Wyoming State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
Wyoming's ARP ESSER State Plan, on the Department template issued April 21, 2021, answers the progress question by describing Wyoming Department of Education (WDE) supports from the start of the pandemic, including Superintendent COVID-19 Response meetings held with the Department of Health and other agencies and ending with the Wyoming Education Summit. It says every district developed an Adapted Learning Plan in spring 2020. Strategies named include the Smart Start framework, which helped almost all schools open in fall 2020, and Classroom-based Virtual Education under emergency changes to the Chapter 41 virtual education rules, prompted by 15% to 30% of students in each district seeking full-time virtual learning. The text closes with the WDE's equity assurances and the paperwork notice for GEPA requirements.
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Cite this document
“Wyoming State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-3d27f594a7/
, SHA-256 ee7518660fbc68df8d43f173501a7e6b5d7dbb73142047a39efe419427089a76.Full text
Wyoming State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
1
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
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Grantee and Contact Information
ARP ESSER PR Award Number: S425U210051
SEA Contact: Jillian Balow, Superintendent of Public Instruction
Telephone: 307-777-7675
Email address: superintendent@wyo.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)
Jillian Balow
Signature of Authorized SEA Representative Date:
8/11/21
3
Overview
The Wyoming Department of Education (WDE) has chosen to submit the State’s plan on the
template provided by the United States Department of Education (USED). This draft plan
represents a collaborative effort from many WDE departments and teams. Input was provided
from the School Support Division: ESSA Grant Team, CTE Team, and Nutrition Programs
Team; the Special Education Programs Division; the Accountability Division: Student and
Teacher Resources Team; the Standards and Assessment Division: Assessment Team,
Standards Team; Finance Division: School Foundations Team; and Information Management
Division: Data Collection and Reporting Team.
Input from various stakeholders has been collected to inform decision making from the onset of
the COVID-19 pandemic, and was further focused to assist in the development of Wyoming’s
ARP ESSER State Plan. The WDE is keenly aware that national, state, and local conditions can
change quickly resulting in the need for an adjusted response. With this understanding, the
WDE recognizes the dynamic nature of the ARP ESSER State Plan and anticipates the need to
make changes when necessary, including the receipt of updated data sets and ongoing
stakeholder input. This current plan has been prepared in response to USED’s required
submission date of June 7, 2021. Many datasets are constantly changing. Any data reported in
the plan is either time stamped or the most current available. The WDE has chosen not to report
some datasets as the data is not current, and therefore not an accurate reflection.
The WDE takes this opportunity to inform USED that it was unable to allocate ARP ESSER
funds to our LEAs within 60 days of receiving funds because it was not practicable due to state
requirements governing the acceptance of federal funds.
Wyoming statute sets forth specific requirements for approval and acceptance of new federal
program funding. The "B-11" process is used by the State Budget Department and the
Governor's Office to process requests for new or unappropriated federal program funding and
significant dollar expansions to existing programs and/or additional personnel requirements.
W.S. 9-2-1005(b) allows the Governor to increase legislative appropriations from non-general
fund sources. Through the B-11 process, budgets can be increased with federal and other funds
that have not been appropriated by the Wyoming Legislature. This process makes it possible for
state agencies to receive new federal and other funds that are available to the state. This
process typically takes multiple weeks and must be completed before any new funds may be
expended or allocated to subrecipients. Only after the B-11 process has been finalized can we
complete the budget setup to manage the funds. This process has not yet been finalized.
While the B-11 process is occurring, the WDE has met other requirements outlined in the
assurances detailed in Attachment T of Wyoming’s ARP ESSER GAN, specifically, item number
three. The WDE communicated to each district its full allocation amount on March 29, 2021.
Communication included language specific to the requirement to use a minimum of 20% of the
total allocation to address learning loss.
To be prepared to move forward as quickly as possible the WDE has created the LEA
application reflecting federal requirements and will make the application available in our grants
management system (GMS) once the B-11 process completes.
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Table of Contents
Introduction/Instructions………………………………………………………………………….……...2
Overview…………………………………………………………………………………………...……...4
Section A: Describing the State’s Current Status and Needs ……………………………………….6
Section B: Safely Reopening Schools and Sustaining Their Safe Operations…………………...17
Section C: Planning for the Use and Coordination of ARP ESSER Funds…………………….….25
Section D: Maximizing State-Level funds to Support Students……………………………………..33
Section E: Supporting LEAs in Planning For and Meeting Students’ Needs................................39
Section F: Supporting the Educator Workforce………………………………………………………42
Section G: Monitoring and Measuring Progress……………………………………………………..47
Appendix A: School Operating Status and Instructional Mode Data Template…………………...51
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)..................54
Appendix C: Assurances………………………………………………………………………………..55
Appendix D: Notice to All Applicants-General Education Provision (GEPA) Requirement………57
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A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3
strategies that have been most effective in supporting the needs of students in
your State during the COVID-19 pandemic, especially for students most impacted
by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices
to the Department’s Safer Schools and Campuses Best Practices
Clearinghouse so that they can be shared with other States and LEAs.
Response:
From the beginning of the COVID-19 pandemic, the WDE has sought to hold up LEAs in
continued support of all Wyoming students, including those most at risk of being
disproportionately negatively impacted through changed educational opportunities. The WDE
provided district leadership with information and structures necessary to engage all students. Of
note were the launching of a COVID-19 Resources page on the WDE website, the development
of guidance documents, and Superintendent COVID-19 Response meetings.
On-going Superintendent COVID-19 Response meetings began in March, 2020, and continued
on a regular basis through September, culminating with the WDE’s Wyoming Education Summit
(WES). Additional meetings were held intermittently as needed through the fall and winter. Many
meetings were held collaboratively with Wyoming’s Department of Health (WDH) to provide
current information and guidance around preventive measures to protect against the spread of
the Coronavirus in communities and schools, community health protocols, statewide practices,
and on-going updates to health orders. Other state agencies and organizations partnered for
presentations including a Wyoming Department of Family Services (WDFS) presentation on
childcare and child protection; updates about student participation and flexibility through the
University of Wyoming and Wyoming’s Community Colleges; and the Wyoming Professional
Teaching Standards Board’s (PTSB) emergency rules for licensure addressing potential
personnel shortages. Additional topics presented by WDE personnel included the use of
ESSER I and II funds, GEER funds determinations and disbursement, temporary school
closures, alternative educational delivery models, return to school plans, spring assessment and
accountability adjustments, delivery of special education services and IDEA responsibilities,
school nutrition and food service, PPE purchasing, pupil transportation, and updates on other
federal funds waivers and uses.
From March through the end of the 2019-20 school year, students were supported with the
development of LEA Adapted Learning Plans (ALP). These plans were developed by every
district and addressed alternative educational delivery models implemented during the near
nation-wide school building closure. Five Wyoming LEAs presented best practices to include
personalized learning, attendance and engagement tracking and escalation procedures, and
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professional development for teachers thrust into online instruction models. These ALPs guided
instructional practice through the remainder of the year and were foundational for preparing for
the 2020-21 school year.
The WDE has identified two effective strategies to highlight: Smart Start Guidance/Plans and
Classroom Based Virtual Education.
Strategy 1: Smart Start Guidance/Plans
Overview
Regarding strategies that have been effective in supporting the needs of students in the State
during the COVID-19 pandemic, one is the development and shared practices of the WDE’s
Smart Start Guidance. This guidance was created by the Smart Start Taskforce in collaboration
with the WDH as a key facilitator. The taskforce included: policy officers from the Governor’s
Office, Superintendent of Public Instruction, WDE Chief of Staff, WDH personnel, District
Superintendents, School Board members, Principals, Teachers, Public Health Nursing, District
School Nurse, After School Alliance representative, Broadband Communications representative
and WDE staff.
Development
The Smart Start Taskforce held a series of meetings during May-June 2020 to consider
research and the development of a practical guidance tool that would assist school districts in
reopening in the fall of 2020. This guidance included assurances, definitions and the
components (communication, safety and wellness, school operations measures, and instruction
and technology) that would support the needs of students across the academic setting.
Within each section of the guidance document, resources were provided that aligned to
requirements, recommendations and/or considerations depending on the tier of operation. An
appendix provided additional information on daily screening protocols and communication.
Prior to the roll out of the Smart Start guidance, a presentation was shared with the Governor’s
COVID-19 Education Taskforce for further review. Following this review, the guidance was
made publicly available on July 1, 2020, with the expectation that districts/schools would have
Smart Start plans developed by August 3, 2020 for the fall academic year.
To fully support LEAs with the development of Smart Start plans at the district level, weekly
Superintendents COVID-19 Response Zoom meetings were held with the LEAs to provide an
overview of the document and a rationale for its implementation. The WDH played a pivotal role
in communicating CDC Guidelines and state guidelines during each Zoom meeting.
Districts were required to follow the provisions of the state and/or local health orders within their
plans.
Implementation
Early in the implementation phase of Smart Start, during a WDE facilitated Superintendents
COVID-19 Response Zoom meeting, several district superintendents shared their plans related
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to communication, safety and wellness, school operations and instruction and technology. Open
dialogue and questions were addressed to support the concerns of districts. A feedback cycle of
communication and support was provided from the SEA to LEAs as plans were submitted to
ensure the needs of students were being met. The WDE also launched the COVID-19
Resources website with up-to-date resources, CDC Guidance documents and access to local
health requirements. Departments within the agency held ongoing monthly meetings to consider
questions and problem-solve around virtual learning options and connectivity.
As districts submitted their Smart Start plans to the WDE and posted them on their local sites,
they became available to the public as a shared resource for best practices within the state.
Districts continued to update their plans during the 2020-21 school year as changes occurred
aligned to the state health orders.
A follow up meeting was held in January 2021 with the Smart Start Taskforce to gather
information around implementation measures and best practices along with specific needs at
the school level. This information guided the SEA in resource allocation, professional
development training options and long-term needs identification.
Continued efforts: Lessons learned/Best Practices Involvement Efforts
● Reconvene Smart Start Taskforce to share and publish lessons learned after
implementation of Smart Start plans during the 2020-21 academic year.
● Host a panel discussion during the fall WES Conference on best practices.
● Gather input from Superintendents, Principals, Teachers through state
organizational meetings and surveys.
● Seek input from WDE’s Level Up Program with identified Teacher Leaders (one
example that has been implemented includes the development of motivating
messages from teacher leaders to encourage educators in the field).
Strategy 2: Classroom-based Virtual Education (CBVE)
Overview
A second effective strategy to assist Wyoming school districts in continuing to serve students
during the COVID-19 pandemic was the adoption of emergency language in the Chapter 41
Virtual Education Rules which allowed LEAs to increase virtual learning opportunities during the
2020-21 school year. The revisions to the rules authorized school districts to provide virtual
instruction as needed from classroom-based courses. To assist LEAs with understanding the
revised rules instruction options, as well as existing distance delivery statutes and rules, the
2020-21 Distance Learning: Guidance for Wyoming School Districts was developed and
disseminated.
Development
Although the Smart Start framework described in Strategy one above laid out requirements,
recommendations, and considerations that helped almost all schools open in the fall of 2020,
there were 15% to 30% of students in each district who were seeking full-time virtual education
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delivery. Additionally, some classrooms were identified as too small to adhere to the appropriate
social distancing requirements in the Smart Start guidance. To reduce health risks, districts
considered alternating on and off site schedules so fewer students would be on campus. There
were also concerns about how to continue delivering instruction if students or staff were in
quarantine.
To address each possible scenario of concern districts were facing, the WDE formed an internal
work group that included the Attorney General that is assigned to the agency to revise and
adopt emergency Chapter 41 rules providing the flexibility needed. The work group carefully
constructed the requirements for classroom-based virtual education (CBVE) to ensure students
without internet access would be provided with the same content and learning opportunities. A
streamlined application and approval process was developed and the language pertaining to the
CBVE strategies was reviewed in the district Smart Start plan submissions.
