Maryland — State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
A Maryland State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund, on the Department of Education's form with a cover page that leaves the award number blank. It names Mary L. Gable as the SEA contact, has a signatories section, and carries the printed name of Mohammed Choudhury as the authorized representative with a date of October 4, 2021. The form's introduction says the ARP ESSER Fund provides nearly $122 billion to States, and the plan follows the form's sections beginning with the State's current status and needs. It ends with the Department's paperwork burden notice under OMB Control Number 1894-0005.
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Cite this document
“Maryland — 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-46c77f9ab9/
, SHA-256 889e16ddf0bfa2c71c9961215478513798a3f36086b747c3596432483fbab1ac.Full text
State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid
OMB control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section
2001 of the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy
of the time estimate, suggestions for improving this individual collection, or if you have comments or concerns
regarding the status of your individual form, application or survey, please contact Britt Jung, Office of State and
Grantee Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland
Avenue, SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and
sustaining safe operations of schools while meeting the academic, social, emotional, and
mental health needs of students resulting from the coronavirus disease 2019 (“COVID-19”)
pandemic. It is particularly important that ARP ESSER funding will enable States and local
educational agencies (“LEAs”), and more directly schools, to support students who have been
most severely impacted by the COVID-19 pandemic and are likely to have suffered the most
because of longstanding inequities in our communities and schools that have been exacerbated
by the COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership
with States so that these unprecedented resources are quickly put to work to ensure students
have sustained access to in-person instruction and that the resources are used to provide the
effective support students need as they persist through and recover from the impacts of the
COVID-19 pandemic. The thoughtful and timely use of these funds will have a lasting impact
on our Nation’s schools and help to address the inequities in resources, services, and
opportunities available to our students.
This template presents an opportunity for States to share their plans for the use of ARP
ESSER funds with the public. The Department must approve a State educational agency’s
(“SEA’s”) plan in order to make the State’s remaining ARP ESSER allocation available for
use. Please note that the Department intends to issue ARP ESSER reporting requirements
separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement
listed below. An SEA may use this template or another format as long as every item and
element is addressed in the SEA’s response. Throughout this document, questions that refer to
an SEA’s ARP ESSER funding are referencing the total allocation to be received by the SEA,
including that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by
which it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s
website when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting
requirement in section 313(f) of the CRRSA Act.
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Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX):
SEA Contact: Mary L. Gable
Telephone: 410-767-0472
Email address: mary.gable@maryland.gov
Signator ies on Form Date of Signature
By signing this document, I agree to each of the assurances listed in Appendix C
Blank
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)
Mohammed Choudhury
Signature of Authorized SEA Representative Date:
October 4,
2021
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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.
The most effective strategies that the Maryland State Department of Education
(MSDE) has employed during the COVID-19 pandemic to support the needs of
students are:
1) Allocating funds to every LEA to provide and enhance technology supports
(for example, supplying all students with laptops or other portable devices
[to ensure one-to-one device access] and improving access to the Internet
[by providing hot spots and paying for service plans] for both students and
staff), thereby facilitating greater access to remote learning. (See CARES
Act_LEA Technology Application and Funding Allocation, GEER
Fund_LEA Application and Funding Allocation, and Coronavirus Relief
Fund_LEA Broadband Grant Distribution for the funding amounts
allocated to each LEA in Maryland, totaling approximately $118.7 million
Statewide.)
As evidenced by the June 2020 data on connectivity and access to devices
reported to the Maryland State Board of Education (State Board) (see
Maryland’s Recovery Plan Update for the State Board_8.24.20, pp.17-18),
in order to meet the needs of all students and staff during the pandemic,
LEAs realized that they would have to create a system that allowed for the
delivery of remote learning and which could house digital resources. Each
LEA purchased devices and web conferencing software, ensured that
digital safety measures were in place, communicated with parents,
increased Internet access, adjusted curriculum, and provided professional
learning for educators.
The MSDE provided guidance and professional learning opportunities
through credit-bearing courses and a remote learning portal. Educator and
parent resource documents were developed and posted on the MSDE’s
website (see COVID-19 Educational Resources webpage). As the MSDE
on-boarded a new State learning management system (LMS), new online
courses were being developed (see Approved Student Online Courses for
SY2020-2021). Lessons learned in spring 2020 guided MSDE’s online
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course development to integrate social-emotional learning (SEL) and
synchronized instructional time that help build relationships between
educator and students and between classmates.
During fall 2020, the MSDE collaborated with the Public School
Superintendents’ Association of Maryland (PSSAM) to develop a
Statewide survey administered to LEA staff to identify and quantify
technology gaps, including digital access. The results of this survey
informed the MSDE’s subsequent approach to technology issues for the
remainder of the 2020-2021 school year (see MSDE Technology Survey
Results_12.21.20). In fall 2021, the MSDE will conduct a follow-up survey
with each LEA to ascertain the current status of robust home Internet
connectivity, the availability of broadband, student-to-device ratios, virtual
program enrollments, and available learning management platforms. Over
the next two years, the MSDE will continue to develop online courses,
identify and evaluate digital resources for stakeholders, and house them on
the State LMS.
2) Distributing free meals to students, which helped ameliorate the stresses
caused by food insecurity that many families experienced during the
pandemic. The National School Lunch Program (NSLP) and School
Breakfast Program (SBP) are the cornerstones of school meal services upon
which nearly 900,000 school children in Maryland rely on daily. The
sudden closure of schools on March 12, 2020, left only one business day
for LEAs and school food service teams to pivot and prepare for a different
model of meal service delivery, beginning on March 16, 2020.
The MSDE worked together with Maryland’s 24 LEAs, 30 non-profit
private schools, and other traditional summer meal sites (churches,
community organizations, summer camps, etc.) to develop plans that met
COVID-19 social distancing guidelines, while also reaching children in
greatest need for meals. Within a week of school closings, and armed with
the subsequent meal flexibility waivers issued by the U.S. Department of
Agriculture, many innovations in meal services were firmly established.
These included:
• Where meals were offered: Sites were chosen locally and could be
modified or expanded to meet the needs of the community. Parents
could pick up meals for their children and children did not need to eat
the food on the premises. The MSDE established a resource webpage
(see School Meal Site Locator) where Maryland residents could locate
every site in the State distributing free meals to children under the age
of 18.
• How meals were offered: Meals were distributed curbside. Sites were
allowed to provide breakfast, lunch, dinner, and/or snacks at once, and
many sites offered more than one day’s worth of meals at one time.
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• To whom meals were offered: Meal access was expanded beyond
school-aged children to any child aged 0-18 years.
As a result, close to 18 million meals were served to Maryland youth
during the 15 weeks of school closure during the 2019-2020 school year.
These innovations continued throughout the summer and the 2020-2021
school year, as schools slowly reopened either virtually or with a hybrid
model of virtual and in-person. As of June 2021, schools continue to offer a
combination of curb-side meals, grab-and-go kiosks at the door, classroom
delivery of meals, and or multiple, socially distanced meal periods in the
cafeteria.
The MSDE recently commissioned a study of school meal operations
during the pandemic and will begin to evaluate operations as schools
reopen fully and during the remainder of the COVID-19 public health
emergency.
3) Engaging with stakeholders from the very earliest days of the pandemic to
help shape the MSDE’s response and inform the development of guidance
and resources for LEAs. For example, the State Superintendent of Schools
began immediately meeting weekly (through PSSAM) with Maryland’s 24
local school superintendents in March 2020. These weekly meetings
extended through March 2021, and changed to bi-weekly meetings just in
the last quarter of the 2020-2021 school year. The purpose of these
meetings was (and is) to discuss and seek input on pressing COVID-related
issues.
Maryland was one of the first States in the nation to publish a
comprehensive recovery plan (Maryland Together: Maryland's Recovery
Plan for Education) in June 2020, which was the result of widespread
engagement with stakeholders, and which continues to guide the MSDE’s
pandemic response. This plan detailed 13 criteria that LEAs had to adhere
to as they developed their own recovery plans. Stakeholders included
representatives from parents, students, collective bargaining units,
professional organizations, higher education, LEAs, non-profits, and many
others (see Maryland Together: Maryland's Recovery Plan for Education,
pp.68-69, for a list of participating stakeholders). The stakeholders met
multiple times from May through September 2020 to provide input on the
recovery plan. With support from multiple MSDE divisions, the
stakeholders were organized into five stakeholder groups from across the
State to identify areas of need and solutions in designated areas such as:
health and safety, instruction, baseline standards, grading and reporting,
attendance, English learners (ELs), special education, students most in
need, food services, transportation, and other critical topics related to
schools.
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Similarly, the MSDE sought input from the general public via a survey
posted on the MSDE homepage regarding which proposed evidence-based
strategies should be prioritized across the State to help address lost
instructional time resulting from the pandemic (see Addressing the Impact
of Interrupted Instruction Presentation_3.22.21, slides 4-8; see also A.2
response for more details on this initiative). The State Superintendent of
Schools also recently conducted a virtual student town hall on June 1,
2021.
The MSDE and the Maryland Department of Health have jointly conducted
bi-weekly virtual meetings since early in the pandemic (and continue to do)
with public and private school representatives on health and safety matters.
Additionally, the MSDE has communicated information to parents,
educators, and the general public in a transparent and timely manner. For
example, the MSDE created a central COVID-19 Resources for Maryland
Schools hub on its website that houses numerous resources (categorized
thematically), and which is easily accessible and navigable. Pandemic-
related guidance and information are included and updated regularly on the
MSDE Homepage. An email address (educationplan.msde@maryland.gov)
is also listed on the homepage of the MSDE website to enable the public to
submit comments on pandemic-related matters.
(See ARP ESSER Presentation to State Board_6.22.21, pp. 118-122, for a
summary of the MSDE’s engagement, by division, with stakeholders by
division during the COVID-19 pandemic. See also section C.1 for further
information regarding the MSDE’s engagement with stakeholders during
the development of Maryland’s ARP ESSER State Plan application.)
Upon conclusion of the 2020-2021 school year, the MSDE will ask local
superintendents to summarize lessons learned and best practices for their LEAs
and submit their analyses to the Department’s Safer Schools and Campuses
Best Practices Clearinghouse.
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently
facing students and schools across your State as a result of or in response to
the COVID-19 pandemic including, to the extent possible, data illustrating why
these are the most critical and/or most widespread issues facing schools and
students.
Following the recent passage of House Bill 1300 (2020) (Blueprint for
Maryland’s Future – Implementation) and House Bill 1372 (2021) (Blueprint
for Maryland’s Future – Revisions), the State is investing more than a billion
dollars over the next 10 years in preK-12 education. Included in the Blueprint’s
priorities are commitments to invest in the following policy areas: early
childhood education; high-quality and diverse teachers and school leaders;
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college and career readiness pathways; provision of more resources to ensure
that all students are successful; and governance and accountability. The
Blueprint is designed to fundamentally reshape education in Maryland.
The impact of the pandemic, however, has only served to heighten the
importance of re-thinking how education is delivered across the State and
further highlighted many underlying core issues highlighted in the Blueprint
that need addressing, such as closing opportunity and learning gaps among
underserved student populations, ensuring equity, hiring more teachers and
other professional positions (such as school social workers, counselors, and
psychologists), etc. The MSDE believes that the provision of Federal funding
through ARP ESSER and other Federal programs in response to the pandemic
represents an unprecedented opportunity for Maryland to build upon and
reinforce the commitments made in the Blueprint (for example, addressing
local staffing shortages in high need areas through LEA ARP ESSER funding,
utilizing evidence-based strategies to support learning and close the
achievement gap among different student populations, etc.).
The most significant and immediate issues facing students and schools in
Maryland as a result of the COVID-19 pandemic are: 1) speeding up the return
to in-person instruction for all students in the 2021-2022 school year, while
also providing the necessary supports, especially in the areas of
technology/broadband access and outreach, to ensure that students and
parents/families remain engaged; 2) addressing the mental health and SEL
needs of students, particularly among underserved students most affected by
the switch to remote learning, as well as parents/families and educators; and 3)
addressing the impact resulting from the disruption to learning since the
pandemic began. More specifically:
1) The State Board passed a resolution (see State Board Resolution_4.27.21)
on April 27, 2021, stating that, “Beginning with the opening of schools for
the 2021-2022 school year, local boards of education must permit all
students to attend school for at least 180 actual school days and a minimum
of 1,080 school hours during a 10-month period for in-person, in-school
instruction, with the teacher in the classroom.” To encourage this return to
in-person instruction in the 2021-2022 school year, the MSDE is providing
grant incentives to LEAs to reopen schools, totaling approximately $19.8
million Statewide (see columns titled ESSER Reopening and CSFRR Safe
Reopening in Federal Funding_LEA Allocations). Prior to the conclusion
of the 2020-2021 school year, the MSDE surveyed LEAs asking them to
confirm whether they intend to reopen fully for in-person instruction (in
accordance with the State Board resolution) in the 2021-2022 school year
(see LEA Reopening Survey_5.28.21).
The MSDE recognizes, however, that a State Board resolution and LEA
written commitments to reopening schools for in-person instruction for the
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next school year are in themselves no guarantees of success. Despite a
concerted effort to reopen schools in spring 2021, in-person attendance
rates in many individual LEAs and Statewide among many student
populations still remained low at the conclusion of the 2020-2021 school
year (see LEA Reopening_Weekly Status Report_6.25.21 and Appendix A,
Table 2). There is a concern that students who experienced a “lost” year of
learning may struggle when they return to school in-person in the coming
school year, or that these students may drop out of schooling altogether.
This is particularly the case for the most vulnerable student populations,
such as low-income, homeless, and migrant students. Consequently, the
MSDE will need to provide support and guidance to LEAs both prior to
and during the early part of the 2021-2022 school year as they attempt to
re-engage students and their parents/families and “bring them back into the
fold.” Similarly, once engaged, these students and their parents/families
will need ongoing support, such as SEL/mental health supports, to ease the
transition back to school and ensure that they remain in school thereafter
(see A.2, bullet 2 below for more information on the State’s new regional
mental health program).
Finally, while Maryland anticipates that the vast majority of students will
return to full-time in-person instruction for the 2021-2022 school year,
some LEAs have indicated that they will continue to offer a fully virtual
remote learning option for those students that elect it. Even for those
students who do not engage in fully virtual remote learning, the pandemic
has shown that the “old way” of doing things is obsolete. The increased
reliance on technology in almost all areas of education is likely a
permanent shift, and thus LEAs must be in a position to provide the
necessary technology supports for all students and educators. Additionally,
Maryland must remain prepared for the possibility of other disruptions to
learning in the future (such as a significant weather event), but whose
impact, as the experience of the pandemic has shown, can be mitigated to
an extent through the use of technology. Consequently, while the MSDE
can highlight many accomplishments with regard to the technology
supports provided thus far during the pandemic (see A.1, bullet 1), there is
still much work to be done to bridge the digital divide. The Governor has
acknowledged the necessity of building up Maryland’s infrastructure,
including allocating $10 million from the Governor’s fund to build new
cellular towers. However, there continues to be a pressing need to expand
broadband Internet access across the State, as well as ensuring that the
technology supports utilized keep pace with broader technological
developments, and that all students and educators who require technology
supports (such as laptops/portable devices) have access to these tools, and
are properly trained to use them.
2) The COVID-19 pandemic has had a significant negative impact on the lives
of students, parents/families, and educators, particularly those from
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communities of color. For over a year, students have experienced isolation,
loss, and trauma while existing mental health and social issues such as
housing insecurity, addiction, and racial inequities in services and access
have been exacerbated by the pandemic and social unrest. Students have
been disconnected from traditional home, school, and community-based
resources and services and the impact on students and families has been
overwhelming. Parents report that they have witnessed a decline in their
children’s emotional well-being and that their children are experiencing
increased anxiety, depression, and behavioral challenges. Meanwhile, many
educators have struggled to cope with the stresses brought on by the switch
to virtual learning and the disruption to their everyday lives brought on by
the pandemic.
For these reasons, the MSDE is in the process of implementing a Statewide
mental health program, which will establish six regional crisis response and
clinical support teams focused on the mental health and social-emotional
needs of students, parents/families, and educators. The overall goals of the
program are to: improve behavioral health services for children and youth;
meet the mental health and social-emotional needs of children and their
families; provide support and assist educators in the implementation of
prevention and intervention strategies, including de-escalation and crisis
mitigation; provide direct clinical support; and facilitate connections to
home, school, and community supports and services. The regional teams
will comprise multiple professional positions, including but not limited to:
clinical psychologists, licensed clinical professional counselors, licensed
certified social workers (clinical), school nurses, and family navigator(s)
(tentatively two per team). Additional positions will include a clinical
psychiatrist, substance abuse counselors, board-certified behavior
specialists, and interpreters. (See Social and Emotional Needs of Returning
Students Presentation_4.27.21 and Maryland Regional Crisis Response and
Clinical Support Teams Presentation_5.25.21 for more information on this
initiative.)
The MSDE and the regional teams will work closely with local
superintendents, community-based mental health providers, the Maryland
Department of Health, and other key agencies, partners, and stakeholders to
design a comprehensive plan to provide crisis response and intervention,
clinical support, and professional development for educators to meet the
needs of all students, including students in early childhood programs,
students with special needs, and other underserved student populations. The
regional teams will also work very closely with parents/families to make
sure that they are connected with the appropriate home, school-based, or
community resources to ensure that they feel empowered to take the lead
role in planning, advocating, and responding to their needs and the needs of
their children.
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Through the implementation of this mental health program, the MSDE
seeks to build local capacity to provide mental health services and supports
to students, families, and educators, particularly in critical shortage areas of
the State (e.g. Maryland’s Eastern Shore and Western Maryland). To
accomplish this, the MSDE will establish partnerships with local
universities, including Maryland’s historically black colleges and
universities (HBCUs), to provide internship opportunities for students
interested in the mental health field. It is important to note that the
University of Maryland Eastern Shore (one of Maryland’s HBCUs) is
located in one of Maryland’s critical shortage areas.
The MSDE recognizes that these regional teams are just one element of a
multi-pronged approach to address the mental health and SEL needs of
students, parents/families, and educators. Additionally, it is anticipated that
LEAs will use ARP ESSER allocations to fund the hiring of additional
professional positions in this field (for example, counselors, psychologists,
school social and pupil personnel workers, etc.). Furthermore, in support
this work, the MSDE has released a new guidance document to aid LEAs
(see A Trauma-Informed Approach for Maryland Schools).
3) As outlined before the State Board, Maryland is committed to addressing
the lost instructional time (or disrupted instruction, using the MSDE’s
terminology) that has occurred since March 2020 (see Disrupted
Instruction_A Path Forward Presentation_1.25.21 and Addressing the
Impact of Interrupted Instruction Presentation_3.22.21). These
presentations lay out how the State intends to respond to the impact on
students and learning caused by the pandemic, and highlight various
evidence-based strategies that Maryland will employ to counter lost
instructional time and how they will be evaluated. These include:
• Utilizing high-intensity structured tutoring.
