State of Delaware Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief (ESSER III) Fund
Summary
This is the State of Delaware Plan for the American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER III) Fund, dated June 14, 2021 and updated July 13, 2021. The table of contents lists a letter from Dr. Susan Bunting, grantee and contact information, and sections describing the State's current status and needs, safely reopening schools and sustaining their safe operations, and planning for the use and coordination of ARP ESSER funds. It also lists sections on maximizing State-level funds to support students, including the academic impact of lost instructional time, summer learning and afterschool programs, emergency needs, and LEA plans for the use of ARP ESSER funds.
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Cite this document
“State of Delaware Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief (ESSER III) Fund.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-5564dfde8b/
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American Rescue Plan
ESSER Funding
State of Delaware Plan
for the American Rescue Plan (ARP)
Elementary and Secondary School Emergency Relief (ESSER III) Fund
June 14, 2021
Updated July 13, 2021
A. Describing the State’s Current Status and Needs 1
TABLE OF CONTENTS
Letter from Dr. Susan Bunting............................................................................ 3
Grantee and Contact Information…………………………………………….…….. 6
Describing the State’s Current Status and Needs……………………………….. 7
Progress and Promising Practices…………………………………………… 7
Overall Priorities………………………………………………………….......... 12
Identifying Needs of Underserved Students…………………………………. 13
Understanding the Impact of the COVID-19 Pandemic………………….… 17
School Operating Status………………………………………………………. 18
Safely Reopening Schools and Sustaining their Safe Operations……………. 19
Support for LEAs……………………………………………………………….. 19
Safe Return to In-Person Instruction and Continuity of Services Plans….. 26
Planning for the Use and Coordination of ARP ESSER Funds………………… 27
SEA Consultation………………………………………………………………. 27
Coordinating Funds……………………………………………………………. 28
Maximizing State-Level Funds to Support Students…………………………….. 34
Academic Impact of Lost Instructional Time………………………………… 34
Evidence-Based Summer Learning and Enrichment Programs………...... 36
Evidence-Based Comprehensive Afterschool Programs………………...... 36
Emergency Needs……………………………………………………………… 36
Supporting LEAs in Planning for and Meeting Students’ Needs……………… 37
LEA Plans for the Use of ARP ESSER Funds……………………………… 37
LEA Consultation………………………………………………………………. 38
Support and Monitoring of LEA Use of ARP ESSER Funds……………… 39
Educational Equity in LEA Use of ARP ESSER funds…………………….. 41
Supporting the Educator Workforce……………………………………………….. 43
Supporting and Stabilizing the Educator Workforce……………………….. 43
Staffing to Support Student Needs…………………………………………… 46
Monitoring and Measuring Progress……………………………………………….. 47
Capacity for Data Collection and Reporting………………………………… 47
Monitoring and Internal Controls…………………………………………… 48
Appendix................................................................................................................50
State of Delaware ARP ESSER Fund Plan 2
LETTER FROM
DR. SUSAN BUNTING,
SECRETARY OF EDUCATION
Since Spring 2020, the Delaware Department of Education has worked in close coordination with our
district and charter leaders and with the Delaware Division of Public Health to support our students, their
families and educators as they have had to make immeasurable adjustments.
The health and well-being of those learning and working in our schools has always been our priority as
we have fostered safe learning environments. Initially that meant building closures, but as we learned
more about COVID-19 and safety best practices, we worked together to reopen our buildings for in-
person learning. Our educator vaccination efforts exemplified our teamwork.
We will continue to collaborate in this next step of our state's COVID-19 recovery as we invest in our
schools to support student learning that has been affected by the challenges of the past year. In addition
to local programs, we will provide statewide supports that best meet the needs of our school
communities.
We have learned a lot through this pandemic, not the least of which is the power of working together. I am
grateful for the partnerships that have helped bring us to where we are today and look forward to
continuing that collaborative work in the months ahead.
Sincerely,
Susan Bunting, EdD
State of Delaware ARP ESSER Fund Plan 3
State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
2
Grantee and Contact Information
ARP ESSER PR Award Number: S425U210009
SEA Contact: Christine Alois
Telephone: 1-302-735-4040
Email address: Christine.alois@doe.k12.de.us
By signing this document, I agree to each of the assurances listed in Appendix C and further assure that:
To the best of my knowledge and belief, all information and data included in this plan are true and
correct.
Chief State School Officer or Authorized Representative
(Printed Name)
Susan Bunting, Secretary of Education
Signature of Authorized SEA Representative Date:
Susan Bunting June 14, 2021
State of Delaware ARP ESSER Fund Plan 6
A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the progress
they have made, the priorities and student needs guiding their ARP ESSER funding decisions, and
their current and projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3 strategies that have been most
effective in supporting the needs of students in your State during the COVID-19 pandemic, especially for
students most impacted by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices to the Department’s Safer
Schools and Campuses Best Practices Clearinghouse so that they can be shared with other States and
LEAs.
The State of Delaware, its districts and charter schools (known collectively as Local Education
Agencies or LEAs), have made extraordinary efforts to support students during the COVID-19
pandemic. The following are examples of promising practices the Delaware Department of
Education (DDOE) has exhibited. Each of these practices was made possible through
partnerships across the state. During bi-weekly check-ins, districts and charters will be
encouraged to share their best practices and lessons learned with the clearinghouse as well.
Provided Guidance for Reopening Schools
DDOE convened three groups of stakeholders throughout the summer of 2020 to develop the
state’s reopening plan. The Delaware Reopening Plan guidance document provided support for
districts and charters as they reopened school buildings in Fall 2020 as well as continued
operations for the remainder of the 2020-2021 school year. Essential safety protocols were
included in the plan and were required to be implemented by all Delaware schools, pre-K
through grade 12. The plan’s health and safety protocols were informed by the
recommendations of the stakeholder working groups and finalized by the Delaware Division of
Public Health (DPH) in collaboration with DDOE to allow Delaware students and staff to more
feasibly and safely return to school buildings.
The Delaware Reopening Plan also included actionable planning steps for districts and charter
schools to consider as they developed their own site-based plans. The Southern Regional
Education Board (SREB) released a planning template that DDOE provided to districts and
charters to use as they created their plans. Additionally, DDOE partnered with the Delaware
State Board of Education (SBE) and the United Way to compile a directory of statewide
community partners that were available to support schools in a variety of ways as school
buildings reopened for students and staff.
Provided for Accessibility and Affordability of Internet Services
In partnership with DDOE, the Delaware Department of Technology and Information (DTI)
developed the Connect Delaware program to address accessibility and affordability of internet
connection. Connect Delaware has been a valuable asset to the state’s comprehensive work
addressing gaps in broadband availability and adoption, and its engagement of key
A. Describing the State’s Current Status and Needs 7
stakeholders has helped build an understanding of broadband needs in the state. Connect
Delaware consists of two discrete subprograms:
1. Infrastructure program - Supports the buildout of new broadband infrastructure by the
private sector in Delaware.
2. Subsidy program - Provides fixed and hotspot broadband connections to qualifying low-
income students in the state.
DTI worked with DDOE to develop a subsidy program that would provide broadband services
free-of-charge to low-income students through the 2021 calendar year. DDOE and the state’s
school districts and charter schools were key stakeholders in the implementation of this
program. School districts and charter schools assessed the broadband needs of their eligible
students and selected the products that would best meet student needs. Orders were then
submitted by districts and charters to DTI, which placed orders directly with participating service
providers. Service providers delivered products directly to school districts and charter schools,
which distributed products to families and invoiced the state directly for the services. Hotspots
were shipped directly to school districts and charters, and individual voucher codes that could
be redeemed for fixed service were sent electronically.
While some free and low-cost internet programs determined eligibility and allocated services on
a household basis, Connect Delaware did both at the individual student level. Through the
program, households with more than one eligible student were able to receive services for each
student. Each student could receive both a fixed home broadband connection and a mobile
hotspot. This eligibility structure removed the penalty that would have been otherwise faced by
multi-student families attempting to engage in simultaneous distance learning with a single
connection.
Delaware’s school districts (19) and charter schools (23) requested broadband services for
23,590 students through the program. All districts and charters in Delaware participated.
The Connect Delaware subsidy program is unique in the manner in which it distributed
responsibility across several key players. Responsibility was lifted almost entirely from students
and their families and instead distributed among DDOE, DTI, participating service providers,
and school districts and charter schools. This program structure minimized enrollment burdens
for families and administrative burdens for school districts and charters, ultimately resulting in
high participation and a significant amount of connections for students.
The program also allowed school districts and charters to determine student eligibility based on
the given criteria as opposed to requiring a cumbersome proof-of-enrollment process that could
serve as a barrier to participation for many families and place additional burden on educators.
DTI’s longstanding partnership with DDOE was instrumental in the implementation of Connect
Delaware and in enabling the program structure. DDOE acted as a trusted communication
channel and distributed much of the program information to school district and charter school
leadership. DDOE’s relationship with districts and charters made smooth communication with
key stakeholders possible.
