Reopening Montana Schools Guidance: Putting Montana Students First

Summary

Reopening Montana Schools Guidance, Putting Montana Students First, dated July 2, 2020, with a letter from Elsie Arntzen, Superintendent of Public Instruction. She thanks students, families and educators for completing the school year and says she brought together task forces to create guidance and resources for reopening schools in the fall. The document presents scenarios under which education might operate, with guidance on safe physical environments, academic programming, social-emotional support, flexibilities within state rules, school nutrition and special education. The contents list Scenario 1, buildings closed with all students remote learning, and Scenario 2, a mixed model of traditional and off-site learning.

Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used

Issuer: Congressional materials
Document type: Department Of Education Pdf Www Ed Gov 4Ee51Ce20D
Case: Department Of Education Pdf Www Ed Gov 4Ee51Ce20D

Cite this document

“Reopening Montana Schools Guidance: Putting Montana Students First.” Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-4ee51ce20d/, SHA-256 80a5a0486a0e7681744b5dadb4d68a9d2a23006c81d8acbcde9229b4e74b13c3.

Full text

REOPENING MONTANA
SCHOOLS GUIDANCE

PUTTING MONTANA STUDENTS FIRST

JULY 2, 2020
July 2, 2020

Dear Montana students, families, and educators,

Thank you for going above and beyond to successfully complete this school year in the face of
extraordinary circumstances. I am proud and inspired by your leadership. COVID-19 showed that no
matter the challenges that our schools face, communities will step up to ensure students continue to
receive the excellent education that they deserve while keeping safety at the forefront.

As your Superintendent of Public Instruction, I committed to bringing together diverse task forces to
create high-quality guidance and resources for reopening Montana schools this fall. I am pleased to be
able to share this guidance document and I want to thank the students, parents, educators, health
officials, Office of Public Instruction (OPI) specialists, and other dedicated individuals who came together
to create it.

In this document, you will find various scenarios under which education might be operating this coming
school year. It includes guidance and resources in the areas of:

• Safe physical environments.
• Academic programming.
• Social-emotional support.
• Flexibilities within state rules and statute.
• School nutrition.
• Special education.
• A variety of other issues related to education.

The OPI will continue to update this document based on your feedback and the evolving health situation
in our state. While there is much uncertainty with what the coming school year will look like, we must all
work together to put Montana students first.

Please continue to visit the OPI’s “Reopening Montana Schools” webpage for the latest information.

Sincerely,

Elsie Arntzen

Montana Superintendent of Public Instruction
Overview of School Reopening Guidance ................................................................................................... 3
Scenario 1: Buildings Closed with all students remote learning. ................................................................. 6
Social, Emotional, and Behavioral............................................................................................................. 7
Academic Programming .......................................................................................................................... 11
Physical and Structural Safety................................................................................................................. 13
Scenario 2: A mixed model of traditional and off-site learning. ................................................................ 14
Social, Emotional, and Behavioral........................................................................................................... 16
Academic and Extracurricular Programming .......................................................................................... 20
Physical & Structural Safety .................................................................................................................... 22
Scenario 3: A mixed model of traditional and remote learning with an increased number of students in
school buildings........................................................................................................................................... 24
Social, Emotional, and Behavioral........................................................................................................... 26
Academic and Extracurricular Programming .......................................................................................... 26
Physical and Structural Safety................................................................................................................. 26
Scenario 4: Near full capacity of attendance and operations in a traditional setting, with remote learning
for students not onsite. .............................................................................................................................. 27
Special Education ....................................................................................................................................... 28
School Nutrition ......................................................................................................................................... 29
Flexibilities .................................................................................................................................................. 30
Federal waiver information: ................................................................................................................... 30
Pursuit of additional flexibilities ............................................................................................................. 30
Additional Resources ................................................................................................................................. 31
Social, Emotional, and Behavioral........................................................................................................... 31
Academic Programming.......................................................................................................................... 32
Physical and Structural Safety................................................................................................................. 32
Appendix A: Governor Bullock’s Guidance on Reopening Montana’s Schools: April 22, 2020 ............... 33
Montana Reopening the Big Sky Phased Approach................................................................................ 33
Appendix B: CDC Guidance for Resuming School....................................................................................... 33
Appendix C: Existing Flexibilities/Innovations in Code and Rules .............................................................. 34
Appendix D: Montana Public Education Center (MT-PEC) Guidance for School Reopening ..................... 36
Appendix E: MUS Healthy Fall 2020: Planning Guidelines for Campuses .................................................. 36
Appendix F: Montana Flex and Learn Task Force Member List ................................................................. 37

2
Overview of School Reopening Guidance
Superintendent of Public Instruction Elsie Arntzen launched the Montana Flex 2020 and Montana Learn
2020 Task Forces (see Appendix F for a list of task force members) to assist in developing K-12 public
schools reopening guidelines for the 2020-2021 school year. Superintendent Arntzen has consistently
shared that the new normal in Montana’s K-12 schools will look different because of COVID-19. She has
begun organizing the internal and external flexibilities the OPI and schools will need to serve students in
this new environment.

In May and June 2020, the Task Forces were charged with drafting school re-opening guidance that is
reflective of safety factors, family needs, student learning, and teacher professional development. The
guidance is intended to reflect the flexibility necessary for local control and decision-making, while
providing a framework of options for local communities.

These task forces, in collaboration with the Montana Office of Public Instruction (OPI)’s Montana School
Safety Advisory Committee, represented by the Office of Public Instruction Superintendent's Office, OPI-
Health Enhancement & Safety Division, Montana Disaster and Emergency Services, Montana School
Boards Association (MTSBA), MT Department of Health and Human Services, University of Montana Safe
Schools Center, Salish Kootenai College, Montana School Counselor Association, Lewis & Clark Public
Health, U.S. Department of Homeland Security, Montana Department of Justice, School Administrators
of Montana (SAM), Montana Rural Education Association, Montana Small Schools Alliance, Governor's
Office of Community Service, National Center for Health Care Informatics - Praxis Center, Kalispell Police
Department, Butte Central, T.E.S.T., Inc., Office of the Commissioner of Higher Education(OCHE), Reflex
Protect, and the Region 17 Comprehensive Center at Education Northwest, developed the following
guidance.
*Disclaimer: Any information appearing in this document regarding COVID-19 is subject to change. This
document is a guidance document composed by Montana education stakeholders. The guidance is
dynamic and will change and grow as the impact of COVID-19 changes. This document is not a legal
document or an exhaustive list of actions that will need to be considered. This document is for general
informational purposes only and should not be construed as advice, requirements, or mandate. The
information, samples, templates, tips, and techniques provided in this document are intended solely as
examples of practices, do not impose, or imply legal or regulatory requirements, and may not apply to all
situations based upon circumstances. This document does not substitute for any law, or regulations,
Centers for Disease Control and Prevention (CDC) or other public health messages or guidance.

Montana is a “local control” state. The best and final public education decisions are made by school
district administrations, local school boards, and community stakeholders who know the context and
unique needs of their local communities.

3
Per the Governor’s directives (Appendix A), and in coordination with local public health departments
who are authorized to announce the process for recovery, the school district working with authority of
the local school board may begin the preparations for the reopening of schools. The local health
department should also be a partner in ensuring schools are reopened in a healthy and safe manner.

As we approach the beginning of the school year, we encourage school leaders to plan for multiple
scenarios and consider the different consequences of each. Concurrently, we want to ensure, regardless
of the scenario, when we re-engage with students that schools continue to take safety precautions to
ensure the health of their students, staff, and greater community.

It is recommended that you form a reopening planning team including your school’s/district’s
“Emergency Operation Team” (EOP), school leadership, staff, local tribal leaders, and community
stakeholders, and assign a lead, at minimum, for the following recovery areas:

a) Social, Emotional, and Behavioral

b) Academic Programming

c) Physical & Structural Safety

Additional planning teams may be needed to address local needs beyond the above three.

As COVID-19 impacts are fluid, we anticipate that multiple scenarios may occur when schools re-open in
the fall of 2020 or may occur throughout the school year. Four scenarios are included as guidance
examples for you. Following state directives, individual districts in consultation with local health
authorities should determine which scenarios best fit their local situations.

● Scenario 1: Buildings Closed: All students remote learning.
● Scenario 2: A limited number of students present in school building, with remote learning
occurring for students who are off-site.
● Scenario 3: Increased capacity/number of students in the school building, limiting number of
activities to allow for continued physical distancing, and continued remote learning for students
who are off-site.
● Scenario 4: Near full capacity and full operations, continued vigilance in health and safety best
practices, with remote learning for students who are off-site.
Much of the guidance provided under Scenarios 1 and 2 is applicable to Scenarios 3 and 4. You will see
overlap, to ensure appropriate gravity is given to individual considerations within each scenario.
Additionally, Scenario 2 recommendations include logistical items for schools to consider prior to
reopening school buildings after a prolonged closure. Therefore, we recommend reviewing the
document beginning with Scenario 1 and reading through each scenario’s guidance.

As plans are developed, school leadership should include their local health department, students,
families, school boards, community members, local tribal leaders, teachers’ unions or other collective
bargaining units to ensure all stakeholders are informed of the safety planning and decision-making
process. School leaders can start by reviewing the CDC’s Schools Decision Tool- Public Health
Considerations for Reopening Schools During the COVID-19 Pandemic to determine readiness for
reopening.

4
This document will provide guidance for where flexibilities exist within code and statute and could be
beneficial as you reopen your schools and navigate potential complexities presented by COVID-19 (See
Appendix C).

You can use the questions below to direct you to guidance specific to the topic for which you are
searching.

Guiding Questions Relevant Guidance
Will you be providing any remote learning • Utilize guidance for Scenario 1.
opportunities to students?
Do you anticipate a blended learning model with • If yes, first visit the Academic Programming
some students on campus at times and other guidance in Scenario 1 and then visit the
students receiving distance instruction? Academic Programming guidance for
Scenario 2.
• Utilize Social, Emotional, and Behavioral and
Physical and Structural Recommendations
from Scenario 2.
Are you anticipating an increased need to assess • If yes, visit Scenario 1’s guidance on
students for purposes of determining current Assessment.
levels of proficiency?
Is physical distancing still a necessity? • If yes, first visit Physical and Structural
Recommendations from Scenario 2.
Do you anticipate it necessary for cleaning, • If yes, first visit Physical and Structural
sanitation, and hygiene precautions to be more Recommendations from Scenario 2.
stringent than normal?
Are you looking for guidance related to services • Visit the Special Education guidance.
for students with disabilities?
Are you looking for flexibility in the law to better • Visit the identified Flexibilities.
allow you to provide support for students?

In each scenario, schools are encouraged to follow current CDC guidelines (see Appendix B) and other
safety measures to prevent a re-emergence of COVID-19.

As schools reopen, the district’s planning team can monitor the progression within the phases. In all
scenarios, all staff are encouraged to monitor for re-emergence of COVID-19 symptoms. School
administration should remain in constant contact with the local health department for continued
updates on community re-emergence indicators. Regardless of the state’s current phase status, it is
recommended that school leaders review the guidance provided for each scenario to determine which
conditions for student learning and safety need to be addressed in their schools. Student safety and
well-being is the number one priority.

Additional resources related to school re-opening are provided by the Montana University System and
the Montana Public Education Center (MT-PEC). Please see Appendices D and E.

5
Scenario 1: Buildings Closed:
All students remote learning.

All students remote learning model: This model will only occur if the
state of Montana is under a complete stay-at-home order and/or school
buildings are closed.

Scenario 1: All students remote learning 6
Scenario 1: Buildings Closed: All students remote learning.

Social, Emotional, and Behavioral
Student, Staff, and Family Considerations
⮚ Create a plan to communicate with and support students.
⮚ Identify and provide access to well-being and mental health support for students, families, and all
staff.
⮚ Notify teachers, staff, students, and parents about support services available.
⮚ Access mental health and healthcare providers for support. Activate mental health/student
support service team (school counselor, community Mental Health Partners, CSCT) to plan for
students and staff, in conjunction with local mental health services staff, including post-traumatic
stress syndrome counseling.
⮚ Facilitate collaboration with local tribal resources and indigenous support systems.
⮚ Facilitate the provision of wrap-around services to all students and families in need.
⮚ Ensure that all student groups are receiving equitable services per Montana’s ESSA plan.
⮚ Establish consistent schedules and routines to ensure stability for students and families.
o Provide structured time for students to meet with teachers.
⮚ Include students in planning conversations with administration and school boards.
o Create focus groups of students to provide input and feedback on school opening
plans/processes.

⮚ Modify school traditions that promote engagement to continue in a remote format. Examples
include assemblies, celebrations, lunch with the principal, etc.

⮚ Include families and the community in planning conversations with administration and school
boards.
o Create focus groups of family and community members to provide input and feedback on
school opening plans/processes.
⮚ Provide guidance and support to families to support their student’s education.
o Ensure learning/instructional environments that do not rely on parents to act as the
teacher.
⮚ Post information on the school district website and on social media for parents regarding helping
children cope with tragedies (i.e., “Teaching Children How to Respond to Tragedies” from the
National Association of School Psychologists).
⮚ Offer Trauma-informed resources.
⮚ Implement a social-emotional learning curriculum.
⮚ Facilitate opportunities for students to socialize with peers in a safe manner.

Scenario 1: All students remote learning 7
⮚ Facilitate student engagement in elective courses.
⮚ Align approaches for afterschool programs.
⮚ Provide training and resources for classroom teachers on recovering from traumatic events.
⮚ A mental health status report, based on guidelines provided by the counselors and the Crisis
Management Team, is encouraged to be provided to the EOP and/or school administrator each
day. This report can include the mental status of students and staff to determine if additional
mental health services are needed.
⮚ Provide times for staff to feel supported, voice concerns and/or solutions, and reconnect as a
school team. These times could look like scheduled individual and group check-ins, informal
gatherings, and/or established all staff discussions. Encourage and model the importance of self-
care practices upon return to school.

Acceptable Use of Technology and Online Ethics
⮚ Update acceptable use plan for the use of district devices and technology.
o Including policies/procedures for educators using social media and personal texts/cell
phones to communicate with students.
⮚ Develop a plan to communicate the acceptable use plan to all students and families.
⮚ Ensure student data privacy protections are in place
⮚ Require a signed consent of agreement with the policy.
⮚ Use current digital citizenship or acceptable use agreements, and include language describing
usage of district-issued devices at home.
⮚ Create a clear, succinct statement describing safe, successful online learning interactions,
including basic digital citizenship.
⮚ Develop protocols to recognize and report cyberbullying.
⮚ Provide professional development for teachers in online guidelines, including mindfulness about
what is in the background of webcams when working from home and using recordings to
document one-on-one student interactions, as necessary.

Communication
⮚ Post all information from the district and school levels in a centralized location for all community
members to access (Example).
⮚ Create a spreadsheet, district-wide, for all codes, etc. to access all learning platforms and
programs.
⮚ Employ a consistent communication plan and platform (SeeSaw/Google/Slack/cell phone/email)
between:
o Staff and Families
o Staff and Student
o Student and Student

Scenario 1: All students remote learning 8
o Staff and Administration
o Staff and Staff
o Administration and Community

⮚ Ensure and facilitate use of the communication platform throughout the district.
⮚ Document all direct communication and communication attempts with families.
⮚ Update all parent contact information.
⮚ Develop communication protocol at a classroom, school, district and community level.
o Ensure communication is necessary and not excessive. Assign groups of students to one
specific educator so all students have one adult in the building that they expect to
receive consistent communication from, and facilitate weekly check-ins of students with
limited access to technology and/or students with low engagement.
o Post weekly learning plans for each classroom in a centralized location for students and
families to access.
o When communicating with parents of middle school and high school students via email,
include the student email in the communication when appropriate.
⮚ Provide guidance to families on the structure of the school day.
⮚ Provide consistent opportunities for families to provide feedback to teachers.
⮚ Set norms for how students can reach out to teachers, and help empower students to connect
with each other, by:
o Developing norms for a reasonable time limit for responses to student questions.
o Allowing for flexibility of schedules of both teachers and families while maintaining
appropriate boundaries.
o Considering setting up an appointment-making program that allows teachers and
students time to meet in response to student questions and needs (e.g., standardized
electronic calendar platform).
⮚ Make sure support staff are briefed and participating in communication attempts and protocol.
⮚ Develop a protocol for notifying families when changes to learning plans occur.
⮚ Ensure that all Limited English Proficient parents have access to all communication in their
primary language.
⮚ Make all materials and communications accessible.

Roles and Responsibilities
⮚ Define teacher role and parent expectations at the beginning of the year through community
meetings (virtual or face-to-face back-to-school night or printed/electronic communication).
⮚ Provide opportunities for parents to download apps and to attend training on necessary
technology tools at the start of the school year.
⮚ Each student should have a designated contact person, particularly for students receiving
Individual Education Plan (IEP), English Learner (EL), and 504 services.

Scenario 1: All students remote learning 9
⮚ Determine a plan for all members of a student team for delivering and providing
accommodations in IEPs, 504s, and EL status.
⮚ Create and share district-wide guidelines with families to help with reasonable academic remote
work time.
⮚ Teachers should provide weekly opportunities for office hours, community meetings for the
whole group, small group, and 1:1 instruction for all students.

Equity Considerations
⮚ Create a clear attendance plan and communicate with all families, students, educators, and staff.
o Consider extenuating circumstances and maintaining equitable access for students.
⮚ Allow for one-on-one meetings for students having difficulty accessing online platforms.
⮚ Allow for small meetings for student tutoring.
⮚ Allow for flexibility in staff hours for students who only have access to online resources outside of
typical school-day hours.
⮚ Consider classes that may require an increase in supply budget to provide and send home lab
materials.
⮚ Evaluate course placement/prerequisites on a case by case basis.
⮚ Consider that technology is not available for everybody.
⮚ Every effort should be made to ensure internet and Wi-Fi accessibility for teachers, students, and
families.
o Consider hotspots or satellite for the internet, if the internet for all is not a possibility, and
rely on the postal service to connect with all families.
o Explore the possibility of a school bus mobile internet hotspot.
⮚ Provide access to technology and devices for student use.
⮚ Collaborate and coordinate with community businesses, providers, and members to facilitate
phone line, internet, and computer access for all families/students/teachers.
⮚ Provide teachers with professional development.

Scenario 1: All students remote learning 10
Academic Programming
*When implementing remote learning, note available flexibility provided by MCA 20-1-101 (5)(14) and
20-7-118 that offsite learning is specifically authorized as a means of meeting the aggregate hours of
instruction.

Remote Learning Platforms
⮚ Consider using online learning platforms previously used in the face-to-face classroom setting.
⮚ Ensure all teachers and administrators sustain usage of the agreed upon platform.
⮚ Provide professional development for teachers on the selected learning platform (Example).
⮚ Collaborate with teachers to ensure required professional development is within negotiated
contracts.
⮚ Provide parent professional development and education on different grading models, technology,
platforms, educational philosophies, and reasoning.
⮚ Provide mentor programs for teachers new to the profession, or any teacher who is facing
challenges with technology or platforms.
⮚ Provide tutorials for all utilized technology for staff, families, and students.
o E.g., how to access, check, submit instructional materials.