• Providing extended day or extended year programs.
• Offering summer school programs.
• Implementing acceleration academies.
• Utilizing formative assessments.
• Sustaining early childhood programs.
The MSDE is also allocating approximately $188 million to Maryland
LEAs to fund various high-quality tutoring programs, and will engage with
school systems to determine best practices for the implementation of these
tutoring programs (see Coronavirus Relief Fund_Grants to LEAs).
Another likely area of focus will be providing support to recent high school
graduates who wish to pursue higher education but may not be ready to
take college-level coursework because of lost instructional time during the
pandemic. The MSDE will share this ARP ESSER State Plan application
with the Maryland Higher Education Commission and local institutions of
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higher education (IHEs) and look to facilitate conversations between these
entities and LEAs to determine what measures (for example, summer
remediation courses) can be taken to ensure this population in better
prepared for college as they enter higher education.
Additionally, throughout the pandemic, the MSDE has provided extensive
professional development for teachers and pedagogical resources. For
example, the MSDEs created multiple resource webpages devoted to
different aspects of digital teaching and learning, including remote teaching
(see Expanding Online Professional Learning Opportunities webpage),
Hybrid Teaching and Learning, instructional technology (see Instructional
Technology and School Library Media webpage), and published resource
guides (see Teacher Resources_March 2020 and Hybrid Resources). As
Maryland transitions back to a traditional in-person instructional model in
the 2021-2022 school year, the MSDE will prioritize the creation of similar
professional development and resources for educators focused on
addressing the impact of disrupted learning. For example, in summer 2021,
over 250 educators have enrolled in 12 MSDE credit-bearing courses. The
course topics include mathematics, gifted and talented education, physical
education, book studies, and the pedagogy and strategies of how to
effectively deliver online and/or blended content. Course offerings will
continue each semester and will soon include newly developed courses in
subjects such as data science, teaching EL students, social justice, learning
differences, and SEL.
In support of these initiatives, the MSDE’s funding set-asides for ESSER II
and III, indicating priority initiatives for the State, were presented and
approved by the State Board on May 25, 2021 (see ESSER State Set
Aside_5.25.21).
The MSDE is committed to ensuring that ARP ESSER funds are spent on
allowable expenses that will maximize student learning in safe environments.
The MSDE is also committed to ensuring transparency and accountability for
the use of funds. As a result, over $16 million will be set aside to support
monitoring efforts. Funds will be used to establish an ESSER Compliance and
Monitoring Branch within the MSDE’s Division of Career and College
Readiness; hire staff that is solely focused on monitoring; secure monitoring
resources; report on the outcomes of monitoring; and provide stipends to
monitoring teams consisting of representatives from LEAs, higher education,
business, and non-profits (see MSDE Monitoring Plan_6.22.21).
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:
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i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children,
and youth with disabilities eligible under the Individuals with
Disabilities Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that
have been identified by the SEA (e.g., youth involved in the
criminal justice system, students who have missed the most in-
person instruction during the 2019-2020 and 2020-2021 school
years, students who did not consistently participate in remote
instruction when offered during school building closures, and
LGBTQ+ students).
To the extent possible, this description should include data on indicators
such as estimates of the academic impact of lost instructional time, 1 chronic
absenteeism, student engagement, and social-emotional well-being.
Complete the table below, adding rows as necessary, or provide a narrative
description.
In relation to the academic needs of underserved students, there are certain
long-term data trends that are applicable across multiple student groups and
which pre-date the start of the pandemic. For example, the results of
Statewide standardized testing in mathematics and English language arts
(ELA) demonstrate both a current and a historical/sustained need for a
number of student groups (see 2019 MCAP [Maryland Comprehensive
Assessment Program] Results and Learning Loss and Learning Recovery
Presentation_7.27.21 for various trend data). African American students,
Hispanic students, male students, students with disabilities, ELs, and
economically disadvantaged students have consistently lower performance
on State standardized tests than other student groups.
Although the State did not engage in Statewide testing in 2020, there is no
indication that the academic needs of these students did not persist (and in
fact, likely grew) during the 2019-2020 and 2020-2021 school years. An
initial snapshot of 2020-2021 assessment data from other States suggests that
Maryland can anticipate a decline in student performance on Federally-
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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mandated Statewide assessments in the 2021-2022 school year (see Learning
Loss and Learning Recovery Presentation_7.27.21, pp. 11-12). Furthermore,
a number of LEAs have conducted their own analyses on the impact of
interrupted instruction (in the absence of Statewide testing). They determined
that, based on local assessments and interim course grades, providing
targeted, structured academic supports to underserved students remains a
high priority.
Additionally, analysis of available data for 2020-2021 show that attendance
for students with disabilities, ELs, economically disadvantaged students,
Black students, and Hispanic students is markedly below attendance for
White and Asian students (see First Term Performance Metrics, slides 8-9;
Second Term Performance Metrics, slides 4-5; Third Term Performance
Metrics, slides 4-5; and Fourth Term Performance Metrics, slides 5-6). Given
that attendance is positively correlated with student learning, the MSDE
anticipates that these student groups will have additional learning needs as a
result of the pandemic.
Similarly, anecdotal evidence suggests that many of the SEL and mental
health issues brought on by the pandemic – such as depression, suicidal
thoughts, feelings of isolation – have disproportionately affected underserved
student groups. While the creation of Regional Crisis Response and Clinical
Support Teams, as outlined A.2, is an initiative spearheaded by the MSDE to
improve SEL and mental health outcomes for all students, the expectation is
that these regional teams will focus in particular on underserved student
groups.
In addition to the broader trends outlined above, the specific high priority
needs of select student groups are outlined in Table A1.
Table A1.
Student group Highest priority needs
Students from low-income families To help address issues of food insecurity, the
Maryland Department of Human Services (DHS),
in conjunction with the MSDE, has secured
approval from the U.S. Department of Agriculture
on its joint submission to operate a Pandemic
Electronic Benefit Transfer (P-EBT) Program (see
USDA P-EBT Approval Letter and Maryland P-
EBT State Plan_SY2020-2021). These benefits
provide assistance to families in Maryland in
purchasing food while schools are closed due to
COVID-19.
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Student group Highest priority needs
Maryland has also continued to implement the
community school strategy (see Community
Schools webpage) in 15 of its LEAs through
distribution of State funding to schools located in
communities with concentrated poverty. In
expanding its implementation of the community
school strategy, the State will reinforce the need to
provide students, families, and communities with
critical health, mental health, crisis support,
enrichment, and other vital services as Maryland
transitions out of the COVID-19 crisis.
Students from each racial or ethnic See above narrative and students by gender
background used by the State for narrative below.
reporting purposes – please add a row
for each racial or ethnic group (e.g.,
identifying disparities and focusing
on underserved student groups by
race/ethnicity)
Students by gender – please add a In accordance with the recommendations of the
row for each gender (e.g., identifying Task Force on Achieving Academic Equity and
disparities and focusing on Excellence for Black Boys final report, which the
underserved student groups by State Board endorsed on April 27, 2021, the MSDE
gender) will prioritize resources to support the achievement
of Black male students (see the task force’s final
report, Transforming the Culture of Maryland’s
Schools for Black Boys). Although, as outlined
above, the underachievement of Black male
students in Maryland schools is an example of an
issue that has long pre-dated the COVID-19
pandemic, the latter’s impact has served only to
exacerbate these concerns. The task force, which
convened monthly between July 2020 and March
2021, focused its recommendations in the final
report on three main areas—social, emotional, and
behavioral supports; recruiting and training skilled,
competent teachers and administrators; and
curricula and instruction—all of which are areas
that are explicitly addressed in this ARP ESSER
State Plan application. The final report also
acknowledges the need for further discussion
regarding strategies to mitigate the yet unknown
long-term effects of the COVID-19 pandemic on
Maryland’s students, and includes an addendum
(see p.74) that lists highlights specific
15
Student group Highest priority needs
recommendations to support Black male students in
this context.
English learners (ELs) The MSDE’s Division of Curriculum, Instructional
Improvement, and Professional Learning surveyed
LEA EL/Title III supervisors in early May 2021 to
identify highest priority academic, SEL, and/or
mental health needs for ELs. Some of the key
priorities highlighted from this survey were: 1) re-
engaging with students who were absent for
significant portions of the 2020-2021 school year
so as to improve attendance for the next school
year, and 2) addressing feelings of isolation and
depression caused by the restrictions in place due to
the COVID-19 pandemic (see Padlet_Identifying
EL Needs).
Children with disabilities Narrowing the achievement gap between students
with disabilities (totaling 112,855 Statewide as of
October 1, 2019) and grade-level standards is a
priority area, especially in light of the projected
academic impact of lost instructional time due to
the pandemic. One measure of this gap is student
performance on Statewide assessments. In the last
year for which data was available (2019), fewer
than 10 percent of students with disabilities met
proficiency standards on State assessments for both
ELA and math at most grade levels, with fewer
than five percent of students in middle school
proficient in math. The gap between proficiency
rates for non-disabled students and those receiving
special education averaged around 35 percentage
points in ELA and 26 percentage points in math.
Due to the COVID-19 pandemic, Maryland
experienced a significant Statewide decrease in
referrals to infant and toddler programs (ITPs).
Contributing factors included parental choice in
delaying the referral process and a reduction of
referrals from pediatricians and childcare settings.
In April 2020, there were 503 referrals, a decrease
from 1,690 in April 2019. The MSDE’s Division of
Early Intervention and Special Education Services
(DEI/SES) continues to support a series of public
service announcements that began running in fall
2020 to remind Maryland’s families that ITPs were
open across the State and available to address new
16
Student group Highest priority needs
referrals. As families returned to pre-pandemic
activities, the number of referrals in April 2021
increased to 1,533. The MSDE hopes to continue
seeing an upward trend in referrals, but recognizes
the intensity of services and coaching to families
will be significant in the wake of lost time
receiving early intervention services.
Students experiencing homelessness Each year, the MSDE collects data for Federal
reporting and disseminates an Education for
Homeless Children Survey. The 2019-2020 survey
asked LEAs to share robust identification strategies
implemented during the COVID-19 pandemic.
Program managers and homeless liaisons shared
that the COVID-19 pandemic has left many
students and families in transition feeling isolated
and unable to access the technology, resulting in
anxiety and stress. Families and students have been
displaced and underserved due to school closures
and virtual and/or hybrid models of learning. Not
only are students failing to meet academic
standards, they are also experiencing mental health
concerns. LEA representatives have communicated
that absenteeism and student service referrals are
on the rise. Identification strategies included
collaboration with community agencies, staff
training, the use of social media and online
platforms, and daily outreach via telephone and
home visits.
This spring, homeless education program managers
and coordinators provided input on current needs,
challenges, and priorities facing underserved
children and youth undergoing housing instability.
They were asked to rank the following priorities by
need: academic, social-emotional, and mental
health. Program managers and coordinators from
LEAs provided narrative justifications that included
quantitative and qualitative data.
The COVID-19 pandemic has brought into focus
the need for increased identification of students
experiencing homelessness, the benefits of wrap-
around services, and in-person learning.
Maryland’s data indicates progress in providing
support services to students undergoing housing
17
Student group Highest priority needs
instability. Throughout the COVID-19 pandemic,
outreach to students and families continued due to
increased social media awareness, home visits,
school building accessibility, additional staffing,
and training.
High priorities for Maryland include increasing
academic achievement and providing mental health
services. School reopening plans are underway and,
due to additional funding, transportation services,
summer activity programs, and fall before- and
afterschool tutoring services can be made available
for an increased number of students and families in
transition, while mental health assistance, training,
and professional development can be provided for
teachers and staff. Accelerated learning
opportunities to address learning loss and low
academic achievement scores can be implemented,
along with the mental health services and training
required to ensure students can maximize
opportunities to learn provided through
interventions, services, and supports.
(For additional data, see Homeless Children Data
Charts.)
Children and youth in foster care Children in foster care are more likely than children
and youth who are not involved in child welfare to
have been exposed to trauma, more likely to have
changed schools, more likely to have moved from
one home to another, and less likely to have access
to comprehensive assessments. As a result of these
life experiences and system failures, children and
youth in foster care are more likely to have
difficulty in school than other children and youth.
The COVID-19 pandemic has likely only served to
reinforce these trends.
The DHS indicates the numbers referrals for child
abuse and neglect has decreased by approximately
28 percent since the pandemic began. (Note: The
LEAs are the number one source of referrals to
DHS.)
Migratory students Migrant students faced many obstacles during the
2020-2021 school year due to the COVID-19
pandemic that affected their personal, academic,
18
Student group Highest priority needs
and social well-being. Many students experienced
difficulty in transitioning to a virtual platform and
engaging in remote learning each day. Frequently,
students were not logging on, participating in
lessons, and/or completing assignments. Due to
students working virtually from home for a large
portion of the school year, many older students in
particular chose to work instead to support their
family or became the caregivers during the day for
their younger siblings, and thus were unable to
attend to their academics. Some parents had to
leave their jobs to take care of their children, which
negatively impacted their family’s economic
situation and caused some families to move in with
other families or become displaced. Many migrant
families lacked the resources for health care, food,
and shelter, which greatly impacted their children’s
mental health, social and emotional state of mind.
Migrant recruiters were in constant communication
with the families and teachers to help increase
student engagement. Two high priorities emerged
during the 2020-2021 school year for migrant
students that Maryland will look to address:
academic achievement and social-emotional well-
being. In relation to the latter, the following
approaches have been or will be utilized:
• Migrant recruiters worked additional hours and
flexed their schedules to meet with families to
provide the needed resources and support for
the social-emotional well-being of students.
• Parent/family nights were held to discuss SEL,
learn yoga, and breathing exercises, and how to
manage stress.
• An SEL curriculum will be used to support
struggling students. A number of students have
been at home and have SEL needs that have
recently become apparent. Providing effective,
daily lessons for students from an evidence-
based program is a priority.
Additionally, one specific subset of students within
the migrant student population – unaccompanied
minors – may require particular attention in the
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Student group Highest priority needs
2020-2021 school year, as their numbers are
expected to increase.
(For additional data, see Migratory Children Data
Charts.)
Other groups of students identified by The Juvenile Services Education System (JSES)
the State (e.g., youth involved in the student population decreased drastically during the
criminal justice system, students who COVID-19 pandemic due to the need to limit close
have missed the most in-person quarter contact among the students at residential
instruction during the 2019-2020 and facilities. However, the JSES continued to have a
2020-2021 school years, students 98 percent in-person attendance rate during the
who did not consistently participate pandemic, which is much higher than in
in remote instruction when offered Maryland’s LEAs. JSES teachers remained in-
during school building closures, person in JSES buildings for most of the 2020-2021
LGBTQ+ students) school year and students were required to attend
school at these facilities. Virtual instruction was
supported by physical proximity to teachers and
special educators during the week for most of the
2020-2021 school year, along with synchronous
instruction and the ability for immediate feedback.
Students released early or not adjudicated in the
courts were less likely to attend school during the
pandemic.
Current JSES enrollment data shows a
disproportionate number of African-American
males (74 percent) enrolled in JSES schools. Some
students enrolled in JSES schools also receive
services from the Department of Social Services
and may be less likely to be successful in a
traditional school setting.
The JSES also serves special education students,
who are represented in the system at a higher rate
than special education students in Maryland’s
LEAs. Currently, special education students
represent 30 percent of the JSES student
population. The COVID-19 pandemic required that
virtual instruction occur in residential settings.
Additional supports were put in place to meet the
unique needs of these special education students,
including telephone conversation meetings for
students on quarantine, additional case management
time, and a special educator assigned to each
teaching team. However, special education students
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Student group Highest priority needs
would benefit most from a full-time return to the
classroom face-to-face setting.
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.
Academic
The MSDE is, to the best of its ability, using data collected at the State level to
understand the impact of the COVID-19 pandemic. The MSDE has analyzed
attendance data during the 2020-2021 school year, which shows that
attendance for students with disabilities, ELs, economically disadvantaged
students, Black students, and Hispanic students is markedly below attendance
for White and Asian students (see First Term Performance Metrics, slides 8-9;
Second Term Performance Metrics, slides 4-5; Third Term Performance
Metrics, slides 4-5; and Fourth Term Performance Metrics, slides 5-6). The
MSDE has also analyzed student course grades during and prior to the
pandemic, and there has been a large and concerning increase in course failure
rates for middle and high school students in all subjects (see Second Term
Performance Metrics, slides 8-10; Third Term Performance Metrics, slides 8-
10; and Fourth Term Performance Metrics, slides 10-12). While the MSDE is
unable to conduct more detailed analyses due to the lack of standardized data
across the State, the MSDE has been providing training, technical assistance,
and research/data analysis capacity to LEAs on how to use local data to
determine the impact of interrupted instruction on student learning (see Using
Local Data to Measure the Impact of Disrupted Instruction on Student
Learning Presentation_1.29.21).
The Federally-mandated Statewide 2020-2021 assessments that will be
administered in early fall 2021 will provide information on student
understanding on the previous year's content. Educators will have quick
turnaround (within 48 hours) information on how each of their students
performed. Aggregate information will also be made available, via various
reports showing teachers and administrators how groups of students are
performing, to help make determinations on areas of focus for upcoming
instruction. All reports will be available online for quick and easy access for
educators. Additionally, student-level reports will be sent home to families
following the close of the assessment administration window.
Finally, as required by the Every Student Succeeds Act (ESSA), Maryland
publishes the Maryland Report Card in which available data is published at the
21
State, LEA, individual school, and student group level. This data is available
on the website as data downloads for use in further analyses.
Social-Emotional and Mental Health
Operating under the Regional Crisis Response and Clinical Support Teams
initiative, as outlined in A.2, in addition to the clinical psychologist, clinical
counselor, social worker, and nurse, family navigators (which are positions
funded through ESSER) will assess family needs, including the stress level of
parents and other challenges related to their child’s needs; empower families
through education and support to enable them to take the lead role in planning
for and responding to their family’s needs; assist families with navigating care,
including the development of an action plan, and connect them to local
community providers, partners, and resources; and assist with case
management.
Furthermore, student support service teams will record referrals to teams for
students with social-emotional and/or mental health needs. School counselors,
school social workers, and school psychologists will keep informal records of
students receiving supportive services for social-emotional and/or mental
health needs. These informal records would be records or notes related to case
management (for example, documentation of the names of the families/
students receiving services, documentation of home visits, services provided,
and intervention outcomes). That information would remain confidential within
the student support service team for record-keeping and analysis purposes.
Student services personnel will record students with suicidal ideation using the
processes and protocols in each LEA for such events. Teams will record threat
assessments using established procedures. Student services personnel and staff
will report suspected child abuse to the DHS as required by law.