Implementation
The emergency Chapter 41 revisions, the classroom-based virtual education program
application and assurance, and the 2020-21 Distance Learning: Guidance for Wyoming School
Districts were drafted and introduced to districts in July 2020. Two training sessions were
provided to districts the second week of July. The recordings of the training sessions with all
accompanying documents were emailed to districts afterwards and the CBVE application and
assurance form were posted online.
The CBVE applications were reviewed and approved to ensure that educational delivery
conforms to the statewide uniform system of education. 43 of 48 school districts and one charter
school submitted applications and were approved to deliver CBVE programs. School districts
utilized the flexibility of CBVE to provide full-time virtual instruction to students who were not
comfortable returning to school, to provide instruction when students or staff were in quarantine,
to implement alternating schedules limiting student populations on campus, to provide virtual
days when there were COVID-19-related issues or concerns, and to provide virtual days when
there were weather-related issues or concerns.
Continued Efforts: Lessons Learned/Best Practices Involvement Efforts
● Legislation was introduced and passed during the 2020 session to provide a method for
districts to continue to provide virtual learning opportunities in classroom-based courses.
● The WDE is working on behalf of the State Board of Education to revise permanent rules
to implement the statutory changes in Senate Enrolled Act No. 42.
● Support is being provided to districts that want to implement regular full-time virtual
education programs to serve those students who prefer the virtual learning environment.
● The WDE is surveying the 43 school districts who implemented classroom-based virtual
education programs for input on the rules changes that will allow for the continued
flexibility of virtual learning in classroom courses.
● The survey will include information about the submission of lessons learned and best
practices to the Safer Schools and Campuses Best Practices Clearinghouse.
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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.
Click here to enter text.
Response:
The WDE has identified the following as overall priorities.
Priority 1: Understanding and addressing academic gaps due to interrupted learning
opportunities and student participation in varied learning platforms.
● Most students experienced a change in instructional delivery from the traditional format.
This was often the result of needing to keep students in small groups of learners (Smart
Start Plans).
● Educators expressed concerns over a lack of training to deliver instruction virtually
(Smart Start Plans).
● It is perceived that students are less engaged in virtual learning when compared to face-
to-face instruction (2020-21 Pandemic Impact Survey for Teachers).
● Students report having learned less and experiencing greater challenges in staying
engaged during virtual learning (Superintendent Stakeholder Road trip May 2021).
● Educators of young children express concern over lost instructional time due to extra
time spent on health protocols (hand washing, etc.), the need to take frequent breaks to
remove masks for hydration, and the interference of the mask itself during literacy
instruction (2020-21 Pandemic Impact Survey for Teachers, Topic Specific Stakeholder
Group Discussions April 2021).
● Individual students experienced interruptions to instruction due to quarantine, pre-
existing health conditions, extended family concerns, or family preference (2020-21
Pandemic Impact Survey for Teachers).
● Educators, both teachers and administrators, expressed concern about students in
grades K-3, as the learning in these grades is foundational in nature for all content areas
(Topic Specific Stakeholder Group Discussions April 2021).
● Educators expressed concerns over intervention opportunities for all students K-12 due
to a lack of interventionists and the need to keep intervention groups germane to specific
student attendance cohorts (Topic Specific Stakeholder Group Discussions April 2021).
● Educators have expressed frustration in the loss of intervention programs specific to
math and the lack of professional development programs that are focused explicitly on
math (Topic Specific Stakeholder Group Discussions April 2021).
● There is concern over the loss of funding for traditional summer school programs and
extended learning programs (Topic Specific Stakeholder Group Discussions April 2021).
● There are concerns over a lack of data as spring 2020 assessment was suspended, and
in understanding the data from Spring 2021 assessment in light of the variations in the
2020-21 school year instructional delivery (2020-21 Pandemic Impact Survey for
Teachers, Topic Specific Stakeholder Group Discussions April 2021).
Data: The concerns detailed above are the result of qualitative data collected through various
means. Quantitative assessment data from the 2020-21 WYTOPP, Wyoming’s annual academic
assessment, is currently being evaluated and analyzed for various trends and includes a review
of participation rates, achievement rates, and potential gaps between student subgroups in
comparison to the rates for all students. This data will be publicly available September 1, 2021.
10
Additional data will be collected about literacy in grades K-3 through the annual October
submission of District Literacy Plans as required by W.S. 21-3-401.
Priority 2: Understanding and addressing the social, emotional and mental health needs of all
individuals in the education system
● Educators, parents, and students express a concern centered on the lack of personnel,
specifically school counselors and school psychologists. It was noted that many in these
roles are assigned duties that could be successfully completed by paraprofessionals
(Topic Specific Stakeholder Group Discussions April 2021, Superintendent Stakeholder
Roadtrip May 2021).
● Students expressed feelings of missing friends, having a hard time developing and
maintaining relationships amidst COVID-19, feeling disconnected from peers and adults
in the school setting- each leading to feelings of isolation, discouragement, and
increased experiences of depression (Superintendent Stakeholder Roadtrip May 2021).
● Educators and students express concerns over increased mental health needs at home
and in the school setting and noted limited community resources and the need for more
out of school assistance (Topic Specific Stakeholder Group Discussions April 2021;
Superintendent Stakeholder Roadtrip May 2021).
● Community members, educators, and students express concerns over increased youth
suicide and the need for additional resources and training (Topic Specific Stakeholder
Group Discussions April 2021; Superintendent Stakeholder Roadtrip May 2021;
Testimony during state legislative session, Spring 2021).
● Data provided from the Wyoming Safe2Tell Program Manager indicates that tips
regarding suicide in relation to the overall tips received increased from 9% in Jan 2020
to 16% in Jan 2021. When comparing March 2020 to March 2021 threats of suicide tips,
Wyoming saw an increase of the overall tips received, 142 in March 2021 compared to
113 in March 2020. Tips regarding suicide in relation to the overall tips received were
31.86% in March 2020 to 11.97% in March 2021.
Data: The concerns detailed above are primarily the result of qualitative data collected through
various means. Quantitative data remains minimal, but valuable nonetheless. Additional
quantitative data sources will be pursued to include LEA level data.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
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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.
Response:
The WDE recognizes the unique challenges that may be present for each student group
identified as Underserved Students. While there may be unique challenges, Wyoming’s
approach will be to address these challenges through the identified priorities previously listed
in section A-2 of the plan. Interventions may be tailored to meet the specific needs of each
student group based on incoming data. See Table A1 below.
As previously noted, quantitative assessment data from the 2020-21 WYTOPP is currently
being evaluated and analyzed for various trends and includes a review of participation rates,
achievement rates, and potential gaps between student subgroups in comparison to the rates
for all students. On September 1, 2021 data will be released addressing proficiency rates in
the content areas of Math, English Language Arts, and Science as Below Basic, Basic,
Proficient, and Advanced. Data for the following student groups will be included: All students,
Hispanic, American Indian/Alaska Native, Asian, Black, Native Hawaiian/Pacific Islander,
white, Two or More Races, Female, male, English Language Learner, Non-English Language
Learner, Free/Reduced Lunch, Non-Free/Reduced Lunch, Individual Education Program,
Gifted/Talented, Non-Gifted Talented, Migrant, Non-Migrant, Homeless, Non-Homeless,
Virtual Education, Non-Virtual Education, Military Connected, Non-Military Connected, Foster
Care, and Non-Foster Care. The WDE will also analyze Graduation Rates and WIDA
ACCESS Assessment data for changes in historical trends potentially indicative of negative
impacts due to COVID-19.
Recognizing the need for additional data from students specific to their learning experience
this past year, the WDE included a student survey during WYTOPP assessment this past
spring that will further inform student group needs. We are eager to have verified data, but at
this time, it appears that more than 95% of students were assessed on all assessments. This
included solid representative samples of student subgroups, which Wyoming identified as
crucial to have comparative data to make accurate claims and plans. This was a discussion
point during the WY-TAC (Technical Advisory Committee) meeting in November 2020.
1
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
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Assessment and survey data by student groups will be added to Wyoming’s ARP ESSER
state plan when available.
At this point, anecdotal information guides the WDE in recognizing increased need for the
following student groups:
Native Learners
● COVID has devastated the impoverished native communities served by Fremont County
School Districts with students experiencing even larger gaps in their reading, language
use, and math skills.
● Nearly all Native Learners come from a single caregiver home and experience the
effects of poverty.
● The Wind River Reservation had the highest mortality rate in the State due to COVID
indicating extensive trauma through the loss of family members.
● Many homes on the Wind River Reservation lacked adequate internet connectivity and
access to technically adequate devices in sufficient numbers to allow for meaningful
engagement during the extended Stay at Home Tribal orders preventing students from
attending school in person through February 2021. Education engagement was at an all-
time low.
● It is reported that there is a marked increase in drug related crime and domestic abuse.
● Native families are coping with many elevated at-risk markers such as grief, fear, and
food insecurities.
● All reported by Fremont County School District superintendents, and Wyoming
Department of Health COVID-19 Impact Data.
Special Education Students
● Educators report higher levels of disengagement in virtual education for students with
disabilities.
● Educators report greater difficulties in supporting students on IEPs with behavioral
issues or needed support.
● Many students with disabilities experienced adjustments by IEP teams to IEP services
due to health concerns.
● The challenges of providing Tier 2 and Tier 3 interventions has been exacerbated by
COVID-19 health protocols.
The WDE continues to collect stakeholder feedback to better understand the current needs of
specific student populations.
Table A1.
Student group Highest priority needs
Students from low-income families Priority 1: Understanding and
addressing academic gaps due to
interrupted learning opportunities and
student participation in varied learning
platforms.
Priority 2: Understanding and
addressing the social, emotional and
mental health needs of all individuals in
the education system.
Students from each racial or ethnic Priority 1: Understanding and
background used by the State for addressing academic gaps due to
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reporting purposes – please add a row for interrupted learning opportunities and
each racial or ethnic group (e.g., student participation in varied learning
identifying disparities and focusing on platforms.
underserved student groups by Priority 2: Understanding and
addressing the social, emotional and
race/ethnicity)
mental health needs of all individuals in
the education system.
Students by gender – please add a row Priority 1: Understanding and
for each gender (e.g., identifying addressing academic gaps due to
disparities and focusing on underserved interrupted learning opportunities and
student groups by gender) student participation in varied learning
platforms.
Priority 2: Understanding and
addressing the social, emotional and
mental health needs of all individuals in
the education system.
English learners Priority 1: Understanding and
addressing academic gaps due to
interrupted learning opportunities and
student participation in varied learning
platforms.
Priority 2: Understanding and
addressing the social, emotional and
mental health needs of all individuals in
the education system.
Children with disabilities Priority 1: Understanding and
addressing academic gaps due to
interrupted learning opportunities and
student participation in varied learning
platforms.
Priority 2: Understanding and
addressing the social, emotional and
mental health needs of all individuals in
the education system.
Students experiencing homelessness Priority 1: Understanding and
addressing academic gaps due to
interrupted learning opportunities and
student participation in varied learning
platforms.
Priority 2: Understanding and
addressing the social, emotional and
mental health needs of all individuals in
the education system.
Children and youth in foster care Priority 1: Understanding and
addressing academic gaps due to
interrupted learning opportunities and
student participation in varied learning
platforms.
Priority 2: Understanding and
addressing the social, emotional and
mental health needs of all individuals in
the education system.
Migratory students Priority 1: Understanding and
addressing academic gaps due to
interrupted learning opportunities and
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student participation in varied learning
platforms.
Priority 2: Understanding and
addressing the social, emotional and
mental health needs of all individuals in
the education system.
Other groups of students identified by Priority 1: Understanding and
the State (e.g., youth involved in the addressing academic gaps due to
criminal justice system, students who interrupted learning opportunities and
have missed the most in-person student participation in varied learning
platforms.
instruction during the 2019-2020 and
Priority 2: Understanding and
2020-2021 school years, students who addressing the social, emotional and
did not consistently participate in remote mental health needs of all individuals in
instruction when offered during school the education system.
building closures, LGBTQ+ students)
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.