Instructional Delivery: Remote Learning
⮚ Educational leadership identifies steps to ensure instructional integrity.
⮚ Develop guidelines for teachers in synchronous and/or asynchronous delivery, keeping in mind
equity with internet access and device availability (Example.)
⮚ Create guidelines for asynchronous instructions including the use of teacher made videos,
professional videos, etc.
⮚ Create guidelines for synchronous instructions including recording length and attendance, and by
providing multiple synchronous opportunities so families can juggle multiple schedules, etc.
⮚ Provide all synchronous instruction in optional asynchronous formats.
⮚ Provide teacher training in best practice in delivery methods virtually.
⮚ Communicate standards and expectations for lesson delivery to parents and students.
⮚ Provide students and staff with materials (technology, lab supplies, paper copies) for remote
learning.
⮚ Provide guidelines for length of instruction and activities per day/week (note minute
recommendation under roles and responsibility).
⮚ Provide consistent expectations and equitable policy for late work.
⮚ Identify priority standards and incorporate previous grade content into grade level standards.
Grade level content should always be the focus.

Scenario 1: All students remote learning 11
⮚ Find ways to assess and formatively assess students regularly to confirm essential benchmarks.
⮚ Facilitate teacher engagement in standards (benchmark) priority work during the summer of 2020
to ensure delivered learning is focused and efficient (consult contract negotiations).
⮚ Consider forming a committee of teachers to unpack and prioritize standards across content
areas and grade levels.
⮚ Develop appropriate scope and sequence for the 2020-21 school year.
⮚ Adjust scope and sequence as needed based on student beginning-of-year benchmark
assessments.
⮚ Be flexible and open to new grading systems (e.g., proficiency-based, standards-based grading;
Personalized/proficiency-based learning both at the individual level and as an exception to
aggregate hours of instruction are allowed under MCA 20-9-311 (4) (d and Rule 10.55.906).
⮚ Be consistent and communicative in implementation of the grading system.
⮚ Update grading platforms/tools.
⮚ Ensure assessments match the grading system.
⮚ Provide professional development to teachers on any newly adopted grading system.
⮚ Communicate to families and students any changes and implications of newly adopted grading
systems.
⮚ Provide professional development on how to differentiate instruction in remote settings.
⮚ Provide time for co-planning with teachers.
⮚ Teachers should include group work so that students can communicate and get to know each
other.
⮚ Provide families with clear, concise, essential standards and/or benchmarks for each grade level
or course.
⮚ Encourage teachers to provide families with options to individualize learning experiences that
best suit their family needs.
⮚ If adopting new textbooks, consider ones with easy-to-use online access and accommodations
(e.g. read aloud capabilities).

Scenario 1: All students remote learning 12
Student Assessment
⮚ Develop a yearlong plan for assessing student proficiency
⮚ Plan to conduct diagnostic assessments.
⮚ Communicate and organize all assessments prior to lesson design.
⮚ Assess students at the beginning of the school year to identify current student proficiency.
⮚ Ensure assessments align with Montana content standards.
⮚ Establish procedures to check weekly for student proficiency. Adjust instruction accordingly.

Physical and Structural Safety
Safety Considerations for Remote Learning
⮚ Limit the use of paper packets. Consider alternative methods to passing paper assignments and
projects back and forth between teachers and students.
⮚ Provide training and/or resources on how to clean personal items such as laptops and keyboards
if they are shared and for home use.
⮚ School staff will disseminate to students current and medically accurate information regarding
infectious and communicable diseases; including the transmission and prevention of diseases, as
required by the Montana Health Enhancement Standards.

Scenario 1: All students remote learning 13
Scenario 2: A mixed model of
traditional and off-site learning.
In Scenario 2, a limited number of students will be present in the school
building at one time, with remote learning occurring for all students not
onsite. This will require a blended approach for the planning and
delivery of learning opportunities for students.

Scenario 2: A limited number of students present in school building: 14
Schools that plan to reopen should consult the Governor’s school reopening guidelines provided in
Appendix A. In all phases, all staff are encouraged to monitor for the re-emergence of COVID-19
symptoms with school administration in contact with the local health department for continued updates
on community re-emergence indicators. School leadership should monitor daily attendance for
increases in absenteeism.

If schools plan to reopen they should consider:

● Implementing an alternative educational delivery model that includes a mix of in-person
and remote learning.
● Providing focused individual education, especially for at-risk students.
● How to reconnect and meet the educational needs of students who fall behind in a
remote learning environment.
● The importance of maintaining the connection between students, teachers, and
parents.
● The important role that schools play in the health of students, families, and
communities.
If relaxed restrictions are resulting in a new wave of infections, schools may need to return to Scenario
1. Continue to work in collaboration with local health officials who can help determine any level of
transmission in the community.

CONFIRMED or SUSPECTED case of COVID-19

● Collaborate with public health to ensure each school has a plan for reporting, contact tracing
and both short-term or extended closures in the case of a positive COVID case related to the
school or community.
● Utilize CDC guidelines.
● Schools may need to implement short-term closure procedures regardless of community spread
if an infected person has been in a school building. Please refer to the Interim Guidance for
Administrators of US K-12 Schools and Childcare Programs-Confirmed Case for more
information. See also Appendix B Confirmed Case of COVID-19 in the Building: School Decision
Tree.

Scenario 2: A limited number of students present in school building: 15
Social, Emotional, and Behavioral
Student, Staff, and Family Considerations
⮚ School districts planning for students and staff to return following COVID-19 closures must
prioritize efforts to address social and emotional learning and mental and behavioral health
needs. Equally important is ensuring that staff feel their physical and mental health needs are
supported. Districts should ensure all policies or recommendations are culturally sensitive and
ensure equity and access for all youth. For more information, see the ASCA and NASP School
Reentry Considerations: Supporting Student Social and Emotional Learning and Mental and
Behavioral Health Amidst COVID-19.
⮚ Activate the mental health/student support service team to plan for students and staff, in
conjunction with local mental health services staff, including post-traumatic stress syndrome
counseling.
⮚ Provide training and resources for classroom teachers on recovering from traumatic events. This
information will be provided in a separate document to provide guidance and support.
⮚ Post information broadly for parents regarding helping children cope with tragedies

⮚ A mental health status report, based on guidelines provided by the counselors and the Crisis
Management Team, is encouraged to be provided to the school administrator each day. This
report can include the mental status of students and staff to determine if additional mental
health services are needed.
⮚ Notify teachers, staff, students, and parents about support services available.
⮚ Provide times for staff to feel supported, voice concerns and/or solutions, and reconnect as a
school team. These times could look like scheduled individual and group check-ins, informal
gatherings, and/or established all staff discussions. Encourage and model the importance of self-
care practices upon return to school.
⮚ Create a plan to communicate with and support students if school does not return to “normal” in
the fall.
⮚ Facilitate collaboration with local tribal resources and indigenous support systems.
⮚ Facilitate the provision of wrap-around services to all students and families in need.
⮚ Establish consistent schedules and routines to ensure stability for students and families.
o Provide structured time for students to meet with teachers.
⮚ Include students in planning conversations with administration and school boards.
o Create focus groups of students to provide input and feedback on school opening
plans/processes.
⮚ Include families and the community in planning conversations with administration and school
boards.
o Create focus groups of family and community members to provide input and feedback on
school opening plans/processes.

Scenario 2: A limited number of students present in school building: 16
⮚ Provide guidance and support to families to support their student’s education.
o Ensure learning/instructional environments that do not rely on parents to act as the
teacher.
⮚ Offer trauma-informed resources.
⮚ Implement a social-emotional learning curriculum.
⮚ Facilitate opportunities for students to socialize with peers in a safe manner.
⮚ Facilitate student engagement in elective courses.
⮚ Align approaches for afterschool programs.
⮚ Provide training and resources for classroom teachers on recovering from traumatic events.

Acceptable Use of Technology and Online Ethics
⮚ Develop an acceptable use plan for the use of district devices and technology.
⮚ Develop a plan to communicate the acceptable use plan to all students and families.
⮚ Require a signed consent of agreement with the policy.
⮚ Use current digital citizenship or acceptable use agreements, and include language describing
usage of district-issued devices at home.
⮚ Create a clear, single-page statement describing safe, successful online learning interactions,
including basic digital citizenship.
⮚ Develop protocols to recognize and report cyberbullying.
⮚ Provide professional development for teachers in online guidelines, including mindfulness about
background content when working from home and using recordings to document one- on-one
student interactions, as necessary.

Scenario 2: A limited number of students present in school building: 17
o Administration and community

⮚ Ensure and facilitate use of the communication platform throughout the district.

⮚ Document all direct communication and communication attempts with families.

⮚ Update all parent contact information.

⮚ Develop communication protocol at a classroom, school, and district level (e.g. weekly
newsletter, bi-monthly phone calls).
o Ensure communication is necessary and not excessive. Assign groups of students to one
specific educator so all students have one adult they expect to receive consistent
communication from.
o Facilitate weekly check-ins of students with limited access to technology and/or students
with low engagement.
o Post weekly learning plans for each classroom in a centralized location for students and
families to access.
o When communicating with parents of middle School and high School students via email,
include the student in the communication when appropriate.
⮚ Provide guidance to families on the structure of the school day.

⮚ Provide consistent opportunities for families to provide feedback to teachers.

⮚ Set norms for how students can reach out to teachers, and help empower students to connect
with each other by:
o Developing norms for a reasonable time limit for responses to student questions.
o Allowing for flexibility of schedules of both teachers and families while maintaining
appropriate boundaries.
o Considering setting up an appointment-making program that allows teachers and
students time to meet in response to student questions and needs (e.g., standardized
electronic calendar platform).
⮚ Make sure support staff are briefed and participating in communication attempts and protocol.

⮚ Develop a protocol for notifying families when a teacher is sick and unable to attend to
remote/blended learning responsibilities.
⮚ Ensure that all Limited English Proficient parents have access to all communication in their
primary language.
⮚ Make all materials and communications accessible.

Scenario 2: A limited number of students present in school building: 18
⮚ Each student should have a designated contact person, particularly for students receiving IEP, IL,
and 504 services.
⮚ Determine a plan for all members of a student team for delivering and providing
accommodations in IEPs, 504s, and EL status.
⮚ Create and share district-wide guidelines around “minutes” with families to help with reasonable
academic remote work time.
⮚ Teachers should provide weekly opportunities for office hours, community meetings for the
whole group, small group, and 1:1 instruction for all students.

Equity Considerations
⮚ Create a clear attendance plan and communicate with all families, students, educators, and staff.
o Consider extenuating circumstances and maintaining equitable access for students.
⮚ Allow for one-on-one meetings for students having difficulty accessing online platforms.
⮚ Allow for small meetings for student tutoring.
⮚ Allow for flexibility in staff hours for students who only have access to online resources during the
evening.
⮚ Provide a space for students to meet for guided study hall, and in-person access to tutors.
o Identify community partners to provide childcare options for hybrid models to provide
guided study halls.
o Place tutors and laptops at lunch distribution sites.
⮚ Identify classes that lend themselves more to online learning and which classes may require more
in-person time.
⮚ Consider classes that may require an increase in supply budget to provide and send home lab
materials.
⮚ Evaluate course placement/prerequisites on a case-by-case basis.
⮚ Consider that technology is not available for everybody.
⮚ Every effort should be made to ensure internet and Wi-Fi accessibility for teachers, students, and
families.
o Consider hotspots or satellite for the internet.
o Explore the possibility of a school bus mobile internet hotspot.
⮚ Provide for access to technology and devices for student use.
⮚ Collaborate and coordinate with community businesses, providers, and members to facilitate
phone line, internet, and computer access for all families/students/teachers.
⮚ Provide teachers with professional development.
⮚ Allow flexibility for more sick days in student attendance requirements.

Scenario 2: A limited number of students present in school building: 19
Academic and Extracurricular Programming
**When providing remote learning to students, please review Scenario 1’s Academic Programming
prior to reviewing recommendations for Scenario 2

Program considerations
⮚ Accommodations for students, teachers, and staff in an at-risk group:
o Schools that reopen will need to take into consideration that some teachers and staff
will fall into a health risk category. These individuals should have additional
accommodations including teaching classes remotely, utilizing a larger classroom where
physical distancing can be maintained, or given an option not to return until the risks are
reduced.
o Students who are high risk or who have family members who are high risk,
should not be penalized for failing to attend and should continue to receive
remote support.
⮚ Accommodations should also be extended to students and staff who are required to quarantine
due to exposure or potential exposure.
⮚ Modify extracurricular activities.
⮚ Refer to the Guidance for Opening up High School Athletics and Activities from the National
Federation of State High School Associations (NFHS) and Sports Medicine Advisory Committee
(SMAC) for more information on safety precautions for athletic training and events for Scenario 2.
⮚ Blended learning should allow for learning in the classroom with meaningful practice at home
(purposeful discussions/activities through an online platform).
⮚ Health enhancement teachers should provide to students current and medically accurate
information regarding infectious and communicable diseases; including the transmission and
prevention of diseases, as required by the Montana Health Enhancement Standards.
⮚ Pursue virtual activities and events in lieu of field trips, student assemblies, special performances,
school-wide parent meetings, and spirit nights.
⮚ Organize pre-developed study packets and suggested activities for students and parents in case of
a second closure of schools due to re-emergence of the virus and/or for students who remain in
the remote learning environments due to individual/family high-risk categories.
⮚ Consider alternative schedules for class instruction.
⮚ Alter the bell schedule to limit the number of students in transit between classes at any one time.
⮚ Realign a bell schedule to include times for hand washing/sanitizing. School districts should
create a unique plan that is appropriate for their school size.
o Example: stagger transition times by wing/area of the school/last name initial/grade level,
etc.
o Example: create specific sanitation times during the school day.

Scenario 2: A limited number of students present in school building: 20
Physical Education (PE)
⮚ Make time for wiping down and sanitizing areas.
⮚ Be thoughtful of passing areas between classes and allowing for corridors that maintain physical
distancing recommendations.
⮚ Develop practices that address class size.
⮚ Ensure handwashing occurs before and after PE class.
⮚ Take home clothing used for PE class; clothing should not be kept in locker rooms.
⮚ Allow time for cleaning of shared equipment between classes.
⮚ Promote physical distancing in areas of congregation (e.g., locker rooms).
⮚ Consider the current phase of the pandemic and whether competition is appropriate per MHSA
guidelines. This would include potential isolation and quarantine measures that could arise
because of travel, and additional screening that may be required because of travel.
⮚ Encourage outdoor and individual activities when possible.

Music – vocal, instrumental, and general
⮚ Emphasize physical distancing for vocal and instrumental music classes according to spatial
allowances and room size.
⮚ Allow for the cleaning and sanitizing of equipment before and after use.
⮚ Provide instruction for healthy practices to use when cleaning personal instruments.

Career and Technical Education (CTE) and Career and Technical Student Organization
(CTSO)
⮚ Sanitize materials/tools before and after competitions and entrance to classrooms.
⮚ Instruct students to clean devices and space before and after class.
⮚ Limit equipment sharing by students to include both hand tools, power equipment, culinary tools,
computers, etc. as well as protective gear, safety glasses, welding helmets, shop coats, smocks,
ear protection, etc.
o Some CTE equipment may have many small pieces that may require use of differentiated
sanitization methods.
⮚ Limit class sizes to reduce the number of items used by multiple students.
⮚ Adjust class size and classroom layouts to comply with physical distancing recommendations.

Scenario 2: A limited number of students present in school building: 21
Physical & Structural Safety
Sanitation/Hygiene
⮚ Ensure that hand sanitizer stations are easily available and located throughout the school,
especially entrance areas.
⮚ Demonstrate proper hand washing protocol and sanitation practices for hand sanitizing and
cleaning of personal space and shared equipment.
⮚ To minimize possible exposure at water fountains, turn-off drinking fountains and only allow use
of bottle fillers, if available, or water bottles to be brought from home.
⮚ Disinfect all work areas, counters, restrooms, doorknobs, and stair railings several times daily; use
other staff to assist. Clean all hallways, common areas, and the outside of lockers daily to a level
of sanitation prescribed by the CDC. Refer to CDC/EPA Cleaning and Disinfecting Guidance for
best practices and approved disinfectants list.
⮚ School office staff are encouraged to continually wipe down counters, faxes, copiers, telephones,
keyboards, and use sanitized pens in the main office.
⮚ Follow CDC guidelines for guidance to appropriately clean and disinfect buildings, busses, and
playgrounds.
⮚ Consider ways to minimize sharing of high-touch materials.
⮚ Keep each student’s belongings separated from others’ in individually labeled containers, cubbies,
or areas.
⮚ Ensure ventilation systems operate properly. Increase circulation of outdoor air by ensuring
outdoor air exchange through air handlers are functioning properly throughout classrooms and by
opening windows and doors. Do not open windows and doors if doing so poses a safety or health
risk (e.g., risk of falling, triggering asthma symptoms) to students using the facility.
⮚ Inspect all buildings, facilities, equipment, materials, etc. and determine status and needs for
operations.
⮚ Maintain a status update for facilities not ready for occupancy.
⮚ Prepare an isolation area within the school building, and supply the isolation area with personal
protective equipment.
⮚ Consult with your local county health department to develop an approved meal service plan for
individual school sites.

Scenario 2: A limited number of students present in school building: 22
Physical Health
⮚ Develop communication systems with county health for potential COVID exposure to school
buildings, students, or staff.
⮚ Require anyone (student and staff) with COVID-19 symptoms to stay home.
⮚ Continue procedures compliant with applicable privacy laws, FERPA, HIPAA, and the ADA.
⮚ Recommend school nurses or designated staff compile frequent health reports for the Emergency
Operations Planning (EOP) Team.
⮚ Recommend CDC Practice good hygiene guidance posters (hand washing, cover while
sneezing/coughing, physical distancing) be visible in classrooms and common areas.
⮚ The CDC recommends cloth face coverings when physical distancing is not possible. This
recommendation may be challenging for students (especially younger students) to wear in all-day
settings such as school. If schools require face coverings, they should provide instructions to
students and staff on the proper use, removal, and cleaning of cloth face coverings.

Physical Distancing
⮚ Consider ways to convert outdoor space into learning space for months when weather is
accommodating.
⮚ Keep students in the same groups or classroom, with teachers rotating when practical.
⮚ Students may alternate school days. Allow for cleaning time in classrooms between groups.
⮚ Space seating/desks at least six feet apart when feasible. Turn desks to face in the same direction
(rather than facing each other), or have students sit on only one side of tables, spaced apart.
⮚ Prohibit congregation in hallways and lunchrooms; if possible, serve lunches in classrooms to
avoid gathering of students in the cafeteria; stagger class changes to avoid large groups of
students in the hallway; stagger dismissal for the same reason.
⮚ Install physical barriers, such as sneeze guards or partitions, particularly in areas where it is
difficult for individuals to remain at least six feet apart (e.g., reception desks, bathroom sinks).
 Provide physical guides, such as tape on floors or sidewalks and signs on walls, to ensure that staff
and children remain at least six feet apart in lines and at other times (e.g. guides for creating “one
way routes” in hallways).
 Consider CDC guidance on pupil transportation. Schools should consider the need for more buses
or alternative schedules to safely transport students. When physical distancing on buses is not
possible, schools should consider cloth face masks and other mitigation strategies.