5. School Operating Status: It is essential to have data on how students are
learning in order to support the goals of access and equity, especially for
student groups that have been disproportionately impacted by the COVID-19
pandemic. Describe the current status of data collection on operational status
and mode of instruction of all schools in your State. This description must
include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in
your State on:
a. Mode of instruction: The number of schools in your State that
are offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model);
and/or full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in
A.3.i-viii for each mode of instruction; and
22
c. Attendance: Student attendance for all students and
disaggregated for each of the student groups described in
A.3.i-viii for each mode of instruction.
The MSDE has administered a performance metrics survey to
LEAs on a quarterly basis during the 2020-2021 school year
asking school systems to report various data points, including on
instructional modes and attendance rates disaggregated by student
sub-groups. The results of these surveys were shared with the
State Board (see First Term Performance Metrics; Second Term
Performance Metrics; Third Term Performance Metrics); and
Fourth Term Performance Metrics). [Note: Due to formatting
issues, the dataset displayed on pp. 17-36 of the Third Term
Performance Metrics presentation is also attached as a separate
Excel document – see Third Term Performance Metrics Dataset.]
LEA plans for summer school programming were collected as
part of the third quarter metrics survey. Additionally, in January-
February 2021, the MSDE surveyed LEAs regarding their
planned instructional modes for the spring semester (see March
2021 Return to Hybrid Learning_LEA Summary), and
subsequently required each LEA to provide a weekly update on
the number of in-person instructional days offered to students and
the overall in-person attendance rate for the period from March
2020 through the end of the 2020-2021 school year. A summary
of this information was posted weekly on the MSDE website for
public review (see LEA Reopening_Weekly Status
Report_6.25.21 as an example).
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.
The MSDE has collected and published data since the very
earliest days of the pandemic. Long before any guidance relating
to data collection was released by the Department, the MSDE
requested that LEAs collect and share data on mode of
instruction, enrollment, and attendance by select student groups at
the local system level, but not by individual school. Given the
mode of the data collected thus far, the MSDE will continue to
collect these same mode of instruction, enrollment, and
23
attendance data metrics from LEAs for the remainder of the 2020-
2021 school year. The MSDE has posted publicly (in accordance
with the June 21, 2021, deadline) the most recent available data
from each LEA on mode of instruction, enrollment, and
attendance (see ARP ESSER Fund webpage), which is also
attached in Appendix A, Table 2.
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.
The MSDE anticipates that all LEAs will return to normal
operations for summer 2021 and for the 2021-2022 school year
(i.e., full-time in-person instruction in the classroom five days a
week, except for those students who may continue virtual
instruction based on the availability and procedures established by
the LEA).
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe
operations to maximize in-person instruction is essential for student learning and student
well-being, and especially for being able to address the educational inequities that have
been worsened by the COVID-19 pandemic. In this section, SEAs will describe how they
will support their LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with
the most up-to-date guidance from the Centers for Disease
Control and Prevention (“CDC”) for the reopening and
operation of school facilities to effectively maintain the health and
safety of students, educators, and other staff;
Complete the table below, adding rows as necessary, or provide a
narrative description.
The MSDE has developed, frequently in collaboration with the
Maryland Department of Health (MDH), numerous resources
aimed at assisting LEAs in safely reopening schools in
accordance with CDC and other Federal and State guidance. To
promote these resources, the MSDE has created a designated
webpage (COVID-19 Resources for Maryland Schools) on its
website that provides the latest information and materials
categorized by different topics.
24
In the area of health and safety, the MSDE has collaborated with
MDH to provide various general guidance documents:
• COVID-19 Guidance for Maryland Schools (January 27,
2021).
• COVID-19 Guidance for Maryland Schools (updated April
2021).
• COVID-19 Guidance for Maryland Schools (updated May
2021).
Additionally, since the COVID-19 pandemic began, the MSDE
has convened multiple stakeholder meetings to share technical
assistance and the latest guidance. For example, since November
2020, the MSDE and MDH have jointly conducted bi-weekly
virtual meetings (and continue to do so) with public and private
school representatives on health and safety matters (see Sample
School Guidance Updates Presentation_5.19.21). As long as the
pandemic remains a pressing concern, the MSDE will continue
with these outreach efforts to LEAs and to develop and update (as
needed) guidance documents and other resources/materials in
support of school reopening in accordance with the latest CDC
and other State and Federal guidelines.
Table B1 below details various resources developed by the MSDE
or which the SEA has promoted in relation to specific mitigation
strategies.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing of • School Health Services Frequently Asked
masks Questions (FAQ) (updated May 18, 2021).
• COVID-19 Guidance for Maryland Schools
(updated May 2021) (Updated guidance on face
coverings – see item #19 on page 9).
• Governor’s Executive Order Requiring Use of
Face Coverings in Certain Circumstances
(Issued May 14, 2021).
• Maryland Department of Health Amended
Directive and Order Regulating Certain
Businesses and Facilities & General Directives
Concerning Limiting the Spread of COVID-19
(Issued May 14, 2021).
Physical distancing (e.g., including • COVID-19 Guidance for Maryland Schools
use of cohorts/podding) (updated May 2021) (Updated definitions – see
25
Mitigation strategy SEA response
item #1 on page 2 and item #21 on page 10 for
physical distancing on the school bus).
Handwashing and respiratory The MSDE has directed stakeholders to CDC
etiquette webpages:
• Hand Hygiene Recommendations.
• Coughing and Sneezing.
Cleaning and maintaining healthy • COVID-19 Guidance for Maryland Schools
facilities, including improving (updated May 2021) (Updated definitions – see
ventilation item #5 on page 3).
Contact tracing in combination with • Response to a Confirmed Case of COVID-19
isolation and quarantine, in and Persons with COVID-19 Symptoms in
collaboration with the State, local, Schools (updated May 20, 2021).
territorial, or Tribal health • COVID-19 Guidance for Maryland Schools
departments (updated May 2021) (Updated definitions – see
item #1 on page 2; items #12, #13, #14, and #15
on pp. 6-8; and item #17 page 9; also see item
#16 on page 9 related to families traveling).
Diagnostic and screening testing • Maryland Department of Health
Resource/Guidance Webpage for Schools.
• Recommendations for Mandated School
Hearing and Vision Screening During the
COVID-19 Pandemic (March 25, 2021).
• COVID-19 Guidance for Maryland Schools
(updated May 2021) (Updated definitions – see
item #18 on page 9 and item #23 on page 11).
Efforts to provide vaccinations to The MSDE has been able to track Statewide
educators, other staff, and students, if vaccination efforts through various data sources.
eligible For example, the MDH shares a daily Statewide
vaccination status report with the State
Superintendent of Schools, with data disaggregated
by various population subgroups, including
children aged 12-18 disaggregated by county,
gender, and race/ethnicity (see Sample Maryland
Vaccination Status Report_5.27.21). The State has
achieved high vaccination rates among educators.
As of late March 2021, 75 percent of Maryland
LEAs reported that at least 97 percent of all eligible
staff members (teachers, administrators, support
staff) who had requested a vaccine (see Maryland
LEA Staff Vaccination Data_3.25.21) had been
vaccinated.
Additional resources include:
• Vaccine Opportunities for Educators and Child
Care Providers.
26
Mitigation strategy SEA response
• COVID-19 Guidance for Maryland Schools
(updated May 2021) (Updated definitions – see
item #4 on page 3).
Appropriate accommodations for Beginning in March 2020, the MSDE’s Division of
children with disabilities with respect Early Intervention and Special Education Services
to the health and safety policies (DEI/SES) enhanced its existing technical
assistance model in order to provide targeted
technical assistance focused on the eventual safe
return to in-person learning for students with
disabilities to all LEAs and public agencies,
including the Maryland School for the Deaf and the
Maryland School for the Blind. This technical
assistance model will continue to be implemented
in order to support LEAs and public agencies in
safely returning students with disabilities to in-
person instruction. This intensified model of
technical assistance includes:
• Responsive Conversations for Solutions –
virtual meetings with birth-21 special education
leadership from each LEA and public agency
and the Assistant State Superintendent. Topics
include prevention and mitigation strategies
consistent with CDC guidance as it is released
and implications for students with disabilities.
These meetings occurred weekly and now occur
monthly, with a focus (supported by data) on
the safe reopening of schools for students with
disabilities.
• Ongoing regional technical assistance focused
on system and State-identified needs, including
feedback and collaboration in the development
of reopening plans.
• Release of written guidance focused on safely
reopening schools for students with disabilities.
This guidance is driven by local need and
includes topics such as mask-wearing for
students with disabilities, the safe delivery of
occupational therapist and physical therapist
services, and addressing logistical challenges
related to in-person learning for students with
disabilities. Written guidance continues to be
issued as the DEI/SES learns of local need and
is applied through the ongoing regional
technical assistance model.
27
Mitigation strategy SEA response
Additional resources include:
• COVID-19_Continuity of Learning for
Maryland Schools_Frequently Asked
Questions_Special Education (April 2020).
• COVID-19 Guidance for Maryland Schools
(updated May 2021) (Updated definitions – see
items #6 and #7 on page 4).
• COVID-19 Planning Considerations Students
with Special Health Needs (developed by the
Kennedy Krieger Institute).
ii. Any Statewide plans, policies, estimated timelines, and specific
milestones related to reopening and operation of school facilities,
including any mechanisms the SEA will use to track, monitor, or
enforce their implementation;
As indicated earlier in the ARP ESSER State Plan application, on
April 27, 2021, the State Board approved a resolution to return all
students to in-person, in-school instruction for the 2021-2022
school year (see State Board Resolution_4.27.21).
Reopening Plans
All 24 LEAs have previously developed continuity of learning
plans and recovery plans (also termed reopening plans by LEAs;
see Maryland Local School System Reopening Plans webpage).
Continuity of learning plans described the process school systems
implemented to support remote learning. Recovery plans
described the process school systems implemented to maximize
student learning in safe environments within school buildings.
The Maryland Together: Maryland’s Recovery Plan for Education
detailed required criteria for recovery plans. Criteria included
developing a plan with stakeholders, grounding this plan in
equity, adhering to health guidance from the CDC, aligning
interventions to Maryland College and Career Ready Standards,
identifying and addressing instructional gaps, preparing a path for
instructional success and recovery, and ensuring students receive
accommodations. Both continuity of learning plans and recovery
plans were reviewed by a team from the MSDE using a rubric that
evaluated the level of completeness and the degree to which
content in the plans met stated requirements. Plans that did not
earn a rating of acceptable were revised by the school system and
reassessed by MSDE until all plans were deemed acceptable.
28
(For more information regarding SEA support for LEAs regarding
the development of safe return/continuity of service plans, see
B.2.)
Monitoring
The MSDE has launched a comprehensive monitoring process.
The purpose of monitoring is to:
• Provide support to school systems in the implementation of
practices that have been proven effective.
• Hold school systems accountable for addressing the impact of
interrupted instruction due to the COVID-19 pandemic.
• Foster transparency in the expenditure of funds and
implementation of effective practices.
The MSDE partnered with the Region 4 Comprehensive Center
Network to develop a research-based approach to monitor the
fidelity of implementation and intervention outcomes.
Monitoring consists of three phases. The first phase of monitoring
is readiness. The purpose of readiness monitoring is to ensure that
structures are in place to implement identified interventions as
intended. Readiness monitoring includes reviewing the fund
expenditure plan, data targets, implementation plan, materials,
and personnel. A readiness tool has been developed to provide a
consistent approach to assessing the preparedness of school
systems to implement identified interventions. The tool identifies
the readiness category, readiness indicators, and evidence
required to demonstrate readiness. Readiness monitoring is
facilitated at the school system level.
The second phase of monitoring is implementation. The purpose
of implementation monitoring is to ensure interventions are being
implemented as intended. Implementation monitoring occurs at
the school level and consists of observing interventions in action,
reviewing implementation data, and assessing progress towards
meeting benchmark and intervention goals.
The third phase of monitoring is analysis and recommendations.
During the third phase of monitoring, intervention outcomes are
assessed and recommendations are made for improvement as
necessary. Monitoring reports detailing promising practices,
opportunities for growth, and recommendations for improvement
are provided to school systems after each monitoring visit. LEAs
are required to address recommendations for improvement
provided by monitoring teams.
29
Monitoring is led by the MSDE and includes representatives from
higher education, business, non-profits, and LEAs. Monitors
participate in training, engage in virtual and on-site monitoring
visits, and collaborate to develop monitoring outcome reports.
Monitoring will occur in at least 20 percent of all schools that are
using ESSER funds to implement interventions. Monitoring
outcomes are shared publicly and used to inform technical
assistance and Statewide guidance provided by the MSDE (see
MSDE Monitoring Plan_6.22.21).
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
As outlined in response to B.1.i, the MSDE has consulted
extensively with State and local health officials, most notably the
MDH, and developed and published multiple materials in
accordance with CDC and Federal guidance.
The Maryland Department of Health COVID-19 Testing Task
Force (TTF) is implementing a voluntary diagnostic testing
program in partnership with the MSDE. The program provides
free COVID-19 tests for school systems and nonpublic schools as
an additional resource to support schools that are open, or plan to
reopen, from March 2021 through the end of 2020-2021 school
year. Through this program, the State provides both rapid antigen
point-of-care (POC) tests and polymerase chain reaction (PCR)
specimen collection supplies proportional to the number of
students and staff returning for in-person learning, based on the
anticipated number of students and staff that may need diagnostic
testing. Additional details on this program can be found in the K-
12 COVID-19 Testing Program Guidebook.
The TTF is currently developing a voluntary school screening
program. The program is anticipated to start in fall 2021 and will
utilize recent funding awarded from the CDC to provide free
COVID-19 tests for school systems and nonpublic schools
through contracted vendors providing full-service, end-to-end
screening testing. Contracted vendors will plan, implement,
manage, and report on screening testing programs at the request
of the State’s LEAs and any other school.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
30
In addition to the resources outlined already in response to B.1.i,
since the beginning of the pandemic, the MSDE has developed
numerous guidance documents and provided professional learning
and technical assistance to LEAs – and will continue to do so as
long as the pandemic and the consequences thereof persist. For
example, monthly meetings are held with Directors of Career and
Technical Education (CTE) from all 24 LEAs. Meetings are used
to share effective practices, provide guidance, and build capacity
for implementing effective CTE systems. Guidance is provided
and resources are shared on how to implement virtual CTE
instruction (see Career and Technical Education_Virtual Resource
Guide) and work-based learning experiences (see Work-based
Learning Continuum webpage). Additionally, guidance is
provided on transitioning CTE students from the virtual
environment to in-person learning.
Quarterly meetings are held with Principal Supervisors from all
24 LEAs. Meetings support the implementation of effective
leadership practices. An informational webinar series was
facilitated on strategies and tools principals and other school
leaders can use to support ongoing distance learning, maintaining
a strong school community, and instilling best practices for all
learners in the virtual classroom (see Virtual Support for School
Leaders: Informational Webinar Series webpage). Support is also
provided on effective evaluation practices that enhance the
professional practice of educators to improve student outcomes
(see Teacher and Principal Evaluation webpage).
In preparation for the 2021-2022 school year, the MSDE English
Learners/Title III office will provide guidance on screening
potential ELs for English as a second language (ESL) services.
Due to COVID-19, remote screening was the only tool available
during the 2020-2021 school year; however, the remote screening
tool will be discontinued in the 2021-2022 school year. The office
will continue to support LEA staff by providing weekly office
hours for LEAs to ask questions, share concerns, and seek
guidance. There also will be Statewide EL/Title III briefings
offered to LEA ESL coordinators.
As a response to sudden changes in school operations due to the
pandemic, the English Learners/Title III office created a Google
folder to share resources, innovative practices, and essential
information with ESL coordinators. The office will continue to
utilize this folder to connect with LEA ESL coordinators. As the
needs of ELs’ have changed over the pandemic, the English
Learners/Title III office has and will continue to support LEAs
31
with grant amendments to use the funding to provide summer
learning opportunities to ELs and purchase supplemental
instructional materials for use over the summer and beyond to
accelerate learning for ELs. The office has facilitated professional
learning sessions to address the needs of ELs in juvenile detention
centers, to share strategies that promote content and language
learning for ELs, and to increase ESL teacher capacity for
implementing the English language development standards. The
MSDE will continue to offer professional learning opportunities
for LEA educators to support the growth of English language
proficiency and academic achievement.
The MSDE’s Division of Early Intervention and Special
Education Services (DEI/SES) continues to meet monthly with
LEA and public agency leadership. This includes birth-21
Responsive Conversations for Solutions (special education
directors and preschool special education coordinators) and the
Assistant State Superintendent’s Advisory Council and State-
Local Steering Committees. Technical assistance, professional
learning opportunities, and guidance continue to be developed and
offered consistent with the DEI/SES regional technical assistance
model. (See also Table B1 for more information on technical
assistance provided.)
The MSDE’s Title I Office held several parent/family engagement
express events for LEAs to share best practices on how they were
engaging with families throughout the pandemic. These
opportunities will continue through the 2021-2022 school year, as
will monthly outreach to LEAs.
Other examples of guidance, professional learning, and technical
assistance are attached for reference (see also sections A.1, bullet
3, and C.1 for additional information on stakeholder engagement).
2. Safe Return to In-Person Instruction and Continuity of Services Plans:
Describe how the SEA will ensure that its LEAs that receive ARP ESSER funds
meet the requirements in section 2001(i) of the ARP Act and the requirements
relating to the ARP ESSER funds published in the Federal Register and
available at https://oese.ed.gov/offices/american-rescue-plan/american-rescue-
plan-elementary-and-secondary-school-emergency-relief/ (ARP ESSER
requirements) to either: (a) within 30 days of receipt of the funds, develop and
make publicly available on the LEA’s website a plan for the safe return to in-
person instruction and continuity of services, or (b) have developed and made
publicly available on the LEA’s website such a plan that meets statutory
requirements before the enactment of the ARP Act, including:
32
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;
All 24 Maryland LEAs have been provided guidance on plan
requirements prior to the development and submission of their
safe return/continuity of service plans, which are due for
submission to the MSDE by August 13, 2021 (see LEA Safe
Return Plan Memo_7.8.21 and Strategies for Reopening
Process_Monitoring Form). The memo included a link to the
complete set of requirements outlined in the Federal Register. Per
the guidance provided by the MSDE, LEAs have the option either
to create and submit a new safe return/continuity of service plan
or update their existing recovery plan (which was previously
developed for the 2020-2021 school year, and which would now
serve as the safe return/continuity of service plan for the 2021-
2022 school year), provided that it fully aligns with all the ARP
ESSER requirements.
Throughout plan development, the MSDE staff will provide
customized support to LEAs to ensure their safe return/continuity
of service plans adhere to Federal and State requirements. All
LEAs will be required to submit signed assurances certifying that
they have adhered to all Federal and State requirements, such as
the adoption of policies and description of policies for each
strategy listed in table B1 (included as a requirement of the ARP
ESSER Use of Funds Application Template developed by the
MSDE, see pp.3-5). LEAs will also be required to indicate (using
the Strategies for Reopening Process_Monitoring Form, see items
7 and 8) where in their safe return/continuity of service plans they
have addressed health and safety strategies.
