Plan
Template
Alaska Department of Education and Early Development 61
Date Communication Audience Content
Type
5/21/2021 Webinar Superintendents 10am webinar with superintendents.
Gave resources that were recently
updated online: District Milestones &
Checklist, District Mitigation Plan
Template, Information about district
ARP Plan in GMS.
5/21/2021 Webinar All stakeholders Gave an overview of all resources
published to date and gave
information on both surveys
5/24/2021 Email All State Special Education Directors Flyer notice for survey link and
discussion
5/24/2021 Other Website Update ARP Allocations posted. All COVID‐19
allocations to date posted
5/24/2021 Other Website Update Resource for spending your COVID‐19
funds posted
5/24/2021 Other Superintendents and Business ARP ESSER III allocations, resource for
Managers spending funds wisely.
5/24/2021 Email AK Counselors list serv New Resource Available—COVID‐19
Relief Funding Guidelines
5/26/2021 Webinar All State Special Education Directors Flyer notice for survey link and
discussion
5/26/2021 Newsletter ESEA Newsletter Audience New Resource Available – COVID‐19
Relief Funding Guidelines, All COVID‐
19 allocations to date posted,
reminders about COVID‐19 Relief
Application, webinar recordings and
links to ThoughtExchange
5/27/2021 Webinar Migrant State Parent Advisory Discussion of ARP Act and needs of
Council migratory children.
5/27/2021 Newsletter District CTE Directors and other ARP State Plan Information &
statewide CTE stakeholders Updates including upcoming
webinars, recordings of past
webinars, links to the
ThoughtExchange, and timeline
reminders about LEA ARP applications
Alaska Department of Education and Early Development 62
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