Response:
The WDE will continue to support LEAs in identifying the extent of COVID-19 pandemic impact
on student learning, with a focus on student groups that have been most negatively impacted.
This support comes primarily through the provision of various data sources and technical
assistance in learning to interpret and act upon the information.
● WYTOPP interim and summative data provide LEAs with extensive and critical
information for all student groups from which to identify academic gaps potentially
resulting from the effects of COVID-19.
● The WDE offered financial support through ESSER I funds for access to the FastBridge
screening and monitoring tool and district personnel training for effective implementation
and use. This evidence-based, school psychologist developed instrument addresses the
key areas of reading, math, and behavior.
● Wyoming LEAs receive data from Safe2tell, a confidential hotline for reporting student in
crisis for suicide threats, other self-harm, alcohol and drug use, and bullying. Wyoming’s
commitment to creating safe schools stems back to the 2016 passage of SF-0097.
Participating LEAs have longitudinal data and can track trends to further determine an
increase in crisis. Using data LEAs can target specific school communities, age, or
student subgroups most in need.
● The WDE Statewide System of Support and Special Education Programs Division offers
LEA Data Drill Down professional development. This robust training builds skill in district
personnel to interpret and make actionable plans to improve student success.
● The WDE recently launched WYOMING MTSS. Embedded in the multi-tiered system of
support framework is the development of a deep understanding of universal screening,
progress monitoring, and data-based decision making. The WDE makes available
15
training that supports the continuous improvement cycle at the classroom, building, and
district levels.
● With the use of ESSER II state-level funds, the WDE’s Standards and Assessment
Division released an RFP to contract services for a Wyoming Assessment Data Analyst
(WADA) to analyze and interpret state assessment data for pre and post pandemic
trends, make assessment data accessible to all Wyoming stakeholders, and through
training opportunities support LEAs in the use of data interpretation to drive school
improvement efforts. A second component to the recently released RFP is for a district
Professional Development Provider (PDP). The PDP will assist districts in using the
analysis from the WADA in conjunction with local district assessment data (LEA
generated formative and course summative assessment, screening data, climate survey
results, etc).
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;
Response:
For the 2020-21 school year, the WDE collected district operational status. LEAs reported
reopening status and the WDE tracked current status as notified of change by districts. LEAs
reported status as Tier I, primarily in-person classes with implementation of social distancing
and the use of face coverings; Tier II, a hybrid delivery of in-person and adapted learning
instruction required due to local or state health directives; or Tier III, school buildings closed to
students due to local or state health directives or orders, districts implementing spring 2020
approved adapted learning plans.
At the onset of the 2020-21 school year, 43 of Wyoming’s 48 school districts opened in Tier 1,
two in Tier II, and three of the Wind River Reservation districts in Tier 3. The school year ended
with 44 districts operating in Tier 1, and four operating in Tier II.
The WDE plans to continue monitoring operating status during the upcoming school year.
Districts will be providing a Safe Return to In-Person and Continuity of Services Plan that will
include ARP ESSER LEA requirements and will identify opening operational status. The WDE
will provide a survey at mid-year and school-year end to ensure accurate documentation of
operational status across the state.
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
Response:
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October 2020 total enrollment, disaggregated by various student groups, has been provided in
Table 2 of Appendix A. Historical enrollment by mode of instruction is not available at this time.
The WDE will begin collecting student level mode of instruction for the 2021-22 school year and
beyond. The first reporting period will be October 2021, with additional data collected in March
2022 and at the end of the 2021-22 school year.
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.
Response:
Wyoming’s aggregate attendance and membership data reporting requirements can be found in
WS 21-13-101(a)(i) and agency rules Chapter 8, Section 8. The WDE does not currently collect
attendance data in sufficient detail for determining impacts of the COVID-19 pandemic. There is
no intention to change the current aggregated attendance data collection as that would require
legislative action. Attendance and Membership requirements can be found in agency rules
Chapter 8, Section 8 https://edu.wyoming.gov/wp-content/uploads/2020/09/Chapter-8-School-
Finance-1.pdf or WS 21-13-101(a)(i).
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.
Response:
Data described in A.5.i.a. and b., to the extent available, has been provided in the two templates
in Appendix A. Public reporting of the available data can be accessed on WDE’s website
COVID-19 Resources page at https://edu.wyoming.gov/home/covid-19-resources/.
As detailed in Appendix C of the USED provided ARP plan template, also available on the
COVID-19 Resources page are links to Wyoming’s ARP ESSER State Plan and URLs to LEA
websites where the public can access districts’ plans: Safe Return to In-person Instruction and
Continuity of Services Plan and the ARP ESSER Implementation Pan..
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.
Response:
In-person instruction is expected to be available to all Wyoming students for Summer 2021 and
for the 2021-22 school year. Full-time virtual education programs will continue to be available as
an option for all Wyoming students for the 2021-22 school year.
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
17
by the COVID-19 pandemic. In this section, SEAs will describe how they will support their
LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
Complete the table below, adding rows as necessary, or provide a
narrative description.
Response:
The WDE supported LEAs through the development of a Smart Start Guidance document for
the reopening of schools during the 2020-21 academic year. The Smart Start Taskforce
facilitated a series of meetings during May and June 2020 to consider research, utilize CDC
Guidance and state/local health requirements in the development of a practical guidance tool
that would assist school districts in reopening in the fall of 2020. This guidance document
included assurances, definitions and the components (communication, safety and wellness,
school operations measures, and instruction and technology) that would support the needs of
students and staff across the academic setting. Within each section of the guidance document,
resources were provided that aligned to requirements, recommendations and/or considerations
depending on the tier of operation. An appendix provided additional information on daily
screening protocols and communication.
For example, during the 2020-21 academic year, the Safety and Wellness guidance within
Smart Start focuses on components within a school day, beginning with the arrival and
transitions, and finally dismissal. The format of the guidance provides information on
requirements, recommendations and consideration regarding the safety, health, and wellness of
students and staff during the COVID-19 pandemic. Provided is one sample of guidance.
Requirements for student arrival to building and through the day:
● Develop a plan for student arrival to the building.
● Develop a plan for entrance to the building whether limiting the number of entrances
open or requiring specific groups to use specific entrances.
● Parents should screen their children daily for symptoms of COVID-19 before sending
them to school.
● Emphasize the importance of staying home when ill.
● Any student reporting an illness will be sent home. Symptomatic students who are
awaiting pickup by a parent or guardian will wear a mask even if separation from healthy
students is feasible.
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● Staff will be instructed to remain home if any symptoms are present. Staff who might
develop symptoms at work should have access to masks as they leave the building.
Recommendations for student arrival to the building and through the day:
● Nurses Offices are separated into areas for healthy and ill students.
● Hand-washing upon entrance to the building if feasible. Hand sanitizer available at all
building entrances and in classrooms.
● Make masks available in classrooms for students who report symptoms while
transitioning to school health services.
● Any student with reported symptoms will follow CDC and state or local health
department guidelines for return to school/work.
● Develop a plan for consistent seating arrangements and/or plans to limit the number of
close contacts per student.
● PPE will be provided, as possible, to school nurses and school staff working with
potentially ill students.
● Develop a plan for potential barrier devices in the front office and the cafeteria.
Considerations for students’ arrival to the building and through the day:
● Separation recommendations could range from partitions, separate rooms, mobile units,
etc.
● PPE Option 1: School districts can obtain PPE from local or other vendors through
district procurement practices. Once a school district sets up an account with Amazon,
the school district will have the ability to purchase PPE through Amazon and the
supplies will be directly shipped to the school districts. This provides school districts the
flexibility and the ability to obtain PPE and other supplies directly. Additionally, school
districts have the ability to obtain these supplies as needed throughout the year. Districts
will need to provide their own form of payment.
● PPE Option 2: Communicate with the Wyoming Department of Homeland Security
regarding the need for PPE.
● PPE Option 3: School districts can obtain PPE from local or other vendors through
district procurement.
The School Operations guidance within Smart Start for the 2020-21 academic year focuses on
components within a school day such as transportation, nutrition services, facilities and
activities. The format of the guidance provides information on requirements, recommendations
and considerations regarding the school operations impacting students and staff during the
COVID-19 pandemic. Provided is one sample of guidance.
Requirements:
● Each school district will operate all facilities in a way that maximizes social distancing,
use of face coverings, and appropriate hygiene measures. When social distancing is not
possible, staff and students should wear face coverings to the greatest extent possible.
● Cleaning and sanitation protocols will meet or exceed federal and state guidance.
19
● Students and parents will be informed of requirements and protocols, and signage will
be displayed when and where appropriate as reminders.
● Parents should screen their children daily for symptoms of COVID-19 before sending
them to school.
Recommendations:
● Limit access to buildings to employees and students.
● Face coverings are recommended at all times but are most important when people
cannot be six feet apart or when there is mixing of classrooms.
● Develop and deploy protocols to ensure social distancing as much as possible, not only
in classrooms, but in hallways, for entrance and dismissal, and during any movement of
students inside the school.
● Place desks six feet apart if possible. If not possible, develop seating arrangements to
maximize safety precautions.
● Develop protocols for cleaning and disinfecting of high-touch surfaces, any shared items,
and in between groups of students.
● Provide training to custodial and maintenance staff pertinent to the changes in their
duties (for example, enhanced sanitation measures, approved chemicals).
Considerations:
● Should groups of students and their teachers use different entrances?
● Not having all students on campus at one time (rotating, blended, hybrid models).
● Districts should discuss / determine methods for sanitizing cafeteria, libraries, gyms,
playgrounds between groups.
● Consider limiting or prohibiting visitors to buildings.
● Consider protocol for screening visitors, if visitors are permitted.
See Smart Start Guidance document for full details.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing of masks • Each school district will
operate all facilities in a
way that maximizes social
distancing, use of
face coverings, and
appropriate hygiene
measures. When social
distancing is not possible,
staff
and students should wear
face coverings to the
greatest extent possible.
20
Physical distancing (e.g., including use • Each school district will
of cohorts/podding) operate all facilities in a
way that maximizes social
distancing, use of
face coverings, and
appropriate hygiene
measures. When social
distancing is not possible,
staff
and students should wear
face coverings to the
greatest extent possible.
Handwashing and respiratory etiquette • Adhere to local health
department requirements
regarding health and safety
protocols,
regarding hand
washing/hand sanitizer,
cleansing equipment, social
distancing, etc.
Cleaning and maintaining healthy • Cleaning and sanitation
facilities, including improving protocols will meet or
ventilation exceed federal and state
guidance.
Contact tracing in combination with • The WDE does not have
isolation and quarantine, in collaboration requirements for contact
with the State, local, territorial, or Tribal tracing and recommends
health departments our LEAs follow state and
local recommendations.
Diagnostic and screening testing • Parents should screen
their children daily for
symptoms of COVID-19
before sending their
children to school.
• Emphasize the importance
of staying home when ill.
• Any student reporting an
illness will be sent home.
Symptomatic students who
are awaiting
pickup by a parent or
guardian will wear a mask
even if separation from
healthy students is
feasible.
• Staff will be instructed to
remain home if any
symptoms are present. Staff
who might develop
21
symptoms at work should
have access to masks as
they leave the building.
Efforts to provide vaccinations to • The WDE is not involved
educators, other staff, and students, if in the effort to provide
eligible vaccinations.
Appropriate accommodations for • Adherence to IDEA and
children with disabilities with respect to individualizing to the
the health and safety policies specific needs of students
with disabilities, with
special consideration given
to medical needs potentially
increasing health risk,
should be the decision of
the full IEP team.
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;
Response:
During the 2020-21 academic year, the SEA required LEAs to follow assurances within the
Smart Start Guidance to develop a plan for school reopening and continued operation
considering these potential scenarios:
● Tier I (Open): In-person classes and activities, as appropriate. Minimal adapted learning
on a limited, as-needed basis. Most students in school at the same time under the
provisions of current health orders. Social distancing and face coverings to the greatest
extent possible. Buildings open to all students.