Scenario 2: A limited number of students present in school building: 23
Scenario 3: A mixed model of
traditional and remote learning
with an increased number of
students in school buildings.
In Scenario 3, there will be an increased capacity/number of students in
the school building. This coincides with the governor’s Phase 2, which
increases permissible group size to 50 persons. Additionally, during this
scenario schools will limit the number of activities to allow for continued
physical distancing and will continue to provide remote learning
opportunities for students who are not onsite.

Scenario 3: Increased capacity/number of students in the school building: 24
Corresponding governor’s orders for this scenario increase permissible group size to groups of 50 and
states to:

● Avoid GATHERING in groups of more than 50 people in circumstances that do not readily allow
for appropriate physical distancing. It is recommended to continue physical distance in
gatherings of any size. Groups larger than 50 people should be canceled unless physical
distancing can be maintained.

● ALL VULNERABLE INDIVIDUALS should continue to adhere to stay home guidance. Members of
households with vulnerable residents should be aware that by returning to work or other
environments where distancing is not practical, they could carry the virus back home.
Precautions should be taken to isolate vulnerable residents.
● It is recommended that gatherings occur in shifts (recess, cafeteria and hallway passing). Larger
school events that draw in-person crowds are discouraged (sports, assemblies, dances etc.).

● All staff are encouraged to continue monitoring for re-emergence of COVID-19 symptoms and
be in contact with local health departments and local hospitals/health providers for continued
updates on community re-emergence indicators. Continue to monitor attendance for increases
in absenteeism.

If relaxed restrictions are resulting in a new wave of infections, schools may need to return to Scenario
1 or 2. Continue to work in collaboration with local health officials who can help determine any level of
transmission in the community. If a confirmed case has entered a school, all decisions should be made
locally, in collaboration with the local public health department. Follow the CDC Consideration for
School Closures recommendations.

COVID-19 may come in waves, so understand that the recovery process may repeat several times. It is
highly recommended that you always be prepared for school cancellations. Additional considerations
are below:

**If during Scenario 3, you will be providing remote learning, review Scenario 1’s Academic
Programming guidance.

**Review Scenario 1 and Scenario 2’s Social, Emotional, and Behavioral guidance for more information
related to screening, monitoring, and promoting the wellness of students, families, and staff.

Scenario 3: Increased capacity/number of students in the school building: 25
Social, Emotional, and Behavioral
⮚ Continue to monitor/screen staff and students for any need of additional support services.
⮚ Continue the time for staff/student check-ins and promotion of wellness strategies.
⮚ Continue to refer for support services as needed.

Academic and Extracurricular Programming
⮚ Organized youth activities should avoid gathering in groups of more than 50 people in
circumstances that do not readily allow for appropriate physical distancing.
⮚ Pursue options to convene sporting events and participation in sports activities in ways that
minimize the risk of transmission of COVID-19 to players, families, coaches, and communities.
Limit gatherings, events, and extracurricular activities to those who can maintain physical
distancing, and support proper hand hygiene.
⮚ Refer to the Guidance for Opening up High School Athletics and Activities for more information on
safety precautions for athletic training and events for Scenario 3.
⮚ If reinstating indoor physical education for students, ensure frequent disinfecting of articles such
as mats and athletic equipment BEFORE and BETWEEN classes.

Physical and Structural Safety
⮚ It is recommended to continue physical distancing in gatherings of any size.
⮚ Sanitation guidelines established in Scenario 2 continue.
⮚ Continue to collaborate with your local health department.
⮚ Continue to limit communal spaces, such as cafeterias and playgrounds with shared playground
equipment. If this is not possible, stagger use, and disinfect between uses.
⮚ Outdoor areas, like playgrounds, generally require normal routine cleaning but do not require
disinfection. (Source: CDC)

 Consult with your local health department to develop an approved meal service plan for individual
school sites.

 For school meal service options and considerations, reference OPI’s Planning Checklists for a)
Meals Delivered to and Eaten in the Classroom; b) Meals Served in the Cafeteria and Eaten in the
Classroom; and c) Meals Served in the Cafeteria

Scenario 3: Increased capacity/number of students in the school building: 26
Scenario 4: Near full capacity of
attendance and operations in a
traditional setting, with remote
learning for students not
onsite.
• For ALL INDIVIDUALS there is no limit on group size, however,
everyone should observe physical distancing and minimize contact
time with others, and limit time spent in crowded environments.
• VULNERABLE INDIVIDUALS may still need to take precautions,
and remote learning for students not onsite should be available.
• Continue to follow the Governor’s Guidelines for Phase Three.
Continue monitoring for re-emergence of COVID-19 symptoms and be in contact with the local health
department for continued updates on community re-emergence indicators.

During this time, schools are encouraged to review the school EOP plan and adjust their Emergency
Operations Plan Infectious Disease annex as gaps are identified.

The Readiness and Emergency Management for Schools (REMS) technical assistance center offers free
training: SCHOOL EOPS IN-DEPTH: PLANNING FOR INFECTIOUS DISEASES

**If, during Scenario 4, you will be providing remote learning, review Scenario 1’s Academic
Programming guidance.

**Review Scenario 1, Scenario 2, and Scenario 3’s Social, Emotional, and Behavioral guidance for more
information related to screening, monitoring, and promoting the wellness of students, families, and
staff.

Scenario 4: Near full capacity and full operations: 27
Special Education Considerations for All
Scenarios
The Office of Public Instruction (OPI) is committed to supporting students, schools, and families during
this unprecedented time. We are committed to continued efforts to be flexible and consider a wide
range of delivery methods and modalities in order to make good faith efforts in providing services to
students with disabilities in accordance with the intent of the Individuals with Disabilities Education Act
(IDEA).

The OPI has compiled the guidance, resources, and tools below to assist districts, IEP teams, and families
as they work together to provide the most appropriate services in light of the unique individual
circumstances of students, schools, and communities. Information can be found at COVID-19 Special
Education Information.

When reopening school buildings after extended closures due to COVID-19, there are several things that
need to be considered regarding special education programs. The following is a list of things to consider:

Special Education
⮚ Establish a committee or team to outline the steps necessary to implement the district’s
reopening plans regarding special education.
⮚ Consider how to facilitate the transition back into the school environment to limit the impact of a
student’s disability.
⮚ Consider what professional development staff may be needed to support student mental health,
physical health, and altered learning environment needs.
⮚ Plan for staffing, depending on the Scenario.
⮚ Determine who will be the district point of contact communicating with special education staff
and parents.
⮚ Review facility plans to ensure physical distancing and ADA compliance.
⮚ Consider if/how new cleaning procedures may adversely affect any student such as those with
chemical sensitivities.
⮚ Determine a process for conducting evaluation, reevaluation, and developing IEPs.
⮚ Review the information and data collected prior to and during the school building closure,
including observations and information provided by parents.
⮚ Implement a process for determining whether progress has been made towards IEP goals or loss
of learning specific to IEP goals occurred which may require a different approach.
⮚ IEP teams should use information collected from a variety of sources to determine whether
additional services are required and what those services will be.

28
Nutrition Considerations for All Scenarios
Schools participating in OPI School Nutrition Programs have options for serving students when re-
opening in the fall. Programs should contact your regional specialist directly for school nutrition
questions and concerns. The OPI School Nutrition Guidance for Schools and Families page provides
resources for school re-opening.

The federal school nutrition programs administered by the Montana Office of Public Instruction has
approved flexibility to support local communities during COVID-19 school site re-opening. Follow
precautions to ensure the safety of school food service professionals and families by considering the
following guidance:

Food Safety
⮚ For food safety guidance, reference OPI’s Meal Service Procedures During a Pandemic.
⮚ Consider remote meal service options that maximize safety and physical distancing, such as grab
and go breakfasts and lunches. Reference OPI’s Planning Checklist for Remote Meal Service.
o No self-serve stations or buffets.
o Staff wear masks and gloves while interacting with individuals.
o Establish hours of operation that allow for facility occupancy that meets physical
distancing requirements.
o Develop traffic flow patterns and seating arrangements for each venue.
o Adopt school breakfast in the classroom strategies for lunch.
o Designate entrances for those leaving campus for lunch.

⮚ Consult with your local health department to develop an approved meal service plan for
individual school sites.
⮚ For additional school meal service options and considerations, reference OPI’s Planning Checklists
for a) Meals Delivered to and Eaten in the Classroom; b) Meals Served in the Cafeteria and Eaten
in the Classroom; and c) Meals Served in the Cafeteria
⮚ Identify additional staff to monitor the designated entrance for off-campus lunch students.
⮚ Stay six feet apart from others, including coworkers and families.
⮚ Set up prep stations, work areas, carts, and tables so that people stay six feet apart.
⮚ Wash hands frequently using proper handwashing methods.
⮚ Sanitize hands when hand washing is not possible.
⮚ Wear disposable gloves and change them frequently.
⮚ Wear aprons that are single-use or laundered daily.
⮚ Clean and sanitize high-touch surfaces regularly.
⮚ Follow CDC recommendations on using face masks and hand hygiene.

29
Flexibilities Available to Schools
Federal waiver information:
The OPI has applied, received, and is continuing to seek flexibility through waivers under the Elementary
and Secondary Education Act (ESEA) of 1965 as amended as the Every Student Succeeds Act (ESSA) in
2015. The 2020 and pending state and federal waivers are important as they provide school districts
with some relief and the ability to focus locally on the basic educational services and needs of students.

To date, the OPI has received waivers for the following requirements (see the USED Waiver Granted
Letter):
▪ Assessment requirements in section 1111(b)(2) for the school year 2019-2020.
▪ Accountability and school identification requirements in sections 1111(c)(4) and 1111(d)(2)(C) -
(D) that are based on data from the 2019-2020 school year.
▪ Report card provisions related to assessments and accountability in section 1111(h) based on
data from the 2019-2020 school year.
Additionally, the OPI received approval for the Fiscal Flexibility waiver, which provides flexibility in the
use of funds and other requirements covered under ESEA including the Title I, Parts A–D, Title II, Title III,
Part A, Title IV, Parts A–B, and Title V programs.

The Montana Waivers page is intended to provide information to the public on what the waivers mean
today, and in the future, and how the public can engage in the discussion through the Public Comment
Process.

Pursuit of additional flexibilities

The Montana FLEX 2020 task force provided recommendations for flexibilities to pursue which may
reduce policy burden or provide relief to schools. The final recommendations from the Task Force were
within five focus areas:

• Strengthening existing policy flexibility
• Evaluating progress and impact of state graduation, credit, funding, licensure, and accreditation
policies
• Maximizing flexibilities in assessment, accountability, and reporting systems
• Fostering and supporting local innovation
• Leveraging federal flexibilities and resources

Task Force members and OPI staff outlined draft action plans to consider why, what, when, how, and
who could implement the new flexibilities that were identified as crucial-do now. Those draft plans are
in the Montana Flex2020 Task Force Report: Recommended New Flexibilities report located at this link.

30
Additional Resources
Social, Emotional, and Behavioral
OPI School Mental Health
• Use the resources on this page to learn more about resources and supports for promoting
school mental health.

ASCA and NASP School Reentry Considerations: Supporting Student Social and Emotional Learning and
Mental and Behavioral Health Amidst COVID-19
• A document from the American School Counselor Association and the National Association of
School Psychologists with recommendations for supporting student social and emotional
learning and mental and behavioral health amidst COVID-19.

Trauma-Informed Care for Schools Before, During and After Emergency Events
• Presentation from the Readiness and Emergency Management for Schools technical assistance
center, covering (a) Trauma and Retraumatization, (b) Manifestations of Trauma in Students, (c)
Trauma-Informed Approach, and (d) Considerations for Preparedness Planning.

Addressing Barriers to Learning: Plan ahead to support the transition back of students, families, and staff
• The Center for Mental Health in Schools and Student/Learning Supports quarterly e-journal from
Summer 2020 focused on school reopening for Fall 2020.

CASEL Leveraging SEL as you Prepare to Reopen and Renew your School Community
• In this guide, CASEL shares a framework with actionable recommendations to help school
leadership teams plan for the SEL needs of all students and adults during the upcoming
transition into summer and the beginning of the new school year. While this guidance is written
for school leadership teams, states and districts will play critical roles in ensuring schools have
the resources, support, and guidance needed to carry out these actions. This guide positions SEL
as a critical underpinning to the success of overall transition planning, recognizing school leaders
have multiple other considerations for reopening schools, including academics, operations,
access to technology, and physical health.

CDC Checklist for Parents
• Parents can use this guide to help protect your family from COVID-19 by practicing and
promoting everyday healthy habits. If an outbreak occurs in your community, your school may
dismiss students to prevent further spread of the virus. Use this checklist to plan and take action
if COVID-19 outbreak occurs in your community.

CDC Checklist for Teachers
• Teachers can use this checklist to plan and take action if COVID-19 outbreak occurs in your
community.
Acceptable Use of Technology and Online Ethics
Montana Department of Justice: Students and Technology
• An article outlining safety precautions teachers should take regarding students and technology.

Appendices: 31
Great Falls: Computer Acceptable Use and Internet Agreement
• An example of acceptable use and an internet agreement.

Communication
OPI Family and Community Engagement
• The home page for OPI Family and Community Engagement resources.
Equity
OPI Empowerment and Equity Resources

Academic Programming
Remote learning Platforms
OPI Online Learning Resource Page
EdReport’s Instructional Materials During Remote Learning: Reflection and Planning Tool
• Use this tool to reflect on the availability, accessibility, and use of high-quality instructional
materials to ensure your district has what it needs for re-entry in the fall and the return to in-
person learning in the future.

TNTP Learning Acceleration Guide
• The New Teacher Project created the following guidance, organized around a few key questions,
to help school and district stakeholders responsible for learning acceleration planning::
o How do we create a plan to accelerate student learning?
o How do we accelerate student learning in the next two years?
o What other challenges should we be anticipating as we plan to accelerate student
learning?
Student Assessment
KY: COVID-19 Considerations for Reopening Schools Evaluating Students’ Academic Readiness
• Kentucky guide for how to identify student gaps in learning and need.

Physical and Structural Safety
Physical Health
FERPA and the Coronavirus Disease 2019 (COVID-19)
• The purpose of this guidance is to answer questions that school officials may have had
concerning the disclosure of personally identifiable information from students’ education
records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).

Physical Distancing
CDC recommendations on social distancing

Guidance for Opening up High School Athletics and Activities
National Federation of State High School Associations guidance for High School Athletics

Montana High School Association (MHSA) May 18-19 Board Decisions related to Athletics
The guidance addresses the waiver of bricks and mortar requirement, incomplete extensions for
eligibility, and Music Festival changes for the 2020-21 school year.

Appendices: 32
Appendix A: Governor’s Guidance on Reopening Montana’s Schools:
April 22, 2020
Guidance for the Phased Reopening of Montana, Phase One

Montana Reopening the Big Sky Phased Approach

Appendix B: CDC Guidance for Resuming School
Considerations for Schools
Updated May 19, 2020

Appendices: 33
Appendix C: Existing Flexibilities/Innovations in Code and Rules
FLEXIBILITY FINANCIAL PROGRAMMATIC LINK
1 Personalized/proficiency-based 20-9-311 (4) (d) 10.55.906 (3) & (4) Proficient
learning both at the individual Student
level and as an exception to Guidance
aggregate hours of instruction
2 Offsite learning is specifically 20-1-101 (5)(14)
authorized as a means of meeting
the aggregate hours of instruction 20-7-118
and generating ANB
3 Trustees have the authority to 20-10-101
use transportation funds through
individual contracts with offsite
learning students’ families, to
reimburse the cost of meals
(“board and room” is what the
statute provides) and provision of
correspondence (aka offsite)
courses
4 Use of the tuition fund to cover Tuition
the full costs of IDEA that are not 20-5-324 (5)(a)(iii) Calculator link
funded by (general fund budget coming
per pupil + state and federal
special education payment)
5 The authority to enroll and admit 20-5-101(3)
children under the age of 5 and
generate ANB when there are
exceptional circumstances in the
discretion of the trustees that
merit waiver of the age
requirement
6 The authority to continue to 20-5-101 10.55.906(1)
serve and generate ANB from a
student who has graduated but
who has not yet reached the age
of 19
7 Eligible use of Adult Education 20-7-701
funds for anyone who is 16 years
of age or older who is not a
regularly enrolled full-time pupil
of the district.
8 Multi-district agreements 20-3-363
9 Transfer and flexible use of state 20-9-208
funds

Appendices: 34
10 Transfers for school safety 20-9-236; 20-9-
502; 20-9-525
11 Look back allowance 20-9-308
12 Non-voted increases of base 20-9-308(2)(b).
general fund by borrowing $$
from non-voted levies
13 Ability to leverage major 20-9-471; 20-9-
maintenance funds for loans from 525(2)
the Board of Investments or the
private sector
14 Flexibility to transfer donated 20-9-604
funds that were not earmarked
Note: The identified flexibilities were provided by The Montana School Boards Association’s Executive Director, Lance Melton.