A. Describing the State’s Current Status and Needs 8
Developed Antigen Testing Protocols
DDOE partnered with DPH to begin antigen testing pilots that then launched into full
implementation for participating districts and charter schools. Together, DDOE and DPH
expanded current antigen testing efforts in schools through a $29 million population-based
formula grant, ELC Reopening Schools: Support for Screening Testing to Reopen and Keep
Schools Operating Safely. Delaware was ahead of the curve with over 83 schools already
implementing testing in a variety of models. This grant helped to onboard additional districts and
charters during the spring and early Summer 2021, as well as provide funding for planning for
the 2021-2022 school year. After learning about Delaware’s success with statewide antigen
testing through the White House Task Force, the Epidemiology Laboratory Capacity (ELC)
reached out to Delaware and asked if we could share our antigen resources with the rest of the
applicants across the nation. The Delaware Journal of Public Health provides more information
on Delaware’s antigen testing program in Know As You Go: Pilot Program of Point-of-Care
SARS-CoV-2 Antigen Screening Testing in Delaware Schools.
Vaccinated Delaware Educators and School Staff
The Delaware Department of Education (DDOE) worked with the leadership of district, charter,
independent, private and parochial schools as well as with the Delaware State Education
Association to create a comprehensive vaccination plan for education-related personnel in our
elementary, middle and high schools (including contractors, non-Delaware residents who work
in Delaware schools, substitutes, and student teachers).
This plan was managed and administered by the DDOE in partnership with the Division of
Public Health. Individual schools were not asked to develop their own plans or criteria for
vaccine distribution. Information was provided to all stakeholders to include a vaccination toolkit
(appropriate for all faculty and staff), details of the vaccination plan that included a survey to
gauge interest in participation, how to register once the vaccine was available, and every step in
between.
For PreK-12 staff, DDOE launched an online pre-registration system for interested educators
and school staff to request vaccination. More than 16,000 PreK-12 educators and school staff
requested vaccination through DDOE, and everyone in the system was invited to a vaccination
event. An email was also sent to all districts and charter schools to invite all educators and
school staff who may not have pre-registered in the system to the events started during the
second week of March. All interested licensed child care providers also were invited through
DDOE’s Office of Child Care Licensing.
DDOE’s events, which have included school-based clinics as well as drive-thru events at Dover
Downs, were possible thanks to a collaboration with our pharmacy partner,
Albertsons/Acme (site-based clinics) and Division of Public Health (DPH)/FEMA (drive-thru
events). At each of the DDOE events, educators and school staff also received second dose
appointments. All second doses were completed by April 17.
DDOE was grateful for the assistance of our hosting schools and the many district and DDOE
staff volunteers who helped our events run smoothly.
After all DDOE sponsored events were completed, educators and school staff had the ability to
schedule appointments through pharmacies such as Walgreens as well as take advantage of
any other DPH events offered.
A. Describing the State’s Current Status and Needs 9
Supported College and Career Transitions
Despite the challenges related to remote instruction and an inability to provide support as in the
past, DDOE developed and implemented new practices and policies to help students meet their
college and career transition goals. Staff
Coordinated with higher education institutions to create a Post-Secondary Transition
Support letter mailed to all Delaware seniors in the Class of 2020 and Class of 2021.
Developed a virtual College Application Month that transitioned annual in-person school-
based events to webinars throughout the month focused on key topics such as college
information, FAFSA, resume writing, essay writing and enlisting in the military.
Updated post-secondary transition policies to increase and maintain necessary student
supports.
Waived SEED (Student Excellence Equals Degree) and Inspire scholarship
requirements for full-time enrollment and community service.
Placed state educational loan recipients scheduled for cash repayment in deferment to
align with policies for federal education loans and paused referral of state educational
loans to collections for non-payment.
Created the Emergency Scholarship Fund to support college students who had unmet
financial need defined as not having adequate funding to cover the full cost of
attendance for Fall 2020.
Supported Social, Emotional and Behavioral Health Needs
DDOE assisted districts and charters in assessing, planning and implementing strategies to
support student and staff wellbeing and mental health when reopening. With ESSER II CRRSA
funds, DDOE worked with partners and with input from various stakeholders to develop a
Social, Emotional and Behavioral Wellbeing (SEBW) plan for providing deeper support and
resources to districts and charters, including how to identify and respond to students with mental
health challenges as they returned for the 2021-2022 school year. The SEBW plan and
associated supports are based on a systems approach and provide an opportunity for districts
and schools to strategically coordinate and access resources aligned to the social, emotional
and behavioral needs of their students.
Key Strategies
An array of available SEBW resources and supports are differentiated with multiple entry
points for each district/charter to access opportunities as they build their Multi-Tiered
System of Support (MTSS).
Strategies are based on implementation science to guide districts/charters to identify
their strengths and needs and effectively install evidence-based practices.
Key Components
Effective MTSS that supports the behavioral health of all students.
Social-emotional-behavioral initiatives aligned with resources for greater impact.
High-quality social, emotional and behavioral (SEB) instructional materials implemented
at each tier of support.
Multiple sources of data (e.g., universal screening data, progress monitoring data,
implementation data) used to identify and respond to SEB needs across the tiers of
support.
Equitable access for each student.
A. Describing the State’s Current Status and Needs 10
Expected Student Outcomes
Improved student wellbeing and quality of life.
Improved attendance, self-regulation/behavior, and academic outcomes.
Decreased symptoms of serious behavioral health challenges (e.g., self-harm, suicide
and substance use) that impede participation in school.
Selection of SEBW Supports
Districts and charter schools have access to SEBW resources that best match their
priorities and build capacity for implementation using the four stages of implementation
from the National Implementation Research Network: exploration, installation, initial
implementation and full implementation.
Maintained Focus on Academic Achievement
DDOE developed the Classroom Ready Plan to provide districts and charter schools with
support and recommendations on keeping standards-aligned core instruction at the center of
the student learning experience in all learning environments, including content guidance and
Guidance documents on serving students with disabilities during the pandemic.
Guidance documents on serving English learner students during the pandemic.
Guidance document on returning to in-person learning to address unfinished learning
and recovery services.
Guidance document on purpose and use of assessments to include state provided
assessment resources.
Professional learning on incorporating the principles of Universal Design for Learning in
virtual instruction.
Developed and promoted Summer Acceleration support.
Provided all students with access to high quality, standards-aligned mathematics
summer acceleration through the use of Zearn instructional material for all rising 1st to
8th graders.
Provided educators and afterschool professionals with professional learning to skillfully
implement the Zearn resource.
Provided all students with access to high quality, standards-aligned literacy summer
acceleration through the use of Hiqh Quality Instructional Materials resources for all
rising 1st to 5th graders.
Provided educators with the professional learning to skillfully implement the High
Quality Instructional Material Resources for literacy.
Provided all K-12 grade students, educators, and afterschool professionals with access
to an online text repository from Overdrive to access reading at home, in community
centers, and as part of summer acceleration tutoring programs.
Implemented high-dosage tutoring supports to the students who need it most in
partnership with Back to Basics, Reading Assist, community-based organizations (over
5,000 students impacted).
Created Digital DE, an online portal for educators to house (share and borrow) all of the best in-
class instructional, professional learning, and family resources.
A. Describing the State’s Current Status and Needs 11
Addressed Virtual Learning Needs
DDOE invested $300,000 to offer virtual professional learning opportunities focused on
transitioning from in-person instruction to virtual instruction. This five-day seminar was designed
to address the following topics: social-emotional development of classroom climate, planning
decisions for well-structured lessons, formative assessment, criteria for success, and effective
feedback. Participants engaged with expert presenters from Research for Better Teaching
(RBT).
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently facing students and
schools across your State as a result of or in response to the COVID-19 pandemic including, to the
extent possible, data illustrating why these are the most critical and/or most widespread issues
facing schools and students.
Using current data as well as feedback from internal staff, districts and charter school
representatives, students, families and educational stakeholders, the Delaware Department of
Education (DDOE) has determined the most-critical and most-widespread issues currently
facing students and schools across the state as a result of the COVID-19 pandemic. Issues
critical to both students and schools are listed below.
Learning Acceleration - Over the past 15 months, the COVID-19 disruption has impacted
student learning across all sub-groups. The alignment between assessment data and
instructional decision-making is critical. Focusing on accelerated learning through culturally
relevant, skillfully implemented high quality instructional materials will advance efforts in
providing students with access to grade level content.
Social, Emotional and Behavioral Health of Students and Staff - The challenging
experiences throughout the pandemic have amplified the social, emotional and behavioral
health needs of students and staff. The DDOE, in coordination with Delaware legislators, LEAs,
and community organizations, will continue to enhance existing efforts underway across the
state.
Stakeholder Engagement in Promoting Student Success - Through the pandemic the need
to partner with stakeholders has become more evident than ever before. This alliance has and
will continue to serve as a support of continuous, necessary dialog to enact shared
accountability for solution-oriented actions. This collaboration will strengthen students while also
supporting families and communities. Students play a critical role in the process; thus, the state
will continue to elevate and empower student voice.
Educator Recruitment and Retention - To mitigate the impact of COVID-19 on student
learning, the recruitment and retention of highly effective, diverse educators and school staff are
paramount. The range of professionals trained to meet the myriad needs of students has been
broadened by the pandemic. In addition to hiring, educators and school staff require additional
training to best address students' needs. DDOE will continue to work on recruiting and retaining
educators with diverse educational backgrounds and experiences that reflect the student
population and best meet their needs.