All safe return/continuity of service plans submitted by LEAs will
be reviewed by a cross-agency team at the MSDE to assess the
level of completeness and the degree to which content in the safe
return/continuity of service plans meet Federal and State
requirements. The Strategies for Reopening Monitoring Form
outlines 13 elements that must be included in each safe
return/continuity of service plan, and against which all LEA plans
will be reviewed by the MSDE monitoring team. LEA safe
return/continuity of service plans that are not approved by the
MSDE will receive feedback to inform modifications. LEAs will
be required to resubmit all modified safe return/continuity of
service plans to the MSDE for review and approval (see MSDE
33
Monitoring Plan_6.22.21 – this document also serves as
supporting evidence for B.2.ii-iii).
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;
These safe return/continuity of service plans (whether they are
new plans entirely or updated recovery plans) will identify
services to address student academic needs; the SEL/mental
health needs of students and staff; as well as other needs, which
could include a focus on student health, food services, and
facilities upgrades (such as HVAC installation/improvements).
The MSDE will provide guidance to LEAs on using data to
identify evidence-based interventions that address identified
needs. Throughout the safe return/continuity of service plan
development, the MSDE staff will provide customized support to
LEAs to ensure plans adhere to Federal and State requirements.
All LEAs are required to submit signed assurances certifying that
they have adhered to all Federal and State requirements (included
as a requirement of the ARP ESSER Use of Funds Application
Template developed by the MSDE, see pp.3-5).
All safe return/continuity of service plans submitted by school
systems will be reviewed by a cross-agency team from the
MSDE. The MSDE review team will assess the level of
completeness and the degree to which content in the safe
return/continuity of service plans meet Federal and State
requirements. The Strategies for Reopening Process_Monitoring
Form outlines 13 elements that must be included in each safe
return/continuity of service plan, and against which all LEA plans
will be reviewed by the MSDE monitoring team. LEA safe
return/continuity of service plans that are not approved by the
MSDE will receive feedback to inform modifications. LEAs will
be required to resubmit all modified safe return/continuity of
service plans to the MSDE for review and approval.
Once safe return/continuity of service plans are approved, LEAs
will participate in a readiness monitoring visit. The purpose of
readiness monitoring is to ensure that structures are in place to
implement identified interventions as intended. Readiness
monitoring includes reviewing the fund expenditure plan, data
targets, implementation plan, materials, and personnel. Readiness
monitoring is facilitated by a team at the MSDE using a readiness
34
tool to provide a consistent approach to assessing the
preparedness of school systems to implement identified
interventions. The tool identifies the readiness category, readiness
indicators, and evidence required to demonstrate readiness.
Outcome reports are developed and shared with LEAs identifying
areas of promise, opportunities for growth, and recommendations
for improvements. LEAs are held accountable by the MSDE for
addressing recommendations for improvements.
LEAs must participate in implementation monitoring once they
begin to implement components of their approved safe
return/continuity of service plan. Implementation monitoring is
facilitated by a team of trained experts representing higher
education, business, non-profits, LEAs, and others with expertise
in identified interventions. The purpose of implementation
monitoring is to ensure interventions are being implemented as
intended. Implementation monitoring occurs at the school level
and consists of observing interventions in action, reviewing
implementation data, and assessing progress towards meeting
benchmark and intervention goals. Outcome reports are developed
and shared with school systems identifying areas of promise,
opportunities for growth, and recommendations for
improvements. LEAs are held accountable by the MSDE for
addressing recommendations for improvements. Readiness and
implementation monitoring outcomes are shared publicly and
used to inform technical assistance and Statewide guidance
provided by the MSDE.
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
The MSDE will implement a robust monitoring program that
consists of regularly reviewing data and interventions in action;
sharing outcomes of monitoring visits; and providing guidance
and technical assistance informed by monitoring outcomes.
Monitoring will be ongoing and scheduled to ensure all 24 LEA
engage in frequent monitoring cycles no less than every six
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.
35
months for the duration of the grant period. Monitoring will
consist of three phases.
The first phase of monitoring is readiness. The purpose of
readiness monitoring is to ensure that structures are in place to
implement identified interventions as intended. Readiness
monitoring includes reviewing the fund expenditure plan, data
targets, implementation plan, materials, and personnel. A
readiness tool has been developed to provide a consistent
approach to assessing the preparedness of school systems to
implement identified interventions. The tool identifies the
readiness category, readiness indicators, and evidence required to
demonstrate readiness. Readiness monitoring is facilitated at the
school system level. Outcome reports are developed and shared
with school systems identifying areas of promise, opportunities
for growth, and recommendations for improvements. LEAs are
held accountable by the MSDE for addressing recommendations
for improvements. All 24 LEAs will engage in readiness
monitoring shortly after approval of the safe return/continuity of
service plans.
The second phase of monitoring is implementation. The purpose
of implementation monitoring is to ensure interventions are being
implemented as intended. Implementation monitoring occurs at
the school level and consists of observing interventions in action,
reviewing implementation data, and assessing progress towards
meeting benchmark and intervention goals. All 24 LEAs will
engage in several implementation monitoring visits throughout
the school year.
The third phase of monitoring is analysis and recommendations.
During the third phase of monitoring, intervention outcomes are
assessed and recommendations are made for improvement as
necessary. Monitoring reports detailing promising practices,
opportunities for growth, and recommendations for improvement
are provided to school systems and schools after each monitoring
visit. LEAs will be required to revise their safe return/continuity
of service plans to address recommendations for improvement
provided by monitoring teams.
Monitoring is led by the MSDE and includes representatives from
higher education, business, non-profits, and LEAs. Monitors are
organized into regional teams. Monitoring calendars are
developed to ensure multiple visits to different schools within a
school system over the course of a school year. Monitors
participate in training, engage in virtual and on-site monitoring
36
visits, and collaborate to develop monitoring outcome reports.
Monitoring will occur in at least 20 percent of all schools that are
using ESSER funds to implement interventions.
The proposed monitoring plan ensures that all 24 LEAs are
reviewed no less frequently than every six months for the duration
of the ARP ESSER grant period.
As part of the communication to LEAs regarding safe
return/continuity of service plans (see LEA Safe Return Plan
Memo_7.8.21), the MSDE notified local superintendents of the
obligation to post their LEA plans (i.e., make publicly available),
and further asked LEAs to provide the MSDE with a link to these
safe return/continuity of service plans. The MSDE also reminded
local superintendents in this memo of the need to engage in
meaningful consultation with stakeholders as part of the plan
development process, and of the requirement that LEA safe
return/continuity of service plans be reviewed, and additional
stakeholder input sought, at least every six months for the
duration of the ARP ESSER grant period.
All Maryland LEAs have previously published pandemic-related
continuity of learning and recovery plans on their websites, and
the MSDE has provided links to these LEA plans from the SEA
website (see Maryland Local School System Reopening Plans
webpage). Consistent with this approach, the MSDE will provide
links to LEA safe return/continuity of service plans from the SEA
website, and has already created a webpage for this purpose (see
ARP ESSER Fund webpage).
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.
While the MSDE has periodically collected data relating to health
protocols during the 2020-2021 school year (see select safety
protocols data on First Term Performance Metrics, page 19;
Second Term Performance Metrics, page 15; Third Term
Performance Metrics/Third Term Performance Metrics Dataset;
and Fourth Term Performance Metrics, page 14), the SEA does
not currently collect data in relation to LEA implementation of
each element listed in Table B1. As outlined in response to B.1,
the MSDE has provided significant technical assistance to LEAs
37
and disseminated numerous resources based on CDC guidance,
and will continue to do so (updating materials as necessary based
on new guidance) as long as the pandemic persists.
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.
As outlined in response to A.1 and B.1.iv, almost every division within the
MSDE has been actively engaged in consultation with various stakeholder
groups since the start of the pandemic, and these communications and
interactions have helped inform the decisions and actions taken by the SEA
throughout this unprecedented period of disruption. For example, from March
2020 through May 2021, the MSDE received 12,138 pieces of correspondence
from parents, educators, and other members of the public, averaging 809 pieces
per month, which is four times the average monthly pre-pandemic volume of
correspondence received by the SEA. An email address
(educationplan.msde@maryland.gov) is also provided on the homepage of the
MSDE website to enable the public to submit comments on pandemic-related
38
matters. (See ARP ESSER Presentation to State Board_6.22.21, pp. 118-122,
for a summary of the MSDE’s engagement, by division, with stakeholders by
division during the COVID-19 pandemic.)
Maryland’s ARP ESSER State Plan application is the result of an extensive
consultation process with stakeholders from across the State. A detailed
summary of the MSDE’s engagement with stakeholders during the
development of the plan is attached (see Stakeholder Engagement Report).
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate
Federal COVID-19 pandemic funding and other Federal funding. This
description must include:
i. How the SEA and its LEAs 1) are using or have used prior to the
submission of this plan and 2) plan to use following submission of
this plan, Federal COVID-19 funding under the Coronavirus Aid,
Relief, and Economic Security (“CARES”) Act and the CRRSA
Act to support a safe return to and safely maximize in-person
instruction, sustain these operations safely, and address the
disproportionate impact of the COVID-19 pandemic on individual
student groups (including students from low-income families,
children with disabilities, English learners, racial or ethnic
minorities, students experiencing homelessness, children and
youth in foster care, and migratory students);
The MSDE’s Office of Finance held twice-weekly conference
calls with LEA finance officials from March 2020 through
September 2020, then shifted to weekly calls through April 2021,
to discuss issues related to Federal COVID-19 pandemic funding.
(Note: Since April 2021, these calls have been held every other
week. This schedule is anticipated to continue through the
foreseeable future.)
A total of $2.73 billion in ESSER funds have been allocated to
Maryland’s school systems. LEAs have submitted their ESSER I
and ESSER II use of funds plans, which have been approved by
the MSDE, and they will be completing their ARP ESSER use of
funds plans in summer 2021. In June 2020, LEAs submitted
applications for the $187 million in ESSER I funds. The planned
use of ESSER I funds included addressing technology,
communication, continuity of learning needs, and infrastructure
supports. LEAs used the funds to purchase devices and Wi-Fi
hotspots, LMSs, enhanced cleaning services and supplies,
personal protective equipment (PPE), and food service storage
and packaging materials, to underwrite food service and
transportation costs to sustain operations, and to provide equitable
services to nonpublic schools.
39
In addition to the ESSER Funds, LEAs in Maryland received
$496.8 million in GEER I and II funds, Coronavirus Relief Funds,
and Coronavirus State Fiscal Relief Recovery funds to address the
impact of the pandemic on students, staff, and school
communities. A total of $118.7 million was allocated for
technology needs. Maryland LEAs used these funds to purchase
Chromebooks, iPads, and laptops ensuring a 1:1 device-student
ratio across the State. Several LEAs purchased staff devices,
which enabled teachers to deliver instruction remotely. LEAs also
used these funds to procure Wi-Fi hotspot devices with service
plans so that students and staff were able to access the Internet. In
some cases, LEAs purchase exterior Wi-Fi antennas and installed
them on school buildings so that students and families could
access the Internet from a school parking lot. Finally, LEAs
invested in enterprise systems to manage devices, ensure students
and teachers were accessing instruction in a secure environment,
and improve communication with parents, staff, and stakeholders.
The Federal relief funds that have been (and will be) allocated to
LEAs are also intended to address the impact of COVID-19 on
public charter school students and staff. Some LEAs have
provided Federal relief funds to charter schools on a per pupil
basis, and these charter school have used these funds to procure
goods and services on their own initiative. Other LEAs have
allocated Federal relief funds to all students in all schools,
including charter schools. Under the latter model, devices,
intervention programs, system-wide technology tools, hotspots
with service plans, etc., were purchased at the system level and
distributed to schools and students/staff, including charter
schools. The MSDE’s Office of Finance has communicated with
LEAs regarding the need to ensure that charter schools, and their
students and staff, are treated equitably in any distribution of
Federal relief funding. One LEA discovered a discrepancy in its
allocation of two Federal relief grants and has subsequently taken
action to address this issue.
In its upcoming review of LEA ARP ESSER fund applications,
the MSDE's review process will ensure that public charter schools
receive an equitable distribution of these Federal relief funds.
On top of ESSER and GEER funds, $19.8 million has been
allocated to support LEAs in safely reopening schools for all
students. LEAs received $9.8 million between November and
April 2020 and will receive another $10 million in June 2021. The
planned use of these funds includes PPE, classroom air purifiers
40
and filters, social distancing signage, training on enhanced
cleaning protocols, cleaning supplies, and peripherals such as
power cords and headsets.
A total of $321.5 million has been allocated to address lost
instructional time through extended day and extended year
programs as well as in-school tutoring. LEAs are providing
stipends to teachers to support these initiatives as well as
investing in evidence-based intervention programs, diagnostic
assessments, compensatory services, enrichment opportunities,
transportation, and food services. A further $25 million has been
allocated specifically to identify and support students
experiencing trauma and behavioral health issues.
The MSDE’s funding set-asides for ESSER II and III and a
summary of each LEA allocation under the ESSER and GEER
grants (parts I and II) are attached (see ESSER State Set
Aside_5.25.21 and Federal Funding_LEA Allocations). For a
description of how each LEA is using the ESSER II funding
allocations, see ESSER Fund II_LEA Applications Summary.
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.
Maryland was awarded $187 million in ESSER I funds in June
2020. The $781.9 million in ESSER II funds was awarded in June
2021. Maryland released the LEA ARP ESSER application in late
June 2021 and anticipates finalizing awards to LEAs by August
2021.
LEAs manage their own procurement processes and the
corresponding obligations. Since the MSDE does not manage
local procurement, the MSDE does not track obligations. The
MSDE does track funding allocations to LEAs. For Federal funds
and certain restricted State funds, the MSDE tracks expenditures
on a monthly basis. The Federal ESSA requires States to publish
school-level per-pupil expenditures for every school and school
system in the State. The most recent fiscal year (FY) data is
published on the Maryland Report Card website (see FY2020 Per
Pupil Expenditures).
41
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
The MSDE is utilizing other Federal funding sources to support
various initiatives.
Career and Technical Education
Federal Strengthening Career and Technical Education (CTE) for
the 21st Century Act (Perkins V) funds were leveraged to support
meeting the academic needs of students resulting from the
COVID-19 pandemic. State set-aside funds were used to purchase
Statewide licenses for virtual CTE learning experiences and
curriculum that supported building proficiency in skilled trades
for students. All 24 Maryland school systems had the opportunity
to access resources for CTE students at no cost. Professional
learning experiences were facilitated to support the effective
implementation of online resources. Funds were also used to
facilitate a Statewide, three-week summer camp designed to retain
and motivate 200 middle and high school students to complete
their CTE program of study (see Junior Achievement Summer
Program). Funds were also leveraged to support engaging
students in Maryland-approved career and technical student
organizations, which supported the continuum of CTE instruction
beyond the school day.
Children with Disabilities
The MSDE’s Division of Early Intervention and Special
Education Services (DEI/SES) uses a significant portion of
Individual with Disabilities Education Act (IDEA) Federal set-
aside funds to create innovative grant opportunities for each birth
through 21 LEA. Non-competitive discretionary grants are issued
to:
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.
42
• Provide local priority flexibility to craft solutions tailored to
data-informed needs for results.
• Target State-identified priorities and initiatives.
• Focus resources and support to LEAs/public agencies of
greatest need.
For example, Local Implementation for Results (LIR) Plans are
intended to provide continuation funding to address systemic
change priorities identified by LEAs and public agencies serving
children and youth with developmental delays and disabilities,
ages birth through 21, and their families. This work is evidence of
State and local commitment to the DEI/SES’ Strategic Plan (see
Moving Maryland Forward) and its four action imperatives.
Planning considerations include a comprehensive system review
of performance data related to the implementation of FY 2020 and
FY 2021 LIR Plans, the impact on personnel development and
infrastructure, as well as improved outcomes for children and
youth with disabilities in a birth through 21 service delivery
model.
Family Support Systems Plans provide the opportunity for the
LEA/public agency to construct a plan which fosters strong
family partnerships. These partnerships support the school and
community personnel in their effort to empower families to make
informed decisions and contribute to their children’s educational
success.
IDEA set-aside funds are also sub-awarded to IHEs and non-
LEAs for a variety of purposes, which include, but are not limited
to:
• Authentic child and family assessment (for example, routines-
based interview).
• Child outcomes summary (COS) process.
• Natural and inclusive learning practices (for example,
routines-based intervention, pyramid model).
• Teaming practices (for example, inter-professional practices,
primary service provider approach).
• Coaching practices (for example, reflective coaching, pyramid
model).
• Instructional materials, training, and supports to build capacity
to support social and emotional development, including
developmentally appropriate expectations and adult responses
to behavior challenges.
• Coaching and mentoring of paraeducators within systems of
need to build capacity and prepare staff in the field to become
special education teachers.
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• Partnerships with systems of need to coach and mentor new
and experienced special education teachers, with the
development, implementation, and evaluation of specially
designed instruction including visual/distance and remote
instruction.
• Initial certification support and mentorship in areas of critical
shortage across Maryland (teachers of the visually impaired,
teachers of the deaf/hard of hearing, speech pathologists, etc.).
• Implementation of evidence-based practices that will increase
inclusive opportunities for students with disabilities with
attention to populations typically educated in restrictive
settings, (i.e. students with autism, significant cognitive
disabilities, emotional disabilities).
• Explore/study secondary transition models that focus on early
career development access and specially designed instruction
for students (ages 14-17) and their impact on work-based
learning and positive post-school outcomes.
• Certificate or credentials for instructional assistants and/or
teachers on job development/job placement/job coaching
aligned with secondary transition models of best practice.
• Development and facilitation of cross-disciplinary
professional learning opportunities with professional school
counselors and CTE professionals on the secondary transition
planning process.
• Development of inclusive postsecondary programs (after exit)
for students with disabilities, offering them opportunities to
continue their training and education after high school, and
partnering with LEAs to offer inclusive transition programs on
campus prior to exiting school.
Students Experiencing Homelessness and Students from Low-
Income Families
In an effort to support the needs of all students, including students
experiencing homelessness, a waiver issued by the Department
provided the MSDE with the flexibility to give grantees and
subgrantees the ability to repurpose federally purchased
equipment and supplies that were not currently in use by students
receiving Title I services, and direct them instead to students in
non-Title I schools. This flexibility provided students
experiencing homelessness access to devices for virtual learning
during the pandemic. Amendments were made to previously
issued grants to allow for the purchase of mobile devices and hot
spots to ensure that all students, including students experiencing
homelessness, had access to electronic devices and the Internet.
Amendments to extend grant periods were completed to ensure
there was sufficient time for LEAs to obligate funds for Title I,
44
Parts A, C, and D, and McKinney-Vento, as well as for students
who qualify for services across all Title programs.