Appendices: 35
Appendix D: Montana Public Education Center (MT-PEC) Guidance for
School Reopening
● MT-PEC partners developed Back to School: A Roadmap for Safely Reopening Montana's Public
Schools using Emergency School District Policies to assist public school leaders in preparing for
the start of the 2020-2021 school year.
o Model Emergency Policy 1900 Series can aid districts in selecting and adopting
appropriate policies and options that will enhance and support school district
operations (Montana Public Education Center).
▪ Examples of Adopted 1900 series policies.
● Clinton Elementary School District
● Missoula County Public Schools

Appendix E: Montana University System (MUS) Healthy Fall 2020:
Planning Guidelines for Campuses

MUS Healthy Fall 2020: Planning Guidelines for Campuses

Appendices: 36
Appendix F: Montana Flex and Learn Task Force Member List
Flex2020 Task Force Members
● Task Force Facilitator: Dr. Julie Murgel, The OPI ESSA Accountability Director
● Representative Bruce Grubbs, Education Interim Committee
● Tammy Lacey, The Board of Public Education Vice-Chair
● Peter Donovan, The Board of Public Education Executive Director
● Lance Melton, The Montana School Boards Association Executive Director
● Kirk Miller, School Administrators of Montana Executive Director
● Dianne Burke, Montana Quality Education Coalition Executive Director
● Tracy Moseman, The OPI Chief Program Officer
● Kristine Thatcher, The OPI Director of Licensure
● Dustin Shipman, Big Sky Schools Superintendent
● Allison Evertz, Joliet Public Schools Superintendent
● Tom Korst, Hamilton Public Schools Superintendent
● Laurie Barron, Evergreen Schools Superintendent
● Corinna Guardipee-Hall, Browning Schools Superintendent
● Loverty Erickson, Wolf Point Schools Superintendent
● Kim Anthony, Billings Public Schools K-8 Executive Director
● Jon Martin, Noxon Schools Superintendent
● Jon Konen, Great Falls Public Schools Principal
● Godfrey Saunders, Belgrade Public Schools Superintendent
● Wade Sundby, Glasgow Public Schools Superintendent
● Greg Dern, Roy Public Schools Superintendent
● Heather Hoyer, Great Falls Public Schools Assistant Superintendent
● Joe Steele, St. Regis Public Schools Superintendent
● Monte Silk, Sidney Public Schools Superintendent
● Dinny Bennett, Forsyth Public Schools Superintendent
● Les Meyer, Fairfield Public Schools Superintendent
● Tobin Novasio, Lockwood Public Schools Superintendent
● Sharyl Allen, The OPI Deputy Superintendent
● Anne Bauer, Project Manager at the OPI
● Lona Running Wolf, Director of American Indian Student Achievement at the OPI
● Jason Butcher, Outreach Director, Reach Higher Montana
● Heather Jarrett, Reed Point Public Schools Superintendent
● Mike Perry, Hot Springs Public Schools Superintendent
● Pad McCracken, Montana Legislative Education Interim Committee Staff Member

Appendices: 37
Montana LEARN 2020 TASK FORCE
• Meghan Ascheman – Billings Parent & Special Needs Assistant
• Anna Baldwin – Arlee School Grants Manager & 2014 MT Teacher of the Year
• Molly Barta – Billings CTE Teacher
• Thomas Baty – Helena High School Fine Arts Teacher
• Sandra Beal – Ronan Middle School Principal
• Chad Berg – Bozeman Special Education Director
• Laurie Bishop – Livingston Legislator & Afterschool Alliance Director
• Dana Bremner – Browning Elementary Teacher
• Kim Chouinard – Yellowstone Boys and Girls Ranch
• Alyssa A. Cliver – Golden Triangle Curriculum Cooperative Director
• Paige Cooper-Cole – Plevna Guidance Counselor & Art Teacher
• Susan Davis – Belgrade Elementary English Learner Coordinator
• Tylene Eaton, RN – Prairie County Health Department
• Laurie Enebo – Glasgow Middle School Social Studies Teacher
• Jennifer Erdi Hickok – Colstrip Special Education Director
• Kelly Fedge DuBose – Bozeman Parent & Decoding Dyslexia CEO
• McCall Flynn – Education Policy Advisor to Governor Bullock
• Bob Griffith – Great Falls Education Association
• Bruce Grubbs – Bozeman Legislator
• Reginald Hageman – Helena High Health Enhancement Teacher & SHAPE MT
• Krista Hertz – Education Foundation for Billings Public Schools Director
• Dylan Huisken – Bonner Social Studies Teacher & 2019 Teacher of the Year
• Anne Keith – Board of Public Education
• Connie Keogh – Missoula Legislator
• Ellen Livers – Shodair Children’s Hospital
• Lorie Martinez – Columbus Family & Consumer Science & PE Teacher
• Kristina McGee – Glasgow High School English Teacher
• Ben Meyer – Stevensville School Board Trustee
• Haley Moseman – Capital High School Student
• Kelley Myer – Livingston Elementary Teacher
• Gary Myers – Helena School Technology Coordinator
• Sara Novak – Great Divide Special Education Cooperative Director
• Patrice O’Loughlin – Hardin School Nutrition Director
• Tricia Owens – Missoula Elementary Teacher
• Merrick Parnell – Power High School Social Studies Teacher
• J.R. Pierce – Sheilds Valley High School Agriculture Education Teacher
• Bianka Rock Above – Pryor Principal
• Linda Rost – Baker High Science Teacher & 2020 MT Teacher of the Year
• Sheryl Scheafer – Montana PTA President
• Mike Tatsey – Heart Butte Superintendent
• Brooke Taylor – Billings High School Math Teacher
• Lorie Thex – Ashland Elementary Teacher
• Sarah Urban – Helena High School Science Teacher

Appendices: 38
• Sue Vinton – Billings Legislator
• Christy Wright – Wyola Schools Superintendent

Office of Public Instruction Facilitators:

• Colet Bartow – Content Standards and Instruction Division Administrator
• Camille Biazzo –: Assistant School Nutrition Director
• Carli Cockrell – Professional Learning Coordinator
• Susan Court – Youth Risk Behavior Survey Coordinator/Health Enhancement
• Marisa Graybill – Mathematics Instructional Coordinator
• Dick Trerise - Assistant Special Education Director
• Donnie Wetzel, Jr. - Indian Education for All Program Manager
• Holly Mook - Coordinated School Health Unit Director
• Dylan Klapmeier- OPI Communications Director

This document was prepared by Jacob Williams with Education Northwest and Tammy Lysons with
the Montana Office of Public Instruction

Appendices: 39
OTL Results
OTL Student
May 21, 2021 10:45 PM MDT

What grade are you in?

0 100 200 300 400 500 600 700 800

# Field Choice Count

1 3 10.03% 470

2 4 10.74% 503

3 5 13.96% 654

4 6 16.03% 751

5 7 9.42% 441

6 8 9.84% 461

7 9 9.65% 452

8 10 8.67% 406

9 11 7.69% 360

10 12 3.97% 186

4684

Showing rows 1 - 11 of 11
So far during this school year, I have been in school in-person

a. All or most the
time

b. More than half of
the time

c. About half of the
time

d. Less than half of
the time

e. Rarely or never

0 500 1000 1500 2000 2500 3000

# Field Choice Count

1 a. All or most the time 67.07% 3142

2 b. More than half of the time 15.33% 718

3 c. About half of the time 7.88% 369

4 d. Less than half of the time 5.12% 240

5 e. Rarely or never 4.61% 216

4685

Showing rows 1 - 6 of 6
How many times did a quarantine require you to stay home from in-person learning at

school?

a. Not at all--0 times

b. 1 time

c. 2 or more times

d. I learned online
only

0 200 400 600 800 1000 1200 1400 1600 1800

# Field Choice Count

1 a. Not at all--0 times 24.73% 1155

2 b. 1 time 35.29% 1648

3 c. 2 or more times 35.57% 1661

5 d. I learned online only 4.41% 206

4670

Showing rows 1 - 5 of 5
Q6 - During the times I was learning from home or remotely, and was not in a school,

b. I learned virtually
or online

c. I completed paper
worksheets and packets
that were sent home

d. Both b and c

a. I was almost always
at school in-person

0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400

# Field Choice Count

1 b. I learned virtually or online 27.56% 1285

2 c. I completed paper worksheets and packets that were sent home 5.41% 252

3 d. Both b and c 20.23% 943

4 a. I was almost always at school in-person 46.80% 2182

4662

Showing rows 1 - 5 of 5
Learning this year felt like learning any other year

35% 65%
a. Agree b. Disagree

a. Agree b. Disagree

# Field Choice Count

1 a. Agree 35.06% 1635

2 b. Disagree 64.94% 3029

4664

Showing rows 1 - 3 of 3
The social distancing requirements, sanitizing, and having to wear a mask made it harder

to learn

59% 41%
a. Agree b. Disagree

a. Agree b. Disagree

# Field Choice Count

1 a. Agree 59.38% 2766

2 b. Disagree 40.62% 1892

4658

Showing rows 1 - 3 of 3
How much have you learned this year compared to typical school years?

a. a lot more this
year

b. a little more this
year

c. as much this year
as any other year

d. a little less this
year

e. a lot less this
year

0 200 400 600 800 1000 1200 1400

# Field Choice Count

1 a. a lot more this year 20.34% 945

2 b. a little more this year 18.11% 841

3 c. as much this year as any other year 30.25% 1405

4 d. a little less this year 23.60% 1096

5 e. a lot less this year 7.71% 358

4645

Showing rows 1 - 6 of 6
On the days I participated in learning virtually…

a. I had online or
recorded lessons more
often

b. I had live lessons
with my teacher more
often

c. I had the same
amount of live
lessons with my
teacher as online or
recorded lessons

d. I was almost
always at school
in-person

0 200 400 600 800 1000 1200 1400 1600 1800 2000

# Field Choice Count

1 a. I had online or recorded lessons more often 25.30% 1168

2 b. I had live lessons with my teacher more often 21.07% 973

3 c. I had the same amount of live lessons with my teacher as online or recorded lessons 11.50% 531

4 d. I was almost always at school in-person 42.13% 1945

4617

Showing rows 1 - 5 of 5
On the days I participated in learning virtually…

a. My teacher(s) were
available to help me
most of the time or
whenever I needed
help.

b. My teacher(s) were
available to help me
some of the time when
I needed help.

c. I had a tough time
getting individual
help from a teacher
when I needed help.

d. My learning was
almost always
in-person

0 200 400 600 800 1000 1200 1400 1600

# Field Choice Count

1 a. My teacher(s) were available to help me most of the time or whenever I needed help. 35.05% 1620

2 b. My teacher(s) were available to help me some of the time when I needed help. 23.00% 1063

3 c. I had a tough time getting individual help from a teacher when I needed help. 14.65% 677

4 d. My learning was almost always in-person 27.30% 1262

4622

Showing rows 1 - 5 of 5
I had good internet access

a. Always

b. Almost always

c. Sometimes

d. Almost never

e. Never

0 200 400 600 800 1000 1200 1400 1600 1800 2000

# Field Choice Count

1 a. Always 35.80% 1643

2 b. Almost always 41.38% 1899

3 c. Sometimes 19.48% 894

4 d. Almost never 1.87% 86

5 e. Never 1.46% 67

4589

Showing rows 1 - 6 of 6
Q13 - The computer, Chromebook, or tablet that connected to the internet that I used

was also shared with someone else.

a. Always

b. Almost always

c. Sometimes

d. Almost never

e. Never

f. I didn’t have a
computer,
Chromebook, or
tablet, or I did but
it didn’t connect to
the internet.

0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200

# Field Choice Count

1 a. Always 13.86% 635

2 b. Almost always 8.06% 369

3 c. Sometimes 16.75% 767

4 d. Almost never 13.03% 597

5 e. Never 46.29% 2120

6 f. I didn’t have a computer, Chromebook, or tablet, or I did but it didn’t connect to the internet. 2.01% 92

4580

Showing rows 1 - 7 of 7

End of Report
OTL Results
OTL Teacher
May 23, 2021 9:19 PM MDT

What grade(s) do you teach? Select all that apply.

0 20 40 60 80 100 120 140 160 180 200 220

# Field Choice Count

4 PK 1.18% 26

5 K 6.54% 144

6 1 6.81% 150

7 2 6.54% 144

8 3 6.99% 154

9 4 7.85% 173

10 5 7.22% 159
# Field Choice Count

11 6 7.26% 160

12 7 6.99% 154

13 8 7.31% 161

14 9 9.21% 203

15 10 9.12% 201

16 11 8.62% 190

17 12 8.35% 184

2203

Showing rows 1 - 15 of 15
So far during this school year, I have been able to instruct students in-person:

all or most of the
62.76%
time

more than half of the
12.24%
time

about half the time 4.82%

less than half the
13.80%
time

rarely or never 6.38%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%

# Field Choice Count

1 all or most of the time 62.76% 482

2 more than half of the time 12.24% 94

3 about half the time 4.82% 37

4 less than half the time 13.80% 106

5 rarely or never 6.38% 49

768

Showing rows 1 - 6 of 6
How many times were you required to switch from in-person instruction to remote

learning due to potential COVID exposure (e.g., Due to you or another teacher being

exposed, too many student cases, school being closed,)?

2 or more

my school
didn’t have
in-person
learning

0 50 100 150 200 250 300

# Field Choice Count

1 0 22.77% 174

2 1 40.18% 307

3 2 or more 35.08% 268

4 my school didn’t have in-person learning 1.96% 15

764

Showing rows 1 - 5 of 5
During the times I had to instruct students from home or remotely, I provided students

with:

Virtual or online
coursework

I provided worksheets
and packets that were
sent home

Both

My instruction took
place in-person

0 50 100 150 200 250 300 350

# Field Choice Count

4 Virtual or online coursework 37.84% 288

5 I provided worksheets and packets that were sent home 5.26% 40

6 Both 45.73% 348

7 My instruction took place in-person 11.17% 85

761

Showing rows 1 - 5 of 5
How many of your students were able to access recorded lessons online without any

issues?

a. All of my students

b. Most of my
students

c. At least half of
my students

d. Fewer than half
of my students

e. I did not have the
opportunity to
provide recorded
lessons

0 50 100 150 200 250 300

# Field Choice Count

1 a. All of my students 14.21% 107

2 b. Most of my students 39.58% 298

3 c. At least half of my students 14.87% 112

4 d. Fewer than half of my students 8.63% 65

5 e. I did not have the opportunity to provide recorded lessons 22.71% 171

753

Showing rows 1 - 6 of 6
How many of your students were able to access live lessons without any problem?

a. All of my students

c. At least half of
my students

d. Fewer than half
of my students

b. Most of my
students

e. I did not have the
opportunity to
provide live lessons
virtually

0 50 100 150 200 250 300 350

# Field Choice Count

1 a. All of my students 12.48% 94

2 c. At least half of my students 15.14% 114

3 d. Fewer than half of my students 10.89% 82

4 b. Most of my students 43.29% 326

5 e. I did not have the opportunity to provide live lessons virtually 18.19% 137

753

Showing rows 1 - 6 of 6
How many of your students were generally engaged in their learning during your live

lessons?

a. All of my students

b. Most of my
students

c. At least half of
my students

d. Fewer than half
of my students

e. I did not have the
opportunity to
provide live lessons
virtually

0 20 40 60 80 100 120 140 160 180 200 220 240

# Field Choice Count

1 a. All of my students 5.06% 38

2 b. Most of my students 31.42% 236

3 c. At least half of my students 25.97% 195

4 d. Fewer than half of my students 22.37% 168

5 e. I did not have the opportunity to provide live lessons virtually 15.18% 114

751

Showing rows 1 - 6 of 6
How much do you believe your students learned this year compared to a typical school

year?

a. I feel like most
of my students
learned more this
year compared to any
other year

b. I feel like most
of my students
learned as much this
year as any other
year

c. I feel like most
of my students
learned less this
year compared to
other years

0 50 100 150 200 250 300 350 400 450

# Field Choice Count

1 a. I feel like most of my students learned more this year compared to any other year 3.59% 27

2 b. I feel like most of my students learned as much this year as any other year 37.72% 284

3 c. I feel like most of my students learned less this year compared to other years 58.70% 442

753

Showing rows 1 - 4 of 4
On the days I participated in learning virtually…

a. I used recorded
(asynchronous)
lessons more often
than live
(synchronous)
lessons with my
students
b. I used recorded
(asynchronous)
lessons about as
often as live
(synchronous)
lessons with my
students
c. I used recorded
(asynchronous)
lessons less often
than live
(synchronous)
lessons with my
students

d. My learning was
almost always
in-person

0 20 40 60 80 100 120 140 160 180 200 220 240 260 280

# Field Choice Count

1 a. I used recorded (asynchronous) lessons more often than live (synchronous) lessons with my students 22.72% 169

2 b. I used recorded (asynchronous) lessons about as often as live (synchronous) lessons with my students 13.71% 102

3 c. I used recorded (asynchronous) lessons less often than live (synchronous) lessons with my students 27.69% 206

4 d. My learning was almost always in-person 35.89% 267

744

Showing rows 1 - 5 of 5
On the days I taught virtually, my students were able to request individual help from me:

a. All of the time or
whenever they needed
help.

b. Most of the time

c. Some of the time

d. My students
learning took place
in-person

0 50 100 150 200 250 300 350 400

# Field Choice Count

1 a. All of the time or whenever they needed help. 51.34% 384

2 b. Most of the time 23.53% 176

3 c. Some of the time 9.76% 73

4 d. My students learning took place in-person 15.37% 115

748

Showing rows 1 - 5 of 5
In general, from what you could tell, how many of your students had access to a physical

environment that allowed them to focus on their learning?

a. All of my students

b. Most of my
students.

c. At least half of
my students

d. Fewer than half of
my students

e. Instruction for my
students was almost
always in-person

0 20 40 60 80 100 120 140 160 180 200 220 240

# Field Choice Count

1 a. All of my students 7.45% 56

2 b. Most of my students. 27.93% 210

3 c. At least half of my students 30.32% 228

4 d. Fewer than half of my students 21.28% 160

5 e. Instruction for my students was almost always in-person 13.03% 98

752

Showing rows 1 - 6 of 6
In general, it appeared that an adult was available most the time if my students needed

help with remote learning.

a. This was true for
all of my students

b. This was true for
most of my students

c. This was true for
at least half of my
students

d. This was true for
fewer than half of my
students

e. Instruction for my
students was almost
always in-person

0 20 40 60 80 100 120 140 160 180 200 220 240 260

# Field Choice Count

1 a. This was true for all of my students 6.11% 46

2 b. This was true for most of my students 19.79% 149

3 c. This was true for at least half of my students 24.57% 185

4 d. This was true for fewer than half of my students 33.47% 252

5 e. Instruction for my students was almost always in-person 16.07% 121

753

Showing rows 1 - 6 of 6
Teaching my students this year felt like teaching any other year.

a. Strongly agree

b. Agree more than
disagree

c. Disagree more than
agree

d. Strongly disagree

0 50 100 150 200 250 300 350

# Field Choice Count

1 a. Strongly agree 3.88% 29

2 b. Agree more than disagree 18.47% 138

3 c. Disagree more than agree 34.27% 256

4 d. Strongly disagree 43.37% 324

747

Showing rows 1 - 5 of 5
The social distancing requirements, sanitizing, and having to wear a mask made it more

difficult to teach my students this year.

a. Strongly agree

b. Agree more than
disagree

c. Disagree more than
agree

d. Strongly disagree

0 50 100 150 200 250 300 350

# Field Choice Count

1 a. Strongly agree 47.04% 349

2 b. Agree more than disagree 30.46% 226

3 c. Disagree more than agree 17.65% 131

4 d. Strongly disagree 4.85% 36

742

Showing rows 1 - 5 of 5
I received helpful professional learning opportunities to help me provide high-quality in-

person instruction while socially-distanced and masked.

a. Strongly agree

b. Agree more than
disagree

c. Disagree more than
agree

d. Strongly disagree

0 20 40 60 80 100 120 140 160 180 200 220 240 260 280 300

# Field Choice Count

1 a. Strongly agree 12.28% 91

2 b. Agree more than disagree 37.52% 278

3 c. Disagree more than agree 33.60% 249

4 d. Strongly disagree 16.60% 123

741

Showing rows 1 - 5 of 5
Teaching my students remotely this year was:

a. Much more
diﬃcult than
teaching in-person

b. Somewhat more
diﬃcult than
teaching in-person

c. About the same
level of diﬃculty
as teaching in-person

d. Somewhat easier
than teaching
in-person

e. Much easier than
teaching in-person

0 50 100 150 200 250 300 350 400 450 500

# Field Choice Count

1 a. Much more diﬃcult than teaching in-person 63.26% 458

2 b. Somewhat more diﬃcult than teaching in-person 26.93% 195

3 c. About the same level of diﬃculty as teaching in-person 5.94% 43

4 d. Somewhat easier than teaching in-person 2.49% 18

5 e. Much easier than teaching in-person 1.38% 10

724

Showing rows 1 - 6 of 6
For the days that I was responsible for offering remote instruction, I had good internet

access:

a. All of the time

b. Most of the time

c. At least half of the
time

d. Less than half of
the time

0 50 100 150 200 250 300 350

# Field Choice Count

1 a. All of the time 40.08% 291

2 b. Most of the time 49.59% 360

3 c. At least half of the time 6.61% 48

4 d. Less than half of the time 3.72% 27

726

Showing rows 1 - 5 of 5
I received helpful professional learning opportunities to help me provide high-quality

remote instruction for my students this year.

a. Strongly agree

b. Agree more than
disagree

c. Disagree more than
agree

d. Strongly disagree

0 20 40 60 80 100 120 140 160 180 200 220 240 260 280 300

# Field Choice Count

1 a. Strongly agree 11.28% 82

2 b. Agree more than disagree 37.69% 274

3 c. Disagree more than agree 33.98% 247

4 d. Strongly disagree 17.06% 124

727

Showing rows 1 - 5 of 5

End of Report
Stakeholder Engagement Full Report
Stakeholder Engagement
May 21st 2021, 9:40 pm MDT

1. Throughout the pandemic and with all the barriers and challenges that covid brought,
what were the most effective strategies that your district did to support the needs of
your students? Drag and drop each option to rank each in order of relevance/importance.
(The lower the mean, the higher the rank. The top answers are highlighted.)