A. Describing the State’s Current Status and Needs 12
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest priority academic,
social, emotional, and/or mental health needs for the remainder of the 2020-2021 school year (if
applicable) and for the 2021-2022 school year related to the impact of the COVID-19 pandemic on
each of the following student groups.
Complete the table below, adding rows as necessary, or provide a narrative description.
Delaware’s highest-priority needs for the 2021-22 school year related to the impact of COVID-
19 focus on the following:
Table A1.
The majority of summative data for the 2020-2021 school year will not be available until
July/August 2021. Highest priority needs were based on available state data as well as
stakeholder feedback. In some cases, data from previous years were used to provide
comparisons. The department will continue to work with LEAs, community organizations and
other stakeholders to identify additional subgroups for which to provide targeted support.
Student group Highest priority needs
Students from low- Continue connectivity efforts related to internet accessibility and
income families affordability.
Address widened achievement gaps due to pandemic
disruption to instruction.
o 2019 Reading and math - Substantial gaps exist
between ALL students (ELA 43%, math 42% proficiency)
and the low-income subgroup (ELA 36%, math 26%
proficiency) on Smarter Balance for grades 3-8 and SAT
for grade 11.
o 2020-2021 second MP grades in ELA and math (See
Appendix M)
o Attendance in all modes of instruction 2020-2021
decreased by 3%. (See Appendix L.)
Continue to provide services to address food insecurity.
o From March 2020- April 2021, over 10 million meals
were served to children in Delaware through USDA’s
Summer Food Service Program.
o In Delaware, 114,190 people are facing hunger; 32,830
are children.
Provide access to post-secondary options and funding
opportunities.
o Pre-COVID: 100% of seniors (~ 9000) participated in
College Application Week activities in their high schools;
with the switch to online supports (webinars, YouTube)
we had ~1000 students participate; we also have 154
students enrolled in the texting campaign. See FAFSA
completion data in Appendix I.
A. Describing the State’s Current Status and Needs 13
Student group Highest priority needs
Students from each Address progress in reading and math achievement -
racial or ethnic Substantial gaps exist between racial or ethnic backgrounds as
background used by demonstrated below. These gaps may have widened due to
the state for reporting pandemic.
purposes
Math Smarter 2019
o African American - 24%
o Asian - 77%
o Hispanic 33%
o Multiracial - 44%
o Native American - 40%
o Hawaiian - 52%
o White - 56%
ELA Smarter 2019
o African American - 36%
o Asian - 81%
o Hispanic 41%
o Multiracial - 54%
o Native American - 50%
o Hawaiian - 64%
o White - 66%
Continue efforts to provide support for college and career
readiness.
o Overall for Class of 2019, 58.6% of youth were college
and/or career ready, with 45.8% of African American
and 50.4% of Hispanic students demonstrating
readiness, compared to 78.1% of Asian students and
68.1% of White students. By gender, 67.0% of female
students demonstrated readiness compared to 50.2%
of male students. The percent of English Learners who
demonstrated readiness also declined from 22.6% to
18.6%. However, the percentage of youth who are both
college and career ready has grown from 13.2% to
25.0%. Trends are also increasing for low-income
youth, the percentage increased from 41.8% to 50.2%.
For youth with disabilities the percentage also
increased, rising from 19.9% to 21.0%.
Provide opportunities to elevate student voice.
Develop and implement culturally responsive curriculum
support and training.
A. Describing the State’s Current Status and Needs 14
Student group Highest priority needs
Students by gender Reduce achievement gaps.
o Reading achievement - Pre-pandemic 2019 there were
substantial gaps between males (48% proficiency) and
females (58% proficiency) in ELA on Smarter Balance
for Grades 3-8 and SAT males (44% proficiency) and
females (51% proficiency), for high school.
English learners Continue connectivity efforts related to internet accessibility
and affordability.
Strengthen outreach to families in multiple languages and
modes of communication.
Identify data to make decisions regarding supports and
services.
Ensure students and families remain engaged and informed
about the expectations (attendance, format, transportation) for
the remainder of the school year and the upcoming school year
to decrease absenteeism.
o English learner absenteeism increased from 2020 to
2021 from 6% to 10% for students in hybrid instruction,
from 6% to 9.1% for students in in-person instruction
and 6% to 7.8% for students in virtual instruction. This
represents a disproportionate impact on English
learners v. non-English learners.
Children with Ensure FAPE is provided in all environments.
disabilities Identify data to make decisions to address unfinished learning
through recovery services.
Provide outreach to families.
Address widened achievement gaps between students with
disabilities and general education students.
Students experiencing Provide access to in-school and out-of-school opportunities
homelessness including extra-curricular activities.
Provide social, emotional, behavioral health support.
Provide access to credit recovery for lost time.
Continue connectivity efforts related to internet accessibility
and affordability.
Develop interventions to address high absenteeism rates in
comparison to peers.
Children and youth in Provide access to in-school and out-of-school opportunities
foster care including extra-curricular activities.
Work to develop supports to maintain stability of foster
placement impacted by remote learning settings.
Develop interventions to address high absenteeism rates in
comparison to peers.
A. Describing the State’s Current Status and Needs 15
Student group Highest priority needs
Migratory students Identify interventions to address reading and math
achievement.
o Substantial gaps exist between migratory and non-
migratory children in grades 3-8, 8% in ELA and 17% in
Math.
Support English language development.
o 70% of migratory students ages 3-21 are ELs.
Enhance pre-school support.
o While 72% of migratory pre-school children received
direct support services, only 4% received direct
instructional support from the MEP.
Enhance academic support services.
o 44% of K-8 migratory students received direct reading
instructional services, 4% for 9-12 students, and 0% for
those classified as out-of-school youth. Zero migratory
students received direct math instructional services
during the last official reporting period (2018-19).
Youth involved in the Enhance direct services.
criminal justice o There are several entities including schools that work
system with criminal justice system involved youth. Because of
the pandemic, youth did not receive as many direct
services such as access to mental health counseling
and social program assistance that were available pre-
pandemic.
Students who have Identify current achievement levels.
missed the most in- Identify needs for possible social, emotional, behavioral health
person instruction supports with re-entry into school.
during the 2019-2020 Work with LEAs to identify community partners to support
and 2020-2021 school engagement.
years o Lack of data to make decisions regarding supports and
services
Students who did not o Self-reported numbers from LEAs varied throughout the
consistently year. At last inquiry approximately 2,500 students were
participate in remote reported to fit within these two categories.
instruction when
offered during school
building closure
A. Describing the State’s Current Status and Needs 16
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA will support its LEAs
in identifying the extent of the impact of the COVID-19 pandemic on student learning and student
well-being, including identifying the groups of students most impacted by the pandemic. Where
possible, please identify the data sources the SEA will suggest its LEAs use in thoughtfully
diagnosing areas of need, including data on the academic, social, emotional, and mental health
impacts of lost instructional time.
The Delaware Department of Education (DDOE) is supporting districts and charter schools in
identifying the extent of the impact of the COVID-19 pandemic on student learning and student
well-being. Ongoing data reviews and discussions regarding areas of need have been taking
place between DDOE and districts and charter schools. Starting in May 2021 and extending
through the life of the grant, members of the DDOE Secretary’s Cabinet have been meeting with
Delaware districts and charters on a bi-weekly basis.
In end of year (EOY) 2020 and EOY 2021, DDOE administered surveys to students, families,
teachers and administrators across the state. These surveys gathered Opportunity to Learn
(OTL) data and provided comparable feedback from each school year in the following areas:
Access and connectivity
Students’ academic needs
Resources and supports
Communication
Wellness and social-emotional learning (SEL)
State-level aggregate data from the surveys will be shared publicly. Individual school-level data
will be shared directly with district and charter school leaders.
DDOE, the Data Forum, and the University of Delaware have partnered to collect, analyze, and
report our Opportunity to Learn data (see Appendix K) to best provide a context with which
stakeholders may frame summative data as well as plan for the 2020-2021 school year. This
report will address the following questions:
How has COVID‐19 impacted Delaware's enrollment in public education?
What type of instruction have Delaware students been receiving since March 2020?
What does Delaware public education look like in the COVID era?
Additionally, students in grades 3-8 and 10 completed an OTL survey that was embedded as a
final task in the state assessment. In August 2021, DDOE will report out OTL data as well as
state assessment data in English language arts (ELA), mathematics, science and social
studies.
DDOE has provided districts and charter schools with an initial overview of ESSER III
expectations to include a link to The U.S. Department of Education’s Volume 2: Roadmap to
Reopening Safely and Meeting All Students’ Needs handbook, Georgetown’s Edunomics Lab’s
(2021) funding principles overview, LEA allocation overview and allowable activities, upcoming
deadlines, and additional links for support in interpreting ESSER III requirements.
A. Describing the State’s Current Status and Needs 17
5. School Operating Status: It is essential to have data on how students are learning in order to
support the goals of access and equity, especially for student groups that have been
disproportionately impacted by the COVID-19 pandemic. Describe the current status of data
collection on operational status and mode of instruction of all schools in your State. This description
must include:
DDOE continues to collect data on how students are learning in Delaware schools during the
COVID-19 pandemic. DDOE requires all schools to capture in a statewide student information
system
The mode of instruction (in-person, remote or hybrid) offered students
Enrollment data for each Delaware student
Attendance data for each Delaware student
These data points are collected daily for each student and available at the state, district and
charter school level. Student subgroup data is also highlighted to support data-driven decisions
around the goals of access and equity, especially for student groups that have been
disproportionately impacted by the COVID-19 pandemic.