Additionally, federal regulations under the ESSA require outreach
to families as it relates to the development of State, local, and
school level plans. All LEAs and Title I schools must conduct
outreach to all parents/family members, and implement programs,
activities, and procedures to support the involvement of parent,
family, and community engagement activities. The MSDE’s Title
I Office conducted five parent/family engagement express
opportunities for LEAs and Title I schools to dialogue as a
community of experts to exchange ideas and strategies supporting
parent/family engagement in Title I schools and at the school
system level while operating in a virtual environment.
The MSDE has not currently set aside additional funds to support
initiatives at the SEA level. If such mechanisms are not already
currently in place – for example, consulting with existing Family
Advisory Councils to obtain input from parents/families – it is
expected that LEAs will establish appropriate procedures (and
designate funding if needed) to engage stakeholders to provide
meaningful consultation and collaboration in the development of
each LEA’s ARP ESSER use of funds plan.
Title II
Federal Title II funds were leveraged to support school leaders in
attending to the academic and social-emotional needs of students
and engaging in effective teacher evaluations practices in the
virtual environment. A webinar series and supporting resources
were made available to school administrators throughout the State
(see Virtual Support for School Leaders: Informational Webinar
Series webpage). Additionally, a Teacher and Principal
Evaluation COVID-19 Guidance Document was developed and
shared to identify potential modifications to evaluation practices
while students engaged in virtual or hybrid learning.
Title II, Part A
The MSDE’s Office of Professional Learning and Title II, Part A
provided guidance and professional learning support to LEAs in
order to accelerate learning for students who have experienced
disruptions due to COVID-19 related school closures.
Additionally, the office provided guidance on how Title II funds
could be braided with Title III, Title IV, and supplemental grants
to support accelerated learning. The office disseminated
information through workshops, briefings, monthly newsletters,
and office hours throughout the 2020-2021 school year. The
45
office has also worked with supervisors to suggest evidence-based
programs and practices to drive programmatic decisions.
(Examples of Title II, Part A guidance and professional learning
support provided to LEAs are attached for reference.) These
efforts and initiatives will continue as schools return to full-time
in-person instruction during the 2021-2022 school year.
Title III/English Learners
Maryland's available Title III headquarters funds are limited.
Therefore, at the State level, Maryland was not able to utilize the
funding to directly address the needs of ELs due to the pandemic,
other than by funding administrative monitoring positions and by
providing, via MSDE staff funded through Title III, ongoing
technical assistance, guidance documents, office hours, and
briefings for LEAs. Additionally, LEAs are using Title III funds
to conduct the following activities to meet the priorities identified:
• Offering summer virtual learning to ELs.
• Offering summer in-person learning to ELs.
• Offering summer tutoring to address learning disruption.
• Offering summer enrichment art and social-emotional
development programs for ELs.
• Offering tutoring and extended learning opportunities for ELs
throughout the school year to address learning disruption.
• Offering professional development on how to work with ELs
to ensure academic success.
• Purchasing home language materials to promote literacy.
• Purchasing online learning platforms to supplement language
development programs.
• Hiring additional bilingual staff to assist ELs and families of
ELs.
• Offering virtual parent nights focusing on technology and
academic skills.
Title IV, Part A: Waivers and Amendments
The MSDE applied and was approved for the original CARES
Act waivers in March 2020. The approved waivers allowed any
LEA receiving a Title IV, Part A allocation of less than $30,000
to waive the following for FY 2019 and FY 2020 awards:
• Needs assessment requirements in section 4106(d) for the
2019-2020 school year.
• Content area spending requirements in sections 4106(e)(2)(C),
(D), and (E): the requirements to use a minimum percentage
of Title IV, Part A funds for activities under sections 4107,
4108 and 4109 for FY 2019 funds and any available FY 2018
carryover funds.
46
• Spending limitation in section 4109(b): the 15 percent limit on
the use of funds under section 4109 to purchase technology
infrastructure for FY 2019 funds and any available FY 2018
carryover funds.
The MSDE applied and was approved for the waivers made
available to the FY 2020 Title IV, Part A grant. Similar to the
CARES Act waivers, these waivers (approved in January 2021)
allowed LEAs to waive:
• Section 4106(d) of Title IV, Part A of the ESEA, related to
LEA needs assessments for the 2020-2021 school year.
• Section 4106(e)(2)(C), (D), and (E) of Title IV, Part A of the
ESEA, with respect to content-area spending requirements for
FY 2020 Title IV, Part A funds.
• Section 4109(b) of Title IV, Part A of the ESEA, with respect
to the 15 percent spending limitation for technology
infrastructure for FY 2020 Title IV, Part A funds.
Maryland LEAs have utilized these waivers to reallocate Title IV,
Part A funding to address device and connectivity shortfalls,
transition schools to online learning platforms, and make school
environments safe for when students and staff return to the
building.
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
47
impact of those interventions on an ongoing basis to understand if
they are working;
The MSDE intends to award the full funding amount (totaling
approximately $97.6 million) it has reserved under section
2001(f)(1) of the ARP Act to LEAs to address the impact of lost
instructional time (see ESSER State Set Aside_5.25.21, slide 3,
row 1). As outlined before the State Board, the MSDE has
identified evidence-based strategies that LEAs are expected to
employ to counter lost instructional time (see Disrupted
Instruction_A Path Forward Presentation_1.25.21), including:
• Utilizing high intensity structured tutoring.
• Providing extended day or extended year programs.
• Offering summer school programs.
• Implementing acceleration academies.
• Utilizing formative assessments.
• Sustaining early childhood programs.
These evidence-based strategies draw upon recent guidance
provided by the Department (see Volume 2 of the ED COVID-19
Handbook, pp.18-24). LEAs will focus on acceleration strategies
that support students, rather than remediation strategies, by
providing more time in class, more dedicated attention in class,
and exposure to grade-level learning (for example, see
Accelerating ELA Presentation_6.9.21).
Funding will be allocated to LEAs based on a Title I formula. In
applying for these grant awards, LEAs must demonstrate in the
application which evidence-based strategies they will utilize.
Additionally, as part of the grant application process, LEAs will
be required to indicate how they intend to use this reserved
funding to serve students disproportionately impacted by COVID-
19, including each of the student groups listed in question A.3.i-
viii. The SEA will monitor LEA implementation of the evidence-
based strategies to ensure they are being employed with fidelity.
ii. How the evidence-based interventions will specifically address
the disproportionate impact of COVID-19 on certain groups of
students, including each of the student groups listed in question
A.3.i.-viii. When possible, please indicate which data sources the
SEA will use to determine the impact of lost instructional time;
and
The MSDE will utilize various data sources to determine the
impact of lost instructional time since March 2020 on different
student groups – for example, the 2020-2021 course grade data
48
reported in the quarterly metrics reports produced by the SEA (see
Second Term Performance Metrics, slides 8-10; Third Term
Performance Metrics, slides 8-10; and Fourth Term Performance
Metrics, slides 10-12) and the results of the Federally-mandated
Statewide 2020-2021 assessments school year that will be
administered in early fall 2021.
It is anticipated that many of the evidence-based interventions
detailed in D.1.i will serve the needs of all student groups affected
disproportionately by the COVID-19 pandemic. The MSDE will
work with LEAs and other stakeholders to identify additional
strategies to employ when more targeted interventions for specific
student groups are needed.
For example, in order to address the disproportionate impact of
the COVID-19 pandemic on children with disabilities across the
State, LEAs have implemented high-leverage evidence-based
practices and interventions as required through Individualized
Family Service Plans (IFSPs)/Individualized Education Programs
(IEPs) and/or compensatory education services. These practices
and interventions include, but are not limited to, the following:
• Using data-informed decision-making to:
o Develop a comprehensive understanding of students’
strengths and needs and the impact of learning loss caused
by the COVID-19 pandemic.
o Make eligibility determinations for compensatory
education services.
o Identify new or additional individualized special education
services and specially designed instruction needed in
response to additional challenges as a result of COVID-19.
• Supporting progress monitoring, including through:
o Authentic assessment-interview of caregiver and age
anchoring utilizing developmental milestones.
o Early learning assessment.
o Progress monitoring of IFSP outcomes/IEP
goals/secondary transition activities.
• Collaborating with families, stakeholders, and partners by:
o Implementing reflective coaching to build capacity for
families and early learning providers to promote early
childhood development and active participation in natural
learning environments.
o Engaging with local community programs to promote
inclusion of students with significant support needs.
o Utilizing partners to remediate loss of instruction and
vocational experiences.
• Addressing SEL needs of children/students by:
49
o Implementing the Pyramid Model to build program and
individual capacity to support young children who exhibit
social emotional concerns and challenging behaviors.
o Integrating SEL lessons and content into programs with an
academic focus.
o Emphasizing relationship-building and trauma-informed
practices.
• Building capacity of school and district-based education
leaders and families through ongoing professional
development.
In order to measure the effectiveness of the evidence-based
practices and interventions listed above, several sources of data
are being analyzed at the State and local levels. These data
sources include, but are not limited to, the following:
• IFSP/IEP progress monitoring data, including progress on
outcomes, goals, objectives, and transition activities.
• Data collected through monitoring the implementation and
student’s response to delivered compensatory services, which
are being tracked through both local and Statewide systems.
• Results of Statewide assessments to be administered in early
fall 2021, as well as the results of locally selected screeners
and assessments (e.g., MAP, iReady, ASQ-SE, Transition
Planning Inventory) used to assess student learning during the
pandemic and inform planning of supports and intervention.
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.
Since the SEA intends to allocate the full funding amount it has
reserved under section 2001(f)(1) of the ARP Act to LEAs, the
MSDE has not dedicated any portion of this funding at the State
level specifically to identify and engage these two categories of
students. However, as outlined in section A.3, analysis of
available data for the 2020-2021 school year shows that
attendance rates for students with disabilities, ELs, economically
disadvantaged students, Black students, and Hispanic students
were lower than for other student groups. Consequently, LEAs
will target these particular populations for engagement with the
evidence-based interventions described in section D.1.i.
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
50
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs,
including those that begin in summer 2021, and ensure such programs respond
to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based programs that address the
academic, social, emotional, and mental health needs of students
(e.g., providing intensive or high-dosage tutoring, accelerating
learning) the SEA has selected, and the extent to which the SEA
will evaluate the impact of those programs;
The MSDE intends to award the full funding amount (totaling
approximately $19.5 million) it has reserved under section
2001(f)(2) of the ARP Act to LEAs to support evidence-based
summer learning and enrichment programs (see ESSER State Set
Aside_5.25.21, slide 3, row 2). Funding under this section was
allocated to LEAs for summer 2021 programming on a Title I
formula basis, and this same award model will be used in future
years.
In delivering summer learning and enrichment programs in 2021
and beyond, these reserved funds will be used by LEAs to support
intensive residential tutoring, accelerated learning, and social-
emotional support for students. More specially, all LEAs are
required to include daily academic instruction in reading and math
that is aligned with the local county board of education’s
curriculum; limit the number of students assigned to each teacher;
establish partnerships to provide student experiences other than
academic; prioritize enrollment for students with the greatest
leaning loss; administer an assessment at the beginning and end of
the program for each child; and evaluate the effectiveness of the
summer school program. These criteria align with the
requirements of House Bills 0588 (Budget Bill [Fiscal Year
2022]) and 1372 (Blueprint for Maryland’s Future – Revisions)
passed during the 2021 session of the Maryland State legislature.
A summary of LEA summer programming for 2021 is attached
(see Local School System Summer Programming 2021
Presentation).
In addition, the Division of Curriculum, Instructional
Improvement and Professional Learning (DCIIPL), in
collaboration with other divisions and offices across the MSDE,
has created a summer learning resource guide in response to the
extended school closures resulting from the COVID-19 pandemic
(see Summer Learning Programs: Guidance to Maryland Local
School Systems). The guide was developed and distributed to
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assist LEAs in designing evidence-based summer learning and
enrichment programs.
When applying for these reserved funds to support summer
learning and enrichment programs for summer 2021, LEAs had to
describe the evidence-based strategies they intended to use.
Additionally, as part of the grant application process, LEAs were
required to indicate how they would serve those students
disproportionately impacted by COVID-19, including each of the
student groups listed in question A.3.i-viii. In December 2021,
LEAs will submit evaluation reports to the MSDE on the summer
learning and enrichment programs they delivered during summer
2021, which will help Maryland identify best practices for future
years. This same application and evaluation process will be
followed in 2022.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of
students, including each of the student groups listed in question
A.3.i.-viii. When possible, please indicate which data sources the
SEA will use to identify students most in need of summer learning
and enrichment programs; and
As described in D.2.i, the MSDE has developed a summer
learning resource guide designed to address the needs of all
students (see Summer Learning Programs: Guidance to Maryland
Local School Systems). LEAs will be able to use this resource
guide to deliver summer learning and enrichment programs that
support the following student groups in particular: English
learners, homeless and migrant students, and Black boys.
The guide outlines the following suggested program types:
• Credit recovery.
• Tutoring programs.
• Acceleration (vacation) academies.
• Summer programs to support mental health and well-being.
• Summer bridge or transition programs.
• Programs for students with disabilities.
• Programs for ELs.
• Programs for CTE students.
In addition, LEAs are utilizing some of the State set-aside ESSER
II and III funding to provide summer programing and
tutoring/supplemental instruction to address the impact of
disrupted instruction. A Tutoring/Supplemental Instructional
Resource Guide was created by the DCIIPL with input from other
52
divisions and offices from across the MSDE that describes the
characteristics of high impact tutoring/supplemental programs.
Again, while this guide is designed to support all student groups,
it is specifically targeted at the following student groups: English
learners, homeless and migrant students, and Black boys.
High impact tutoring/supplemental programs include the
following elements:
• Customized instruction.
• One-to-one or small groups (three or four students).
• High doses sessions (three or more weekly sessions, two-three
hours weekly).
• Sessions included during the instructional day.
• Duration (semester or yearlong).
English Learners
Evidence-based summer learning and enrichment programs that
address ELs’ lost instructional time include credit recovery, native
language support, and ESL and content tutoring for remediation
and acceleration. LEAs are purchasing learning platforms that
allow differentiation for students based upon their English
language proficiency level. This will promote academic
achievement by providing individual support to content teachers
regarding academic gaps.
The extra instructional time and individualized evidence-based
programs provided to ELs will facilitate their academic and
language growth. To measure the impact of the pandemic on
academic and language proficiency, LEAs are purchasing interim
English language proficiency assessment tools. The early fall
2021 MCAP assessment data will serve as an indicator of
academic achievement for ELs.
The Blueprint for Maryland’s Future establishes a Workgroup on
English Language Learners. This workgroup is composed of
legislators and State and national experts, and represents a wide
range of stakeholders from across Maryland. The workgroup will
collect data on Maryland’s ELs and on the recruitment and
retention of bilingual staff, review methods of teaching and other
services provided to ELs, and make recommendations on
improving the education of ELs in Maryland’s public schools. In
addition, the workgroup is tasked with measuring and making
recommendations to address ELs’ learning loss as a result of the
COVID-19 pandemic.
53
Homeless and Migrant Students
LEAs are planning summer programming, in combination with
tutoring, extended day programs, wrap-around services, and the
purchasing of instructional materials, to support the acceleration
of learning and social-emotional development. In addition, funds
will be used to provide professional learning to support the staff
who work directly with homeless and migrant students.
In addition to the student groups highlighted above served by the
two newly developed resource guides, many comments submitted
during the MSDE’s stakeholder engagement process emphasized
a particular need to focus on children with disabilities. LEAs and
public agencies are required to provide students with disabilities
with a free and appropriate public education (FAPE). Summer
programming that addresses a student’s FAPE needs may include
extended school year (ESY) services and/or compensatory
education/recovery services. ESY services are the individualized
extension of specific special education and/or related services that
are provided beyond the normal school year, in accordance with
the student’s IEP. Compensatory education/recovery services are
designed to address the loss of a FAPE stemming from extended
school closures. ESY and compensatory education/recovery
services may include tutoring and skills-focused summer school
programs, etc.
For all the student groups listed above, multiple data sources will
be used at the system level, along with the Maryland Report Card,
to measure student success. The MSDE will work with LEAs and
other stakeholders to identify additional strategies to employ
when more targeted interventions for specific student groups are
needed.
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.
Since the SEA intends to allocate the full funding amount it has
reserved under section 2001(f)(2) of the ARP Act to LEAs, the
MSDE has not dedicated any portion of this funding at the State
level specifically to identify and engage these two categories of
students. However, as outlined in section A.3, analysis of
available data for the 2020-2021 school year shows that
attendance rates for students with disabilities, ELs, economically
disadvantaged students, Black students, and Hispanic students
54
were lower than for other student groups. Consequently, LEAs
will target these particular populations for engagement with the
evidence-based interventions described in section D.2.i.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has
selected, and the extent to which the SEA will evaluate the impact
of those programs;
The MSDE intends to award the full funding amount (totaling
approximately $19.5 million) it has reserved under section
2001(f)(3) of the ARP Act to LEAs and community-based
agencies via a competitive grant process to support evidence-
based comprehensive afterschool programs (see ESSER State Set
Aside_5.25.21, slide 3, row 3). The MSDE released an ESSER
Afterschool Program Request for Proposal (RFP) in July 2021 to
solicit grant applications from LEAs and community-based
agencies to develop or enhance afterschool programs (see ARP
ESSER_Afterschool Program RFP). The RFP will be a
competitive grant competition implemented over three years,
culminating in August 2024. The MSDE will grant awards to
support the creation of afterschool learning centers to provide
academic enrichment opportunities during afterschool hours for
children, particularly students who attend high-poverty and low-
performing schools. The programs will assist students to meet or
exceed State and local student standards in core academic
subjects, such as reading and math, and offer students a broad
array of enrichment activities that can complement their regular
academic programs. Community-based agencies and LEAs will
develop partnerships to provide academic and enrichment services
to ensure students’ academic, social, emotional, and mental health
needs are being addressed.
The ARP ESSER Afterschool Program RFP will require a
program evaluation and dissemination component, which is an
essential part of program implementation. The evaluation and
dissemination section will include a plan for a professional,
independent evaluation of the program. This evaluation will be
conducted annually, culminating in a summative evaluation
55
reflecting the entire three-year project. This section will include
specific evaluation questions, an evaluation strategy, and a
description of proposed data sources and instruments, collection
processes, and analytic methods. This section must reflect a plan
to assess progress towards performance measures and indicators
that are aligned with the original program goals. In addition, this
section must show how the evaluation will be an integral element
in the project’s planning, design, and implementation, and explain
how the evaluation will enable project managers to determine
which strategies and activities have been successful, and those
that need to be revised. Finally, this section will include a plan for
the dissemination of evaluation findings, both to stakeholders and
to broader, national audiences.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of
students, including each of the student groups listed in question
A.3.i.-viii. When possible, please indicate which data sources the
SEA will use to identify students most in need of comprehensive
afterschool programming; and
The MSDE will ensure there is an accountability process and
action to effect positive change in Maryland’s lowest-performing
schools. These schools will target groups of students not making
progress and low graduation rates. Applicants will be required to
develop and describe the steps they will take to ensure equitable
access to participate in the project or activity to be conducted in
order for special needs and EL students, teachers, and other
program beneficiaries in order to overcome barriers to equitable
participation.