● Tier II (Hybrid): Combination of in-person and adapted learning is required due to local
or state health directives. Social distancing and face coverings to the greatest extent
possible for those attending in person. Buildings open to some students.
● Tier III (Closed): School buildings closed to students due to local or state health
directives or orders. School districts will follow provisions in the approved adapted
learning plan. Buildings not open to students.
● In addition, LEAs were required to follow the assurances with the Smart Start Guidance
provided in terms of communication, safety and wellness, school operations and
instruction and technology.
● The estimated timelines for reopening and operation of school facilities were outlined in
the Smart Start Guidance. All LEA Smart Start Plans were due to the SEA by August 3,
2020. All LEA plans were reviewed by SEA staff and follow up feedback and/or approval
was provided within a weekly window. LEAs were required to provide the SEA with
information related to any changes and a tracking document outlined the status of
districts.
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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
Response:
The WDE and Wyoming’s LEAs have had consistent and ongoing consultation with the WDH to
ensure the most up-to-date information in decision making. Throughout the spring of 2020 the
WDE and LEAs were in close contact with state health officials to determine appropriate
circumstances for school closures. As detailed throughout the explanation of the Smart Start
guidance, in preparing to reopen for the 2020-21 school year and to remain open, LEAs
conformed to state health orders in consultation with local county health offices. Any variances
from state health orders were required to be submitted, reviewed and approved at the local
health office level.
Wyoming is receiving $17,431,937 in funding through the Centers for Disease Control and
Prevention's Epidemiology and Laboratory Capacity (ELC) grant. This screening testing support
available to LEAs through WDH was announced by the WDE April 16th at the annual
superintendent’s spring conference. Email follow up was sent to each district superintendent on
April 19th that included a link to a WDH survey, School COVID-19 Testing, aimed at collecting
information about then current screening practices, to determine level of interest in participating
in future school-based screening efforts, and to determine LEA resource needs to implement
school-based screening efforts.
The WDH received a 42% response rate from districts in regards to the survey. Of the
responding districts, 55% indicated that they offer COVID-19 testing of asymptomatic staff; 35%
offer COVID-19 testing of symptomatic staff; 10% offer COVID-19 testing of asymptomatic
students; and 15% offer COVID-19 of symptomatic students. These same responding districts
indicated that for this summer, 40% will not offer screening opportunities, 30% will, 20% are
undecided, and 10% are seeking more information from the WDH. For the upcoming 2021-22
school year, 60% are undecided about offering COVID-19 testing, 25% have decided not to
offer the screening testing, and 15% are interested in additional information to implement or
expand current screening testing efforts.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
Response:
The WDE will continue to support LEAs in having the most up-to-date health and virus
mitigation information from which to operate. Superintendent COVID-19 Response meetings will
be held as necessary in collaboration with WDH, and Smart Start Plan guidance will be updated
as necessary through the use of the Smart Start Taskforce. Additionally, the WDE provided
funding through ESSER I SEA Reserve funds for the annual Wyoming Custodians Conference
to ensure TA and PD for best facilities cleaning practices. With the use of ESSER II SEA
Reserve funds and ARP ESSER SEA Reserve funds, the WDE has supported funding a State
Nurse position to provide guidance and assistance to LEAs on policy and implementation of
state and local health orders.
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
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the ARP ESSER funds published in the Federal Register and available at
https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements)
to either: (a) within 30 days of receipt of the funds, develop and make publicly
available on the LEA’s website a plan for the safe return to in-person instruction
and continuity of services, or (b) have developed and made publicly available on
the LEA’s website such a plan that meets statutory requirements before the
enactment of the ARP Act, including:
i. How the SEA will ensure that each LEA plan includes, or will be
modified to include, the extent to which it has adopted policies and a
description of any such policies on each of the strategies listed in
table B1;
ii. How the SEA will ensure that each LEA plan describes how it will
ensure continuity of services including but not limited to services to
address the students’ academic needs, and students’ and staff social,
emotional, mental health, and other needs, which may include
student health and food services;
iii. How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER
grant period (i.e., through September 30, 2023), 2 and revises as
appropriate, its plan, and how the SEA will ensure that the LEA
seeks public input, and takes such input into account on (1) whether
revisions are necessary and, if so, (2) the revisions to the plan; and
iv. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of
the most up-to-date CDC guidance listed in table B1 and its LEAs’
needs for support and technical assistance to implement strategies
consistent, to the greatest extent practicable, with relevant CDC
guidance.
Response:
The WDE will require that each LEA submit its Safe Return to In-Person Instruction and
Continuity of Services Plans within 30 days of making the ARP LEA ESSER applications
available in the state’s grant management system (GMS). To ensure that each plan meets the
minimum statutory requirements, the WDE has provided a Safe Return to In-Person Instruction
and Continuity of Services Plan template and issued an ARP ESSER guidance document that
includes a detailed checklist of all necessary components. The LEA application in the GMS also
details the list of required elements and an assurance of compliance from each LEA.
As of this writing, a Superintendent COVID-19 Response meeting is scheduled to present all
districts with the updated information and timelines. LEAs will be required to submit a copy of
the Safe Return to In-Person Instruction and Continuity of Services Plans and to post such plan
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.
24
on its website for the duration of the ARP ESSER funding. The WDE will require that LEAs
submit and repost to their websites any revision to the plan at a minimum of every six months.
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to meet
the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how
the SEA engaged in meaningful consultation with stakeholders, and incorporated
input into its plan, including, but not limited to:
i. students;
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
v. school and district administrators (including special education
administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff, and
their unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
Response:
Wyoming’s draft ARP ESSER State Plan is a reflection of stakeholder input since the beginning
of the COVID-19 pandemic. While the WDE had been responsive to stakeholder input in
supporting the K-12 education system in our state in planning for and expending ESSER I and II
funds, intentional efforts were made to hear from a broader range of stakeholders in preparing
for the use of ARP state funds. Beginning March 11, 2021, this spring the WDE held Topic and
Role Specific Stakeholder Group discussions, solicited input during ongoing Superintendent
COVID-19 Response meetings, provided multiple surveys, and Superintendent of Public
Instruction, Jillian Balow, hosted a recent series of in-person town-hall style meetings across the
state with educators, students, and family members.
Stakeholder Group Meaningful Consultation Formats
Students Town-hall Meetings
On-site school meetings
On-line student survey submission
25
Families Town-hall Meetings
Tribes, if applicable Stakeholder Specific Group discussions with Tribal Business
council, school board, district leadership, teachers, students
Town-hall Meetings
On-site school meetings
On-line student survey submission
Civil Rights Organizations Topic Specific Stakeholder Group discussions
(including disability rights
organizations)
School staff and their unions Wyoming doesn’t have teacher unions, but rather
associations.
Topic Specific Stakeholder Group discussions
Educator Association Meetings including teachers and support
roles (administrative support, custodians, nurses,
transportation)
Charter school leadership, if Charter schools are recognized in our state as a part of the
applicable district for which the charter school resides.
School leaders Topic Specific Stakeholder Group discussions
Superintendent, secondary, and elementary association
meetings
Stakeholders representing
the interests of:
Children with disabilities Topic Specific Stakeholder Group discussions
Stakeholder Specific Group discussions
Wyoming Advisory Panel for Students with Disabilities
(WAPSD)
English Learners Topic Specific Stakeholder Group discussions
Town-hall Meetings
On-site school meetings
On-line student survey submission
Children experiencing Topic Specific Stakeholder Group discussions
homelessness Town-hall Meetings
On-site school meetings
On-line student survey submission
Children and youth in foster Topic Specific Stakeholder Group discussions
care Town-hall Meetings
On-site school meetings
On-line student survey submission
Migratory students Town-hall Meetings
On-site school meetings
On-line student survey submission
Children who are Topic Specific Stakeholder Group discussions
incarcerated On-line student survey submission
Other underserved students Topic Specific Stakeholder Group discussions
Town-hall Meetings
On-site school meetings
On-line student survey submission
On-line student survey submission
26
Stakeholder input was received from individuals representing a wide range of organizations and
perspectives. These include students, parent and guardians, superintendents, principals,
teachers, school psychologists, school counselors, elementary and secondary teachers, non-
public school representation, private business, education advocacy organizations, student and
family advocacy organizations, early childhood educators, private daycare providers,
organizations representing students and families, multiple state agencies, civil rights
organizations, members of Wyoming’s two Native American Tribes, and an education
preparation programs. All Wyoming citizens continue to have the opportunity to provide input
through ongoing scheduled meetings and an online survey. With rapidly changing conditions,
widely due to the anticipated impact of COVID-19 vaccinations and the Delta Variant, ongoing
consultation is necessary to ensure an understanding of and planning to support local needs.
Through the WDE organized opportunities for all citizens in Wyoming to provide critical
feedback about student needs in light of COVID-19 and suggested uses of Wyoming ARP
ESSER State Reserve funds the two priorities in section A were identified. Further, strategies to
address the needs have been aligned to stakeholder feedback and each priority area.
In response to Priority 1 (Understanding and addressing academic gaps due to interrupted
learning opportunities and student participation in varied learning platforms) stakeholder
feedback guides the future use of ARP ESSER State Reserve funds to expand the initiatives
funded with the ESSER I and II State Reserve funds. The following initiatives have been
identified:
• Kindergarten Readiness
• Innovation and Targeted Learning Opportunities
• Computer Science Reboot with professional development and post-secondary
partnerships
• Targeted MTSS expansion for Reservation School and Tribal partnerships
• Post-secondary transition Activities
• Targeted professional development for content specialists
• Community organization and LEA partnerships for enrichment and application
opportunities that expand and extend the learning opportunity for students beyond the
traditional school day and 9-month calendar year.
In response to Priority 2 (Understanding and addressing the social, emotional and mental health
needs of all individuals in the education system) stakeholder feedback guides the future use of
ARP ESSER State Reserve funds to expand the initiatives funded with the ESSER I and II State
Reserve funds. The following initiatives have been identified:
• Extending the initiative on Social Emotional Learning to include telehealth services for
students and staff, specific training for educators, potential purchase of new SEL
curriculum, and other resources to meet needs identified by specific LEA and community
organizations.
Collection of stakeholder input is ongoing in response to Wyoming’s draft ARP State Plan
posted on the WDE website. Additionally, targeted discussions are scheduled with attention to
the stakeholder group or topic. The WDE recognizes the ongoing changing environment
resulting in the dynamic nature of the ARP ESSER State Plan and anticipates the need to make
changes, including with the receipt of ongoing stakeholder input.
27
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate
Federal COVID-19 pandemic funding and other Federal funding. This description
must include:
i. How the SEA and its LEAs 1) are using or have used prior to the
submission of this plan and 2) plan to use following submission of
this plan, Federal COVID-19 funding under the Coronavirus Aid,
Relief, and Economic Security (“CARES”) Act and the CRRSA Act
to support a safe return to and safely maximize in-person instruction,
sustain these operations safely, and address the disproportionate
impact of the COVID-19 pandemic on individual student groups
(including students from low-income families, children with
disabilities, English learners, racial or ethnic minorities, students
experiencing homelessness, children and youth in foster care, and
migratory students);
Complete the table below or provide a narrative description.
Table C1.
Funding source Prior/current SEA and LEA uses Planned SEA and LEA uses
(including funding amounts, if (including funding amounts, if
applicable) applicable)
ESSER I (CARES State Total Allocation $32,562,651 All SEA funds, with the exception of
Act) administrative funds, have been
LEA Subaward Total $29,306,386 awarded.
-90% of state total allocation
-Based on Title I, Part A calculations The WDE does not collect information
from LEAs for planned uses outside of
SEA Reserve Total $3,093,452 the initial budget submitted for grant
-Administration $162,813 application. These categories are
-SEA Reserve $3,093,452 broad.