Current mode of instruction and enrollment data for the State of Delaware is available in
Appendix A.
DDOE plans to continue to collect mode of instruction data from schools through the end of the
2020-2021 school year and the start of the 2021-2022 school year. Enrollment and attendance
will continue to be collected through the entirety of the current and next school year with no
estimated end date.
Delaware’s Office of the Governor and DDOE support a full return to in-person learning
following CDC guidelines for the 2021-2022 school year.
A. Describing the State’s Current Status and Needs 18
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations to
maximize in-person instruction is essential for student learning and student well-being, and
especially for being able to address the educational inequities that have been worsened by the
COVID-19 pandemic. In this section, SEAs will describe how they will support their LEAs in this
vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely returning to in-person
instruction and sustaining the safe operation of schools. This description must include:
Complete the table below, adding rows as necessary, or provide a narrative description.
DDOE will support its districts and charter schools in safely returning to in-person instruction
and sustaining the safe operation of schools. DDOE will require Delaware districts and charter
schools to submit by August 1, 2021 the date when its school(s) will reopen for staff and for
students as well as the number of hours that constitute a school day according to locally
established policy. Additionally, DDOE has adopted COVID-related prevention and mitigation
strategies that align with the most up-to-date guidance from the Centers for Disease Control and
Prevention (CDC) for the reopening and operation of school facilities. (See Table B1.) These
strategies are designed to effectively maintain the health and safety of students, educators, and
other staff.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing DDOE has dedicated website pages, including a public
of masks page with resources for school nurses, that include
guidance and videos on mask wearing. Changes are
made as guidance from CDC and Delaware Division of
Public Health (DDPH) evolves. Resources are available
in the top languages spoken in the state.
Physical distancing (e.g., DDOE has dedicated webpages, including a public page
including use of with resources for school nurses, that include information
cohorts/podding) on physical distancing. Changes are made as guidance
from CDC and Delaware Division of Public Health
(DDPH) evolves.
Handwashing and respiratory DDOE has dedicated webpages, including a public page
etiquette with resources for school nurses, that include information
on handwashing and respiratory etiquette. Changes are
made as guidance from CDC and Delaware Division of
Public Health (DPH) evolves.
B. Safely Reopening Schools and Sustaining their Safe Operations 19
Mitigation strategy SEA response
Cleaning and maintaining DDOE has dedicated webpages, including a public page
healthy facilities, including with resources for school nurses, that include information
improving ventilation on cleaning and maintaining healthy facilities. Changes
are made as guidance from CDC and Delaware Division
of Public Health (DPH) evolves.
Contact tracing in combination DDOE has dedicated webpages, including a public page
with isolation and quarantine, with resources for school nurses, that include information
in collaboration with the State, on contact tracing, isolation and quarantine. Changes
local, territorial, or Tribal health are made as guidance from CDC and Delaware Division
departments of Public Health (DPH) evolves.
Diagnostic and screening DDOE has dedicated webpages, including a public page
testing with resources for school nurses, that include information
on diagnostic and screening testing. Changes are made
as guidance from CDC and Delaware Division of Public
Health (DPH) evolves. Additionally student antigen
testing has been supported with technical assistance by
DPH and DDOE.
Efforts to provide vaccinations DDOE has a webpage dedicated to its role in vaccines for
to educators, other staff, and education-related personnel. Vaccines for students are
students, if eligible being coordinated primarily with DPH, districts/schools
and pharmacy partners.
Appropriate accommodations DDOE has dedicated webpages, including a public page
for children with disabilities with resources for school nurses that provide information
with respect to the health and on appropriate accommodations for children with
safety policies disabilities. Changes are made as guidance from CDC
and Delaware Division of Public Health (DPH) evolves.
DDOE has also developed additional prevention and mitigation support strategies to effectively
maintain the health and safety of students, educators, and other staff as school facilities
continue to reopen.
School staff vaccinations - Coordinated a statewide, cross-agency effort to make vaccines
available to all interested education and school support staff in Delaware districts and charter
schools. DDOE-sponsored clinics vaccinated over 16,000 educators and school staff throughout
the state. DDOE vaccine events were hosted in Delaware schools with school nurses providing
post-vaccine monitoring support. DDOE partnered with Albertsons Pharmacy as the vaccine
provider. DDOE launched the vaccine registration system and developed a series of logistical
processes and forms. DDOE’s vaccine delivery model was used by other groups in the state,
including higher education institutes.
B. Safely Reopening Schools and Sustaining their Safe Operations 20
Student antigen testing - Partnered with the Delaware Division of Public Health (DPH) to
coordinate antigen testing for Delaware students. Expanded current antigen testing efforts in
districts and charters through a $29 million population-based formula grant. (See Epidemiology
and Laboratory Capacity (ELC) Reopening Schools: Support for Screening Testing to Reopen
and Keep Schools Operating Safely.) Over 83 schools are currently implementing COVID
testing via a variety of models. DDOE and DPH jointly published an article outlining the state’s
efforts. DDOE engaged with the Nemours/Alfred I. duPont Hospital for Children in Wilmington,
DE to develop a larger pool of medical providers to oversee the programs in the schools and
districts.
DDOE developed a toolkit and FAQ document to assist districts and charters in implementing
student antigen testing. These resources were also shared with all participating states in the
ELC grant. Included in the toolkit are
A checklist of activities to be completed.
Information on the Clinical Laboratory Improvement Amendments (CLIA) requirements.
Access to the state’s RedCap data collection portal.
Information on how to order test materials.
Waste requirement information.
Sample documents such as consent forms.
DDOE held virtual interest meetings with district and charter school leads. The antigen testing
program was discussed frequently in DDOE’s School Nurse Open Hours meetings. This sharing
of information, documents and processes was very helpful as more schools and districts came
on board.
Reopening resources - Created online resources to support districts and charters as they
safely reopened and sustain in-person learning and activities. Resources have focused on
multiple areas of school operations to include school bus safety, remote classroom instruction
support, mitigation strategies for students unable to wear masks, operation of safe band camps,
and more. Many of the guidance documents were created in partnership with CDC guidance
and the Delaware Division of Public Health. DDOE also adopted best practices from other
entities. For example, DDOE’s policy on safe play and extracurricular activities follows
recommendations by the National Federation of High School Sports. DDOE continues to
expand and update these resources in response to district and charter school needs.
School nurse support - Provided and will continue to provide open hours multiple times a
week for lead school nurses (both private and public school), school nurses, and COVID
coordinators as well as district and charter leaders. The open hours included attendance by
Delaware Division of Public Health (DPH) representatives - DPH leads responsible for working
with schools - and other related staff as needed. For instance, DPH nursing directors, medical
directors and epidemiologists have attended to update the school nurses on issues related to
antigen testing, vaccinations, changes to contact tracing processes, COVID-19 variant
concerns, and more. Relevant staff have attended as well to provide updates on rule/regulation
changes for interscholastic sports and mask-wearing requirements. The open hours meetings
created a unique opportunity to build camaraderie and connectedness among Delaware school
nurses that had not existed prior to this COVID-related work. The school nurses also
volunteered at the DDOE-sponsored vaccine clinics, demonstrating their commitment to
keeping Delaware schools safe.
B. Safely Reopening Schools and Sustaining their Safe Operations 21
School nutrition resources - Held regular meetings with school nutrition supervisors
throughout the COVID-19 pandemic. Before COVID these meetings were held quarterly and in-
person. Due to COVID, the meetings transitioned to a remote, twice-a-week format when
schools first closed and our schools had to immediately implement the USDA Summer Food
Service Program (SFSP). After these immediate SFSP needs were met, school nutrition
meetings moved to once a month.
Having regular meeting opportunities during school building closures allowed school nutrition
supervisors to share best practices on food distribution, training and USDA guidance waivers.
USDA waivers provided DDOE, districts and charters the ability to operate various nutrition
programs during the pandemic. To date, Delaware has taken advantage of all applicable waiver
opportunities to best support students and schools. The DDOE nutrition team is planning to
continue monthly meetings to provide training, share USDA information, and provide technical
assistance to School Nutrition Program operators.
Schools and non-profit sponsors continue to operate the Summer Food Service Program
(SFSP) as they have since March of 2020. Meals are available to all children ages 18 and
under, free of charge. From March 2020 through April 2021, over 18.3 million meals were
served in Delaware through this program. By using USDA waivers and flexibilities, Delaware
sponsors continue to be able to provide multiple days’ worth of meals at one time, which has led
to increased participation statewide. In Summer 2020, DDOE also engaged with the Delaware
Emergency Management Agency (DEMA) to coordinate the use of the Delaware National Guard
for food distribution for one of the Delaware school districts.
Learning modules have been developed and are accessible in the state’s Schoology learning
platform. This accessibility allows for sponsors to take these learning modules at a time that
works best for them. DDOE also provides information on operating meal programs for after-
school and enrichment opportunities. DDOE is continuously developing and updating training to
ensure that School Nutrition Program operators have all the information they need.