# Mean

1 Facility Improvement: improve indoor air quality, reconfiguring space, adding plexiglass, etc. 6.05

2 Student engagement monitoring and outreach 4.52

3 Meal provision 4.45

4 Social-emotional supports and wellness strategies 6.63
Mental health services and supports for suicidal ideation, anxiety, depression, and other serious
5 7.80
mental illnesses
6 Extended learning 7.22

7 Internet connectivity 6.12

8 Internet-enabled devices 5.63

9 Services to families 7.62

10 Using high-quality, reliable assessments 10.42

11 Using high-quality instruction 7.63

12 Teacher and staff support 7.25

13 Professional development 10.32

14 Other 13.34
2. If you answered "Other" to the question above, please explain here.

If you answered "Other" to the question above, please explain here.

Schools were incredibly unprepared and did not really adapt well much to our kids detriment.

Public funds for public schools, please!

Early education supports, like preschool
There was a great deal of effort it in to just keeping our schools open regardless of the strain it put on faculty and
staff. Many staff received zero planning or even a break from duties for days, weeks, or the entire year. A plus is
the students and families o flour district be fitted, but the people on the front line, mailmly teachers and support
staff paid the price and are completely drained and fatigued with no support. And-there was zero finacial relief for
people that truly went the extra mile. We were not even able to fill most of mount”Covid” positions. Therefore,
we just made due.
We were able to keep kids in school all year and they were able to play sports and other activities. We also
provided remote options for students.
Facilities is at the bottom but we are trying to move it to the top by using funds to build/finish our elementary and
upgrades to our HS
configuring classrooms so that we could have in-school learning

Investing in Student Age Child Care for parents needing to work full time+

Opening the schools with safety protocols/cleaning in place.

Mask mandate and lowering class size so we could continue in person learning.
Specifically, use the evidence based PAX Good Behavior Game for PD and implementation into every K-8 school in
the state.
Anti-bias teaching and learning that raises awareness of domestic extremism

There is no way to identify which is a person's #1 rank. My no. 1 ranked is #5.

Pre-school expansion and summer school mini classes

I don't know anything about it.

Nothing to help besides environmental changes

Provide some funding to Special Services Co-operatives to assist with providing Special Education support
I feel that they did very little. Other than a gallon of hand sanitizer and a mask, last minute planning and then
giving little time to prepare for the classroom. I would give our school district a F. I would give or school
administers A- for their efforts
Staying in contact with Families and keeping them informed of student progress and any changes to the
instructional plan and setting.
Meal Provision

other
Mask and germ protection

there all good answers
Quite a few of these were not offered by the district so the rankings will be incorrect here. We only did the first 3-
4. The rest should not be ranked!
With COVID funds, I was able to hire an extra person to sanitize surfaces every hour. I was also able to buy
materials to help teachers sanitize within their classrooms on a regular basis.
cleaning supplies
We did the best we could and internet availability and Chromebooks aided in what was needed for faculty and
students
This question reflects what the district did, not what I think was most important to address. We needed more
tools to monitor students and teacher and staff support in meeting the needs of students.
Added staff to reduce class size and had students in chorts.

My children were only impacted by 1-4. We did not note impacts from the other options.

Student-Centered Instruction
3. In order of most to least important, rank the top issues currently facing students as a
result of the pandemic. Drag and drop each option to rank each in order of
relevance/importance.

# Mean

1 Safe learning environment 5.05

2 Healthy learning environment 5.52

3 Access to food and other basic needs 5.59

4 Loss of instructional time 4.66

5 Access to afterschool and summer school programming 7.35

6 Creating or expanding activities or enrichment opportunities designed to improve engagement 6.80

7 Problems accessing remote instruction 7.48
Mental health services and supports for suicidal ideation, anxiety, depression, and other serious
8 5.69
mental illnesses
9 Social/emotional support 5.53

10 Family supports 8.18

11 Staff well-being 6.78

12 Staff professional development 9.69

13 Other 12.72
4. If you answered "Other" to the question above, please explain here.

If you answered "Other" to the question above, please explain here.

Learning loss due to lack of preschool options

Healthy Open-minded Learning

student engagement

This doesn't allow us to rank them. It only allows us to choose one.

Performing arts were hamstringed by the pandemic - students have limited performance opportunities

Your instructions are NOT clear

social/emotional support

we all go threw stuff

quality curriculum materials that have an on-line component

obesity and fitness...our average weight gain over covid was 25# per student. One 3rd grade child gained 71#

1-4 are the top issues for my children. The other items are not important to our family.

Adaptation to the new normal
5. For each of the following subgroups of students enrolled in your school, please identify
the top 3 highest priority needs for the 2021-2022 school year. If a subgroup is not
enrolled or you do not know if that subgroup is enrolled, please put N/A.
6. What tools and strategies are you using to support social, emotional, and mental
health needs of students?

One on one instruction and support, mindfulness, safe & healthy outlets for expression of emotions

Use of wraparound facilitators and school-based mental health therapist; family visits

teachers, specials teachers, other parents

N/A

teachers having professional development to help, wrap around services

Asking them if they would like to see an HPDP counselor.

Additional Staff, Additional Counseling resources from IHS and OPI

Wraparound Facilitators

Contracted With Open Door Inc.

Not anything more than we previously had in place- access to counseling department

Just being kind when interacting with them

Counseling services and the school and a referral system.

Referring students to partner agencies for help

developing relationships with students to be able express concerns

School

One on one zoom meetings.

All Nations Health Center Behavior Health Dept.

Culturally responsive pedagogy: smudging ( miagasike), sweat lodge ( mahtotsahnikamik)

Social emotional learning lessons.

miahkahsikahn- mahtotsahnikahmik- sahkitowin

Second step advisory curriculum

Encouraging students to participate in extracurricular activities
We are being aware to have SEL as part of our MTSS process. We have a solid Tier 1 curriculum of Second Step
we are utilizing. Our school counselor is also redefining her role to help support students as much as possible.
Teacher training in new methods using IT, synchronous and asynchronous teaching

Weekly check-ins with onsite and online learners and families.
Guidance classes as part of specials rotation.

Education, adult support to youth, specific activities

not enough one counselor for whole school

letting them know I am there, constant follow up
Professional Development for staff in SEL, SEL activities implemented a minimum of 2 times/day, class climate and
culture structured to promote SEL, conselors and local professionals as support
When placing graduates of our MA Counseling programs, a lack of funding sources from schools is preventing
their full-time hire to provide social, emotional, and mental health needs for students.
Reaching out to students and their families.
We conduct SEL group lessons at least twice a week after school. It is loved by the kids. Working on Growth
Mindset
We use books and read alouds to open up discussion. It is our hope to begin discussion with books that students
can relate with. We also use some task cards that describe situations that we can work though.
Sanford Harmony; Positive Action
We have acquired mental health counselors from Yellowstone Boys and Girls Ranch and an independent company
to provide additional counseling services to students.
Our school cut supports this year. I use book studies and class meetings.

School counselor, off-campus licensed counselor
Parent involvement, virtual or phone check ins with students, referrals to mental health providers, referrals to
outside social services organizations
Onsite counselors

Second step online resource/ school psych/counselors

building relationships
No tools really. We see students individually to try to support them and their needs. We seek support and refer
students/families to local clinical providers when necessary
school counselors, CSCT

Define personal relationship

Teaching lessons about social and emotional well being

Responsive Classroom curriculum, PAX, counselors, behavioral coaches, AWARE/CSCT program

Utilize the PAX suite of support services as evidence based practices to support SEL

Support teachers
I totally support programs like Youth Aware of Mental Health, student focused/not gate-keeper programs. Need
more access to mental health professionals.
Teachers need training in how to address and teach student needs.

overworked teachers

Open air activities. Outdoor learning units as weather gets better. Community participation.
Thru discussion with school officials, politicians

Counseling, socializing, caring education. Online efforts, computer equipment to reach out, internet access.

Nothing extra

Online mental health opportunities for students, family and staff

Being flexible, supportive, being there to talk, refer to counselor, get help and assistance.

SEL classroom lessons based on the normal/trauma informed emotional needs of students
I am doing a lot of research and updating of my suicide protocols and trauma awareness. I am working with
students to meet basic needs like coping skills, stress management, and feeling safe.
I spend a lot of time checking on students, whether in the building or at home. I try to find ways to get some
response from them.
Direct instruction of coping skills, practice of those skills in the classroom, additional food/supplies sent home,
team building exercises,
Check in with students, school councillors, extra time on work assignments, self care for teachers and students

We are using our school counselor, and asking teachers to spend time addressing emotional health.

We have hired a mental health company to provide training to staff and student.
Class meetings the join online learners with face-to-face learners, dedicated, consistent online teacher, provision
of counseling services that are in addition to school counselors, teachers and principals made regular phone calls
to at-risk homes and followed-up with home visits and to take food to the house if necessary.
discussion, relaxation/meditation techniques, asking less of them
How you doing discussions, trying to think out of the box for field trips-lessons that are exciting, observation of
students daily - talk with our counselor if needed, extra recesses for breaks from being enclosed in one classroom
too long. Athletics - trying to find activities for students to be physically active out of school and during the
summer to provide more social interaction with healthy decisions, had county extension agent in to teach classes
about nutritional snacks
Continued Tier 1, 2, & 3 interventions provided by the school counselor. (Classroom lessons, groups, individual
counseling). Teachers are also providing many informal accommodations for students and frequently taking them
outside for walks and mask breaks.
We have alta care, and a caring staff; however often times it is those students who do not participate in school-
who need the most help
Funding for enough school psychologists and mental health assistance

School Psychologists, mental health professionals, websites, remote assistance via video.

Increased availability of support staff.
sadly, very little. Referral to counselors. Teachers are available, empathetic, training by Nate Chute foundation
on Suicide awareness
PAX, Zones of Regulation, Morning Meeting model, Check in/check out

Not enough is being done across the school.

School based mental health services for students (referrals)

Counselors, Social emotional lessons, County Health and Mental health counselors
Try to talk to them; read poems; laugh & engage; refer to counselor

Counselors, SOARS Case managers, school psychologists, CSCT Therapists

Listening if they want to talk, asking how I can support them, tailoring services to family needs/ realities

whatever we can find on the internet...and trying to be a kind and listening person in their lives
Utilizing in person and remote learning options still. Offering support through both ends, as a means of teaching
and reteaching materials.
No late penalties (less stress); daily attitude check-ins; funny "meme of the day" to keep spirits up;
nurse/counseling referrals when necessary
Just being at school and going on a normally as we could.
Personal relationships - being aware of where students are at emotionally and what they need; self reporting
forms; contact with families
Our school counselor
The same methods that have been used successfully forever: personal accountability, self respect, positive and
negative reinforcement
Our staff observes and communicates with students that demonstrate "depressive" tendencies and contacts
parents at any time there seems to be a possible chronic issue.
school guidance counselors, online programming (everyday speech), referrals

Social emotional curriculum lessons through out the day

compassion
I don't have a lot of resources in this area therefore, I feel this is an area that needs focus. Currently we have a
councilor for 500+ Kids stretched pretty thin. I also feel I could use some training in this area.
Second Step, a school counselor, referral to outside counselor, information about outside resources

We are using several curriculums, connect and checks, an overworked counselor

Video Games

Teamwork and involving others.

phone and online access

Providing numbers for suicide hotlines and really nothing else.
im helping people to get through there problems by telling them my problems and helping them understand that
there not alone
phone, online access

friends and music

N/A

councelor

I cry myself to sleep

I like to spread kindness and help anyone thats feeling sad of left out.

playing gutiar
Learing to learn diffrent way, and keep checking in

Have support groups

Calming methods

not a lot but brain thiking

PAX training for all staff; a spirit of inclusion (we are all in this together & it is temporary); a full time counselor

trained professionals

We have nothing

DESSA assessment, many students identified, not enough staff or resources to meet their needs

I am using our school counselor.

Zoom meetings with counselors, SPED, classroom teachers
We are currently using 1:1 outside counseling via tele-therapy with kids in need. We also have our school
counselor in classroom with weekly lessons.
Daily whole group social skills instruction for 30 minutes to teach strategies, referrals to mental health providers,
grief groups for students, secondary trauma support for teachers
Social emotional learning

breathing, breaks, discussion, drawing
morning meetings, breathing/calming strategies, Alluvion counseling, school counselor, consistent home/school
communication, social groups, grief groups, whole-school incentives
morning meeting, social groups, grief support

Applying skills from programs like Responsive Classroom, building rapport with both students and their. families

ASCD's Whole Child Initiative
Zones of regulation, Breaks, Support Staff when and if it is ever available, building relationships, Trauma informed
practices
Team building meetings, social reward times, communication with families, increased flexibility with students

Alluvion health and counseling services
Behavior plans, building relationships, creating a safe place, structured calm down activities, positive behavior
incentives, positive reinforcement/ praise, relationships with families, meeting needs for food insecurity, mental
health information, trauma informed practices, physical movement activities
building relationships, behavior plans, creating a safe space to decompress, creating physical movement activities,
structured calm down activities, positive behavior incentives, building relationships with families, meeting food
insecurity needs, giving families information to mental health resources, using trauma informed practices in the
classroom,
Whole school morning meeting, breathing/calming strategies, school counseling lessons directed at mental
health, access to private counseling, family communication, small group social skills groups, grief group, and
whole school incentives
Morning meetings, parent communication, open classroom door

social groups, behavior plans,
Behavior plans, social awareness lessons, community building in the classroom and self regulation strategies.

Social Groups, Social Skills Curriculums, Push in Social Support in the class

Socail groups and Counselors

ICPS, Calm Down Strategies,

technology, morning meetings, people to talk to

morning meetings

We are using the DESSA screener and continuing PD/training on using this tool.

Flexibility, patience, incorporate FUN into every day; art

We have hired a mental health agency to connect with struggling students weekly via the internet.

referring to school based therapist (who is one individual here for one day a week)

creating opportunities for engagement-athletics, clubs, community service, etc.
We are trying to get in speakers and counselors. We are utilizing our local agencies and reaching out for help with
their services.
Increased specific praise for students, counseling options, evidence based interventions, CICO.

DESSA, morning meeting, counseling, Alta Care
The same tools and strategies I have had prior to the pandemic. My district has not provided even an hour of
training or support in dealing with social, emotional, or mental health support of students or staff.
We have a program called CTSC that involves in-school counseling for students with social, emotional, and mental
health. We have a mix of online and in person students, online students do not have access to this.
Counseling

School counselors, AWARE, CSCT, Alluvion Health therapists

n//a

Checking in with the students to see how they are dealing.

Lots of communication with students and parents via email, text or phone.

counselors

Team and personal conference sch conselor

Talking woth students and meeting them where they are at and seeing what they need.

none

CSCT, school counselor and weekly instruction on SEL

compassion

Building relationships, zones of regulation and social emotional lesssons.

Pax Good Behavior Game, Five Traits Social Emotional Curriculum

SEL programs - ex. 2nd Step, dvd's, videos, Positive Action Lessons
Programs such as Second Step, teacher led strategies. We are a small school and are accredited through MSSA
for counseling- though we did have a counselor who had to step away from the duties this year due to Covid. We
tried to have her stay connected with our kids through Google Meets, but the internet at West Glacier School is
SO slow and unreliable that we had to cease those activities as well.
Conscious Discipline

Conscious Discipline

integrating Social/ Emotional instruction in to the curriculum

district programs in place

Counselor is available more, more time to socialize

CSCT, second step, and other programs

DESSA screening tool and full DESSA, Conscious Discipline, Conscious Discipline Feeling Buddies Curriculum

CSCT

Ready 4-K helps staff keep in touch with migratory parents through at texting program

Check In - Check Out, School Counselor, Indian Health Services Behavior Health,
We have allowed counselors to use our school space to visit students at school reducing the travel time and lost
instruction time for them to travel to a counselor and increasing the number of students seeing a counselor. We
have a behavior therapist paid via a grant that works with students and teachers to implement interventions. We
will be using a K-12 SEL curriculum beginning next year.
We are working with Mental Health providers in the community to work on service agreements. The district is
hiring 5 mental health therapists to support targeted schools and sub groups. Social Emotional Curriculum and
Programing
CSCT, additional counseling and teaching various units of social and emotional education to all levels of stuedents.

We have hired a school counselor for next year thanks to the additional funding.

Increased counselors and mental health professionals in schools.

School Counselor, Yoga, PD - Emotional Poverty, PD at a remote location for staff mental reset

Universal DESSA lesson taught daily. Home Visits. Individual Counseling. MTSS. MBI universals.

One-on-one sessions with school psychologist, counselor, and/or teachers

counselors, trauma invested approaches, restorative practices

Presence, listening, purpose coaching
I talk to my daughter and her friends about the stresses at school, I listen to their feelings, we talk about solutions,
I work in conjunction with the school counselor
Encouraging teachers to have opening circles each morning - K-12; opportunities for kids who need additional
attention to feel seen and heard by an adult
Wrap-around provider support

Podding, four day school weeks to give teachers the fifth day for all the e tea work load
7. The ARP ESSER requires new data to be collected to satisfy reporting requirements,
such as about the Mode of Instruction. How would you suggest the OPI engage districts
when thinking about how to collect new data?

Please make an effort to collect data from afterschool programs that aren't specifically contracted with the
district. Those programs are large & well funded/subsidized. If the goal is to serve as many students in as possible
with meaningful engagement, the net must be cast wider.
This survey is helpful.

no idea

N/A

require the minimum data to satisfy requirements, no additional items because someone wants more.

Collect data from students and parents.

Discuss with regional superintendent groups.

Training

Hire additional staff and send them to each school site to personally observe and collect what is needed.

Rarely- if it takes away much instruction time.. if not monthly

unknown

Through e-mail correspondence or surveys.

not sure

look at how the money is spent, assess suicide data, crime data, grades assessment

Ask each district for a breakdown.