● Educator professional
development addressing educator Most common reported uses include:
knowledge base and skill set in ● Summer school employee
literacy development $809,835 salary and benefits
● K-12 support for screening and ● Additional Janitorial and
progress monitoring of reading, School Nutrition Staff
math, and behavior $441,492 ● Substitute Teacher costs
● Professional development for ● Health care support devices
statewide custodians conference (thermometers, automatic
to train on best practices to sanitizer dispensers)
mitigate virus spread $64,068
● Competitive Awards to LEAs to
address learning loss $1,760,684
GEER I (CARES Act) Through Governor Mark Gordon’s office, All GEER funds requested for SEA
LEAs were provided formulaic grants support in allocation have been
with a $5000 base and increased for awarded.
average student daily membership. All of
Wyoming’s LEAs received a grant. The WDE does not collect information
from LEAs for planned uses outside of
28
The Governor’s Office, in consultation the initial budget submitted for grant
with an educator task force, determined a application. These categories are broad.
focus of these funds on addressing
technology needs during remote learning, Most common reported uses include:
and on improving the outcomes of the ● increasing broadband
various transitions students experience availability to students
(grade to grade, from one instructional ● provision of devices for
mode to another). students
● increased technology for
Total allocated to K-12 LEAs $803,305 classroom allowing for virtual
presentation and participation
ESSER II (CRRSA State Total Allocation $135,230,900 The WDE does not collect information
Act) from LEAs for planned uses outside of
LEA Subaward Total $121,707,810 the initial budget submitted for grant
-90% of state total allocation application. These categories are broad.
-Based on Title I, Part A calculations These funds were just recently made
available to LEAs and as such there is
SEA Reserve Total $13,523,090 little to report.
-Administration $676,155 Current Remaining SEA Reserve to
-SEA Reserve $12,846,935 allocate/award (less administrative
● State Nurse $137,000 funds) plans:
● Improving virtual education ● Data support $625,000
$400,000 ● Data LEA DPD $500,000
● Innovations Grant $1,000,000 ● Curriculum Training and
● CTE Demo Grants $500,000 Clearinghouse Project
$2,000,000
● Assessment --ACT $4,900
● SEL Package $4,000,000
● Student Transition (FAFSA)
$200,000
GEER II (CRRSA There have been no GEER II funds There have been no GEER II funds
Act) awarded to K-12 at the time of this awarded to K-12 at the time of this
writing. writing.
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.
Response:
The WDE has awarded the required 90% of ESSER I and ESSER II funds to LEAs. The WDE
does not have the ability to track LEA obligations. Grant status as of May 31, 2021 can best be
summarized in the table below.
Funding source Total Award Amount Reimbursed % of Total Award
Reimbursed
29
ESSER I (CARES Act) $29,306,385.90 $18,804,723.76 64.17%
LEA Allocations
GEER I (CARES Act) $803,305.30 $307,358.52 46.10%
LEA Allocations
ESSER II (CRRSA $121,624,733.83 $83,076.17 .07%
Act)
LEA Allocations
Reserve Total less Amount Awarded % of Total SEA
Administrative Reserve Awarded
Allowance
ESSER I (CARES Act) $3,093,452.10 $3,093,452.10 100%
SEA Reserve
ESSER II (CRRSA $12,846,935 $648,941 5.05%
Act)
SEA Reserve
iii. In supporting LEAs as they plan for the safe return to and continuity
of in-person instruction and for meeting the academic, social,
emotional, and mental health needs of students resulting from the
COVID-19 pandemic, the extent to which the SEA is also using
other Federal funding sources including but not limited to under the
Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for
child nutrition services, and McKinney-Vento Homeless Assistance
Act, and the funds to support the needs of students experiencing
homelessness provided by section 2001(b)(1) of the ARP Act. 3
Response:
The WDE has been coordinating SEA level ESEA funds to provide specific professional
development to support unique situations or populations during this pandemic, such as English
Learners, digital learning, and Title I schools/students. Professional Development includes or
will include once delivered, the following Professional Development:
● A series of professional development to address English Learners’ learning loss.
3
Please note that the needs of students experiencing homelessness must be addressed (along with the other groups
disproportionately impacted by the COVID-19 pandemic) through the use of the ARP ESSER SEA reservations and
the required LEA reservation for the academic impact of lost instructional time; the funding provided to support the
needs of students experiencing homelessness by section 2001(b)(1) of the ARP Act is in addition to the supports and
services provided with ARP ESSER funds.
30
● An overview of a framework that plays a role in supporting English Learner Students with
suspected learning disabilities in both virtual and site-based settings.
● Multi-Tiered Systems of Support in Title I schools to assist with identifying learning gaps.
● Support for the implementation of the International Society of Technology Educators
Standards for Students and the Digital Learning Guidelines as indicated in the state's
Digital Learning Plan. While started before the pandemic, the need for consistent and
quality digital learning has only increased due to the pandemic making this opportunity
more critical.
● Instructure (the maker of Canvas) is contracted to provide an adoption consultant who
supports WDE and LEAs in the statewide use of Canvas, assists in online course
development, and builds capacity of LEAs to work in/with Canvas. Canvas has been a
major tool used during the pandemic for both virtual and hybrid learning.
● TeachUNITED provides training for teacher leaders throughout the school year to
participate in a train-the-trainer professional development focused on teaching in online
and hybrid classrooms.
Additionally, the WDE has been providing technical assistance and pilot programs using ESEA
funds around a new School Improvement Plan process, and strengthening the Multi-Tiered
System of Support across our state. WDE Program Managers have also begun traveling again
to support consolidated grant planning efforts for the 2021-22 school year, and provide ongoing
technical assistance to meet federal requirements during this unique time in education.
To address the needs of students with disabilities, the WDE has provided grants from IDEA Part
B 611 and 619 state set aside funds to LEAs specifically to improve student outcomes. The
WDE has disseminated IDEA guidance documents to address the needs of students that have
arisen due to the pandemic. In addition the special education programs division has offered 32
virtual free professional development opportunities to LEAs. Many of these sessions addressed
IDEA compliance topics and best practices to assist educators in adjusting to hybrid and virtual
teaching environments. Sessions and guidance were also shared regarding meeting additional
social and emotional needs due to the pandemic and the isolation that many families
experienced.
In order to address the requirements of students needing and/or desiring to enter the workforce
and/or to receive pre-employment transition services, the WDE Career and Technical Education
(CTE) team works with the WDE Special Education team, Wyoming Department of Workforce
Services, Vocational Rehabilitation, Wyoming Independent Living, and the Wyoming Governor’s
Council on Developmental Disabilities. In addition, the WDE CTE meets monthly with state
agencies and private service providers known as the Wyoming Transition Team to coordinate
the services provided and to ensure LEA staff have the knowledge and information to provide a
seamless process for student referrals to the services and support afforded to them through
WIOA. The Wyoming Transition Team was formed after participation in National Technical
Assistance Training in Transition (NTACT) training in 2019-2020. A second cohort is
participating in 2021-22.
The WDE Nutrition Program is working with community partners including the Wyoming Hunger
Initiative, No Kid Hungry, the Wyoming Department of Family Services, Food Bank of the
Rockies and the Wyoming Local Foods Coalition to meet the needs of Wyoming children and
families that are nutritionally at risk.
31
Wyoming was the only state to have all of the districts that were on the National School Lunch
Program choose to feed the kids in their communities when schools were closed due to COVID-
19.
● The Wyoming Department of Family Services is the lead agency for Pandemic
Electronic Funds Transfer (P-EBT). The WDE is assisting them in the effort to serve
families in need. LEAs have been asked to provide data on the type of learning model,
school start date, school closure, children that qualify for Free and Reduced meals
through applications or are directly certified for free meals through Supplemental
Nutrition Assistance Program (SNAP), Foster, Homeless, Migrant or runaway to help
determine student benefits for P-EBT. This information is then passed onto the Wyoming
Department of Family Services to disperse the benefit
https://www.fns.usda.gov/snap/state-guidancecoronavirus-pandemic-ebt-pebt
● The Wyoming Child Nutrition Emergency Cost Reimbursement Plan is currently waiting
on approval from the USDA Mountain Plains Regional Office (MPRO). These funds are
determined by meals lost due to COVID 19 during the months of March 2020 through
June 2020. https://www.fns.usda.gov/cn/emergency-operating-costs-during-covid-19-
implementation-guidance
● The WDE Child Nutrition Team meets with Food Service Directors and Business
Managers from LEAs through virtual weekly meetings; created an FAQ document that is
updated after each meeting and emailed to all LEAs, sends COVID-19 emails with
USDA waivers and latest updates as information is received; provides ongoing technical
assistance as needed on all aspects of the program both in person and virtually. The
Wyoming School Nutrition Association is planning to hold their annual summer
conference in person in June providing safe networking and classes to increase
knowledge of the program and to recognize the heroic work that was done by Wyoming
school food service workers during the past two years.
The WDE has and will continue to provide support and training to LEA Homeless Liaisons
throughout the pandemic to assist in identifying students experiencing homelessness and
addressing the unique needs of these students. The WDE leads and facilitates monthly Zoom
meetings with liaisons to support collaboration on new ways to identify students, and share
different ways districts have met the needs of these students during this challenging time. These
meetings have been very beneficial as Wyoming has many rural school districts and LEA’s have
had to be strategic on how to address the needs of homeless students.
● The WDE established connections with Medicaid, Magellan Healthcare, HUD, Headstart
and TRiO Educational Opportunity Centers to be able to gather and disseminate
information to LEAs to support students experiencing homelessness. The WDE will also
coordinate opportunities for Q&A between LEAs and each of these entities leading into
the 2021-22 school year.
● The WDE will also be providing support training and other opportunities for collaboration
with local and state entities that support students experiencing homelessness at a
conference in June of 2021. The WDE is bringing together a team that includes the WDE
State Homeless Coordinator, District Homeless Liaisons and a representative from
Headstart to attend the Education Leads Home Conference in March of 2022.
● The WDE will continue to establish communication between other agencies that support
families and students experiencing homelessness, and will continue to organize and
provide training and support to LEA’s to address the needs of these students.
32
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
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
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.
Response:
Funds reserved 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) identified to address the impact of lost instruction
time through the use of evidence-based intervention will be used in several ways. The full 5%
reserve required to address the impact of lost instructional time will be awarded through the
implementation of a competitive grant opportunity titled “Addressing Gaps and Accelerated
Learning.” The WDE has not chosen specific evidence-based interventions, allowing for LEAs to
select appropriate evidence-based interventions tailored to students’ needs, and have instead
selected stakeholder-identified areas of focus that include:
● Kindergarten Readiness - provider professional development and training, assessment
tools, curriculum, materials and supplies.
● Innovations and Targeted Learning - programs and interventions that specifically
address identified gaps or needs in student learning (including family engagement,
33
summer learning and enrichment partnerships, extended day, comprehensive
afterschool program partnerships, extended year programs).
● Computer Science Reboot - LEA and Post-Secondary Partnerships.
● Tribal or Wind River Reservation LEA partnerships.
● Post-Secondary Transition Support Activities.
● Content specific PD to follow Curriculum Clearinghouse and Topic Training Series.
The WDE will require LEAs to use evidence-based strategies to address the impact of lost
instruction time by selecting activities and interventions meeting one of the tiers of evidence as
defined in section 8101(21) of the ESEA:
● Demonstrates a statistically significant effect on improving student outcomes or other
relevant outcomes based on:
○ Strong evidence from at least one well-designed and well-implemented
experimental study (“tier 1”);
○ Moderate evidence from at least one well-designed and well-implemented quasi-
experimental study (“tier 2”); or
○ Promising evidence from at least one well-designed and well-implemented
correlational study with statistical controls for selection bias (“tier 3”); or
○ Demonstrates a rationale based on high-quality research findings or positive
evaluation that such activity, strategy, or intervention is likely to improve student
outcomes or other relevant outcomes and includes ongoing efforts to examine
the effects of such activity, strategy, or intervention (“tier 4”).
The WDE will require, as part of the grant application and award agreement various elements.