DDOE worked very closely with the Delaware Division of Social Services on the implementation
of Pandemic Electronic Benefit Transfer (P-EBT). While P-EBT is not a DDOE program, DDOE
did help support coordination of school-level data and provide information from districts and
charter schools, which was critical to effectively implementing the program. In addition, DDOE
has a very strong working relationship with the Delaware Food Bank and several philanthropic
entities including the Harry K. Foundation to make connections in the communities where the
USDA programs cannot be used.
During school year 2021-22, School Nutrition Programs will be operating under the Seamless
Summer Option (SSO). This is a USDA Program that allows all students to eat breakfast and
lunch free-of-charge and provides a per meal reimbursement to the School Nutrition Program.
DDOE is developing training, updating software and providing technical assistance and support
for the successful implementation of SSO for SY 21-22.
School counselor support – Previously, held quarterly lead school counselor meetings and
relied on the leads to share information with their districts/schools. With virtual meetings during
the pandemic, the information presented was available and open to all. Office hours were also
made available for sharing best practices, discussing concerns, and brainstorming solutions.
This was especially helpful for elementary counselors in schools where there may be only one
school counselor. Office hours and/or in-person meetings will be determined based on input
from the field.
B. Safely Reopening Schools and Sustaining their Safe Operations 22
DDOE created a Schoology group for school counselors to share important updates and
resources. The calendar is maintained to share relevant professional development
opportunities. The Resources section contains folders such as Professional Learning
Recordings; Race & Equity; Self Care; Scholarships; and a School Counselor COVID-19
Survival Guide. The Survival Guide was created to provide a central location for COVID
resources including College & Career/Graduation; COVID-19 Student Resources; Counselor &
Staff Wellness; Important Updates; Mental Health/Crisis/Transition; Professional Learning;
Resources for Families; SEL; and Virtual Counseling & Technology. Counselors have also used
the discussion board to ask each other questions and collaborate. The Schoology group will
continue, and information will be updated as needed.
DDOE partnered with Nemours Children’s Health System at the Nemours/Alfred I. duPont
Hospital for Children in Wilmington, DE, to provide Mental Health May professional learning
opportunities for school counselors. Sessions were facilitated by medical professionals and
included 14 topics such as Screenagers Next Chapter: Uncovering Skills for Stress Resilience,
Managing Panic Attacks & Panic Disorder in Children and Adolescents, Child and Adolescent
Transgender Health, Common Medications and the Impacts on Learning, and Supporting
Students with Intellectual & Developmental Disabilities During & Following the Pandemic.
Additional DDOE leads in areas such as health, school climate and discipline attended for
possible expansion to their audiences. The modules remain available for the upcoming school
year in asynchronistic format for access by school counselors and school social workers.
Additionally, Delaware’s General Assembly is considering a legislative change to the Delaware
Code that would provide a specific ratio of student to full-time certified school counselors/social
workers as well as a specific ratio of student to full-time school psychologists/licensed mental
health therapists in elementary schools and a directive to plan to expand to district preschools,
middle schools and high schools in the future.
Foster care liaison support - As indicated with other school professionals, holding virtual
meetings increased the participation of all the liaisons. For many of these individuals, driving to
the SEA for meetings from their school/district locations was difficult and pulled them away from
their duties. Training modules were created, and then the liaisons met to go over any
questions. It is expected that virtual meetings will continue for this group on a more regular
basis, especially around training. The virtual environment also provided the opportunity to easily
facilitate presentations from community agencies such as Kind to Kids, Connecting
Generations, and the Capital Guardian Youth Challenge Academy. Connecting liaisons to
resources helps them to remain aware of opportunities available to their students.
Homeless education liaison support - As with the other specific roles, the DDOE quickly
engaged with the LEA Homeless Education Liaisons. At the beginning of COVID, the DDOE
initiated virtual meetings that were both optional and mandatory. These meetings will continue
to occur every two or three weeks.
DDOE encouraged district and charter school homeless education liaisons to connect with their
students and families via phone throughout the COVID-19 pandemic. Additionally, district and
charter homeless education liaisons distributed needed items for school and home to students
and their families. Drop-offs were coordinated at food hubs or through individual home visits.
B. Safely Reopening Schools and Sustaining their Safe Operations 23
Health and physical education support - The SEA was able to schedule more opportunities
with the leads of physical education (PE) and health education in a virtual format for planning
sessions related to remote and hybrid learning. DDOE worked with districts and charter schools
to develop health and physical education activities that could be done in both remote and hybrid
learning environments. DDOE also seized this opportunity to virtually visit classrooms and share
observed best practices with the health and PE leads throughout the state. In addition, DDOE
used Title IV funds to support 32 Delaware health/PE teachers to attend the annual SHAPE
America Virtual Convention.
Additionally, through its Physical Activity, Nutrition, and Obesity (PANO) program, the Delaware
Department of Health and Social Services (DHSS) has agreed to provide every Delaware
elementary and middle school with a digital CATCH Coordination Kit for the 2021-22 school
year. This kit provides a step-by-step guide for increasing collaboration between school
administrators, teachers, nutrition staff, parents, and community constituents to deliver
coordinated health messages across children’s learning environments and after-school settings.
CATCH kits additionally integrate social and emotional learning (SEL) into the PE curriculum.
Mandatory trainings due to COVID - DDOE coordinated two new non-academic training
courses as students began attending school remotely. One of the courses was developed and
provided by the Beau Biden Foundation, and related to identifying child abuse in a virtual
environment. These courses will continue to be evaluated and updated as needed in response
to the pandemic.
Delaware Code already required school personnel to complete 12.5 hours of approved non-
academic training over a three-year period. Additionally, the state has specific requirements
related to new employees, certain positions and an annual requirement for suicide prevention
training as explained below. This year these training sessions were provided in a virtual,
asynchronistic format due to COVID-19.
Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting -
Minimum requirement is 3 hours over the 3-year period.
School Bullying Awareness & Prevention; Criminal Youth Gang Detection - Minimum
requirement is 3 hours over the 3-year period.
Teen Dating Violence & Sexual Assault Awareness and Prevention (NAMC-TD).
Suicide Prevention (NAMC-SP) - Annual requirement of at least 90 minutes.
Social, Emotional and Behavioral Wellbeing - In October 2018, Delaware Governor John
Carney signed Executive Order 24, making Delaware a trauma-informed state. This executive
order required Delaware’s Family Services Cabinet Council (FSCC) to lead this work. FSCC is
made up of the state agency secretaries, including Delaware Education Secretary Susan
Bunting. The executive order also required Delaware to
Develop a trauma-informed care toolkit for trauma awareness that included a self-
care component for state employees.
Promote Trauma Awareness Month each May.
Identify gaps in trauma-related services.
Implement trauma-informed practices among state-agency staff.
Implement trauma-informed practices when working with the public.
Additionally, DDOE created a position to address the requirements of Executive Order 24 as
well as continue this work of promoting trauma-informed practices in the education community.
B. Safely Reopening Schools and Sustaining their Safe Operations 24
DDOE’s social, emotional and behavioral wellbeing webpage provides a list of trauma-informed
opportunities for students, families educators and the community.
Delaware is a recipient of the FY 2018 Project AWARE - SAMHSA grant. Through this grant
Delaware created Project DelAWARE, providing three Delaware school districts with additional
support and coaching related to building stronger multi-tiered system of support (MTSS),
especially around behavioral and mental health. DDOE’s Positive Behavioral Interventions
Support (PBIS) technical assistance provider is University of Delaware’s Center for Disabilities
Studies (CDS). UD provides PBIS-related support to Delaware districts and charter schools and
also oversees Project DelAWARE. DDOE engaged CDS and other leads from our participating
districts and DDOE staff in the development of a reentry toolkit Guidance for Supporting Student
& Staff Social, Emotional and Behavioral Health When Reopening Schools. This toolkit assists
districts and charters in assessing, planning and implementing strategies to support student and
staff wellbeing and mental health when reopening.
Project THRIVE is Delaware’s Trauma Recovery Demonstration Project (TRDP) that is funded
by the U.S. Department of Education for state education agencies to develop trauma-specific
therapeutic service delivery models for students requiring intense support within the multi-tiered
system (MTSS). Identified students must have experienced trauma and toxic stress that
significantly interferes with their school success (i.e., attendance, behavior, and course
performance/grades). Students must live in low-income families and communities that do not
have the ability to access these services without the state’s support. The project has been
integrated into Delaware’s Developmental Framework for Trauma-Informed Practices and is an
integral support in state’s infrastructure for tiered supports. TRDP participation facilitated the
implementation of Delaware’s Regulation 508, laying the foundation for trauma screening and
intervention at tiers 1 and 2, as well as trauma-specific therapeutic supports at tier
3. Participation in the TRDP has provided the opportunity for workgroups within DDOE to
evaluate all school supports for whole child wellbeing and to look more specifically at how the
DDOE responds to the needs of students who have experienced trauma and adversity,
including poverty and community violence.
DDOE assisted districts and charters in assessing, planning and implementing strategies to
support student and staff wellbeing and mental health when reopening. With ESSER II CRRSA
funds, DDOE worked with partners and with input from various stakeholders to develop a
Social, Emotional and Behavioral Wellbeing (SEBW) plan for providing deeper support and
resources to districts and charters, including how to identify and respond to students with mental
health challenges as they return for the 2021-2022 school year. The SEBW plan and associated
supports are based on a systems approach and provide an opportunity for districts and schools
to strategically coordinate and access resources aligned to the social, emotional and behavioral
needs of their students.