The RFP will prioritize schools in the identified categories below
to determine students most in need of afterschool services:
• Comprehensive Support and Improvement (CSI) schools
(lowest 5 percent of the Title I schools; high schools with
graduation rates less than 67 percent; and School
Improvement Grant (SIG) IV schools).
• Title I Schools that serve a high percentage (at least 40
percent) of students from low-income families.
• Other schools as determined by the LEA to be in need of
intervention and support.
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;
56
and 2) students who did not consistently participate in remote
instruction when offered during school building closures.
The competitive ESSER RFP will provide priority points to
applicants that propose to serve LEAs reporting the lowest
percentages of students receiving in-person instruction in spring
2021 (when the data was collected). The priority points will be
added to the overall score of the application. The applicant will
provide a needs assessment that demonstrates the afterschool
program targets students who did not consistently participate in
remote instruction when offered during school building closures.
The priority points will be added to the overall score of the
application.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs
under section 2001(f)(4) of the ARP Act to address issues responding to the
COVID-19 pandemic, describe the anticipated use of those funds, including the
extent to which these funds will build SEA and LEA capacity to ensure
students’ and staff’s health and safety; to meet students’ academic, social,
emotional, and mental health needs; and to use ARP ESSER funds to
implement evidence-based interventions.
The SEA has reserved 2.5 percent of its total ARP ESSER allocation for
emergency needs to support the following initiatives (see ESSER State Set
Aside_5.25.21, slide 3, rows 4-7):
• Regional Crisis Response and Clinical Support Teams ($10 million).
• Adverse Childhood Initiatives (approximately $3.2 million).
• Achieving Academic Equity and Excellence for Black Boys Task Force
Initiatives ($2 million).
• Hold for Future Use (approximately $33.2 million).
Regional Crisis Response and Clinical Support Teams
As outlined under A.2, the MSDE will implement Regional Crisis Response
and Clinical Support Teams, which will consist of professionals and
paraprofessionals trained in clinical support and crisis intervention skills to
ensure timely access to supports and services for students. In addition to
helping to resolve crises, the regional teams will work with individual students,
families, school-based staff, and community partners to identify and develop
strategies for effectively mitigating and addressing future crises. (See Social
and Emotional Needs of Returning Students Presentation_4.27.21 and
Maryland Regional Crisis Response and Clinical Support Teams
Presentation_5.25.21 for more information on this initiative.)
Implementation of this initiative will assist LEAs in identifying urgent areas of
shortages by providing three years of supportive services to meet the backlog
of mental health needs created by the pandemic. This will address the most
57
urgent needs for clinical and crisis support staff to supplement the student
support services in schools across Maryland, giving the LEAs time to hire
more staff in local areas of need.
In addition, this initiative intends to support the graduate work of rising school
counselors, school social workers, and school psychologists by creating
collaborative agreements between the MSDE and IHEs to help fund
practicum/internships or other costs in order to provide a cadre of mental
health providers for the future.
Adverse Childhood Experiences
Adverse childhood experiences (ACEs) are traumatic experiences that occur
before the age of 18 and include sexual, physical, and emotional abuse;
physical and emotional neglect; parental divorce or separation; incarceration of
a close family member; witnessing domestic violence; and living with someone
with substance use disorder and/or mental illness. Data from the Governor’s
Office suggests that there has been an increase in ACEs and childhood trauma
since the onset of the COVID-19 pandemic.
Consequently, in support of the Governor's Office of Crime Control, Youth,
and Victim Services program to provide mental health services and
extracurricular activities for children with ACEs, the MSDE has awarded ARP
ESSER grant funding to the Maryland Alliance of Boys & Girls Clubs
(Alliance) to deliver evidence-based youth development programs, mentoring,
and other educational enrichment activities for youth and families that have
deeply suffered as a result of the pandemic. The Alliance, comprised of local
Boys & Girls Clubs from across Maryland, has established itself as a critical
provider of services for youth and their families across the State and currently
operates in more than 30 locations. Examples of Alliance programming, whose
model is rooted in positive youth development, include:
• SMART Moves: Emotional Wellness helps young people develop
foundational social emotional skills, such as self-regulation, impulse
control, and stress management. Progressing through 10 sequential
sessions, participants build a personal toolbox for self-management and
coping skills. SMART Moves is the Boys & Girls Clubs cornerstone
program in support of social-emotional wellness.
• Passport to Manhood consists of 14 sessions in one-hour modules for boys
ages 8 to 17. Each session concentrates on a specific aspect of manhood
through highly interactive activities and discussions that reinforce
character, leadership, and positive behavior. Studies have consistently
shown children and adolescents benefit greatly from the positive influence
of caring adults in their lives.
• Torch Club provides teens and young adults with an opportunity to put
their views and voices to work through small group civic and community
engagement. Torch Clubs are chartered, small-group leadership and service
clubs that serve as a powerful vehicle to help club staff meet the special
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character development needs of adolescents at a critical stage in their life,
while discussing and acting upon some of the most critical issues of the
day.
• SMART Leaders focuses on adolescents and aims to change attitudes
towards substance abuse and other risky behaviors. This is rated as a
promising program in the Office of Juvenile Justice and Delinquency
Prevention (OJJDP) model program guide as a result of participants
demonstrating a statistically significant reduction in alcohol, marijuana,
cigarette, and overall drug use; an increase in negative attitudes towards
alcohol and marijuana; and an increase in knowledge of drug use and
health consequences.
The Alliance will use the David P. Weikart Center for Youth Program
Quality’s Youth Program Quality Assessment (YPQ-A), a validated,
observational assessment tool designed to measure the quality of youth
programs and identify staff training needs in the areas of safe and supportive
environment, student-student and student-staff interaction, engagement, student
centered policies and practices, and high expectations for students and staff.
While the programs offered through the Alliance are open to all youth, the
expectation is that underserved student populations, who are more likely to
have experienced ACEs, and particularly youth from low-income families, will
be the main beneficiaries of these services.
Achieving Academic Equity and Excellence for Black Boys
The COVID-19 pandemic has served to further highlight how Black boys in
Maryland are disproportionately underserved and underperforming. As
outlined in A.3, the Task Force on Achieving Academic Equity and Excellence
for Black Boys has developed 16 evidence-based recommendations to address
the inequities experienced by Black boys in eight LEAs across the State (see
the task force’s final report, Transforming the Culture of Maryland’s Schools
for Black Boys). Grant funding will be allocated to LEAs to implement the
recommendations of the task force’s report, focusing on the following three
key components of a successful educational experience for Black boys: 1)
social-emotional and behavioral supports; 2) recruitment and training of
effective teachers and administrators; and 3) curricula and instruction.
Future Use
The MSDE has yet to determine how it will allocate the set-aside funding
reserved for future use (totaling approximately $33.6 million). This funding
may be apportioned in its entirety to one or more of the three required State
set-aside areas designated under the ARP Act, or to another emerging area(s)
of need, depending on the State’s priorities. Given the appointment of a new
State Superintendent of Schools on July 1, 2021, the SEA deemed it critical
that funding be reserved to support future initiatives developed under the new
Superintendent’s leadership.
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In addition, the SEA has reserved 0.5 percent of its total ARP ESSER
allocation for administrative costs, totaling approximately $9.8 million (see
ESSER State Set Aside_5.25.21, slide 3, row 8).
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;
All LEAs have now received the ARP ESSER use of funds plan
template created by the MSDE, and the SEA has set a deadline of
July 30, 2021, for school systems to submit their applications (see
ARP ESSER Use of Funds Application Template and Memo).
The template provides guidance on the development of the ARP
ESSER use of funds plan and identifies the required components
of an approvable plan, including the requirement that LEAs detail
how funds will be used to implement prevention and mitigation
strategies in line with the most recent CDC. Throughout plan
development, the MSDE will provide technical assistance to
support school systems in adhering to plan requirements. All
LEAs are required to submit signed assurances certifying that
they have adhered to all Federal and State requirements (see ARP
ESSER Use of Funds Application Template, pp.3-5).
All ARP ESSER use of funds plans submitted by LEAs will be
reviewed by a cross-agency team from the MSDE. The MSDE
review team will assess the level of completeness and the degree
to which content in the ARP ESSER use of funds plans meets
Federal and State requirements. LEA ARP ESSER use of funds
60
plans that are not approved by the MSDE will receive feedback to
inform modifications. LEAs will be required to resubmit all
modified ARP ESSER use of funds plans to the MSDE for review
and approval.
All Maryland LEAs have previously published pandemic-related
continuity of learning and recovery plans on their websites, and
the MSDE has provided links to these LEA plans from the SEA
website (see Maryland Local School System Reopening Plans
webpage). Once approved by the MSDE, the SEA will
communicate with each LEA reminding them to make their ARP
ESSER use of funds plans publicly available on their website. The
MSDE will also provide links to LEA ARP ESSER use of funds
plans from the SEA website, and has already created a webpage
for this purpose (see ARP ESSER Fund webpage).
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;
The application for ARP ESSER Funds requires LEAs to identify
evidence-based interventions and the evidence tier rating for
identified interventions. LEAs will also be required to identify
proposed measures of effectiveness for each intervention such as
baseline and projected student outcome data. A team from MSDE
will verify evidence tier ratings and determine the sufficiency of
proposed measures of effectiveness through readiness monitoring.
All LEAs are required to submit signed assurances certifying that
they have adhered to all Federal and State requirements (see ARP
ESSER Use of Funds Application Template, pp.3-5).
All ARP ESSER use of funds plans submitted by LEAs will be
reviewed by a cross-agency team from the MSDE. The MSDE
review team will assess the level of completeness and the degree
to which content in the ARP ESSER use of funds plan meets
Federal and State requirements. LEA ARP ESSER use of funds
plans that are not approved by the MSDE will receive feedback to
inform modifications. LEAs will be required to resubmit all
modified ARP ESSER use of funds plans to the MSDE for review
and approval.
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iii. How the LEA will spend its remaining ARP ESSER funds
consistent with section 2001(e)(2) of the ARP Act; and
It is undetermined at this time how each LEA will spend its
remaining ARP ESSER funds. However, included as part of the
ARP ESSER use of funds plan template shared with LEAs is a
requirement that each LEA outline its plans for spending ARP
ESSER funds.
While the Maryland ARP ESSER State Plan application will
serve as the yardstick for the LEA use of funds plans, the MSDE
will communicate to LEAs that they will have a degree of
flexibility in using non-reserved ESSER funds to meet local needs
(for example, focusing on facilities upgrades [such as HVAC
installation/improvements] or hiring new staff [teachers,
counselors, psychologists, etc.] to address personnel shortages),
provided that these initiatives align with the priorities outlined in
the State plan application and adhere to all Federal ARP ESSER
requirements.
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.
The ARP ESSER use of funds plan template requires LEAs to
identify interventions that address the academic impact of lost
instructional time and describe how the school system will
respond to the academic, social, emotional, and mental health
needs of all students, focusing on those students
disproportionately impacted by the COVID-19 pandemic. All
LEAs are required to submit signed assurances certifying that
they have adhered to all Federal and State requirements (see ARP
ESSER Use of Funds Application Template, pp.3-5).
All ARP ESSER use of funds plans submitted by LEAs will be
reviewed by a cross-agency team from the MSDE. The MSDE
review team will assess the level of completeness and the degree
to which content in the ARP ESSER use of funds plan meets
Federal and State requirements. LEA ARP ESSER use of funds
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plans that are not approved by the MSDE will receive feedback to
inform modifications. LEAs will be required to resubmit all
modified ARP ESSER use of funds plans to the MSDE for review
and approval.
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:
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.
The MSDE has communicated to LEAs that they must engage in meaningful
consultation with the stakeholder groups listed under E.2 when developing
their ARP ESSER use of funds plans (see Weekly Transmittal to LEA
Superintendents_7.2.21). LEAs may wish to consider utilizing existing
mechanisms (for example, many school systems have established Family
Advisory Councils) or creating new mechanisms to engage stakeholders in
developing their ARP ESSER use of funds plans, gathering input, and
informing plan content. All LEAs are required to submit signed assurances
certifying that they have adhered to all Federal and State requirements (see
ARP ESSER Use of Funds Application Template, pp.3-5).
All ARP ESSER use of funds plans submitted by LEAs will be reviewed by a
cross-agency team from the MSDE. The MSDE review team will assess the
level of completeness and the degree to which content in the ARP ESSER use
of funds plan meets Federal and State requirements. LEA ARP ESSER use of
funds plans that are not approved by the MSDE will receive feedback to inform
63
modifications. LEAs will be required to resubmit all modified ARP ESSER use
of funds plans to the MSDE for review and approval.
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;
See response to E.3.iii below.
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
See response to E.3.iii below.
iii. How the SEA will support and monitor its LEAs in using ARP
ESSER funds to identify, reengage, and support students most
likely to have experienced the impact of lost instructional time on
student learning, such as:
a. Students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote
instruction when offered during school building closures; and
c. Students most at-risk of dropping out of school.
The MSDE has launched a comprehensive monitoring process
(see MSDE Monitoring Plan_6.22.21). The purpose of monitoring
is to:
• Provide support to school systems in the implementation of
practices that have been proven effective.
• Hold school systems accountable for addressing the impact of
interrupted instruction due to the COVID-19 pandemic.
• Foster transparency in the expenditure of funds and
implementation of effective practices.
The MSDE partnered with the Region 4 Comprehensive Center
Network to develop a research-based approach to monitor the
fidelity of implementation and intervention outcomes.
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Monitoring consists of three phases. The first phase of monitoring
is readiness. The purpose of readiness monitoring is to ensure that
structures are in place to implement identified interventions as
intended. Readiness monitoring includes reviewing the fund
expenditure plan, data targets, implementation plan, materials,
and personnel. A readiness tool has been developed to provide a
consistent approach to assessing the preparedness of school
systems to implement identified interventions. The tool identifies
the readiness category, readiness indicators, and evidence
required to demonstrate readiness. Readiness monitoring is
facilitated at the school system level. Outcome reports are
developed and shared with school systems identifying areas of
promise, opportunities for growth, and recommendations for
improvements. School systems are held accountable by the
MSDE for addressing recommendations for improvements.
The second phase of monitoring is implementation. The purpose
of implementation monitoring is to ensure interventions are being
implemented as intended. Implementation monitoring occurs at
the school level and consists of observing interventions in action,
reviewing implementation data, and assessing progress towards
meeting benchmark and intervention goals. Benchmark and
intervention goals must address how school systems are
supporting students who have missed the most in-person
instruction time, students who did not consistently participate in
remote instruction during school building closures, and students
most at-risk for dropping out of schools. Through implementation
monitoring, evidence of effectiveness for each intervention will
be collected from each school system. Effectiveness data that
focus on student performance will be disaggregated by student
groups listed in question A.3.i-viii. Disaggregating effectiveness
data ensures that implemented interventions are able to
demonstrate effectiveness at addressing the disproportionate
impact of the COVID-19 pandemic on identified student groups.
The third phase of monitoring is analysis and recommendations.
During the third phase of monitoring, intervention outcomes are
assessed and recommendations are made for improvement, as
necessary. Monitoring reports detailing promising practices,
opportunities for growth, and recommendations for improvement
are provided to school systems after each monitoring visit. LEAs
are required to address recommendations for improvement
provided by monitoring teams.
Monitoring is led by the MSDE and includes representatives from
higher education, business, non-profits, and LEAs. Monitors
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participate in training, engage in virtual and on-site monitoring
visits, and collaborate to develop monitoring outcome reports.
Monitoring will occur in at least 20 percent of all schools that are
using ESSER funds to implement interventions. Monitoring
outcomes are shared publicly and used to inform technical
assistance and Statewide guidance provided by the MSDE.
In addition, the MSDE is providing training, technical support,
and data analysis capacity to LEAs so that they can evaluate the
implementation and outcomes of summer programming and
extended day opportunities intended to address the impact of the
pandemic. This support is in addition to the monitoring process
and is designed to enable and empower LEAs to evaluate and
adjust their own interventions to best serve student needs.
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
The ARP ESSER grant includes a Maintenance of Equity
requirement for LEAs. The MSDE will share with LEAs the
recently released FAQs from the U.S. Department of Education
for this component and provide advice as needed. Furthermore,
the Code of Maryland Regulation (COMAR) establishes
educational equity as a matter of policy and priority for all LEAs,
including in the “identification and utilization of resources to
provide equitable access to educational opportunities and
services” for all students (see COMAR
13A.01.06.04_Requirements—Educational Equity in Maryland).
It is a priority for the MSDE to ensure educational equity is at the
forefront in the development of LEA ARP ESSER use of funds
plans. The MSDE has a strong foundation to support educational
equity and will leverage existing resources to continue the
implementation of equitable practices in the use of ARP ESSER
funds. There is a Network for Equity and Excellence in Education
led by the MSDE and comprised of representatives from all 24
school systems. Members meet monthly to develop materials and
strategies to support equitable practices in Maryland schools. This
group will be used to provide support to school systems on
implementing additional educational strategies in alignment with
the Equity and Excellence: A Guide to Educational Equity in
Maryland resource and COMAR 13A.01.06 Educational Equity.
There is also an equity plan tailored to meet the unique needs of
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students in CTE. The Maryland Methods of Administration Plan
and associated monitoring process (see Maryland Consolidated
Perkins and Methods of Administration (MOA) Monitoring
Program webpage) ensure equitable practices in CTE learning
environments.
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.
In addition to the resources/strategies outlined in section E.4.i,
Maryland will focus on various approaches, many of which are
initiatives that pre-date the start of the pandemic, to implement an
equitable and inclusive return to in-person instruction.
Equitable Leadership Practices
The MSDE’s Office of Leadership Development and School
Improvement is solely focused on fostering the growth of
effective and equitable school leaders. This office will continue to
align State support to lead professional learning experiences and
provide technical assistance directly to assistant principals,
principals, principal supervisors, and future school leaders to
identify and implement equitable leadership practices. The office
will also collaborate with the Maryland Associations of
Elementary and Secondary School Principals to develop and
implement professional learning experiences. All professional
learning experiences are informed by data, research, and State
priorities.