These elements include at a minimum:
• the LEAs identification, description, and supporting data of the disproportionate impact of
COVID-19 on various student groups;
• An explanation or logic model of how the evidence-based interventions chosen by the
subgrantee will specifically address the disproportionate impact of COVID-19 on specific
student subgroups, including students with high levels of absenteeism or
disengagement.
• Specific qualitative and quantitative data sources for measurable outcomes that can be
disaggregated to determine impact on specific populations.
• A progress monitoring timeline to generate ongoing feedback on program/intervention
effectiveness.
• a proposed budget with identified practice and assurances that the funds will be tracked
separately and allocated to approved activities
• Identification of monitoring and reporting practices for planned implementation by LEAs.
The WDE will prioritize funding of grant applications to districts and community organizations
showing the highest need and disproportionate impact on specific students groups identified in
A.3. The WDE will use academic assessment data derived from state required assessments for
students grades 3-12, graduation rates, WIDA ACCESS Assessment, and Title I school status
to prioritize those in highest need. Applicants will provide additional local and community data
to establish their project and status as a priority need.
The WDE will support the ongoing collection and analysis of data through the state’s
WY-TOPP interim and summative assessments, submission of DLP data, and through the work
of the WDE’s WADA and PDP in conjunction with LEAs local data.
34
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the
SEA will use the funds it reserves under section 2001(f)(2) of the ARP Act
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including
those that begin in Summer 2021, and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs that address the
academic, social, emotional, and mental health needs of students
(e.g., providing intensive or high-dosage tutoring, accelerating
learning) the SEA has selected, and the extent to which the SEA will
evaluate the impact of those programs;
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.--viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and 2)
students who did not consistently participate in remote instruction
when offered during school building closures.
Click here to enter text.
Response:
The WDE will use the full amount of funds reserved under section 2001(f)(2) of the ARP Act in
conjunction with the 1% set-aside under section 2001(f)(3), each totaling not less than 1 percent
of the State’s total allocation of ARP ESSER funds, to provide LEAs and community-based
organizations in strategic partnerships with competitive grant opportunities to implement or
expand evidence-based, comprehensive expanded learning programs with the following
components:
1) A summer learning and enrichment program.
2) An afterschool program during the school year that may include before school,
vacations, and any time students are not in school.
Based upon the evidence-based practices that are required for Wyoming’s 21st Century
Community Learning Centers grants, programs will be designed intentionally with alignment to
the school day instructional program in order to address interrupted learning opportunities
caused by circumstances related to the COVID-19 pandemic, while also incorporating youth
voice, choice, and leadership opportunities with active and meaningful family engagement
practices.
Combining the two set-asides into one grant will encourage continuity and year round access to
high-quality programs that a) target equitable access, including transportation, b) are designed
with SMART goals at the activity level to ensure students’ academic, social, emotional, and
35
mental health needs will be met, and c) will facilitate collaboration between LEAs, community-
based organizations, and stakeholders. As part of intentional design, the WDE will require:
• the LEAs’ and community-based organizations’ identification, description, and supporting
data of the disproportionate impact of COVID-19 on various student groups;
● An explanation or logic model of how the evidence-based interventions chosen by the
subgrantee will specifically address the disproportionate impact of COVID-19 on specific
student subgroups, including students with high levels of absenteeism or
disengagement.
● Specific qualitative and quantitative data sources for measurable outcomes that can be
disaggregated to determine impact on specific populations.
● A progress monitoring timeline to generate ongoing feedback on program/intervention
effectiveness.
● A proposed budget with identified practice and assurances that the funds will be tracked
separately and allocated to approved activities.
The WDE is purposeful in not choosing or requiring specific evidence-based interventions for all
subgrantees. The LEAs and community-based youth-serving organizations, in partnership with
each other and through meaningful engagement with families, are best positioned to use local
data and an awareness of the local context to select evidence-based interventions tailored to
students’ needs and the overall priorities set by WDE for ARP ESSER III funds mentioned in
Section A (2). The WDE will require that subgrantees use evidence-based strategies and
practices in implementing summer learning and enrichment and afterschool programs that meet
one of the tiers of evidence as defined in section 8101(21) of the ESEA:
● Demonstrates a statistically significant effect on improving student outcomes or other
relevant outcomes based on:
○ Strong evidence from at least one well-designed and well-implemented
experimental study (“tier 1”);
○ Moderate evidence from at least one well-designed and well-implemented quasi-
experimental study (“tier 2”); or
○ Promising evidence from at least one well-designed and well-implemented
correlational study with statistical controls for selection bias (“tier 3”); or
○ Demonstrates a rationale based on high-quality research findings or positive
evaluation that such activity, strategy, or intervention is likely to improve student
outcomes or other relevant outcomes and includes ongoing efforts to examine
the effects of such activity, strategy, or intervention (“tier 4”).
The WDE will prioritize funding of grant applications to districts and community organizations
showing the highest need and disproportionate impact on specific students groups identified in
A.3. The WDE will use academic assessment data derived from state required assessments for
students grades 3-12, graduation rates, WIDA ACCESS Assessment, and Title I school status
to prioritize those in highest need. Applicants will provide additional local and community data
to establish their project and status as a priority need.
The WDE will support the ongoing collection and analysis of data through the state’s
WY-TOPP interim and summative assessments, submission of the District Literacy Plan data,
local program evaluation, and through the work of the WDE’s WADA and PDP in conjunction
with LEAs local data.
36
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:
iv. 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;
v. 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
vi. 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.
Response:
The WDE will use the full amount of funds reserved under section 2001(f)(3) of the ARP Act in
conjunction with the 1% set-aside under section 2001(f)(2), each totaling not less than 1 percent
of the State’s total allocation of ARP ESSER funds, to provide LEAs and community-based
organizations in strategic partnerships with competitive grant opportunities to implement or
expand evidence-based, comprehensive expanded learning programs with the following
components:
1) A summer learning and enrichment program.
2) An afterschool program during the school year that may include before school,
vacations, and any time students are not in school.
Based upon the evidence-based practices that are required for Wyoming’s 21st Century
Community Learning Centers grants, programs will be designed intentionally with alignment to
the school day instructional program in order to address interrupted learning opportunities
caused by circumstances related to the COVID-19 pandemic while also incorporating youth
voice, choice, and leadership opportunities with active and meaningful family engagement
practices.
Combining the two set-asides into one grant will encourage continuity and year round access to
high-quality programs that a) target equitable access, including transportation, b) are designed
with SMART goals at the activity level to ensure students’ academic, social, emotional, and
mental health needs will be met, and c) will facilitate collaboration between LEAs, community-
based organizations, and stakeholders. As part of intentional design, the WDE will require:
• the LEAs’ and community-based organizations’ identification, description, and supporting
data of the disproportionate impact of COVID-19 on various student groups;
37
● An explanation or logic model of how the evidence-based interventions chosen by the
subgrantee will specifically address the disproportionate impact of COVID-19 on
students and specific student subgroups, including students with high levels of
absenteeism or disengagement.
● Specific qualitative and quantitative data sources for measurable outcomes that can be
disaggregated to determine impact on specific populations.
● A progress monitoring timeline to generate ongoing feedback on program/intervention
effectiveness.
● A proposed budget with identified practice and assurances that the funds will be tracked
separately and allocated to approved activities.
The WDE is purposeful in not choosing or requiring specific evidence-based interventions for all
subgrantees. The LEAs and community-based youth-serving organizations, in partnership with
each other and through meaningful engagement with families, are best positioned to use local
data and an awareness of the local context to select evidence-based interventions tailored to
students’ needs and the overall priorities set by WDE for ARP ESSER III funds mentioned in
Section A (2). The WDE will require that subgrantees use evidence-based strategies and
practices in implementing summer learning and enrichment and afterschool programs that meet
one of the tiers of evidence as defined in section 8101(21) of the ESEA:
● Demonstrates a statistically significant effect on improving student outcomes or other
relevant outcomes based on—
○ Strong evidence from at least one well-designed and well-implemented
experimental study (“tier 1”);
○ Moderate evidence from at least one well-designed and well-implemented quasi-
experimental study (“tier 2”); or
○ Promising evidence from at least one well-designed and well-implemented
correlational study with statistical controls for selection bias (“tier 3”); or
○ Demonstrates a rationale based on high-quality research findings or positive
evaluation that such activity, strategy, or intervention is likely to improve student
outcomes or other relevant outcomes and includes ongoing efforts to examine
the effects of such activity, strategy, or intervention (“tier 4”).
The WDE will prioritize funding of grant applications to districts and community organizations
showing the highest need and disproportionate impact on specific students groups identified in
A.3. The WDE will use academic assessment data derived from state required assessments for
students grades 3-12, graduation rates, WIDA ACCESS Assessment, and Title I school status
to prioritize those in highest need. Applicants will provide additional local and community data
to establish their project and status as a priority need.
The WDE will support the ongoing collection and analysis of data through the state’s
WY-TOPP interim and summative assessments, submission of the District Literacy Plan data,
local program evaluation, and through the work of the WDE’s WADA and PDP in conjunction
with LEAs local data.
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;
38
and to use ARP ESSER funds to implement evidence-based interventions.
Response:
The WDE has not determined the use of the remaining SEA Reserve funds identified to be used
for emergency needs. These determinations will be made upon a review of stakeholder input
received from upcoming scheduled stakeholder meetings and future survey results. The WDE
expects to use some funding to provide direct supports to LEAs and expects to provide
additional funds through competitive grants to LEAs or other community and student
organizations meeting the academic and social-emotional-mental needs of students.
The WDE will prioritize funding of grant applications to districts and community organizations
showing the highest need and disproportionate impact on specific students groups identified in
A.3. The WDE will use academic assessment data derived from state required assessments for
students grades 3-12, graduation rates, WIDA ACCESS Assessment, and Title I school status
to prioritize those in highest need. Applicants will provide additional local and community data
to establish their project and status as a priority need.
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied
by a focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the
pandemic. In this section, SEAs will describe how they will support their LEAs in
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these
objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will
require its LEAs to include in LEA plans consistent with the ARP ESSER
requirements for the use of ARP ESSER funds, how the SEA will require such
plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be
within no later than 90 days after receiving its ARP ESSER allocation). The LEA
plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement
prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning;
ii. How the LEA will use the funds it reserves under section 2001(e)(1)
of the ARP Act (totaling not less than 20 percent of the LEA’s total
allocation of ARP ESSER funds) to address the academic impact of
lost instructional time through the implementation of evidence-based
interventions, such as summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended
school year programs;
iii. How the LEA will spend its remaining ARP ESSER funds consistent
with section 2001(e)(2) of the ARP Act; and
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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.
Response:
The WDE will require that within 90 days of making the ARP ESSER funds available to LEAs,
each will submit an ARP Implementation Plan, meeting the requirements of section E.1.i. The
LEA ARP funds application, available in the GMS, will require information addressing all
components of sections E.1 and E.2. Each LEA will be required to post its Safe Return to In-
Person and Continuity of Services Plan and its ARP Implementation Plan that includes the LEAs
plans for safe return to operations and the use of ARP ESSER funds on their website for public
access. They will also be required to submit the URL to the WDE. LEAs will be provided with a
comprehensive checklist of requirements to assist in ensuring all requirements are met. The
submission deadline will be no later than 90 days after the WDE makes the funds available to
LEAs (the specific date is still undeterminable at this time while the WDE and the State waits on
a response from USED to questions about MOE and MOEquity).
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations);
and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
Response:
See response to section E.1.
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3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER
funds. The description must include:
i. How the SEA will support and monitor its LEAs’ implementation of
evidence-based interventions that respond to students’ academic,
social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs – including
the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
ii. How the SEA will support and monitor its LEAs in specifically
addressing the disproportionate impact of the COVID-19 pandemic
on certain groups of students, including each of the student groups
listed in question A.3.i.-viii; and
iii. How the SEA will support and monitor its LEAs in using ARP
ESSER funds to identify, re engage, 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.