Key Strategies
An array of available SEBW resources and supports are differentiated with multiple
entry points for each district/charter to access opportunities as they build their Multi-
Tiered System of Support (MTSS).
Strategies are based on implementation science to guide districts/charters to identify
their strengths and needs and effectively install evidence-based practices.
B. Safely Reopening Schools and Sustaining their Safe Operations 25
Key Components
Effective MTSS that supports the behavioral health of all students.
Social-emotional-behavioral initiatives aligned with resources for greater impact.
High-quality social, emotional and behavioral (SEB) instructional materials
implemented at each tier of support.
Multiple sources of data (e.g., universal screening data, progress monitoring data,
implementation data) used to identify and respond to SEB needs across the tiers of
support.
Equitable access for each student.
Expected Student Outcomes
Improved student wellbeing and quality of life.
Improved attendance, self-regulation/behavior, and academic outcomes.
Decreased symptoms of serious behavioral health challenges (e.g., self-harm,
suicide and substance use) that impede participation in school.
Selection of SEBW Supports
Districts and charter schools have access to SEBW resources that best match their
priorities and build capacity for implementation using the four stages of
implementation from the National Implementation Research Network: exploration,
installation, initial implementation and full implementation.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe how the SEA will
ensure that its LEAs that receive ARP ESSER funds meet the requirements in section 2001(i) of the
ARP Act and the requirements relating to the ARP ESSER funds published in the Federal Register
and available at https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements) to either: (a)
within 30 days of receipt of the funds, develop and make publicly available on the LEA’s website a
plan for the safe return to in-person instruction and continuity of services, or (b) have developed
and made publicly available on the LEA’s website such a plan that meets statutory requirements
before the enactment of the ARP Act, including:
DDOE will ensure that districts and charter schools meet all federal requirements necessary in
order to receive ARP ESSER funds. DDOE has provided districts and charter schools with an
initial overview of ESSER III expectations.
Additionally, each member of DDOE Secretary’s Cabinet as well as members of the DDOE
Charter School Office have been assigned to work with 3-4 districts as an ARP ESSER liaison.
Liaisons contact district and charter leadership on a biweekly basis to check in on the adoption
and implementation of required policies, the continual provision of academic as well as
social/emotional services, the periodic review and revision of the district- and charter-level ARP
plans, and the adherence to CDC guidance. During check-ins, cabinet liaisons will also
ascertain any additional technical assistance the district and charters may need to facilitate the
safe return to school and the continuity of services that address students’ needs.
District and charter school ARP ESSER applications undergo a three-step process that includes
review and approval by DDOE’s Director of Title Programs, Associate Secretary of Student
Support, and Deputy Secretary of Education to make certain the applications meet all fiscal and
programmatic requirements. Districts and charters will also go through the same three-step
approval process every time a revision is made to an application to ensure revisions undergo
public input and meet fiscal and programmatic requirements as well.
B. Safely Reopening Schools and Sustaining their Safe Operations 26
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to developing
plans for the use of ARP ESSER funds that are responsive to the needs of students, families, and
educators. In this section, SEAs will describe their plans for consultation and for coordinating the
use of ARP ESSER funds with other resources to meet the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how the SEA engaged
in meaningful consultation with stakeholders, and incorporated input into its plan.
The description must include how the SEA provided the public the opportunity to provide input in
the development of the plan, a summary of the input (including any letters of support), and how
the SEA took such input into account.
DDOE continues to consult with stakeholders to develop a state plan for the use of ARP ESSER
funds that is responsive to and meets the needs of students, families, and educators. DDOE
has created an ESSER I-III webpage to provide for the public, districts and charter schools all
Delaware-specific information related to ESSER funding.
With the release of the American Rescue Plan III funds, DDOE engaged with students, parents,
educators and stakeholders across the state (see Appendix J) to compile feedback to ensure
that the needs of students and communities were best reflected in state and local spending
plans. These meetings occurred from Monday, April 26, through the end of May 2021. In an
effort to include all voices, stakeholders were also able to provide feedback via
stakeholder.feedback@doe.k12.de.us.
When sharing feedback on how to best use the funds provided, stakeholders were asked to
consider the following questions:
In what ways have the effects of COVID-19 impacted students’ academic, social and
emotional needs?
In what ways can this funding provide immediate and long-term support for these
needs?
How can Delawareans work together with these funds to quickly provide more in-
person learning options for students, sustain schools' safe operations; support
students' social, emotional, mental health, and academic needs; and boldly address
inequities exacerbated by the pandemic?
A summary of the feedback from the individual groups and the emails DDOE received was
provided at a Virtual Town Hall meeting on Thursday, May 20, during which the public was
again given the opportunity to share feedback on the ARP ESSER Plan before its being
finalized by DDOE.
C. Planning for the Use and Coordination of ARP ESSER Funds 27
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate Federal COVID-19
pandemic funding and other Federal funding. Complete the table below or provide a narrative
description.
DDOE continues to coordinate federal COVID-19 pandemic funding and other federal funding
for state-, district- and charter-level use. To date, all funds for ESSER I as well as the majority of
funds for ESSER II have been awarded and allocated to Delaware districts and charter schools.
DDOE tracks district and charter school obligations in the state’s financial system, which is
called First State Financials. Total obligation amounts are as follows:
TOTAL OBLIGATED BUT NOT EXPENDED
ESSER I $3,563,730
ESSER II $25,208,280
DDOE is also using other federal FY2021 funding sources to support students during this time
as outlined below:
Annual Every Student Succeeds Act (ESEA) Title Funds - Each year the federal government
provides funding under the Every Student Succeeds Act (ESEA) Title Programs, of which a
minimum of 95% is passed through to districts and charter schools. (Exception: DDOE expends
100% of Title 1 Part C Migrant funds to support migrant summer and afterschool tutoring
programs.)
The following lists total FY2021 Title funding for the State of Delaware, its districts and charter
schools:
Title I - $54,529,983
Title I, Part C Migrant - $446,003
Title II - $10,298,533
Title III- $1,323,593
Title III Immigrant - $19,837
Title IV - $5,839,158
Title IV Rural - $140,599
1003(a) School Improvement - $3,817,269
School Nutrition Funds ($54,858,366) - The federal United States Department of Agriculture
(USDA) funding for school nutrition programs was and continues to be a food security support
for Delaware families. DDOE provides meal reimbursement to School Nutrition Programs for
meals served in compliance with program regulations. In federal Fiscal Year 2020 $32.4 million
was distributed for breakfast, lunch and Fresh Fruit and Vegetable Program meal
reimbursement, and $22.4 million was distributed for SFSP meal reimbursement. In March
2020, USDA immediately put in place waivers to allow for the Summer Food Service Program
(SFSP) to operate upon school closings. DDOE began approving programs to be operational
the week following school closing. The additional waivers USDA provided allowed for more
flexibility for the operation of the programs that also allowed families access to meals in a safe
C. Planning for the Use and Coordination of ARP ESSER Funds 28
manner. DDOE continues to provide technical assistance and support to the School Food
Authorities as additional guidance is provided. DDOE’s school nutrition staff also attends the
School Nurse Open Hours on occasion to share best practices related to the provision of meals
in schools and communities.
Individuals with Disabilities Act (IDEA) Funds ($50,510,062) - During the Covid pandemic,
DDOE , through IDEA funding, continued to support students with disabilities through SEA
professional learning and coaching initiatives such as Delaware Positive Behavior Supports,
Universal Design for Learning, Delaware Early Literacy Initiative, PIPEline for Success,
transition supports through Transition Cadre, Delaware Literacy Plan, Parent Engagement,
Accessible Instructional Materials, Project Search, and Systematic Processes for Enhancing
and Assessing Communication Supports (SPEACS).
It is anticipated that all students, both general and special education, will return to school with
some level of unfinished learning. In order to address the unfinished learning, DDOE will take
the opportunity to coordinate IDEA funds with American Rescue Plan Funding (ARP) in order to
improve academic, emotional, social and behavioral services for all students, including students
with disabilities. DDOE is providing all Delaware public schools with five academic resources to
support learning acceleration for students in literacy and mathematics beginning Summer 2021 -
Professional Learning and Summer Booster content for literacy acceleration (K-5), student
access to online text repository (K-12), access to Zearn Math licenses (K-7), Zearn Professional
Learning, and high-dosage-tutoring seats.
In addition, through braiding of IDEA and ARP funds, DDOE will strategically deliver an array of
foundational social, emotional and behavioral (SEB) resources and supports to guide
districts/schools in addressing the needs of students, including students with disabilities,
through exploration, installation and implementation stages. In turn, districts/schools will work to
1. install and sustain effective multi-tiered systems that support the behavioral health of all
students; 2. align related social-emotional-behavioral initiatives and resources for greater
impact; 3. implement high-quality social, emotional and behavioral (SEB) instructional materials
at each tier of support; 4. use a universal screening process to identify SEB needs, create early
warning systems, and leverage progress monitoring data that supports student skill
development; and 5. ensure equitable access for each student, including students with
disabilities.