Professional learning experiences focused on equitable practices
will be included in the Promising Principals’ Academy, Leading
for School Improvement Institute, and Statewide convenings with
principal supervisors. The Promising Principals' Academy is a
year-long professional learning experience designed to equip
future principals with the skills and knowledge to successfully
transition to the principalship. The Leading for School
Improvement Institute provides customized support to current
school leaders to improve school performance. Participants
engage in a multi-year, job-embedded professional learning
experience grounded in effective practices for school
improvement. Participants in the Promising Principals’ Academy
and Leading for School Improvement Institute are provided
leadership coaches to support the implementation of effective
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practices at the school level. The Office of Leadership
Development and School Improvement will continue to add
resources to the Virtual Support for School Leaders website that
focus on equitable leadership practices and continue to lead in-
person, Statewide convenings. In particular, in the upcoming
school year, the office will promote leadership practices that
specifically address the academic impact of lost instructional time
and the mental health and SEL needs of students, parents/families,
and educators, with specific attention to the needs of underserved
students and populations of color most affected by the pandemic.
Community Schools
Maryland has substantially expanded its community school
strategy through passage of the Blueprint for Maryland’s Future
legislation, which provides funding for schools in areas with high
concentrations of poverty (see Community Schools webpage).
The MSDE supports the effective implementation of the
community school strategy, which is deeply rooted in equity, by
offering coursework, professional learning, ongoing technical
assistance, and a variety of resources for stakeholders in schools,
school systems, partnering organizations, etc.
Maryland Guideline for a State Code of Discipline
The Maryland Guideline for a State Code of Discipline has been
updated and projected for release to the LEAs prior to the 2021-
2022 school year. The MSDE guidelines have been revised to
include more specific language around equity and addressing
disproportionality for out-of-school suspensions. The guidelines
call for a more restorative and rehabilitative approach to student
discipline where students have opportunities to learn from their
mistakes and understand the importance of their decisions and
their actions in a non-punitive, supportive environment. The
guidelines advocate that LEAs avoid exclusionary discipline
practices unless the safety of staff and students is compromised or
if a behavior causes severe disruption to the instructional setting
of a school.
Reducing and Eliminating Disproportionate Out-of-School
Suspensions
The MSDE will continue to provide professional development
and technical assistance to LEAs on reducing and eliminating
disproportionate out-of-school suspensions of students with
disabilities and students of color. Approaches include the use of
root cause analyses, development of response/action plans, and
sharing exemplars of best practice. The MSDE has formed a
partnership with the Mid Atlantic Regional Educational (REL)
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Laboratory (see About REL Mid-Atlantic webpage) to assist the
SEA in gathering information on related evidence-based and
promising practices, to create tools and strategies for educators,
and to develop training for Maryland school leaders. The MSDE
believes that this work, in concert with the implementation of the
updated Guidelines for a State Code of Discipline, will reduce
exclusionary discipline overall and reduce and ultimately
eliminate disproportionate out-of-school suspensions.
Educational Equity: Federal Title Programs
All applications relating to Federal Title programs have been
revised to include an educational equity component. For example,
the Title IV, Part A application requires a needs assessment and
explanation regarding how LEAs will prioritize funding in an
equitable manner to meet the needs of the neediest and hardest-to-
serve student groups.
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the
Nation’s educators as well as students. In this section, SEAs will describe strategies for
supporting and stabilizing the educator workforce and for making staffing decisions that
will support students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of
educators, education administration personnel, and other school
personnel involved in safely reopening schools, and the extent to
which they vary by region/type of school district and/or groups of
educators (e.g., special educators and related services personnel
and paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators;
early childhood educators). Cite specific data on shortages and
needs where available.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
Please note that Maryland is a locally controlled education State,
and, as such, each individual LEA is the employer (where
applicable) for the various categories of educators listed in the
table below. Consequently, while the MSDE can assume a lead
role in devising Statewide educator recruitment campaigns (as
described in F.1.iii below), and may allocate ESSER monies to
fund certain Statewide positions, the SEA will primarily serve a
supporting role to LEAs in the area of recruitment. It is
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anticipated that many LEAs will use ARP ESSER allocations to
local address personnel shortages (whether for positions as such
teachers, counselors, etc.), but the ultimate responsibility for these
hiring decisions will be at the discretion of each individual school
system.
Please also note that for all those areas listed in the table below
which the U.S. Department of Education has designated as a
critical shortage area in Maryland for the 2021-2022 school year,
students preparing to teach in these critical shortage areas may
apply for State grants and scholarships. Additionally, Maryland
LEAs may rehire an unlimited number of retirees from the
Maryland teacher retirement system in these critical shortage
areas without restricting the amount of income the retiree may
earn while reemployed.
Table F1.
Area Data on shortages and needs Narrative description
Special educators and related In 2019, there were 10,257 The production-levels for
service personnel and full-time equivalent (FTE) special education are reduced
paraprofessionals special education teacher from prior years but still result
positions in Maryland. One in special education remaining
critical area of need is teachers
the second-highest producing
of the visually impaired (TVI).
certification area Statewide
There are currently 10 total behind elementary education.
TVI vacancies, with an 110 of the 146 alternative
additional 33 expected educator preparation
vacancies over the next five completers are dually-
years. certification in special
education and a content area. It
Maryland educator preparation should be noted that Maryland
programs produced 367 special imports approximately 50
education program completers percent of its teacher
in 2019 and 340 in 2020. In workforce from other States.
2020, Maryland alternative Requirements for
educator preparation programs paraprofessionals are
produced 146 special determined at the local level.
education program completers.
The Department has approved
special education, grades pre-
kindergarten through 12, as a
critical shortage area in
Maryland for the 2021-2022
school year.
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Area Data on shortages and needs Narrative description
Bilingual educators N/A Maryland does not have a
bilingual certification.
English as a second language Maryland approved programs In the past 10 years, Maryland
(ESL) educators produced 52 ESL program has experienced a 95 percent
completers in 2019 and 45 increase in its EL population,
program completers in 2020. growing from 47,896 to 93,250
Maryland approved alternative students. The largest influx is
preparation programs produced at the elementary school level,
eight ESL program completers which requires an increase in
in 2020. staffing needs.
The Department has approved
ESL, grades pre-kindergarten
through 12, as a critical
shortage area in Maryland for
the 2021-2022 school year.
STEM educators Maryland approved programs There have been an additional
produced 155 STEM program three computer science
completers in 2019 and 143 programs approved in the past
program completers in 2020 two years, with two more
(74 and 69 in math; 75 and 68 proposals expected in the
in science; four and zero in coming year to increase the
computer science; and two and teacher pipeline.
two in technology education
for each year respectively).
Maryland approved alternative
preparation programs produced
94 resident teachers (48 in
math, 46 in science, and 2 in
technology education) in 2020.
The Department has approved
mathematics, advanced
mathematics, computer
science, and technology
preparation as critical shortage
areas in Maryland for the
2021-2022 school year.
CTE educators The Department has approved Due to the specialization of
CTE, grades 7 through 12, as a these teaching areas, the State
critical shortage area in Board promulgated the adjunct
Maryland for the 2021-2022 certificate to enable skilled
school year. professionals to be employed
as a teacher on a part-time
71
Area Data on shortages and needs Narrative description
basis. Additionally, the State
Board reduced testing
requirements for those seeking
the professional and technical
education (PTE) certification.
Early childhood educators Maryland approved programs Maryland House Bill 1300,
produced 288 early childhood passed in the 2020 legislative
education program completers session, and more commonly
in 2019 and 277 program known as the Blueprint for
completers in 2020. Maryland Maryland’s Future,
approved alternative dramatically expands pre-
preparation programs produced kindergarten in the State. The
54 resident teachers in 2020. phase-in plan for universal pre-
kindergarten will require more
The Department has approved certified early childhood
early childhood education, educators in each LEA.
grades pre-kindergarten
through 3, as a critical shortage
area in Maryland for the 2021-
2022 school.
School counselors Maryland approved programs As of October 2020, Maryland
produced 270 school LEAs employed 2,655 school
counseling program counselors across the State.
completers in 2018-2019 and
2019-2020.
Social workers In Maryland, social workers As the SEA does not track this
are licensed by the Maryland data, the MSDE is not the
Department of Health. relevant agency to comment on
this area.
Nurses In Maryland, nurses are As the SEA does not track this
licensed by the Maryland data, the MSDE is not the
Board of Nursing. relevant agency to comment on
this area.
School psychologists Maryland approved programs There is no further narrative to
produced 75 school report at this time.
psychology program
completers in 2018-2019 and
2019-2020.
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-
72
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.
Identifying the Most Urgent Areas of Shortages or Potential
Shortages
The MSDE is required to certify and submit critical teacher
shortage area data to the Federal government on an annual basis.
The list of critical shortage areas, approved by the Department,
serves as a resource for recent graduates of educator preparation
programs and trained teaching professionals about potential
opportunity areas in Maryland classrooms. Additionally, the list
serves as a resource in the process of advising Federal student
financial aid recipients of the potential to reduce, defer, or
discharge student loan repayments by teaching in certain areas.
Finally, in accordance with the State Personnel and Pensions
Articles of the Maryland Annotated Code, §22-406 and §23-407,
Maryland LEAs may rehire an unlimited number of retirees from
the Maryland Teacher Retirement System in critical shortage
areas, as well as up to five supporting school personnel, without
restricting the amount of income the retiree may earn while
reemployed.
Each summer, the MSDE disseminates the list of projected critical
teacher shortage areas for the upcoming school year to LEAs.
After the Governor declared a state of emergency in Maryland in
March 2020, the MSDE sent additional memoranda to LEAs
regarding the “Retire/Rehire” program in an effort to address
anticipated hiring needs for the 2020-2021 school year. The
MSDE will continue to facilitate this information at several points
during the year to ensure each LEA is aware of the program and
its potential advantages (see Teacher Shortage Area Report for
2021-2022 projections).
A separate Maryland law, Education Article §18-708, establishes
a program of Workforce Shortage Student Assistance grants for
students who pledge to work in fields of critical shortage in
Maryland on the completion of their candidacy. This program is
managed through the Maryland Higher Education Commission.
Maryland’s teacher preparation programs have continued to
develop new programs to address critical shortage areas around
the State. For example, in collaboration with the Maryland Center
for Computing Education, new computer science programs have
been developed in all regions of the State to increase pathways
into the profession. Alternative preparation programs have
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responded to LEA needs particularly with new pathways in
middle school education, ESL, and special education.
In addition to declaring a state of emergency, the Governor
subsequently issued an Executive Order extending the expiration
date of those Maryland Educator Certificates that must be
renewed during the state of emergency to June 30, 2021. This
allowed educators an additional six to 12 months to complete their
renewal requirements. The MSDE disseminated information
pertaining to the Executive Order to all individuals holding a
Maryland Educator Certificate due to expire through the MSDE
Educator Information System.
In response to LEA concerns regarding the extent to which the
pandemic may affect their hiring pool, the State Board approved
an emergency amendment on May 26, 2020 (see COMAR
13A.12.01.14—Waivers and Special Certifications
Provisions_Emergency Regulations). The amendment outlines the
conditions of an emergency certificate issued during a state of
emergency at the authorization of the State Superintendent of
Schools. The purpose of this emergency certificate is to allow
those educator candidates who have completed all of the
requirements of certification, with the exception of assessments
and/or clinical experiences, the ability to act as a teacher of record
with a Maryland LEA, State institution, or nonpublic school
approved under COMAR 13A.09.10—Educational Programs in
Nonpublic Schools and Child Care and Treatment Facilities, as
they complete the remainder of the professional certification
requirements. Following the approval of the emergency
amendment, the MSDE sent guidance to LEAs regarding its
implementation (see Emergency Certificate_Issuance,
Documentation, and Reporting Procedures Memo_7.6.20).
Providing High-Quality Professional Learning Opportunities
To assist LEAs with delivering high-quality professional learning
opportunities, the MSDE continued expansion of the Maryland
Virtual Learning Opportunities (MVLO) - State Learning
Management System. The MVLA provides online courses for
Maryland educators and Maryland students in a virtual
environment, of particular importance and need during this time.
The MSDE understood the immense work required of teachers
across the State to adapt their lessons, instruction, and classroom
management to a virtual environment. Recognizing that this
challenge presented a genuine job-embedded professional
learning opportunity for educators, the MSDE approved
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Continuing Professional Development (CPD) credits for the
successful participation in developing and implementing
continuity of learning plans. These CPD credits may be used by
educators towards the recertification of their Maryland Educator
Certificate. Each educator has the potential to earn up to six CPD
credits for implementing the continuity of learning plan, which
fulfills the number of credits required to recertify (see Continuity
of Learning Plan CPD).
Many educators have experienced “burnout” as a result of the
demands placed on them during the pandemic, and consequently
there is concern about low participation rates in professional
development activities. Therefore, the MSDE will need to engage
with LEAs and stakeholder groups representing educators to
ensure that the activities/trainings delivered are designed to meet
the professional learning needs of educators in response to the
pandemic (for example, in areas such as parent/family
engagement, trauma-informed instruction, etc.), and that
educators are able to participate in and benefit from these
opportunities. The provision of high-quality professional learning
opportunities is an essential retention strategy if Maryland is to
avoid seeing staff – the very personnel who are the cornerstone of
Maryland’s recovery efforts in public education from the
pandemic – leaving the profession at increased (and
unsustainable) rates.
Addressing the Impact of Stress or Trauma on Educators
Strongly tied to professional learning opportunities – and another
vital component in addressing staff retention concerns – is a
recognition that social-emotional and mental health trainings and
supports also be made available to educators, particularly in
relation to coping with the trauma/stresses brought on by the
pandemic. The MSDE will need to engage with LEAs and
stakeholder groups representing educators to ensure that the
training and supports provided meet the needs of educators,
To support this work, in May 2021 the MSDE released a new
guidance document to aid LEAs in addressing trauma, which
focuses not just on students (and their families) but also staff
well-being (see A Trauma-Informed Approach for Maryland
Schools). Additionally, as outlined in A.2 (and elsewhere in this
plan), the MSDE is in the process of implementing a Statewide
mental health program, which will establish six regional crisis
response and clinical support teams serving the mental health and
social-emotional needs of educators (as well as students and
families).
75
Other Federal Funding
During the COVID-19 pandemic, LEAs used Federal COVID-19
funding to pay salaries for bus contractors and food service
providers while schools were closed. Many LEAs are also paying
bonuses/stipends to encourage teachers to participate in summer
learning and afterschool programs and special education
compensatory services.
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).
Actions the SEA Will Take to Fill Anticipated Gaps in
Certified Teachers for the Start of the 2021-2022 School Year
The MSDE requires Maryland colleges and universities’ educator
preparation programs (EPPs) to submit annual reports known as
the Traditional Programs Annual Report (TPAR, see 2019-2020
Report) and Alternative Programs Annual Report (APAR, see
2019-2020 Report). IHEs need to report differentiated
certification data on program completers, admissions, retention,
and employment. The reports aim to provide consistent and
overlapping data that summarizes the year in full and helps to
build longitudinal datasets across important fields of program
quality. Each EPP articulates its efforts to meet high-need
teaching areas, recruit teacher candidates of color, and prepare all
candidates to teach all students. EPPs articulate how they are
aligned and working each year to meet State needs with equity
and diversity. EPPs should reflect on how data is improving their
programs and how they are measuring their own impact.
Programs are also required to report more complete performance-
based and Praxis II data and indicate the steps taken to improve
performance above the 80 percent threshold in certain content
areas.
In response to LEA concerns regarding the extent to which the
pandemic may affect their hiring pool, the State Board approved
an emergency amendment on May 26, 2020 (see COMAR
13A.12.01.14—Waivers and Special Certifications
Provisions_Emergency Regulations). The amendment outlines the
conditions of an emergency certificate issued during a state of
76
emergency at the authorization of the State Superintendent of
Schools. The purpose of this emergency certificate is to allow
those educator candidates who have completed all of the
requirements of certification, with the exception of assessments
and/or clinical experiences, the ability to act as a teacher of record
with a Maryland LEA, State institution, or nonpublic school
approved under COMAR 13A.09.10—Educational Programs in
Nonpublic Schools and Child Care and Treatment Facilities, as
they complete the remainder of the professional certification
requirements.
The MSDE has offered extensive technical assistance training
throughout the 2020-2021 school year for all of its traditional and
alternative educator preparation programs. The sessions have been
led by MSDE specialists and content experts and focused on
working with diverse populations including English learners,
gifted-talented students, and special education students. Statewide
resources and information provided are expected to be
incorporated into Maryland educator preparation programs to
elevate the level of preparation and ensure candidates are prepared
to enter Maryland’s diverse classrooms.
Expanding the Educator Pipeline and Educator Diversity
While Addressing the Immediate Needs of Students
Disproportionately Impacted by the Pandemic (for example,
recruiting teaching candidates to provide high-dosage
tutoring or implementing residencies for teacher candidates)
House Bill 1300 (known as the Blueprint for Maryland’s Future),
passed in the 2020 legislative session, seeks to reform education
in Maryland. Its provisions include:
• A yearlong residency for teacher candidates prepared in
Maryland educator preparation programs.
• Funding for academic support for struggling learners using
evidence-based programs and strategies that meet the
expectation of strong or moderate evidence as defined in the
ESSA.
• Requiring the MSDE to assist teacher preparation programs in
seeking and retaining highly qualified individuals, including
those from groups historically underrepresented in the
teaching profession.
Anticipating this legislation, the MSDE began drafting regulations
in 2018 to align educator preparation and certification
requirements with the Blueprint. As such, drafted regulations are
in the process of being promulgated through the State Board and
Professional Standards and Teacher Education Board.
77
The MSDE acknowledges that gaps exist in critical shortage areas
across Maryland, and that these gaps are more prevalent in some
areas than others. In April 2021, the MSDE’s Office of Research
presented a report of these findings in a presentation that was
shared with various MSDE divisions involved in teacher
recruitment, as well as with traditional and alternative Maryland
educator preparation programs (see Teacher Diversity in
Maryland_April 2021).
In an effort to diversify the Maryland teacher workforce, as well
as to recruit Maryland’s top high school students, House Bill
1415 (2018) established a Digital Recruitment Steering
Committee. The steering committee, comprised of representatives
from the Maryland Higher Education Commission, MSDE,
Morgan State University, Coppin State University, Bowie State
University, Maryland Department of Commerce, Maryland
Public Television, Maryland Association of School Personnel
Administrators, and Maryland Longitudinal Data System Center,
approved the following recruitment initiatives, all of which were
undertaken by the MSDE’s Division of Educator Certification
and Program Approval and Communications Office:
A website, Teach.in.Maryland.gov, was established as a one-stop
shop for those interested in the teaching profession, providing
users with information from several different sources, including
the MSDE, LEAs, Maryland educator preparation programs,
community colleges, and Maryland high school CTE teacher
academies. Included are personal stories from a diverse group of
Maryland teachers, information regarding pathways to becoming
a teacher, and a list of resources for those interested in pursuing
teaching in Maryland. A newsletter is currently being developed
for users to subscribe to when they enter the Teach in Maryland
website. The newsletter will feature content of interest to potential
future teachers.