Response:
The WDE will support and monitor LEA’s use of the ARP ESSER funds in the following ways:
● The WDE will provide guidance and assistance to school districts on all aspects of plan
requirements.
● LEA’s will submit a narrative and a provisional timeline (including program, timeframe,
and estimated budget) in the state’s GMS that will detail how the LEAs will address
learning loss and accelerated learning through evidence-based interventions, as well as
how the LEA will support those students most impacted by the COVID-19 pandemic as
detailed and defined by statute. The WDE will require districts to adhere to all required
assurances associated with the receipt of ARP ESSER funds. Grant applications will be
reviewed and receive full approval or returned for additional information regarding
compliance prior to receiving full approval.
● The WDE will develop and implement a desk monitoring tool to be used with the
oversight of ARP ESSER funds. This monitoring tool will include a review of LEA’s
implementation and use of funds in relation to items E.3.i-iii.
● Annual state assessment and local measures will be reported to demonstrate outcomes.
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
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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.
Response:
The WDE has and will continue to provide LEAs with TA for developing and implementing
comprehensive local needs assessments, as required by other title programs. Part of this TA
will be the support of bringing various required separate needs assessments together to
address the entire system and allowing LEAs to target areas of greatest need, including those
supporting equity. As districts are required to share this information through the LEA ARP
ESSER application, the WDE will, through review of all 48 applications, identify areas of
greatest need for targeted state-wide technical assistance and professional development.
The majority of Wyoming districts returned to in-person instruction in the fall of 2020. The few
districts that were unable to do so were those located on Wyoming’s Wind River Reservation
and under Tribal orders preventing the return to in-person instruction until February 2021. The
WDE will include a requirement for LEAs to include information addressing the ability to sustain
equitable and inclusive return to in-person instruction to their revised Smart Start Plans.
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.
Response:
Teacher shortage areas reported to USED for the 2019-20 school year outline statewide
teacher shortage areas as a reflection of FTEs and as a percentage of total statewide FTE
positions. Overall, Wyoming does not have a significant teacher shortage as demonstrated by
the overall 1.69%. We typically consider 5% the marker of official shortage. Specific areas,
however, indicated some significant change. Vocational Education, Study Skills/Study Hall,
English Learner Education, and Middle Grades Science, with Special Education close behind,
were the primary areas of shortage for 19-20.
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Table F1.
Area FTE Percentage
of FTE
Vocational Education 16.66 7.62%
Study Skills/Study Hall 1.03 6.32%
English Learner Education 4.00 6.02%
Middle Grades Science 3.83 5.04%
Special Education 46.09 4.57%
Mathematics 13.68 2.95%
Title I Reading 1.00 2.89%
Geography 0.83 2.71%
Physical Science 1.72 2.68%
English (including Middle Language 8.5 1.82%
Arts)
Spanish 2.00 1.79%
Chemistry 0.77 1.71%
Music 3.47 1.45%
Earth and Space Science 0.83 1.40%
Physics 0.17 1.19%
Art 1.43 0.61%
Elementary Grades (Core Academic 15.00 0.56%
Subjects)
US History 1.17 0.53%
Biology and Life Sciences 0.67 0.43%
Physical Education 1.00 0.26%
● Total of all FTE teaching positions for the state is 7,318.
● Total FTE positions working under Exception Authorizations is 123.84 or 1.69%.
● Teacher FTE increased from 7,228.50 in 2018-19 to 7,318 in 2019-20.
● Exception Authorizations FTE increased from 91.64 in 2018-19 to 123.84 in 2019-20.
● Career and Technical Education Exception Authorizations (EAs) increased from 8.36
FTE in 2018-19 to 16.66 FTE in 2019-20, which translates to a 3.07% increase. This
alarming trend is indicative of our aging CTE educator workforce and a lack of
replacements.
● The amount of Special Education teachers working on EAs increased only slightly
(0.02%).
With the pandemic and economic factors impacting district funding, retirements for some
teachers may have been accelerated (happening sooner than originally anticipated), creating
potential for teacher shortages for school years 2020-21 and 2021-22 in some areas. To
address these, and previous issues with licensure for the 2020-21 school year due to COVID-19
effects (closing testing sites, slowing background checks, etc.), through the PTSB, Wyoming
provided additional licensure flexibility while continuing to ensure students’ access to high
quality teachers.
Current routes to licensure include:
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● Standard Route: A candidate completes a traditional teacher preparation program that
leads to licensure in that state and includes a practicum. The college/university can sign
off on an Institutional Recommendation stating the individual met all program
requirements.
● EAs/Alternative Routes: These routes or ‘exceptions’ are designed for individuals that do
not meet all the requirements for a standard license but can be placed on an EA as a
provisional license until meeting all requirements.
○ EA Option #1 - This is available to Elementary Education and Social Studies
Comprehensive applicants only. It is explicitly designed to allow the applicant
additional time to complete the Praxis II testing required to obtain a Wyoming
Standard Educator License. This EA is valid for one year and is not renewable.
○ EA Option #2 - This is available for individuals who have been assigned to teach
in a content area in which they do not meet the requirements for full
licensure/endorsement. This EA is valid for one year but is renewable for up to
three years allowing time for the individual to complete required coursework
within the three year timeframe to become eligible for ongoing licensure.
○ EA Option #3 - This is available to applicants hired by a Wyoming school district
as an Administrator, School Counselor, School Social Worker, School
Psychologist, or any other related service positions who do not hold full licensure
in the area employed. This EA is valid for one year and is not renewable.
○ EA Option #4 Out-of-field Endorsement (By District Request Only) - The Out-of-
Field endorsement allows a currently licensed individual to be assigned to teach
in a content area they do not now hold an endorsement in for a limited period of
time. During that time, if they pass the Praxis or OPIexam in the new content
area, the individual could add the endorsement to their existing license. A formal
written explanation from the district superintendent of the circumstances must be
included with the application. This EA is valid for two years and is not renewable.
*Not available for all areas or to change grade band levels.
○ EA Option #5 - This is available to applicants hired by a school district as a Dual
Language Immersion teacher who does not hold full licensure in this
endorsement area. This EA is valid for one year and is renewable for up to three
years.
○ COVID EA - This is for applicants unable to complete the requirements to meet
initial licensure, renewal, or reinstatement requirements due to the novel
coronavirus (COVID-19) pandemic. This EA must include a plan to meet missing
requirements. This EA is valid for two years and is not renewable.
○ Professional, Industry, & Career Permit (PIC) - Last year, PTSB made significant
changes to the PIC permit, which provides these educators with a route to
acquire a standard license. Individuals who have held a PIC permit for at least
ten (10) years and hold a bachelor’s degree or higher may apply for a Standard
Educator License with appropriate endorsements by verifying continuous
teaching employment for ten (10) years or more for each field of occupational
specialties. Individuals holding a PIC permit for less than ten (10) years that wish
to apply for a Standard Educator License must take the following courses or their
equivalent, at a minimum, from an accredited institution:
■ Foundations of development and learning.
■ Introduction to school law.
■ Introduction to special education.
■ Methods of instruction to include classroom management.
■ Introduction to Psychology.
■ Developmental Psychology.
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○ EAs do NOT transfer to new districts - A reminder that an existing EA does not
allow individuals to transfer their EA designation if a new district hires them. The
educator must update their EA information, and the new district must sign off on
the pending requirements. PTSB is in charge of licensure, not employment;
therefore, not always aware when an educator secures employment in a new
district.
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.
Response:
The WDE will support LEAs in stabilizing the educator workforce in a variety of ways.
● Annual teacher shortage data will be shared with a year over year comparison allowing
for the identification of trends related to specific teaching assignments.
● To support and stabilize the current educator workforce, the WDE will continue to offer
high quality professional development opportunities. The following, while not an all-
inclusive list, are indicative of the offerings made available to Wyoming educators:
○ WAVES (Web-based Academic Vision & Excellence Symposium: targeted PD for
educators providing IDEA special education and related services or those
wanting to learn more.
○ STAR (Summer Technical Assistance Retreat): Training and support for new and
existing staff in LEAs centered on federal grant compliance, allowable uses of
funds, planning and consultation, navigating the grants management system, and
consolidated monitoring processes.
○ Embracing Literacy: a PD opportunity dedicated to increasing educator’s
understanding of the science of reading and translating that knowledge into
classroom practice.
○ Developing Rewarding Integrated Vocational Experiences (DRIVE) Training: for
paraprofessionals and job coaches who work with students in work-based
learning.
○ CTE including Tech Ed Tuesdays: focusing on recruiting, retaining and the
unique characteristics of special populations; new CTE teacher orientation,
Perkins Manager training.
○ Native American Education Conference: 500-600 attendees annually receive
training to learn about barriers facing American Indian children and how to
remove or reduce those barriers so that tribal students succeed in school and in
life. Programming includes understanding of tribal culture and history along with
youth empowerment.
○ Quality Matters: an ongoing PD opportunity for developing, teaching, and
evaluating online and blended courses and content. All Wyoming educators are
able to enroll in the online courses and training provided online by Quality
Matters and districts are also able to schedule workshops and training
specifically for their staff.
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○ eLearning Collaborative: a professional development opportunity for fourteen
Wyoming ambassador teachers to help AIR identify challenges and develop
training in supporting students at a distance and developing and improving online
courses and content. The ambassadors will provide monthly training sessions on
the topics and challenges identified for up to 500 other teachers in the state.
○ TeachUNITED Administrator Path: Based on feedback from administrators,
training has been developed to help them in understanding how to best support
their teachers who implement blended and online content and instruction. The
administrator training was developed to mirror the topics in TeachUNITED
training provided to teachers in the 2020-21 school year.
● The WDE also partners with state organizations to support educators and support
personnel in additional ways:
○ Wyoming Custodians Annual Summer Conference.
○ Wyoming Pupil Transportation Annual Conference.
○ Wyoming Association of Career and Technical Education (WACTE).
○ Wyoming School Counselors Association (WySCA).
○ Wyoming Association of Special Education Administrators (WASEA).
● The WDE has identified the use of ESSER II SEA Reserve funds to support educators
and students in the area of social emotional wellness and learning. Funds can be used
for screening and evaluation tools, providing social-emotional support through
counseling or mentorship, professional development, SEL curriculum or program
development or purchase, or the temporary addition of necessary staff (counselors,
school psychologists, para professionals to cover some tasks freeing time for certified
staff to be engaged in their area of expertise).
● The WDE has provided information to LEAs on the allowable and appropriate uses of
COVID relief funds. While data is not available on how these funds may have been used
to avoid layoffs, many Wyoming districts were able to use these funds to cover costs
associated with extended work hours and increased workforce for school food service
providers, transportation workers, custodial staff, interventionist, school nurses, and
teachers and administrators to accommodate the varied learning platforms, social
distancing requirements, and to address students’ learning needs.
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).
Response:
● The WDE’s Special Education Programs Division will be initiating a tuition
reimbursement program for currently employed teachers in a Wyoming school district to
obtain a master’s degree in special education or an Early Childhood Special Education
Endorsement. This program will be funded at $150,000.00 for the 2021-22 school year
from the state set aside portion of the IDEA Part B 611 grant. The tuition reimbursement
program is intended to be a ‘grow your own’ program for districts and the state to
increase the number of teachers appropriately trained and certified to teach special
education. A shortage of special education teaching staff has been a historical issue in
Wyoming and has been exacerbated by the pandemic.
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● As noted earlier, ARP ESSER funds will be used to offer LEAs funding through a
competitive grant, Addressing Gaps and Accelerated Learning. Districts may choose to
use these funds in evidence-based interventions and programs to provide personnel in
areas for which they are experiencing a shortage.
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).
Response:
● With the use of ESSER II SEA Reserve funds and ARP ESSER SEA Reserve funds, the
WDE has supported funding a State School Nurse position to provide guidance and
assistance to LEAs on policy and implementation of state and local health orders.