Community Assessment

No input

Using screening tools such as the dessa, and decca models

Create a Position: Covid 19 Coordinator

not sure
I think we need to be creative in our data collection manners and ask districts to report out different benchmark
versus just state testing.
Use IT to monitor learning outcomes

Have a list of used curriculum and assessments used by the district.
Integrate into an already existing data collection system rather than creating an entirely new and additional
requirement for reporting.
Be very clear from the start about what data they want and how it needs to be collected, not wait until right
before reports are due to give this info.
MTSS model

Seems you alredy collect a ton of data, throw a question or two onto something you already ask for

Number of students at risk (academically, socially and emotionally)

connecting it to the current data system. not reinventing the wheel.
I think that there needs to be set guidelines so that schools are all reporting the same kind of data. It also needs to
be relevant to the learning of the students.
Work with the school/district superintendents and principals.
What is the "new data"? How about adding qualitative variables such as parent engagement, student activities,
social time, etc?
increase reminders, offer incentives CEUs etc

Onsite visits

student surveys, teacher surveys
The first few questions of this survey seemed to seek additional information pertinent to this question, yet I have
no idea whether I answered the question accurately because it didn't seem to record any of the choices I made.
I have no helpful suggestions for this question- sorry.

School are in desperate need of CSCT services.
END the MontCas testing and other tests that do not INFORM INSTRUCTION. Just use NWEAs and Fastbridge to
assess what students know and what they need to learn.
structured interview with superintendent and board chair
As simple as possible. No need to add more to our over-burdened staff. Concise directions with an explanation as
to why the data is needed.
Transparently, with the needs of all students in mind.

There should be an easy to use system where they input the necessary information.

Use a CLEAR survey, sent to people who understand "Mode of Instruction". Current and retired teachers...

Advance funding to universities to provide academic research for graduate students to conduct research.

Use local health and school district officials

Online surveys

Ask teachers and counselor how they can be supported...people are burned out and under appreciated

Emails and webinars
Think about how to quantify HUMAN RESOURCES. Teachers and Staff have been the biggest difference in all of
Covid's challenges for student achievement, and most of the questioning in my district seems to be about material
goods. Extra paper and books have NOT made the difference in my students learning or not this year, it's been ME
and the other teachers and all the extra time we've put in that is not being recognized or compensated for. Great
that we want to use some of this money to pay for all the extra paper towels we used, but think about the
HUMAN RESOURCE COST.
N/A
I think we can certainly work together to collect data on what's working and what needs to be improved. If OPI
sent out surveys or data collections sheets for districts to complete, that might be helpful.
Ask the teachers. Use a questionnaire. The teachers are on the front lines. A simplified form for students might
be enlightening too.
Please inlclude student absence rate in your data collection, and use that to determine whether a lack of learning
is the result of poor instruction or simply never being at school.
PowerSchool

Ask teachers!! Send the surveys to schools and have the teachers respond.

I think surveying the teachers directly would be a good idea.

Make it simple and quick.
I'm thinking this should have been thought about a long time ago as it is a lot to put on districts to go back and
report the ever shifting modes across the school year.
don't -- all this data collection (with no apparent use) is stressful in small districts

surveys, data reports from researched based programs,

do an online survey
Modeling, present methods and demonstrate them for school districts via Internet video, seminars or in person
visits
Onsite visits
Work with the curriculum directors. Having concrete and establish plans well ahead of time. All collection much
be efficient and easy
Make it simple and user friendly!!! Feeback from the data collected

Surveys
Real data that asks school to disclose numbers of students, mode and hours of instruction, grade/proficiency data
on effectivness.
Student, Parent, and Teacher surveys.

Come in person or via zoom; talk to people via empathy interviews; talk to families & students

Statewide virtual meetings are effective tools to solicit input

Virtually. Don't make it time consuming. Make it easy to share data- pre created forms, click on the answer, etc.

give clear examples of what data is needed/what he should look like

Survey with questions that are to the point, not worrying about sub groups but a human beings.

I don't know

A simple survey.

Surveys
Simply request documentation of Assessment based on State Standards - We use MAPS as a tool to see student
progress; 3 times per year.
surveys

Let's not add more data collection to teachers that will never be used.

throw money/incentives
Great Question. Maybe a plan presented with a quarter report on how it is going. Depending on the issue. I
think that our building could use some focus in the social emotional effects from this last year. I think getting
information from kids on how they are feeling and then quarterly see if kids feel different. How that would look I
am not sure. Maybe an survey?
survey, questionnaire

Superintendent report

Why do you ask a 14 year old teenager about this?

Make the questions better.

Make the tests easier for younger children

Making the services more understandable with more simple questions

ask better questions. with correct grammar.

make the questions more usable for younger humans

no clue

dont

i dont know

do better
talk about why we are even doing this survey why don't you ask teachers that know the school better than the
students
dont give a bunch of 14 year old kids a confusing survey

not test... maybe observation

Just continue to surveys and get data from kids

I do not know
Stop putting MORE on teachers & districts and let them do their jobs. Assessments only take a snapshot in time
and doesn't give the complete picture. There has to be a better way of finding out the data you need.
Standardize the process to get data to compare.

Involve the whole staff, not just the administration

A state run data system that talks to common assessments currently being used in districts

Observation

Ask the districts what data they can collect and their feedback.

Continue to use surveys etc to gather information. Try to keep the questions simple and to the point.
OPI might thing about working directly with superintendents to formulate a plan that works best from district to
district
N/A

not computer survey, observation???

access scores from SBAC, MAP, other consistently-used assessments, communicate with building coach

zoom

Consult district administration and instructional coaches.
The My Voice Survey and its processes is an excellent way to determine student needs and school culture
priorities.
Using the data to implement change, publicizing the data obtained.

Consult principals

Using the data to actually implement change

Reaching out to district admin and working with instructional coaches

Reaching out to district admin/ instructional coaches

Space the survey out

Really take into account the needs of each student in the classroom and how it effects their learning.

Walk throughs

Walk-throughs

Email out links or talk to Leadership teams

maps data

give clear and concise instructions

Make it as simple as possible. Don't put more on districts.

It needs to be quick and easy.

I'm not sure

conversations and simple forms and surveys,

Task force from representative and diverse groups of districts

Give the options of remote, hybrid, in person, shortened day or other.

not sure

Online surveys such as this sent through email work well.

To much reporting

unsure

Survey staff
online

ask teachers

SBAC map

Survey?
Pick three to five categories, 100% in person, 70/30, 50/50, 30/70, 100 off site. Then pick the type of remote
instructional vehicle, Zoom, google, Microsoft, etc. Lastly choose the content, ed-ready, freckle, IXL, district
curriculum etc ( each of these should have the same 5 categories 100, 70/30, 50/50, 30/70, 100 relating to district
curriculum and app instruction. Each class can zip that out in minutes, each teacher can put down instructional
minutes on zoom or face to face and instructional minutes for self directed learning. Each district collects the
data, compare the data to SBAC scores to get a sense of effectivness in teaching for each mode and delivery. You
will also collect a ton of ideas on instructional delivery options to check for data driven apps..
N/A
As simple and straight forward as possible, efficient and non-time consuming, ability to collect more than one
data point, ways to test students that have attention or learning differences, Mental health and family needs be
addressed.
Youth Risk Behavior, Attendance, Behavior Data, Survey of Curriculum used, Work with County Health Dept's who
are teaming with schools to promote mental health care in counties.
user friendly, brief concise reporting requirements

Survey

Survey that can be sent back to OPI like this survey

checklist "did this happen.....yes/no"

This survey was fairly painless.

allow us to use NWEA MAP scores or similar tests. Please do not use SBAC or add another test!

Survey

Ask district to report Mode of Instruction options in AIM

iStation Data, SBAC, Informal/Formal Observation, Reading/Math Test Scores

Keep it simple. Face to face/remote/hybrid

Survey

Concise, clear selectable forms of instruction, based on best practice and evidence based methods.
Provide an overview of data point already available, then have work groups or focus groups identify gaps and
develop methodologies for collecting needed data.
Add as part of E-grant question. Ask for 20-21 school year, as we have mitigated most of the effect now.
Using out benchmark and district assessments such as ISIP and AimsWeb. Not using SBAC at this time due to
pandemic.
We use classroom observations conducted by our principal now. These same tools could be used for this purpose.

use results from youth behavior risk survey
Use upcoming conference surveys and ask districts what would work best for them. Considering putting the
questions in e-grants ARP application.
hire an FTE at the district to strictly work on collecting the data, handouts/emails to home

Please make it is as easy as possible for ALL, especially the students.

Integrating systems and limiting the number of entries required
focused review of data collected already, paying SMEs from districts this summer for a two-day facilitated retreat
similar to Moodle Moot
8. In rank order, what are the topics of guidance, professional development, and/or
technical assistance opportunities you would like the OPI to make available to districts?
Drag and drop each option to rank each in order of relevance/importance.

# Mean

14 Other 13.30

11 How to provide afterschool programs 9.48

9 How to conduct meaningful consultation with stakeholders 9.43

8 Writing LEA plans for the use of ARP ESSER plans 9.15

10 How to provide for summer learning and enrichment programs 8.74

6 Prevention and mitigation policies 8.22

12 Evidence-based strategies to assess loss of instructional time 7.91

7 Crafting safe return to in person and continuity plan 7.32

13 Providing social-emotional supports or strategies including place-based promising practices 6.33

3 Coordinate the use of ESSER and other state and federal funds 6.32

4 Acceptable use of ESSER funds 6.15

5 Sustaining safe operation of schools 5.81

2 Supporting a robust educator workforce 4.34

1 Staffing to support student needs 2.50
9. If you answered "Other" to the question above, please explain here.

Give LEA's the latitude and support to provide what they need to do.
Pay to bring elders from tribal communities into the school just to be there for culturally responsive community
supports.
Can't rank, can only pick one.
Initial, Ongoing assistance for in-persib district and regional PD to assist in understanding personalized/proficiency
based learning models that will work within school systems. Educate board members, communities, teachers,
and students about what this is, what it looks like for student learning, and outcomes based on student academic
gains and engagement on the students part for taking ownership for their learning.
The OPI was non-existent to schools during the pandemic. When schools were figuring this all out and returning
to school on-site the OPI was not there for us. The OPI staff were very difficult to get in touch with by phone or
email. Messages and emails were not replied to either at all or in a timely manner. There was no on-site support
by the OPI even though we had teachers, staff, administration, and students in buildings. They weren't there for
us when we needed them and now we likely don't need them; we have been in the trenches and have figured out
what to do for our staff and students.
I think there may be a need for night classes or alternative schools for those who did not graduate this year and
last year
Allow the OPI staff to continue to work with districts to help with reporting. The federal and state reporting has
gotten out of hand.
What does place-based promising practices mean? You ask questions not everyone knows the meaning.

none, i don't need any changes. there fine just the way they are

does not apply to me

this test is confusing

they all are about school

I guess I don't understand this question.

How to teach and suport students of Trama and flexibility with the funds!
MBI - in Bozeman for teaching staff to get instruction AND emotional support. Mental health is becoming an issue,
due to the "locked" down nature of the state.
June 7, 2021

The Honorable Miguel Cardona
Secretary
U. S. Department of Education
400 Maryland Ave, SW
Washington, DC 20202
Dear Secretary Cardona,
I am writing to request you accept the Elementary and Secondary School Emergency Relief fund
III (ESSER III) implementation plan from Montana’s Office of Public Instruction (OPI) enclosed
with this letter. As you are aware, Montana is the only state in the union offering a differentiated
plan. Montanans believe that accountability and oversight works best at the local level and
education officials intimately familiar with the situation on the ground in Montana are best
equipped to educate Montana students.
The Montana ESSER III plan is comprehensive, emphasizes local control, and was constructed
with extensive input from OPI’s stakeholder engagement process. Critically, the plan provides
flexibility, support, and resources to Montana schools; empowering local communities to find
solutions that advance education. As a former superintendent, you know how important it is to
have the necessary flexibility to best serve pupils in a specific district.
Thankfully, we are emerging from the COVID-19 pandemic. Throughout the last 14 months
parents, teachers, and administrators across Montana’s 403 districts have worked tirelessly to
keep students engaged and learning. I trust you will accept this plan that puts students at the heart
of reopening Montana schools. Thank you for your attention.

Sincerely,

STEVE DAINES
United States Senator
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

Guidance on Facilitating LEA Requests
for
Effective Tribal Consultation
Compiled and Prepared

Montana Office of Public Instruction (OPI)

School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

Page | 1
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

Table of Contents

Purpose ………………………………………………………………………………………………. Page 3

Background …………………………………………………………………………………………. Page 3

Covered Programs Requiring Consultation …………………………………………… Page 4

Scheduling and Sequencing of Tribal Consultation ………………………….……. Page 4

Meaningful Consultation ………………………………………………………………………. Page 5

Required Consultation Documentation ……………………………………………….… Page 5

LEA Demonstration of Effective Tribal Consultation ……………………………… Page 6

Combining Consultation with Required Tribal/Parent Involvement ………. Page 6

Determining the Necessity of Separate or Collective Consultation ………… Page 6

Agency Facilitation in Accordance with ESSA ……………………………………….… Page 7

Request to Initiate Tribal Consultation …………………………………………………... Page 9

“Let us put our minds together and see what life we can make for our children.”
Sitting Bull

Page | 2
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

Guidance on Facilitating LEA Requests for Effective Tribal Consultation
Purpose:
The Tribal Relations and Resiliency Unit (TRRU) was developed to build
relationships and understandings within the Office of Public Instruction (OPI) and
Montana school districts to incorporate Tribal voice, share resources and build
connections through consultation on matters affecting American Indian students.
Consultation, as defined within the ESSA requirements, will work to create these
opportunities for school districts and tribal leaders to work collaboratively for the
benefit of our youth.
We have compiled the following best practices document and recommendations
with the intent of providing interagency staff responsible for managing covered
federal/state programs Guidance on Facilitating Local Education Agency (LEA)
Requests for Effective Tribal Consultation.
As drafted by the US Department of Education bulletin dated September 2016,
under ESSA Section 8538, consultation is intended to create opportunities for
Local Education Agencies (LEAs) and tribal leaders to work together on behalf of
American Indian and Alaska Native students. The consultation process allows
affected LEAs to gather input from Indian tribes and tribal organizations, to
encourage relationships and collaboration that is a critical part of improving
academic outcomes.
Background:
The consultation requirements outlined under section 8538 of the ESEA
(reauthorized as ESSA) requires affected local educational agencies (LEAs) to
consult with Indian tribes, or those tribal organizations approved by the tribes
located in the area served by the LEA, prior to submitting a plan or application for
covered programs. This requirement is designed “to ensure timely and meaningful
consultation on issues affecting American Indian and Alaska Native students.” The
consultation must be done “in a manner and in such time that provides the
opportunity for such appropriate officials from Indian tribes or tribal organizations
to meaningfully and substantively contribute to plans under covered programs”.
An affected LEA is defined within the ESSA requirements, as a school district or
system that have either fifty percent (50%) or more of its student enrollment
Page | 3
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

made up of AI/AN students; or received an Indian education formula grant under
Title VI of the ESEA, as amended by the ESSA, in the previous fiscal year that
exceeded $40,000, and which also educate American Indian/Alaska Native
(AI/AN) students. Affected LEA’s who meet these criteria are required to consult
with local Indian tribes or tribal organizations prior to submitting a plan or
application under covered ESEA (ESSA) formula grant programs.
Which Covered Programs Require Consultation:
The following is a list of current programs which require an affected LEA to
consult with Indian tribes or tribal organizations prior to submitting either a plan
or application for covered programs.
• Title I, Part A (Improving Basic Programs Operated by State and Local
Educational Agencies)
• Title I, Part C (Education of Migratory Children)
• Title I, Part D (Prevention and Intervention Programs for Children and
Youth who are Neglected, Delinquent, or At-Risk)
• Title II, Part A (Supporting Effective Instruction)
• Title III, Part A (English Language Acquisition, Language Enhancement, and
Academic Achievement Act)
• Title IV, Part A (Student Support and Academic Enrichment Grants)
• Title IV, Part B (21st Century Community Learning Centers)
• Title V, Part B, subpart 2 (Rural and Low-Income School Program)
• Title VI, Part A, subpart 1 (Indian Education Formula Grants to Local
Educational Agencies)
Scheduling and Sequencing of Tribal Consultation under ESSA Section 8538:
Affected LEAs should conduct their consultation in advance of making significant
decisions regarding plans or applications for covered programs, to ensure an
“opportunity for . . . appropriate officials from Indian tribes or tribal organizations
to meaningfully and substantively contribute” to an LEA’s plan (section 8538(a)).
The timeline for each consultation is dictated by requirements of the relevant
formula grant program, which have different application deadlines. Given that
tribes may receive multiple requests for consultation, LEAs are encouraged to
consider arranging for informational meetings with Indian tribes or tribal
Page | 4
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

organizations in advance of the actual, formal consultation taking place.
Facilitation of these, informal information gathering sessions should be arranged
with the assistance of the SEA, and, through services provided by the Tribal
Relations and Resiliency Unit working directly with the Tribal, Family and
Community Liaison.
Meaningful Consultation:
In order to ensure that consultation is meaningful, a respectful relationship is
essential. Education and understandings of SEAs, LEAs and Tribal Nations can ease
misconceptions and build trust. Mutually valued protocol and procedure can
provide positive experiences for our students, districts, tribe and state.
We will assist LEAs in the opportunity to receive timely input and feedback in
collaboration with the Tribes on plans pertaining to ESSA covered programs. We
will work with the Tribal nations, or those tribal organizations approved by the
tribes located in the area served by the LEA to create opportunities for input,
resource sharing and support for students.
We will support LEA’s on issues or questions on which the LEA seeks tribal input,
or support to draft plans, in advance of the actual consultation. As LEA’s are
mandated to initiate consultation prior to making a final decision on significant
and substantive issues related to the content of the covered program plans, we
can assist LEA’s in providing written responses to all tribal input received during
consultation to explain how tribal input was considered, and incorporated into
the final application and plan.
Required Consultation Documentation Under ESSA Section 8538:
Under this section, each LEA must maintain in their records, for all State-
administered ESEA programs, copies of documentation in the form of a current,
written affirmation signed and dated by the appropriate officials of the
participating tribes (or tribal organizations approved by the tribes), demonstrating
that the required consultation has occurred. If tribal officials do not provide such
affirmation within a reasonable period, the LEA must forward to the SEA
documentation confirming that consultation has taken place.