In addition to the website, the MSDE identified and marketed a
Maryland Educator Recruitment Slogan, #TeachinMD, which is
promoted through digital media partnerships and social media
platforms. The social media advertising campaign spans across
Instagram, Facebook, YouTube, and Connected TV streaming
services. The #TeachinMD campaign slogan and advertisements
are currently displayed on digital and print billboards on the most-
traveled highways in the eastern and western regions of Maryland,
as well as on Maryland public transit vehicles, metro stations, and
bus stop enclosures.
78
The MSDE has partnered with Radio One, a parent company of
urban radio stations in the Baltimore and DC metro areas, to
recruit high school students, college students, and potential career
changers into the teaching profession. This partnership has
included regular spots with popular DJ personalities on the air and
on social media, targeted advertising, and special events such as a
virtual prom and virtual talent show. During the 2020 virtual
prom, sponsored exclusively by TeachinMD, over 2,500 high
school students from the Baltimore and DC areas were in
attendance. The 2021 virtual prom is scheduled for May 2021.
The MSDE hosted the 13th annual Teachers of Promise event in
April 2021. Maryland’s colleges and universities select at least
five graduating teacher candidates to be recognized. The MSDE
has invested in this event to promote teaching in Maryland and
improve overall teacher quality and retention in the State.
Awardees who will teach in Maryland for the first year are
matched with an accomplished Maryland educator to guide and
support their first year in the profession.
In addition to the recruitment efforts described above, the Teacher
Collaborative Grant program was developed out of legislation that
aims to elevate the teaching profession and attract individuals to
the teaching profession by offering grants to partnerships
consisting of teacher preparation programs, LEAs, and exclusive
employee representatives. Grantees are currently piloting
programs that redesign the practicum experience for candidates to
better prepare them to enter the classroom with confidence,
implement a career ladder that incentivizes teachers who gain
expertise and move up the ladder, and provide professional
education in international and national best practices in teaching.
With the implementation of the career ladder, highly qualified
teachers will be incentivized to move up the career ladder as they
gain additional expertise and leadership, and will be compensated
as such.
Additional examples of the MSDE’s efforts to support LEAs in
expanding the educator pipeline and promote educator diversity
are attached as evidence (see Teacher Outreach and Digital
Recruitment in Maryland: MSDE’s Initiative to Increase the
Educator Workforce in Maryland_1.3.20; Supporting Diverse
Populations: English Learners_11.20.20; and A New Day in
Educator Preparation: Specially Designed Instruction Across
Varied Service Delivery Models_3.9.21). The MSDE will draw
on the various recruitment and retention initiatives outlined above
79
in support of the implementation of Maryland’s ARP ESSER
State Plan application.
Special Education
The MSDE’s Division of Early Intervention and Special
Education Services (DEI/SES) provides ongoing discretionary
grant funding to several Maryland IHEs to support the preparation
and retention of special educators. Goucher College, Hood
College, and the University of Maryland, College Park partner
with the DEI/SES to provide ongoing coaching and mentoring to
pre-service and conditionally certified special education teachers
across Maryland in the following LEAs and public agencies:
• Anne Arundel County Public Schools.
• Baltimore City Public Schools.
• Baltimore County Public Schools.
• Caroline County Public Schools.
• Frederick County Public Schools.
• Harford County Public Schools.
• Howard County Public Schools.
• Montgomery County Public Schools.
• Prince George’s County Public Schools.
• Somerset County Public Schools.
• Worcester County Public Schools.
• The Maryland Juvenile Services Education System (JSES).
To support the retention of special education teachers who serve
students with Autism Spectrum Disorders, the DEI/SES provides
discretionary funds to the Kennedy Krieger Institute, Center for
Autism and Related Disorders to provide ongoing technical
assistance to early intervention providers and special education
teachers focused on the implementation of evidence-based
specially designed instruction in inclusive settings in the
following systems:
• Anne Arundel County Public Schools.
• Caroline County Public Schools.
• Montgomery County Public Schools.
• Prince George’s County Public Schools.
• Maryland School for the Deaf.
The DEI/SES provides ongoing discretionary grant funding to the
Johns Hopkins University to address access, equity, and progress
by providing intensive training for special education providers
(mainly teachers and school psychologists). The project aims to
support Maryland public school educators to participate in the
ABA (Applied Behavior Analysis) graduate certificate program at
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Johns Hopkins University, with the MSDE providing partial
tuition support for coursework and practicum courses. The
coursework provides training on the essential core competencies
and skills needed by LEAs to implement the evidence-based
practice of ABA for children with disabilities, birth through age
21.
The DEI/SES provides ongoing discretionary funding to Sheppard
Pratt Health Systems and the Mid-Atlantic PBIS (Positive
Behavioral Interventions and Supports) to address the needs of
LEAs, support the implementation of a Statewide infrastructure
for Integrated Tiered System of Supports (ITSS), and prioritize
alignment and equity for all students, especially the most
vulnerable populations. This integrated tiered continuum of
supports serves as an integrated approach to addressing student
social, emotional, and behavioral well-being and learning.
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).
During the 2016 legislative session, the Maryland General Assembly passed
Senate Bill 493 – The Teacher Induction, Retention, and Incentive Act (TIRA)
of 2016, establishing a voluntary pilot program allowing first-year teachers 20
percent more time for planning, peer observation, and mentoring. To date,
three LEAs have participated in the program. TIRA also required the MSDE to
facilitate a workgroup of stakeholders, including representatives of primary
and secondary education, higher education, and education policy experts, to
determine effective ways to recruit, retain, and promote quality educators at all
levels. The final report of this workgroup, which continues to guide
Maryland’s efforts in this area, is attached for reference (see Teacher
Induction, Retention, and Advancement Act of 2016 Workgroup: Final
Report).
On February 12, 2021, House Bill 1300, Blueprint for Maryland’s Future, was
codified into law redefining the schedule of teachers in Maryland. Subsection
6-1003 specifies that teachers teach in the classroom for no more than an
average of 60 percent of their working time; and spend the remaining time
improving instruction, working with and tutoring students who need additional
help, working with the most challenging students and students living in
concentrated poverty, and participating or leading professional learning.
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Additionally, House Bill 1300 calls for LEAs to provide wraparound services,
which include: (i) extended learning time, including before and after school,
weekends, summer school, and an extended school year; (ii) safe transportation
to school; (iii) vision and dental care services; (iv) establishing or expanding
school–based health center services; (v) additional social workers, mentors,
counselors, psychologists, and restorative practice coaches; (vi) enhancing
physical wellness, including providing healthy food for in-school and out-of-
school time and linkages to community providers; (vii) enhancing behavioral
health services, including access to mental health practitioners and providing
professional development to school staff to provide trauma–informed
interventions; (viii) providing family and community engagement and
supports, including informing parents of academic course offerings, language
classes, workforce development training, opportunities for children, and
available social services, as well as educating families on how to monitor a
child’s learning; (ix) establishing and enhancing linkages to Judy Centers and
other early education programs that feed into the school; (x) enhancing student
enrichment experiences; (xi) improving student attendance; (xii) improving the
learning environment at the school; and (xiii) any other professional
development for teachers and school staff to quickly identify students who are
in need of these resources.
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and
their impact on the Nation’s education system is a fundamental responsibility of Federal,
State, and local government. In this section, SEAs will describe how they are building
capacity at the SEA and LEA levels to ensure high-quality data collection and reporting
and to safeguard funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well
as to support its LEAs in making adjustments to LEA strategies, based on
impact. Describe how the SEA will ensure its capacity and the capacity of its
LEAs to collect data on reporting requirements, including but not limited to the
examples of reporting requirements described in the SEA’s Grant Award
Notification (listed in Appendix B). Describe the SEA’s capacity and strategy
to collect data from its LEAs (disaggregated by student group, where
applicable), to the greatest extent practicable, including any steps the SEA will
take to build its capacity in the future (which may include the use of ARP
ESSER and other Federal COVID-19 pandemic funds at the SEA and LEA
levels), on issues that may include the following:
i. Student learning, including the academic impact of lost
instructional time during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and
participation in advanced coursework; access to technology,
including educator access to professional development on the
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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).
Data Systems
The MSDE will implement a new Statewide system to collect school-level
fiscal data from LEAs. Currently, aggregate data is collected in order to meet
the requirements of reporting per-pupil expenditures and other State and
Federal reporting requirements. Implementing a Statewide system will provide
decision-makers with critical information on funding and resources. In
addition, an enhanced system will provide school-level data for analyses with
academic outcome data.
During the COVID-19 pandemic and the transition to virtual/hybrid education,
the MSDE collected aggregate data from LEAs in order to have Statewide data
on items including access to technology and connectivity, course grades, and
participation in remote versus in-person learning. Although the MSDE was
able to collect Statewide information, student group-level data was not
available. Implementing a new student-level data collection system will
provide critical information on gaps in students’ opportunity to engage in and
learn from instruction, as well as supporting the acceleration of learning.
The MSDE will also leverage existing networks to develop a strategy for
enhancing existing data collection procedures and implementing a new
Statewide system to provide student-level data on measures for critical
opportunities to learn and school-level fiscal data. The MSDE intends to utilize
ARP ESSER funds to build this enhanced data collection capacity.
Monitoring
The MSDE is making significant investments to support continuous monitoring
that assesses the effectiveness of interventions and identifies adjustments to
strategies that are not identified as effective. An ESSER Monitoring and
Compliance Branch is being established within the Division of Career and
College Readiness at the MSDE. The purpose of the branch is to lead the
Statewide monitoring program for ESSER. This includes providing support to
LEAs in the identification and implementation of evidence-based
interventions; assessing the effectiveness of interventions; providing
83
recommendations for improvement; and fostering transparency in the
expenditure of funds, implementation of interventions, and performance of
students. Through the monitoring process, LEAs will submit student
participation, impact, and outcome data, disaggregated by student group for
evidence-based interventions implemented using ARP ESSER funds. The
MSDE will develop a monitoring platform that will share the outcomes of the
monitoring, which will include outcome data.
Job Creation
The MSDE understood the immense work required of teachers across the State
to adapt their lessons, instruction, and classroom management to a virtual
environment. Recognizing that this challenge presented a genuine job-
embedded professional learning opportunity for educators, the MSDE
approved CPD credits for the successful participation in developing and
implementing continuity of learning plans. These CPD credits may be used by
educators towards the recertification of their Maryland Educator Certificate.
Each educator has the potential to earn up to six CPD credits for implementing
the continuity of learning plan, which fulfills the number of credits required to
recertify.
In response to LEA concerns regarding the extent to which the pandemic may
affect their hiring pool, the State Board approved an emergency amendment on
May 26, 2020 (see COMAR 13A.12.01.14—Waivers and Special
Certifications Provisions_Emergency Regulations). The amendment outlines
the conditions of an emergency certificate issued during a state of emergency
at the authorization of the State Superintendent of Schools. The purpose of this
emergency certificate is to allow those educator candidates who have
completed all of the requirements of certification, with the exception of
assessments and/or clinical experiences, the ability to act as a teacher of record
with a Maryland LEA, State institution, or nonpublic school approved under
COMAR 13A.09.10—Educational Programs in Nonpublic Schools and Child
Care and Treatment Facilities, as they complete the remainder of the
professional certification requirements.
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER
funds (e.g., by updating the SEA’s plan for monitoring funds and internal
controls under the CARES and CRRSA Acts; addressing potential sources of
waste, fraud, and abuse; conducting random audits; or other 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.
It is a priority of the MSDE to ensure that LEAs spend funds on allowable
expenses within the defined timeframe. A comprehensive fiscal monitoring
84
process will be implemented throughout the course of the grant, beginning with
the submission of ARP ESSER use of funds plans from school systems and
continuing throughout the phases of monitoring. Described below are measures
implemented to ensure the appropriate use of funds.
• Plan Review – Each LEA is required to submit an ARP ESSER use of
funds plan containing an itemized budget detailing how ARP ESSER funds
will be spent and the timeline for fund expenditure. Only ARP ESSER use
of funds plans that adhere to CARES and CRRSA Act funding
requirements will be approved.
• Readiness Monitoring – An essential component of readiness monitoring is
reviewing the fund expenditure plan and ensuring that funds are used to
support interventions that have been proven effective. Each LEA is
required to justify the use of funds for each intervention. The itemized
budget included in the ARP ESSER use of funds plans will be reviewed
with school systems and verified by the MSDE during readiness
monitoring.
• Implementation Monitoring – LEAs are required to demonstrate that funds
have been spent on items identified in their approved ARP ESSER use of
funds plan within the defined timeline. All LEAs will be held accountable
for adhering to budgets and timelines identified in their approved ARP
ESSER use of funds plans. LEAs that need to amend their budget must
follow the MSDE’s established protocol for budget amendments.
The MSDE will increase capacity to engage in fiscal monitoring by
establishing an ESSER Monitoring and Compliance Branch within the
Division of Career and College Readiness and by hiring seven new team
members to staff the branch. The sole focus of the ESSER Monitoring and
Compliance Branch will be to provide support to LEAs in the implementation
of ARP ESSER requirements, monitor implementation of approved ARP
ESSER use of funds plans, and foster transparency in the expenditure of funds
and implementation of interventions. There will be two finance administrators
on the ESSER Monitoring and Compliance team that will solely focus on fiscal
monitoring. Technical assistance will be provided to support school systems in
addressing fiscal requirements (see MSDE Monitoring Plan_6.22.21).
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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.
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.
As outlined in section A.5.ii, this data is unavailable in the specific format requested (see First
Term Performance Metrics; Second Term Performance Metrics; Third Term Performance
Metrics/Third Term Performance Metrics Dataset; Fourth Term Performance Metrics; and
LEA Reopening_Weekly Status Report_6.25.21 for the closest approximation of the data
requested; see also School Operating Status and Instructional Mode Data published on the
ARP ESSER Fund webpage).
Number of All schools Offered to all Offered to some Not offered
schools students students
Remote or online N/A N/A N/A N/A
only
School buildings N/A N/A N/A N/A
open with both
remote/online
and in-person
instruction
(hybrid)
School buildings N/A N/A N/A N/A
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).
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Table 2
In the most recent time period available, what was the enrollment and mode of instruction for
the schools in your State?
Note: Table 2 is an estimation using most the most recent data available, including (1) LEA
fall enrollment and 2020-2021 school year, all students, and student group disaggregations,
and (2) LEA reporting of the percentage of students by learning mode as of the last day of
each system's third marking period (approximately April 14, 2021).
Student group Total enrollment Remote or Both remote/ Full-time in-
online only online and in- person
person instruction
instruction
(hybrid)
Students from 223,327 134,239 74,278 14,569
economically
disadvantaged
(directly
certified) families
White, not 304,212 142,175 114,910 4,717
Hispanic
Black or African 295,736 188,260 94,627 12,397
American, not
Hispanic
Hispanic, of any 175,768 109,115 59,437 7,196
race
Asian, not 59,668 34,785 22,238 2,643
Hispanic
American Indian 2,286 1,306 828 150
or Alaskan
Native, not
Hispanic
Native Hawaiian 1,287 742 440 104
or Pacific
Islander, not
Hispanic
Two or more 43,581 22,650 16,121 4,805
races, not
Hispanic
Race/Ethnicity N/A N/A N/A N/A
information not
available
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Student group Total enrollment Remote or Both remote/ Full-time in-
online only online and in- person
person instruction
instruction
(hybrid)
English learners 96,442 61,980 32,295 2,157
Children with 101,209 57,398 35,253 8,494
disabilities
Students 7,276 4,087 2,443 739
experiencing
homelessness
Children and 2,011 1,200 638 169
youth in foster
care
Migratory 100 36 51 13
students
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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.
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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,
90
children and youth in foster care, and migratory students), as required by section
2001(e)(1) of the ARP Act; and
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA
websites where the public can find the LEA plans for a) the safe return to in-person
instruction and continuity of services required under section 2001(i) of the ARP Act,
and b) use of ARP ESSER funds. SEAs should consider ensuring a standardized URL
format in all cases (e.g., xxx.gov/COVIDplan).
91
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you assisted program for students, teachers, and
about a new provision in the Department of other program beneficiaries with special
Education’s General Education Provisions needs. This provision allows applicants
Act ("GEPA") that applies to applicants for discretion in developing the required
new grant awards under Department description. The statute highlights six types
programs. This provision is Section 427 of of barriers that can impede equitable access
GEPA, enacted as part of the Improving or participation: gender, race, national origin,
America's Schools Act of 1994 (Public Law color, disability, or age. Based on local
(P.L.) 103-382). circumstances, you should determine
whether these or other barriers may prevent
To Whom Does This Provision Apply? your students, teachers, etc. from such access
to, or participation in, the Federally-funded
Section 427 of GEPA affects applicants for
project or activity. The description in your
new grant awards under this program. ALL
application of steps to be taken to overcome
APPLICANTS FOR NEW AWARDS
these barriers need not be lengthy; you may
MUST INCLUDE INFORMATION IN
provide a clear and succinct description of
THEIR APPLICATIONS TO ADDRESS
how you plan to address those barriers that
THIS NEW PROVISION IN ORDER TO
are applicable to your circumstances. In
RECEIVE FUNDING UNDER THIS
addition, the information may be provided in
PROGRAM.
a single narrative, or, if appropriate, may be
(If this program is a State-formula grant discussed in connection with related topics in
program, a State needs to provide this the application.
description only for projects or activities that
Section 427 is not intended to duplicate the
it carries out with funds reserved for State-
requirements of civil rights statutes, but
level uses. In addition, local school districts
rather to ensure that, in designing their
or other eligible applicants that apply to the
projects, applicants for Federal funds address
State for funding need to provide this
equity concerns that may affect the ability of
description in their applications to the State
certain potential beneficiaries to fully
for funding. The State would be responsible
participate in the project and to achieve high
for ensuring that the school district or other
standards. Consistent with program
local entity has submitted a sufficient section
requirements and its approved application, an
427 statement as described below.)
applicant may use the Federal funds awarded
What Does This Provision Require? to it to eliminate barriers it identifies.
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-
92
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.
Click here to enter text.
93
Maryland’s Compliance with the GEPA Requirement
The Code of Maryland Regulation requires that the SEA “shall establish systems of structure and
support for school systems, students, teachers, and other stakeholders that ensure educational
equity and excellence” (see COMAR 13A.01.06.04_Requirements—Educational Equity in
Maryland). Furthermore, the Maryland State Department of Education does not discriminate on
the basis of age, ancestry/national origin, color, disability, gender identity/expression, marital
status, race, religion, sex, or sexual orientation in matters affecting employment or in providing
access to programs and activities, including grant-funded activities. All LEAs are required to
address equity in their safe return/continuity of service plans and a cross-agency team at the MSDE
will review these plans to ensure that they meet this requirement.
For example, when allocating the State’s set-aside funding to address the academic impact of lost
instructional time, the MSDE will require applicants to demonstrate as part of the grant application
process that they will adhere to Section 427 of GEPA by ensuring equitable access to, and
participation in, the grant program for students, teachers, and other program beneficiaries with
special needs. Applicants who are unable to comply with this requirement will not be considered
for funding.
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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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