● The SAMHSA Project AWARE Grant has been implemented by WDE in order to
promote the goal of a statewide system addressing school-aged mental health and
substance abuse issues. There is a need for a reliable, standardized statewide system
to coordinate and track progress, best practices, and share successes in addressing
school-aged mental health issues to include staff professional development, training and
family engagement. Currently, the WDE has partnered with three LEAs and three
community Behavioral Health Partners (BHPs) with the goal of expanding the program
statewide through the utilization of telehealth providers. After the five-year period of
Project AWARE funding, we expect to have a strong and sustainable school-based
behavioral health model for other districts to replicate throughout our state. APR ESSER
SEA Reserve funding may be used to fund this model by making telehealth available to
a greater number of districts and students.
● The WDE has identified the use of ESSER II SEA Reserve funds to support educators
and students in the area of social emotional wellness and learning. Funds can be used
for screening and evaluation tools, providing social-emotional support through
counseling or mentorship, professional development, SEL curriculum or program
development or purchase, or the temporary addition of necessary staff (counselors,
school psychologists, para professionals to cover some tasks freeing time for certified
staff to be engaged in their area of expertise).
● The WDE has identified the use of ARP ESSER SEA Reserve funds to support
educators and students in a variety of content areas. Funds can be used for screening
and evaluation tools, providing high-quality tutoring and interventions, professional
development, specific curriculum or program purchase to replace less effective curricula,
or the temporary addition of necessary staff (highly-qualified interventionist and tutors,
counselors, school psychologists, and paraprofessionals to cover some tasks freeing
time for certified staff to be engaged in their area of expertise).
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.
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1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
i. Student learning, including the academic impact of lost instructional
time during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and
participation in advanced coursework; access to technology,
including educator access to professional development on the
effective use of technology; access to high-quality educators; access
to school counselors, social workers, nurses, and school
psychologists; and results from student, parent, and/or educator
surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil
expenditures at the LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g.,
summer and afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary
(please refer to Appendix B of this template; final requirements will
be issued separately).
Response:
The WDE currently collects many of the relevant data sets necessary for understanding the
varied complexities of the education system in our state. We collect information on:
● Student learning.
● Use of exclusionary discipline.
● Access to and participation in advanced coursework.
● Access to high-quality educators.
● Access to school counselors, social workers, nurses, and school psychologists.
● Fiscal data to show per-pupil expenditures at the LEA and school levels.
The WDE is making changes to current data collections for future reporting of necessary data
elements such as mode of instruction at the student level, and school operating status.
Additional adjustments will be implemented as required by USED for oversight and reporting of
COVID relief funds.
The WDE recognizes the need for evaluating and supporting the capacity of SEA and LEA staff
in accurately reporting and analyzing data. Ongoing efforts to improve include:
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● Using ESSER administrative allowances, the WDE is hiring temporary staff to assist with
the oversight and implementation of programs for the use of COVID relief funds. This will
increase the WDE’s capacity for SEA responsibilities as required by federal statute and
provide increased support to LEAs.
● The use of ESSER II state reserve funds to contract services for a Wyoming
Assessment Data Analyst (WADA) to analyze and interpret state assessment data for
pre- and post-pandemic trends, make assessment data accessible to all Wyoming
stakeholders, and through training opportunities support LEAs in the use of data
interpretation to drive school improvement efforts.
● The use of ESSER II state reserve funds to contract for a district Professional
Development Provider (PDP). The PDP will assist districts in using the analysis from the
WADA in conjunction with local district assessment data (LEA generated formative and
course summative assessment, screening data, Climate survey results, etc).
● The WDE’s Finance Team provides twice yearly training to the LEAs business managers
through WASBO (Wyoming Association of School Business Officers) where the training
is focused on state and federal funding oversight.
● The WDE’s Finance Team also hosts monthly SFDAC (School Finance and Data
Advisory Committee) meetings where collaborative practices are reviewed and
evaluated for possible improved accuracy and efficiency.
● The WDE’s ESSA Grants Team, Special Education Program’s Fiscal Manager, CTE and
Nutrition Teams host semi-annual conferences and provide tailored TA opportunities
throughout the year to all Wyoming districts in the appropriate uses, management, and
monitoring of federal funds.
● LEAs receive individualized technical support directly tied to specific federal funding
sources through the state’s GMS where WDE program managers review and approve
grant applications, expenditure plans, application amendments, reimbursement
requests, and reporting requirements for compliance with governing federal statutes and
regulations.
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
(e.g., by updating the SEA’s plan for monitoring funds and internal controls under
the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and
abuse; conducting random audits; or other tools). In this response, please describe
the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will
provide its LEAs with technical assistance in the anticipated areas of greatest
need.
Response:
The WDE has ongoing internal controls, risk assessment, fiscal monitoring, and a subrecipient
monitoring process for oversight of all federal funds to ensure appropriate use and reduce
potential waste, fraud, or abuse. The process begins with an LEA submission of an application
in the state’s GMS. The GMS tracks assurances, applications and revisions, budgeting,
reimbursement requests, expenditure tracking, required indirect cost rates, required LEA
documentation, and reporting requirements.
Applications are crafted to include all required assurances, award identification elements, and
components associated with each specific federal grant. A qualified program manager, one
familiar with the requirements of the funding source, reviews and approves each grant
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application. Applications not meeting the full requirements will be returned for revision prior to
approval. A major component of the application and review process is the allocation of funds to
specific allowable expenditures and activities detailed on the activities and budgeting sheets.
Program managers review and approve ongoing requests for reimbursement throughout the life
of the grant providing timely feedback and opportunity for correction.
Due to the high volume of COVID response funding made available to LEAs and the short
window of opportunity for use, the WDE has implemented the following process for monitoring
ESSER I, II, and ARP ESSER funds.
● Every quarter the ESSER LEA Grants Lead and Non-public School Lead will review
expenditures and supporting documentation of expenditures (reports and/or receipts and
purchase orders), and verify the following:
○ The expenditures are for appropriate purchases as allowed by the law.
○ The expenditures are for appropriate purchases as approved in grant
applications.
○ All requirements relevant to each award are being implemented to include
collection of specific data elements.
● If any information is out of compliance, the ESSER LEA Grants Lead will work with the
LEA to execute steps to remedy the compliance issue (grant amendments, returning
funds to the grant, other technical assistance and follow-up). The ESSER LEA Grants
Lead also has the ability to seek further information if there is cause for concern based
on the fiscal information reviewed.
● The WDE will monitor every Wyoming LEA through the quarterly Periodic Expenditure
Reports, reviewing all expenditures to ensure allowability (per law and federal
regulations), and to ensure connection to an approved, or amended and approved grant
application.
● The WDE will utilize a risk assessment protocol that is designed to meet the
requirements of 2 CFR Part 200 which considers the following risk factors for
subrecipients:
○ The subrecipient's prior experience with other subawards.
○ The results of previous audits including whether or not the subrecipient receives
a Single Audit in accordance with Subpart F - Audit Requirements, and the extent
to which the same or similar subaward has been audited as a major program.
○ Whether the subrecipient has new personnel or new or substantially changed
systems.
○ The extent and results of federal awarding agency monitoring (e.g., if the
subrecipient also receives federal awards directly from a federal awarding
agency).
If high risk subrecipients are identified, the WDE will consider additional training and technical
assistance related to program requirements and may implement additional program audits,
financial reviews, or other strategies designed to ensure compliance.
The WDE is beginning a bid proposal process to secure additional capacity for LEA training
regarding ARP-ESSER implementation and reporting requirements for the COVID relief funds.
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Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Response:
Table 1 represents data accurate for the end of the 2020-21 school year.
Table 2 represents enrollment data from October 2020.
Table 1
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
Add or change rows as needed
Number of All schools Offered to all Offered to Not offered
schools students some
students
Remote or 347 320 0 27
online only
School 347 320 0 27
buildings
open with
both
remote/online
and in-person
instruction
(hybrid)
School 347 339 0 8
buildings
open with
full-time in-
person
instruction
To the extent data are available, please complete the above table for 1) all schools in the State,
and 2) separately for each instructional level (e.g., pre-kindergarten/elementary schools, middle
schools, high schools).
Table 2
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In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
Response:
October 2020 total enrollment, disaggregated by various student groups, has been provided in the
table below. Historical enrollment by mode of instruction is not available at this time. The WDE
will begin collecting student level mode of instruction for the 2021-22 school year and beyond.
The first reporting period will be October of 2021 with additional data collected in March of
2022 and at the end of the 2021-22 school year.
Add or change rows as needed
Number of Total Remote or Both Full-time in-
students enrollment online only remote/onlin person
e and in- instruction
person
instruction
91,938
(hybrid)
Students from # # #
low-income
families 30,995
White, not # # #
Hispanic
70,988
Black or # # #
African
American, not 865
Hispanic
Hispanic, of # # #
any race
13,143
Asian, not # # #
Hispanic
662
American # # #
Indian or
Alaskan 3,015
Native, not
Hispanic
Native # # #
Hawaiian or
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Pacific 147
Islander, not
Hispanic
Two or more # # #
races, not
Hispanic 3,118
Race/Ethnicit # # #
y information
not available 0
English # # #
learners
2,531
Children with # # #
disabilities
13,183
Students # # #
experiencing
homelessness 853
Children and # # #
youth in
foster care 626
Migratory # # #
students
104
53
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.
54
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
55
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
● The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
56
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.
57
What are Examples of How an Applicant Might Satisfy the Requirement of This
Provision?
The following examples may help illustrate how an applicant may comply with Section 427.
(1) An applicant that proposes to carry out an adult literacy project serving, among others,
adults with limited English proficiency, might describe in its application how it intends to
distribute a brochure about the proposed project to such potential participants in their native
language.
(2) An applicant that proposes to develop instructional materials for classroom use might
describe how it will make the materials available on audio tape or in braille for students who
are blind.
(3) An applicant that proposes to carry out a model science program for secondary students
and is concerned that girls may be less likely than boys to enroll in the course, might indicate
how it intends to conduct "outreach" efforts to girls, to encourage their enrollment.
(4) An applicant that proposes a project to increase school safety might describe the special
efforts it will take to address concerns of lesbian, gay, bisexual, and transgender students, and
efforts to reach out to and involve the families of LGBT students.
We recognize that many applicants may already be implementing effective steps to ensure equity
of access and participation in their grant programs, and we appreciate your cooperation in
responding to the requirements of this provision.
The Wyoming Department of Education (WDE) adheres to Section 427 of the General Education
Provisions Act (GEPA) and will ensure, to the fullest extent possible, equitable access to, participation in,
and appropriate educational opportunities for all individuals served by the programs included in its
Consolidated Plan for Elementary and Secondary Education. Federally funded activities, programs, and
services provided through the programs included in this plan will be accessible to all teachers, students,
and program beneficiaries regardless of their gender, race, color, national origin, religion, age, or
disability.
The WDE will fully enforce all federal and state regulations designed to ensure equitable access to all
program beneficiaries and to overcome barriers to equitable participation in all state level activities
supported by federal assistance associated with this APR ESSER Plan. The WDE will hold LEAs
accountable for ensuring equal access and providing reasonable and appropriate accommodations to
meet the needs of a diverse group of students, staff, community members, and other participants. Steps
taken to ensure equitable access may include, but not be limited to:
• The WDE provides reasonable accommodations for student state assessments based on disability and
native language.
• The WDE assures that all state communications, including print and electronic media, are compliant
with applicable ADA requirements.
58
• The WDE adheres to the requirement that schools provide a free appropriate public education (FAPE)
to all school aged children who are individuals with disabilities as defined by section 504 and IDEA or
who are English learners.
• The WDE considers cultural relevance and the ability of the intended audience to meaningfully
understand information when it develops, acquires, approves and/or disseminates instructional
materials; reasonable efforts are taken to overcome any barriers.
• The WVDE implements an electronic grants management system that includes a requirement for each
LEA to provide assurances that they do not discriminate against any person on the basis of gender, race,
color, national origin, religion, age or disability.
• The WDE enforces these requirements through supportive training and technical assistance as well as
monitoring and complaint resolution.
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per
response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain
benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden, to the
U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or
email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
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