McKinney-Vento Funds ($332,869) - McKinney-Vento funding is provided to Delaware districts
and charters to identify and support students experiencing homelessness. All districts and
charter schools in Delaware receive Title I funds and are required to designate a portion of
these funds for students experiencing homelessness. Per the Consolidated Grant, these funds
can be used for school supplies, personal hygiene items, and connectivity/technology. Delaware
provides 90% of the transportation costs for these students. McKinney-Vento competitive grants
provide additional monetary support for specific district and charter school interventions geared
toward improving the success of students experiencing homelessness. In the past, these
additional funds have been used for extra learning time and other innovative strategies. During
COVID-19, DDOE’s homeless education state coordinator has been involved in providing
technical support for the start- up of dedicated hotel-based learning spaces. These spaces were
funded with both district and charter monies and other non-education related COVID relief.
C. Planning for the Use and Coordination of ARP ESSER Funds 29
ARP Homeless Children and Youth Funds ($2,690,527) - The new ARP Homeless Children
and Youth (HCY) funds provide DDOE with a portion of funds to support Delaware’s children
and youth experiencing homelessness. At least 75% of ARP-HCY funds are allocated to
districts and charter schools.
Total ARP Homeless ARP Homeless I ARP Homeless II
Allocation (25 percent) (75 percent)
DELAWARE $2,690,527 $672,632 $2,017,895
DDOE has engaged with stakeholders on the potential uses of these funds. Suggestions include
the following:
o Additional professional development for school staff on understanding the unique
needs of students experiencing homelessness.
o Establishment of new community partners and partnerships.
o Additional access to out-of-school time educational opportunities.
The Delaware Strategy for Accelerating Learning for Students is providing opportunities for
high-dosage tutoring (for over 5,000 students) that can be targeted toward students
experiencing homelessness. Additionally, DDOE has been working closely with the Delaware
State Housing Authority and its Community of Care program to identify resources that can be
shared with Delaware’s district and charter school homeless education liaisons in an effort to
cooperatively work with students and families experiencing homelessness.
Workforce Innovation and Opportunity Act Funds ($1,861,046) - DDOE supports the
implementation of Delaware’s Combined State Plan under the Workforce Innovation and
Opportunity Act (WIOA), which includes the state plan for the Strengthening Career & Technical
Education for the 21st Century Act (Perkins V). DDOE partners with the Delaware Workforce
Development Board (DWDB) to manage implementation of WIOA in-school programs to support
youth who are most at-risk of dropping out of high school. Additionally under WIOA, DDOE
supports out-of-school youth programs by engaging with districts and charters and community-
based organizations to enroll out-of-school youth.
WIOA youth resources are further coupled with WIOA Title II (Adult Education) to ensure out-of-
school youth programs and adult basic education are integrated. WIOA Title IV (Vocational
Rehabilitation) programs, IDEA, and Perkins V programs are also integrated to support youth
and adults with disabilities to implement pre-employment transition services as well as transition
services to promote individuals with disabilities entering higher levels of education and the
workforce. Perkins V leadership dollars were allocated to support LEAs and educators through
professional learning routines and capacity building models focused on school and central office
administrators. Perkins V reserve funds were allocated to LEAs to directly address the impacts
of COVID-19 and create new instructional models that pair secondary/postsecondary education
with meaningful work experiences, e.g., youth apprenticeship. Additional federal resources
were also allocated to DDOE through competitive grants. Specifically, the U. S. Department of
Labor awarded Delaware a $2.5 million grant through the Youth Apprentice Readiness Grant
C. Planning for the Use and Coordination of ARP ESSER Funds 30
program, and the Institute of Educational Sciences awarded Delaware a $1 million dollar grant
through the Using Longitudinal Data to Support State Education Policymaking Grant program.
DDOE will continue to align WIOA and Perkins funds with other federal funds to support student
transition as well as postsecondary and career preparation. Specifically, DDOE will invest in the
expansion of its Perkins postsecondary education system to promote the increase of
online/didactic models of postsecondary education, the development of overarching policy
focused on credit for prior learning, and a system of stackable industry credentials and
connected degree models. Additionally, DDOE will invest in student readiness models at
marked points in student transition. Specifically, DDOE will support student matriculation and
readiness between middle grades and high school as well as high school and postsecondary
education or workforce entry. These readiness models will integrate academic and technical
readiness with social emotional skills and school counseling. DDOE will also continue to invest
in its high school career pathways system, which has helped to increase the percentage of
youth who are ready for postsecondary education and workforce entry and to close
achievement gaps for youth with disabilities and low-income youth. Additional focus will be
provided to close achievement gaps related to gender and racial equity.
Students Experiencing Foster Care (100% reimbursements as needed) - For students in
foster care, which on average is between 500-700 school aged children, the state has and
continues to support school stability by reimbursing districts and charters for 100% of the school
of origin transportation costs. The state also has a legislatively created body called the Child
Accountability Protection Commission (CPAC) that is designed to advocate for the education
success of children in foster care through multi-party collaboration. A subcommittee related
specifically to education is chaired by a DDOE director. There are various members including,
but not limited to, staff from the state’s Department of Services for Children, Youth and Their
Families (DSCYF) Division of Family Services, family court judges, district and charter school
staff, and DDOE staff.
DDOE has developed processes such as the Student Report that provide information to staff
and our family court judges to better support the specific needs of these students. DDOE also
works to bring opportunities to partner for this population of students. There is an MOU between
DSCYF, DDOE and the districts and charters that identifies specific provisions related to these
students including best interest meetings. Other partnerships include entities beyond the
services provided by DSCYF, such as Kind to Kids and Connecting Generations. There is an
opportunity to use ARP funds to expand programs that are designed for improved outcomes
such as UGrad, mentoring, and out-of-school time transportation, The Delaware Strategy for
Accelerating Learning for Students is providing opportunities for high-dosage tutoring that can
be targeted toward students experiencing foster care. Additionally, the Delaware Strategy for
Social, Emotional and Behavioral Wellbeing is designed to provide support to all students. This
strategy can be particularly helpful for supporting our most vulnerable students, including those
in foster care.
C. Planning for the Use and Coordination of ARP ESSER Funds 31
Table C1.
The following LEA data has been derived from a culmination of LEA ESSER I, ESSER II, and
ESSER III Funding applications through the eGrants system. The SEA data was derived from
an SEA spreadsheet facilitated by the Finance Office as an expenditure and planning tracking
tool.
Prior/current SEA and LEA Planned SEA and LEA
Funding
uses (including funding uses (including funding
source
amounts, if applicable) amounts, if applicable)
ESSER I LEA Uses LEA Uses
(CARES Act) SEA Authorized Activities - $994,982.23 Total amount unbudgeted or yet to
Coordinated Response Efforts - be determined - $0.00.
$107,972.83
School Leader Resources - SEA Uses
$1,437,344.00 Total amount unbudgeted or yet to
Unique Needs Activities - $2,868,710.43 be determined - $0.00.
Response Efforts - $2,444,541.40
Professional Development - $68,635.00
Cleaning Supplies - $5,844,669.22
Long Term Closure Activities -
$3,708,607.10
Educational Technology -
$14,597,351.02
Mental Health Supports - $1,042,291.63
Summer Learning - $777,419.69
Other Activities - $5,153,102.45
SEA Uses
Rural Broadband - $1,233,000
Teacher Training - $350,000
Content Filtering - $950,000
LEA COVID Education Subgrants -
$1,484,276
School Reopening Roadmap - $49,999
Translation Services, Vaccination
Events - $25,507
GEER I SEA Uses SEA Uses
(CARES Act) Parent Engagement $95,000 Institute of School Leadership -
Mental Health and/or Reading Supports $250,000.
$3,022,101
LEA COVID Education Subgrants -
$2,945,543
Prison Education - $40,000
Dual-Gen Family Literacy - $160,000
CTE Advanced Pathways - $250,000
High Dosage Tutoring - $504,177
C. Planning for the Use and Coordination of ARP ESSER Funds 32
Prior/current SEA and LEA Planned SEA and LEA
Funding
uses (including funding uses (including funding
source
amounts, if applicable) amounts, if applicable)
ESSER II LEA Uses LEA Uses
(CRRSA Act) SEA Authorized Activities - $635,149 Total amount unbudgeted or yet to
Coordinated Response Efforts - be determined - $76,101,375
$426,709
School Leader Resources - $2,789,110 SEA Uses
Unique Needs Activities - $2,218,892 Funds withheld for audit and
Response Efforts - $118,260 administrative purposes -
Professional Development - $1,450,000 $578,510
Cleaning Supplies - $2,888,438 High Dosage Tutoring -
Long Term Closure Activities - $5,600,000
$2,8882,551 Online Text Repository -
Educational Technology - $13,514,767 $4,500,000
Mental Health Supports - $771,639 Unfinished Learning PD -
Summer Learning - $5,567,999 $2,000,000
Learning Loss - $11,226,320 Social emotional & Behavioral
Facility Repairs - $6,417,665 (SEB) Support - $2,000,000
Quality/HVAC - $26,209,039 Zearn Workbooks and Licenses -
Other Activities - $12,780,515 $1,000,000
Literacy Acceleration Summer
Booster - $750,000
English Language Learner Lines -
$700,000
Online Credential System -
$500,000
Zearn Professional Development -
$500,000
Parent Leadership Training -
$80,000
Chinese Language Support -
$50,000
Family Treasure Book - $30,000
GEER II LEA Uses N/A
(CRRSA Act) Whole School Professional Learning -
$2,400,000
School Based Wellness Centers -
$640,000
Governor’s Institute for School
Leadership - $250,000
Teacher Pipeline - $168,598
C. Planning for the Use and Coordination of ARP ESSER Funds 33
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional
time, provide summer learning and enrichment programs, and provide comprehensive
afterschool programs. In this section, SEAs will describe their evidence-based strategies
for these resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the funds it reserves
under section 2001(f)(1) of the ARP Act (totaling not less than 5 percent of the State’s total
allocation of ARP ESSER funds) on evidence-based interventions to address the academic impact
of lost instructional time by supporting the implementation of evidence-based interventions, such as
summer learning or summer enrichment, extended day, comprehensive after school programs, or
extended school year programs, and ensure that such interventions respond to students’ academic,
social, emotional, and mental health needs.