Page | 5
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

LEA Demonstration of Effective Tribal Consultation:
Documentation supporting the affected LEA’s assertion that effective consultation
has been completed between the LEA, tribe or tribal organization may include any
of the following:
• A letter, memo, or email from the American Indian nation(s) and tribal
communities or tribal organizations approved by the nations located in the
area served by the LEA stating meaningful consultation occurred.
• A formal agreement or memorandum of understanding (MOU) between
the entities describing their collaboration to support students who are
American Indian.
• A work plan developed by the LEA and the American Indian nation(s) and
tribal communities or tribal organizations approved by the nations located
in the area served by the LEA to develop a formal agreement or MOU
between the entities.
• ESSA LEA Plan consultation meeting minutes.
Combining Consultation in Conjunction with Required Tribal/Parent Involvement:
LEA’s may coordinate or consolidate the required ESEA consultation with the
parent activities required under the Indian Education formula grant program, the
Impact Aid program, and the Johnson O’Malley program. An LEA may only do so,
however, if the activity in question – i.e., the consultation – meets all of the
requirements of each program. For example, an LEA may plan a public hearing or
meeting with its local tribe regarding its education program generally in order to
meet the Impact Aid requirements for Indian Policies and Procedures; that
hearing with the tribe could incorporate the elements of the LEA’s proposed plans
under the covered programs, rather than hold a separate consultation event. The
LEA can involve the local tribe or tribes in planning the best approach that
satisfies the needs of the tribe(s) and the LEA in a time-effective manner, meeting
the requirements of the various programs.
Determining the Necessity of Separate or Collective Consultation:
Where there are multiple tribes and a single LEA, the LEA may hold a consolidated
consultation that includes all affected local tribes. Similarly, where there are
multiple LEAs and one tribe, there is no federal prohibition against a joint

Page | 6
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

consultation held by several LEAs. In both cases the LEA must ensure that the
tribe or tribes have a meaningful and timely opportunity to give input into an
LEA’s plans or applications.
Agency Facilitation in Accordance with ESSA Section 8538 Requirements:
To ensure all conditions outlined under ESSA Section 8538 (Tribal Consultation
with LEA,s) are satisfied and that the OPI, as the SEA identified within ESSA,
remains in alignment with stated requirements, the Tribal Relations & Resiliency
Unit encourage agency level staff and personnel to observe the following
recommended protocols in advising and supporting affected LEA’s with respect to
the best practices to be followed.
In order to facilitate the process of tribal consultation with OPI agency staff
assisting LEA’s, working in conjunction with the OPI Tribal Relations and Resiliency
Unit and Director, who’s primary responsibility as a liaison is to provide
leadership, direction, facilitation and coordination with key stakeholders for K-12
programs related to Indian education and American Indian student achievement,
we have developed a written request (see attached format) which can be
submitted to the Tribal Relations and Resiliency Unit Director for review and
guidance.
Once the request has been submitted by the LEA, working with and through the
SEA for review by the Tribal Relations and Resiliency Unit, the following actions
will be initiated:
• Unit Director/Liaison will acknowledge receipt of the request
• A reasonable period should be allowed following the submission of the
initial request from the LEA for receipt of a response from the Unit Director
• Unit Director/Liaison will identify the appropriate tribal staff, department
or tribal organization that is authorized to participate in the consultation
process and initiate contact with the appropriate tribe, or tribal
organization, along with providing that contact information to the LEA
• Unit Director/Liaison will facilitate the LEA’s request for both an informal or
informational conversation with the appropriate tribal staff, department or
tribal organization, along with providing additional direction on the next

Page | 7
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

steps for both LEA’s and tribes or tribal organizations with the intent of
facilitating the formal consultation process
• Unit Director/Liaison will work directly with both the LEA and tribe or tribal
organization to complete an effective and meaningful formal consultation
process to benefit students and advance relationships where needed
• When consultation is complete, the LEA can provide confirmation through
supporting documentation to the Unit Director/Liaison, tribe or tribal
organization, identifying the outcomes of the consultation process
including specific components of the covered program plan that reflect the
recommendations provided through the tribal consultation process
As a team within OPI, we can provide LEA’s and Tribal Nations the appropriate
guidance and support required by ESSA. We will build a collaborative foundation
to consistently schedule consultation on an annual basis with hopes to better
relationships, share resources and support services for the betterment of the
American Indian students. When schools and communities work together,
students benefit.

Page | 8
Montana Office of Public Instruction (OPI)
School Improvement and Innovation Department / Tribal Relations & Resiliency Unit

Request to Initiate Tribal Consultation in Compliance with ESSA Section 8538

LEA:
Name & Title:
Affected Program(s):
Tribal Community or Organization(s):
OPI Department, Unit or Office (SEA):
Date:

Description of Consultation Sought:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

This request affirms that the interagency unit, department or office staff and/or
personnel identified herein have assisted the affected LEA with the submission of
a formal request to the Director of the OPI Tribal Relations and Resiliency Unit in
compliance with the requirements for tribal consultation, as set forth under
Section 8538 of the Elementary and Secondary Education Act of 1965 (ESEA) as
amended by the Every Student Succeeds Act ESSA, to initiate the required
consultation process between the tribe, tribal organization and affected LEA.

Date Received:
Page | 9
Montana Office of Public Instruction
ARPA Internal Control and Subrecipient Monitoring Plan
Introduction

The State of Montana received an award of $382,019,236 from the American Recovery and
Reinvestment Act (ARPA). The Montana Office of Public Instruction (OPI) has elected to reserve 10% of
the award, $38,201,924 as allowed under the terms of the grant. The OPI will use 0.5%, or $1,910,096
for administrative costs related to the ARPA award and the OPI has kept $36,291,828 in reserve for
focused uses as appropriated by the State Legislature in HB632. The remainder of the SEA Reserve will
be granted to schools, so the total distribution of the Montana ARPA award is as follows:

Fund Use Budget
Allocation of 90% using Title I awards 343,817,312
Ensure minimum award of $10,000 per school 3,400,000
Allocation to Other Educational Institutions 120,000
Education Leadership in Montana 555,234
OPI Data Base Modernization 5,475,248
State Loss of Instructional Time 19,100,962
State Summer Enrichment 3,820,192
State Afterschool School Programs 3,820,192
Administrative Costs 1,910,096
TOTAL 382,019,236

Internal Control Plan

Management Structure. The following personnel will be involved with the management of the ESSSER
grant:

Jeff Kirksey, Program Manager – Responsible for overall grant management, creating the risk
assessment matrix of subrecipients, approval of subrecipient applications including budget proposals,
review of cash draws for subrecipients classified as “risky”, communication of grant requirements to
public school stakeholders, monitoring of “risky” subrecipients, program reporting.

Jay Phillips, Centralized Services Division Administrator – Oversees development of E‐grants modules
to support the grant, approval process for cash draw requests submitted by subrecipients, management
of accounting systems to preserve auditable documents for transactions, cash management of grant
Montana Office of Public Instruction
ARPA Internal Control and Subrecipient Monitoring Plan
funds drawn from G5 as needed, establishment of fiscal internal controls for management of funds,
fiscal reporting

Jack O’Connor, Title I Director – Responsible for managing data collection for nonpublic school
enrollment, serves as the nonpublic school Ombudsman for Montana, and supports and advises on all
equitable share issues.

Mindi Askelson, E‐grants System Analyst – Administrative position funded by the grant to provide direct
support of all E‐Grants processes and design E‐grants improvements to improve usability and ease of
access for subrecipients.

Barb Quinn, Budget Analyst – Responsible for processing ARPA GANS, obtain and manage spending
authority from the State Office of Budget Program Planning, and provide financial analysis support for
the grant.

Catlin Clifford, Grant Accountant – Responsible for processing approved payments to subrecipients in
the agency accounting system and responding to subrecipient questions.

Grants Management System

A grant module was added to E‐grants to support the ARPA award. The process flow is as follows:

 Award amounts are loaded for each LEA.
 Each LEA creates an application that includes sections for equitable share calculation, budget
proposal, certification of compliance with requirements of this grant and Uniform Guidance, a
statement for plans to comply with GEPA 427.
 The application is submitted by the LEA’s authorized representative, a role within each LEA with
authority to agree to grant requirements.
 The application is reviewed by the Program Manager with special attention given to
o Equitable share calculation is reasonable
o Budget amounts are reasonable and uses of the funds meet ARPA requirements, and
o The GEPA 427 statement is reasonable.
 Any deficiencies are documented and the application is returned to the LEA for revision.
 When there are no deficiencies, the Program Manager approves the application.
 The LEA files a cash request that details the budget area and specific use of the funds.
 Cash requests for “risky” subrecipients are routed to the Program Manager for initial review.
 Approved “risky” cash requests and all “not risky” cash requests are routed to the Grant
Accountant for review and final approval.
 Approved cash requests are paid once per month.

A description of standard fiscal controls for all OPI federal grants is attached as Appendix A.
Montana Office of Public Instruction
ARPA Internal Control and Subrecipient Monitoring Plan
Risk Assessment and Mitigation

2 C.F.R. 200.331(b) states an SEA must evaluate each subrecipient's risk of noncompliance
with Federal statutes, regulations, and the terms and conditions of the subaward for purposes of
determining the appropriate subrecipient monitoring which may include consideration of such
factors as:

1) The subrecipient's prior experience with the same or similar subawards;
2) The results of previous audits, including whether or not the subrecipient receives an A-
133 Single Audit in accordance with Subpart F-Audit Requirements of the Uniform
Grant Guidance and the extent to which the same or similar subaward has been audited
as a major program;
3) Whether the subrecipient has new personnel or new or substantially changed systems;
and
4) The extent and results of Federal awarding agency monitoring (e.g., if the
subrecipient also receives Federal awards directly from a Federal awarding
agency).

OPI Responsibility:

 Each Senior Manager, Director, Chief Program Officer and Deputy
Superintendent has the responsibility to ensure risk assessments are completed
for each federal grant managed in their area of responsibility.
 Each federal Grant Manager has the responsibility to conduct a risk assessment
when grants are either awarded (competitive) or allocated (formula) and to
implement special grant conditions where appropriate. The Grant Manager also
has the responsibility to keep on file the documents used for the risk assessment
and the resulting special conditions.
 The School Finance School Auditor has the responsibility to review all
subrecipient audits and assign a financial risk status for each.
 The Centralized Services Administrator has the responsibility to review the
results of the risk assessment and implementing any special conditions prior to
distributing funds to subrecipients.

Financial Risk Assessment:

 The OPI School Auditor has the responsibility to maintain a list of all LEAs and
the most recent risk rating of each and to make this list available to all grant
managers.
 Upon the request of a Grant Manager, the OPI School Auditor will review audits
of non-LEAs and assign a financial risk rating.
 Upon the request of a Grant Manager or the Centralized Services Administrator
the OPI School Auditor will recommend special conditions that will mitigate the
financial risk of an entity. The Centralized Services Administrator will assign
Montana Office of Public Instruction
ARPA Internal Control and Subrecipient Monitoring Plan
special conditions based on audit findings and recommendation of OPI School
Auditor.
 Annually, the OPI School Auditor will do a search of the Federal Audit
Clearinghouse for audits of OPI subrecipients that occur because of awards made
directly to the subrecipient.

Risk Assessment Process

 The Grant Manager will conduct a risk assessment prior to awarding or allocating
grants to subrecipients. Prior to the risk assessment, the Grant Manager will
assemble the following items for each potential subrecipient:

o Funding Level – Risk factors associated with funding level.
o Prior experience – A notation of any issues that have been observed in
achieving the goals of the grant in prior years.
o Financial Risk Assessment – Obtained from the School Auditor, possible
ratings are High Risk, Watch, Pass, and Not Rated.
o Management Changes - Whether the subrecipient has new personnel or
new or substantially changed systems. In a case where an LEA hires a
superintendent, for example, the new individual’s prior experience may be
considered as a mitigating factor to risk.
o Federal Monitoring – Program Manager will consider any results of
Federal agency audits.

 The Grant Manager and possibly other members of the grant team will meet to
review the items above for each potential subrecipient and rate each subrecipient
as “Risky”, “Watch”, or “Pass”.
 For each subrecipient rated as “Risky”. The review team will determine
appropriate special conditions that may include but are not limited to:

o A review with the subrecipient management of the reasons for the rating
and plans to mitigate.
o Additional desk or site monitoring in addition to the regular cycle for the
grant.
o Additional requirements for funds disbursement such as requiring
invoices or other documents for cash disbursements.

 The Grant Manager will document risk results and special conditions for each
LEA on the Risk Assessment Summary. Upon completion of the Risk
Assessment Summary the Overall Assessment Committee will review, determine
overall assessed level of risk, and approve risk level.
 For subrecipients identified as “Risky” on the Risk Assessment Summary,
recommendation of risk status and special conditions will be forwarded to the
Risk Committee and the Superintendent for risk level approval.
Montana Office of Public Instruction
ARPA Internal Control and Subrecipient Monitoring Plan
 The grant award notice sent to the subrecipient must include the risk rating and
any special conditions attached to the award as well as notice of the process for
appeal.
 The Centralized Services Administrator will implement any fiscal special
conditions noted in regards to processing of payments.
 The Grant Manager will implement special conditions not related to payment
processing.

Subrecipient Monitoring Plan

Due to the continued presence of COVID‐19 in Montana, the OPI has instituted a policy of not traveling
to an LEA site unless requested to do so by the LEA Superintendent. Therefore, the monitoring plan does
not include any site visits at this time. Instead, the OPI will rely on the equivalent of desk audits for
monitoring.

LEAs classified as “risky” will receive a desk audit annually by the Program Manager. The remaining LEAs
will receive desk audits based on random sample methodology. All desk audits at a minimum will include
the following:

 Detailed documentation of one month’s expenditures, reconciling LEA accounting system
transactions with cash draws to supporting documents.
 Status of corrective actions from last budget.
 Inventory of any equipment purchased with grant funds.
 Discussion of provision of equitable share services.
 Discuss plans for remaining grant funds.

Cash Request Process

 Requests for reimbursement are submitted monthly to the OPI by subrecipients. Requests are
compared to the approved budget to ensure activity is in alignment with allowable costs. In the
event there is potential unallowable activity, requests are rejected with a request to provide
more information or supporting documentation to justify cost. The cash review process is a
monthly fiscal activity monitoring activity that gives OPI assurance over expended funds.

Current Capacity

 Currently the Program Manager administers monitoring of subrecipients. Current capacity is
sufficient to complete desk audits using the above methodology. Increased needs in capacity
will be assessed once the level of “risky” subrecipients is identified and post first year of desk
audits. In the event additional monitoring is needed to ensure compliance with applicable
regulations OPI will seek additional resources as appropriate.
 OPI will provide continued technical assistance to subrecipients based on identified need during
desk audits or through general interactions with subrecipients.
APPENDIX A

Does the SEA have standardized, documented procedures for accounting for Federal funds and Does the SEA’s
accounting system allow for the identification of award amounts, authorizations, obligations, subaward amounts,
and unobligated balances for each federal award?

OPI utilizes the state of Montana’s approved accounting system (SABHRS) to complete all fiscal activity for state
and federal funding. SABHRS allows OPI to manage state and federal funds from initial budget setup, tracking of
expenditures, and extraction of fiscal data for applicable reporting.

When OPI receives the current years funds (GAN) the funds are allocated based on the requirements of the grant (i.e.
Admin, Set Asides, Flow through, etc). To setup budgets in SABHRS the OPI Budget Analyst utilizes the New Grant Setup
Checklist to ensure all applicable steps are completed in setting up allocations. OPI utilizes “project ID’s” for each type
of funding source to ensure funding is expended within the applicable budget period and incurred expenditures are
accurately reported at the state level. Use of project ID’s allows OPI to separately track funds expended for
administration (Personal Services and Operating) of the program and those funds which are sub‐granted (Flow
through).

Example New Grant Setup Checklist
Example Budget Setup Page in SABHRS

Note: This is the initial setup of the funding source which is then allocated into the individual programs. This applies the
entire grant amount available for allocation.

Example individual program ID setup in SABHRS

Note: This sets up the available amount for the individual program that is allocated from the overall granted funds
above.
Example Budget Detail in SABHRS

Note: This presents the program amount allocated above. This screen presents the “cap” on the funds which as
stated can not be exceeded and ensures program funds allocated are not over expended.

Example Project ID’s in SABHRS

Note: OPI utilizes various “funds” to account for the different types of funding received. The use of these funds are
required and utilized across all state agencies to meet Governmental Accounting standards. Fund 03002 is used by OPI
to account for federal state level administrative activity and fund 03170 is used to account for sub‐granted federal
funds.

EOE_651xx – These are funds used for administering the program which includes personal services and operational
expenses. First three numbers represent the “ID” assigned for those programs funds and last two numbers of the project
ID designate the program year funding. This program year designator ensures OPI can track program expenses over
several state fiscal years as one federal year crosses two state fiscal years.

xxTIA – These are funds sub‐granted to LEA’s within the state. The first two numbers of the project ID designate the
program year of funding.
In addition to the use of SABHRS for the tracking of program expenses at the state level, OPI has a Grants
Management System (E‐grants) which is used in the sub‐granting process (Flow through). E‐Grants serves as a
centralized system which tracks the sub‐granting of funds from initial application, monthly grantee cash requests, and
final expenditure reports.

The following screen shot is from E‐grants which shows several funding sources for a grantee. As presented, the E‐
grants system allows OPI and the grantee to track the allocated/awarded amount and total expended, including
carryover as applicable.

State level administration of sub‐granted funds in relation to cash management and allowability is also completed
through E‐grants. Each grantee is required to submit a budget which breaks out use of granted funds by specified
categories (personal services, operational, equip, etc). These categories are utilized across all grant programs and are
the basis for local level reporting. Incurred expenses by the grantee are presented in “cash requests” which are
reviewed and approved by OPI Grant Accountants. Accountants review the cash requests and compare the activity to
the approved budget. Accountants also consider general allowability regulations as defined in 34 CFR Part 200 and
program specific regulations provided by the applicable federal cognizant agency.

The following screen shot from E‐grants presents an example of the category specific expenses grantees utilize
in expending program funds.
E‐grants produces various reports which are utilized at the state level to ensure funds are expended in the applicable
program year. The following report reflects grantee level appropriations in comparison to current year expenditures.
The lower portion of the report reflects each program years funding and balances. Previous and current year
balances are closely monitored to ensure funds are expended with the program period which ensures period of
availability provisions are met.
APPENDIX A

Example New Grant Setup Checklist
Example Budget Setup Page in SABHRS

Note: This is the initial setup of the funding source which is then allocated into the individual programs. This applies the
entire grant amount available for allocation.

Example individual program ID setup in SABHRS

Note: This sets up the available amount for the individual program that is allocated from the overall granted funds
above.
Example Budget Detail in SABHRS

Note: This presents the program amount allocated above. This screen presents the “cap” on the funds which as
stated can not be exceeded and ensures program funds allocated are not over expended.

Example Project ID’s in SABHRS

Default Question Block

Montana School District ARP ESSER Plans

Federal Requirement
The US Department of Education (USED) required the OPI to establish a process for
district plans consistent with the ARP ESSER requirements for the use of ARP ESSER
funds and ensure plans be made available to the public, within no later than 90 days after
a district received its ARP ESSER allocation (August 24, 2021). The requirements for the
school district plans include, at a minimum, how districts will:
1. use funds to implement prevention and mitigation strategies;
2. use the funds totaling not less than 20% to address lost instructional time;
3. spend its remaining 80% of ARP ESSER funds;
4. respond to needs of student disproportionately affected by the pandemic; and
5. meaningfully engage with and consult stakeholders in crafting their plans.
Each of these federally required components are embedded into this school district ARP
ESSER plan.

In addition, the USED requires the OPI to support and monitor each school district's use of
ARP ESSER funds, including:
i. implementation of evidence-based interventions;
ii. address the student groups specifically that were disproportionately impacted by the
pandemic; and
iii. identify, reengage, and support students who have experienced the impact of lost
instructional time.
The plan will provide the information necessary for the OPI to support and monitor school
districts as they move forward.

State Components
Throughout this school district ARP ESSER plan, the OPI has emphasized local control
and coordination of state initiatives and requirements so that school districts can identify

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 1/19
7/1/2021 Qualtrics Survey Software

and innovate solutions for unique local needs and priorities. These components are
embedded in the school district ARP ESSER plan. Additionally, the OPI will seek flexibility
from the Board of Public Education to use the Goals section of this plan in place of the
Continuous School Improvement Plan (CSIP).

This template will guide the development of the school district's (LEA's) ARP ESSER
plan. The template sections are as follows:
1. School District-Identified Priorities
2. Meaningful Consultation
3. Goals
4. Coordinating Funds
5. Creating Safe and Healthy Learning Environment
6. Addressing Lost Instructional Time
7. Supporting the Educator Workforce
8. Monitoring and Measuring Impact of ARP ESSER funds

Prior to beginning your school district ARP ESSER plan, consider the following:

Has your district and/or individual schools within the district completed a Gap
Analysis to assist in identifying the top needs due to Covid 19? If no, click on Gap
Analysis.
What kinds of data assisted you in identifying the gaps?
What were the needs you identified in your subgroups?
Did you meet with all stakeholders to get input on needs and possible solutions to
formulate a plan for the funds? (Parents, Students, Teachers, Staff, Community
Members, Tribal Members, School Board, etc…) If not, how will you make this
happen prior to creating your plan?

Instructions for completing your school district ARP ESSER plan

When you reach a stopping point, click Next to save your work. Return anytime
before August 24 to finish your submission.
When you're ready, click Submit at the end of the plan.
After you click Submit, your responses will display in a PDF file. Download the PDF
file.
Upload the PDF file of your responses to your district's webpage.
https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 2/19
7/1/2021 Qualtrics Survey Software

Note: The option to edit is no longer available once the plan is submitted by clicking the
Submit button. If you click Submit and then determine later that you need to make
changes, contact OPITeams@mt.gov.

While completing your school district ARP ESSER plan, consider the following:

What would you like to achieve before the funding ends in September of 2024?
What goals will need to be established in order to get there?
You may need to leave and come back to this form as you formulate your plan.
You will still need to complete the eGrants application for ESSER III that is due
September 1, 2021. It is important that your school district ARP ESSER plan aligns
with the budget amounts reported in eGrants.

Resources to help with completing your plan

Curriculum Selection
Acceleration Guidance
ESSA Tiers of Evidence
Gap Analysis Tool
U.S. Department of Education FAQ - ESSER/GEERS
FAQ’s of Maintenance of Equity Requirements
Montana Office of Public Instruction ESSER website
SEL Priorities

Next Steps:

The OPI will confirm your submission via the email you provide at the start of your
plan.
The OPI will reach out with questions and support as needed.
Districts will need to set up their own monitoring which needs to be paired with
implementation.
Districts will be able to answer these same question every 6 months. The OPI
created this temporary form as a means to meet the federal timelines; it will be put in
a more permanent location where you can access and update your plan.
The OPI will use this form to collect best practices to share with other districts.

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 3/19
7/1/2021 Qualtrics Survey Software

Block 2

Please choose your county and district from the dropdown.

County

District

Who is submitting this form?

Please indicate your role in the district.

District-level Administrator
Principal
Other (Please identify your role in the box below.)

What is your official school district email address?

What is your school district phone number?

Block 8

1. School District-Identified Priorities

Please provide the top priorities the school district has determined as the most pressing
needs for students and schools within the school district as a result or in response to the
COVID-19 pandemic. You may elect between 1-3 priorities by checking the box and
providing the text response.

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 4/19
7/1/2021 Qualtrics Survey Software

Priority 1

Priority 2

Priority 3

When you identified each of your district's priorities, what data points did you use? Please
list any and all data sources, such as attendance, interim assessments, surveys, etc.

Please indicate which of the following student groups specifically referenced in ARP
ESSER were more affected than others in your district. Choose all that apply.

Economically Disadvantaged (Free and Reduced Lunch)
White
Black or African American
American Indian or Alaska Native
Multi-Racial
Migrant
Homeless
Foster Youth
Children with Disabilities
Male
Female
English Language Learners

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 5/19
7/1/2021 Qualtrics Survey Software

Other (please identify in the box below)

Block 9

2. Meaningful Consultation

ARP ESSER requires school districts to consult with a wide variety of stakeholders when
developing a plan. Please select all of the following groups of stakeholders your district
consulted and/or plans to consult.

Parents
Students
Teachers
Staff
Tribal governments
Local bargaining units
Educational advocacy organizations
County health departments
Community members
Other (please identify in the box below)

What method(s) did you use to seek stakeholder input? Choose all that apply.

Webinars
Public meetings
Website
Media
Social media
Email
Other (please identify in the box below)

Block 1

3. Goals
https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 6/19
7/1/2021 Qualtrics Survey Software

Goal Action Plan:
Please define your Math goal, English Language Arts (ELA) goal, and other goal, based
on the priorities you identified.
Explain what instruments or methods will be used to monitor the progress of the goals and
determine if the goals are met. Click the box and provide the text response for each
applicable box.

Math Goal

ELA Goal

Other Goal (For example, SEL, Mental Health, Graduation Rates,
Recruitment/Retention, Professional Development, Community and Family Engagement,
etc.)

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 7/19
7/1/2021 Qualtrics Survey Software

Goal Action Plan, Part 2:
Identify what strategies/action steps will be used to support the achievement of the goals.
Describe a realistic and achievable timeline to achieve the goals.
Identify who is responsible to ensure the strategies/action steps are achieved.
Click the box and provide the text response for each applicable box.

Math Goal Strategies, Actions, Timelines, and Assignments

ELA Goal Strategies, Actions, Timelines, and Assignments

Other Goal (For example, SEL, Mental Health, Graduation Rates,
Recruitment/Retention, Professional Development, Community and Family Engagement,
etc.) Strategies, Actions, Timelines, and Assignments

For which of the following student groups do you have a distinct Math goal? Choose all
that apply.
https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 8/19
7/1/2021 Qualtrics Survey Software

American Indian or Alaska Native
Black or African American
Hispanic
MultiRacial
White
Free and Reduced Lunch
Homeless
Students with Disabilities
None

For which of the following student groups do you have a distinct English Language Arts
(ELA) goal? Choose all that apply.

American Indian or Alaska Native
Black or African American
Hispanic
MultiRacial
White
Free and Reduced Lunch
Homeless
Students with Disabilities
None

For which of the following student groups do you have a distinct goal other than Math or
ELA? Choose all that apply.

American Indian or Alaska Native
Black or African American
Hispanic
MultiRacial
White
Free and Reduced Lunch
Homeless
Students with Disabilities

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrary… 9/19
7/1/2021 Qualtrics Survey Software

None

Describe your Math goal for each identified student group.

Describe your ELA goal for each identified student group.

Describe your Other goal for each identified student group.

If you are planning to develop or use approaches that are novel to achieve your Math,
ELA, or other goal, would you be willing to have the OPI share your approaches with state
and federal entities? If so, please briefly describe your innovation below.

Block 13

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 10/19
7/1/2021 Qualtrics Survey Software

4. Coordinating Funds

Identify other federal funding that you are coordinating with ARP ESSER funds to most
effectively use funds to address student needs.

Did you coordinate ARP ESSER funds with other federal funds to address student needs?

Yes
No

Please select each type of federal funding you are coordinating with ARP ESSER funds to
most effectively use funds to address student needs.

Title I, Part A of the ESEA (Improving Basic Programs Operated by LEAs)
Title I, Part A-section 1003 school improvement (Comprehensive and Targeted Supports)
Title I, Part C of the ESEA (Education of Migratory Children)
Title I, Part D, Subpart 1 of the ESEA (Prevention and Intervention Programs for Children
and Youth Who Are Neglected, Delinquent, or At Risk)
Title II, Part A of the ESEA (Supporting Effective Instruction)
Title III, Part A of the ESEA (English Language Acquisition, Language Enhancement,
and Academic Achievement)
Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants)
Title IV, Part B of the ESEA (21st Century Community Learning Centers)
Title V, Part B, Subpart 2 of the ESEA (Rural and Low-Income School Program)
McKinney-Vento Education for Homeless Children and Youth Program and section
2001(b)(1) of the ARP Act
Carl D. Perkins Act Career and Technical Education Act
IDEA, Part B (Excess costs of providing FAPE)
IDEA, Part B (Coordinated Early Intervening Services)
Workforce Innovation and Opportunity Act

Block 10

5. Creating Safe and Healthy Learning Environments

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 11/19
7/1/2021 Qualtrics Survey Software

Determine if ARP funds will be used to implement prevention and mitigation
strategies, to the greatest extent practicable, in order to continuously operate schools for
in-person learning.

If you are planning to use ARP ESSER funds for prevention and/or mitigation strategies,
please select the evidence-based practices below and/or describe an additional practice in
the Other box.

Mental health supports
Social emotional learning
Academic support
Extended learning/enrichment
Hiring new staff and avoiding layoffs
Meeting the nutritional needs of underserved students.
Locating absent students and re-engaging disconnected youth
Providing safe, healthy, inclusive learning environments.
Activities to address the unique needs of at-risk populations.
Developing and implementing procedures and systems to improve the preparedness and
response efforts
Training and professional development for staff of the local educational agency on
sanitation and minimizing the spread of infectious diseases
Purchasing supplies to sanitize and clean the facilities
Planning for, coordinating, and implementing activities during long-term closures,
including providing meals to eligible students, providing technology for online learning to
all students, providing guidance for carrying out requirements under the Individuals with
Disabilities Education Act and ensuring other educational services can continue to be
provided consistent with all Federal, State, and local requirements.
Purchasing educational technology (including hardware, software, and connectivity) that
aids in regular and substantive educational interaction between students and their
classroom instructors including low-income students and children with disabilities, which
may include assistive technology or adaptive equipment.
School facility repairs and improvements to enable operation of schools to reduce risk of
virus transmission and exposure to environmental health hazards, and to support student
health needs.
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve
the indoor air quality in school facilities, including mechanical and nonmechanical
heating, ventilation, and air conditioning systems, filtering, purification and other air
cleaning, fans, control systems, and window and door repair and replacement
Other (please identify in the box below)

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 12/19
7/1/2021 Qualtrics Survey Software

If you are planning to develop or use approaches that are novel to implement prevention
and mitigation strategies, would you be willing to have the OPI share your approaches
with state and federal entities? If so, please briefly describe your innovation below.

Block 10

6. Addressing Lost Instructional Time

Describe how the school district will use ARP ESSER funds it reserves under Section
2001(e)(1) of the ARP Act to address lost instruction time through the implementation
of evidence-based interventions. The district must spend a minimum of 20% of ARP
ESSER funds. The full implementation of the evidence-based interventions should be
considered including personnel, materials, equipment, professional development, and
expenses needed to meet the needs of students. Other evidenced-based practices may
be utilized if the intervention meets one of the four tiers of evidence. Evidence-based
practices may be found at OPI's Multi-Tiered Systems of Support page.

Block 7

How do you plan to spend the required 20% set-aside to address lost instructional time?
Choose all evidence-based practices that apply.

Extended learning time
Tribal/community engagement
Wraparound academic/health/social services
SEL learning supports
Evidenced-based curriculum
Accelerating learning through instructional approaches: In-school acceleration-Certified
educators provide support for students within the classroom and grade-level work, using
high-quality instructional materials, instructional strategies, and formative assessments.
Accelerating learning through instructional approaches: Tutoring program-High-dosage
tutoring provided consistently by well-trained tutors or educators at least 3 days per week
for at least 30 minutes at a time in groups of five or fewer students.
Accelerating learning through instructional approaches:Out-of-school time programs-
Identified students, needing additional support before, and after the regular school days,
as well as on weekends, and during school breaks.
https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 13/19
7/1/2021 Qualtrics Survey Software

Accelerating learning through instructional approaches: Summer learning and
enrichment: Summer learning programs, camps, community partnerships, work-based
learning or community service that provide high-quality instructional and are designed to
meet the social and emotional needs of student through engaging and enriching
experiences.
Access to and effective use of technology
Engaging families in digital learning training and effectively using technology and
platforms
Administering and using high-quality assessments that are valid and reliable, to
accurately assess students’ academic progress and assist educators in meeting
students’ academic needs, including through differentiating instruction
Providing information and assistance to parents and families on how they can effectively
support students
Tracking student attendance and improving student engagement provided by the school
Using data about students opportunity to learn indicators to help target resources and
support
Professional Learning Communities
Access to advanced coursework, dual enrollment, work-place learning, and/or
internships
Career, Technical, and Agricultural Education expenses (approved under Perkins Act)
Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi,
other wireless, internet service, etc.), devices (laptops, tablets, etc.), printing costs for
learning packets, instructional resources/tools, hardware, software, subscriptions,
licenses, assistive technology or adaptive equipment, online learning platforms/learning
management systems, other distance/remote learning costs
Other (please identify in the box below)

How do you plan to use the remaining 80% for the allowable uses of funds related to
preventing, preparing for, and responding to COVID-19 as required by ESSER I, II, and
III? See page 5 of the ARP ESSER Fact Sheet for more information. Choose all evidence-
based practices that apply.

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 14/19
7/1/2021 Qualtrics Survey Software

Accelerating learning through instructional approaches: Tutoring program-High-dosage
tutoring provided consistently by well-trained tutors or educators at least 3 days per week
for at least 30 minutes at a time in groups of five or fewer students.
Accelerating learning through instructional approaches: Out-of-school time programs-
Identified students, needing additional support before, and after the regular school days,
as well as on weekends, and during school breaks.
Accelerating learning through instructional approaches: Summer learning and
enrichment: Summer learning programs, camps, community partnerships, work-based
learning or community service that provide high-quality instructional and are designed to
meet the social and emotional needs of student through engaging and enriching
experiences.
Access to and effective use of technology
Engaging families in digital learning training and effectively using technology and
platforms
Administering and using high-quality assessments that are valid and reliable, to
accurately assess students’ academic progress and assist educators in meeting
students’ academic needs, including through differentiating instruction
Providing information and assistance to parents and families on how they can effectively
support students
Tracking student attendance and improving student engagement provided by the school
Using data about students opportunity to learn indicators to help target resources and
support
Professional Learning Communities
Access to advanced coursework, dual enrollment, work-place learning, and/or
internships
Career, Technical, and Agricultural Education expenses (approved under Perkins Act)
Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi,
other wireless, internet service, etc.), devices (laptops, tablets, etc.), printing costs for
learning packets, instructional resources/tools, hardware, software, subscriptions,
licenses, assistive technology or adaptive equipment, online learning platforms/learning
management systems, other distance/remote learning costs
Mental health supports
Hiring new staff and avoiding layoffs
Meeting the nutritional needs of underserved students
Locating absent students and re-engaging disconnected youth
Providing safe, healthy, inclusive learning environments
Activities to address the unique needs of at-risk populations
Developing and implementing procedures and systems to improve the preparedness and
response efforts
Training and professional development for staff of the local educational agency on
sanitation and minimizing the spread of infectious diseases
Purchasing supplies to sanitize and clean the facilities

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 15/19
7/1/2021 Qualtrics Survey Software

Planning for, coordinating, and implementing activities during long-term closures,
including providing meals to eligible students, providing technology for online learning to
all students, providing guidance for carrying out requirements under the Individuals with
Disabilities Education Act and ensuring other educational services can continue to be
provided consistent with all Federal, State, and local requirements.
Purchasing educational technology (including hardware, software, and connectivity) that
aids in regular and substantive educational interaction between students and their
classroom instructors including low-income students and children with disabilities, which
may include assistive technology or adaptive equipment.
School facility repairs and improvements to enable operation of schools to reduce risk of
virus transmission and exposure to environmental health hazards, and to support student
health needs.
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve
the indoor air quality in school facilities, including mechanical and nonmechanical
heating, ventilation, and air conditioning systems, filtering, purification and other air
cleaning, fans, control systems, and window and door repair and replacement.
Other (please identify in the box below)

If you are planning to develop or use approaches that are novel to address lost
instructional time, would you be willing to have the OPI share your approaches with state
and federal entities? If so, please briefly describe your innovation below.

Block 11

7. Supporting the Educator Workforce

Determine if ARP funds will be used to support and stabilize the educator workforce
consistent with Section 2001 (e) (2) of the ARP Act.

How do you plan to use ARP funds to support and stabilize the educator workforce?
Choose all that apply.

Cover costs of offsetting the need to furlough or reduce the salaries of school-based staff
Cover costs of bonuses for recruiting and retaining educators and support personnel
Additional pay for additional work
Class-size reduction

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 16/19
7/1/2021 Qualtrics Survey Software

Technology to support learning: enable students to learn anywhere and teachers to teach
essential standards
Additional professional development for school leaders, teachers, and staff (trainings,
extended professional development days, programs, etc.)
Staffing additional physical and mental health support staff (counselors, social workers)
Other (please identify in the box below)

Please provide the estimated number of jobs (FTEs) that have been or will be created by
the school district through the district’s planned use of ESSER III Funds.

Please provide the estimated number of jobs (FTEs) that have been or will be retained by
the LEA through the LEA’s planned use of ESSER III Funds.

If you are planning to develop or use approaches that are novel to support and stabilize
the educator workforce, would you be willing to have the OPI share your approaches with
state and federal entities? If so, please briefly describe your innovation below.

8. Monitoring and Measuring Impact of ARP ESSER funds

How will the District monitor the impact of the ARP ESSER funded interventions or
strategies, including but not limited to the 20% set-aside, to respond effectively to the
academic, social, emotional, and mental health needs of all students, and particularly
those students disproportionately impacted?

Please indicate the type of data you are obtaining and using to monitor outcomes.

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 17/19
7/1/2021 Qualtrics Survey Software

Early Warning System
Interim Formative Assessment
Opportunities to Learn surveys
Summative assessments
Chronic absenteeism
Student engagement
Use of exclusionary discipline
Advanced coursework
Access to technology
Educator PD on technology
Access to and preparation of high-quality educators
Access to mental health and nursing staff
Student, parent, or educator surveys
Per-pupil expenditures
Classified and certified staff (numbers of positions or people)
Summer, Afterschool, and ESY enrollment
Health protocols
Student enrollment by Mode of instruction
Student attendance by Mode of Instruction
Other (please identify in the box below)

Block 12

The OPI has created a way for the district respondents to return to this plan and edit it
multiple times before submitting. You can return anytime before August 24 to finish your
submission.

When you're ready, click Submit at the end of the plan.
After you click Submit, your responses will display in a PDF file. Download the PDF
file.
Upload the PDF file of your responses to your district's webpage.

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 18/19
7/1/2021 Qualtrics Survey Software

This plan must be monitored continuously and updated every six months.
The OPI will confirm your submission via the email you provide at the start of your
plan.
The OPI will reach out with questions and support as needed.

Thank you for your submission!

https://montanaopi.az1.qualtrics.com/Q/EditSection/Blocks/Ajax/GetSurveyPrintPreview?ContextSurveyID=SV_3fvD5WGMvgtoHmS&ContextLibrar… 19/19

File and source

File: department-of-education-pdf-www-ed-gov-4ee51ce20d.pdf
Size: 6,646,384 bytes
SHA-256: 80a5a0486a0e7681744b5dadb4d68a9d2a23006c81d8acbcde9229b4e74b13c3
Our copy: department-of-education-pdf-www-ed-gov-4ee51ce20d.pdf
Original: www.ed.gov