DDOE will use the funds it reserves under section 2001(f)(1) of the ARP Act on evidence-based
interventions designed to address the academic impact of lost instructional time due to COVID-
19. These funds will also be used on an ongoing basis to evaluate the impact of the
interventions on student learning to determine if they are working and, if not, to adjust them
accordingly. Listed below are areas that have currently been identified for possible use of funds
after internal and external stakeholder feedback. These areas will be refined and monies
allocated after further discussions with DDOE staff, LEAs, community organizations, and
additional stakeholders.
Student Engagement Grants – Will develop a competitive grant process to help supplement
LEAs existing plans regarding the engagement of students who have missed the most in-person
instruction and/or those who did not consistently participate in remote instruction when offered.
These grants will require LEAs to partner with community organizations to provide outreach into
the community as well as evidence-based family engagement activities that reach beyond
school walls to re-engage students/families.
Align Assessments and Instructional Decision Making - Provide educators with professional
learning that will empower LEAs to utilize assessment system data to support student needs
and learning through two professional learning tracks to make sure that all learning meets LEAs’
most pressing challenges. The first professional learning track will focus on supporting districts
that are not currently administering the Smarter Balanced interim assessments but that are
interested in administering the assessments this upcoming year to support instruction. The
second professional learning track will focus on supporting districts that currently use the interim
assessments and want deeper integration of assessment data to inform standards and
curriculum-aligned instruction.
D. Maximizing State-Level Funds to Support Students 34
Strengthen Implementation of Tier I Core Instruction Through Multi-Tiered Systems of
Support (MTSS) - Provide educators with professional learning, coaching and technical
assistance as they implement a fully integrated MTSS that ensures the needs of all learners are
met through evidence-based interventions, strategies, and structures. These supports will
include by are not limited to
Tier 1 instruction support - Promote professional learning and high-quality instructional
materials (HQIM) adoption to provide educators the ability to ensure strong Tier 1
Instruction and instructional delivery for all students. Tier 1 instruction is a core tenant of
MTSS. Delaware schools are focusing on strong implementation of Tier 1 instruction in
the 2021-22 school year.
Content-specific Tier 1 professional learning support for districts and charters will include
the following:
Delaware middle school mathematics coaches – To provide content-specific
pedagogical training and support to educators and students in high-needs
Delaware middle schools.
ELA and math content leaders - To build a cohort of content-specific experts
in ELA and math who can provide pedagogical learning in schools and
systems across the state. These leaders can also provide expert advice on
choosing the highest-quality instructional materials for school systems.
English learner coordinators – To engage with multilingual learners and their
families, connect to the WIDA standards and core content standards, and
support the latest research benefitting English learners.
Reading interventionists – To instruct students learning to read based on the
science of reading.
Intervention content leaders – To provide secondary educators with the skills
necessary to support all students in accessing grade-level content while
addressing unfinished teaching and learning.
Provide Access to Student and Family Supports - Continue efforts introduced with ESSER I
and II funding as well as develop additional supports to address identified needs through
ESSER III funds.
Extension of language line service for all districts, charters and DDOE staff to
communicate with families in 195 languages initially provided through ESSER II funds. In
just three weeks the language line has been used by seventeen LEAs over 240 times
with 32 hours of service in thirteen languages.
Extension of Delaware Strategy for Social, Emotional and Behavioral Wellbeing
Plan Supports- Implements preventative as well as intervention strategies for all
students under a Multi-tiered System of Support (MTSS) framework. The plan includes
mental health literacy for adult and Youth Mental Health First Aid, which is a professional
learning opportunity that will be offered statewide.
Additional transition support and counseling - Increases the capacity of school
counselors by supporting students and families as students transition into
kindergarten/1st grade, middle school, 9th/10th grade and post-secondary education.
Additional student advisement support - Provides student advisement support with
an intensive focus on understanding the connections between career and
secondary/post-secondary education as students develop their high school plans as well
as post-secondary education and career goals.
D. Maximizing State-Level Funds to Support Students 35
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the SEA will use the
funds it reserves under section 2001(f)(2) of the ARP Act (totaling not less than 1 percent of the
State’s total allocation of ARP ESSER funds) for evidence-based summer learning and enrichment
programs, including those that begin in Summer 2021, and ensure such programs respond to
students’ academic, social, emotional, and mental health needs.
As mentioned previously, listed below are areas that have currently been identified for possible
use of funds after internal and external stakeholder feedback. These areas will be refined and
monies allocated after further discussions with DDOE staff, LEAs, community organizations,
and additional stakeholders.
Summer Acceleration Plan - Provides districts and charter schools with support for all
students using high-quality, grade/course-aligned resources including high-quality
instructional materials
High-dosage tutoring extension - Extends the high-dosage tutoring strategy outlined
in the Summer Acceleration Plan into the 2021-22 school year and beyond. The LEAs
are able to identify certain groups of students such as those experiencing
homelessness, students experiencing foster care, ELs, and migrant students, and are
able to connect these students with tutors.
Sora by Overdrive platform extension - Provides all Delaware students and educators
in grades K-12 with 24/7 access to an online reading platform and shared digital book
collection purchased under the state account. In addition to ebooks and audiobooks,
students can borrow books from the Delaware Library System with Public Library
CONNECT through Sora.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA will use the funds it
reserves under section 2001(f)(3) of the ARP Act (totaling not less than 1 percent of the State’s total
allocation of ARP ESSER funds) for evidence-based comprehensive afterschool programs
(including, for example, before-school programming), and ensure such programs respond to
students’ academic, social, emotional, and mental health needs.
After School Grant Program - DDOE is exploring with stakeholders the establishment of
additional afterschool and out-of-school time programs that respond to the academic, social,
emotional and mental health needs of all students - particularly those most impacted by COVID-
19. Using the state’s allocation of ARP ESSER funds, the new programs are similar to the
state’s 21st CCLC programs. DDOE will work with schools and community organizations to
develop program parameters and requirements that ensure the programs best meet the unique
needs of all students.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under section 2001(f)(4)
of the ARP Act to address issues responding to the COVID-19 pandemic, describe the anticipated
use of those funds, including the extent to which these funds will build SEA and LEA capacity to
ensure students’ and staff’s health and safety; to meet students’ academic, social, emotional, and
mental health needs; and to use ARP ESSER funds to implement evidence-based interventions.
With the September 30, 2024 deadline for use of funds, DDOE plans to reserve funds under
section 2001(f)(4) of the ARP Act to address unforeseen needs across the next three years.
D. Maximizing State-Level Funds to Support Students 36
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied by a
focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the pandemic. In
this section, SEAs will describe how they will support their LEAs in developing high-quality plans for
LEAs’ use of ARP ESSER funds to achieve these objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will require its LEAs to
include in LEA plans consistent with the ARP ESSER requirements for the use of ARP ESSER
funds, how the SEA will require such plans to be made available to the public, and the deadline by
which the LEA must submit its ARP ESSER plan (which must be a reasonable timeline and should
be within no later than 90 days after receiving its ARP ESSER allocation).
DDOE supports Delaware districts and charter schools as they develop high-quality plans for
ARP ESSER funds. Districts and charters are required to submit their ARP ESSER plans to
DDOE by August 23, 2021. Districts and charters are able to submit their plans through the
state’s eGrants 2022 ESSER III (ARP) application (see Appendix N).
At a minimum, district and charter ARP ESSER plans must describe the following:
The extent to which and how ARP ESSER funds will be used by the district or charter to
implement prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance,
How the district or charter will use the mandatory 20% set-aside to address the
academic impact of learning loss (note the IFR and State Plan template use term “lost
instructional time”) through the implementation of evidence-based interventions,
How the district or charter will use the remaining ARP ESSER funds consistent with
statutory requirements, and
How the district or charter will ensure that the ARP ESSER funded interventions,
including but not limited to the 20% set-aside, will respond to the academic, social,
emotional, and mental health needs of all students, and particularly those students
disproportionately impacted by the COVID-19 pandemic including students from low-
income families, students of color, English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students. A
sample template has been provided within eGrants for districts and charters to include
information related to their priority subgroups.
To further ensure district and charter school adherence to federal ESSER requirements, DDOE
requires each district and charter school eligible to receive ARP funding to complete a multi-
page application through DDOE’s online eGrants system. Each district and charter plan must
include the following in the application:
1. How the district/charter will determine its most important educational needs.
2. The proposed district/charter timeline for providing services and assistance to
students and staff.
3. How the district/charter will invest in mitigation strategies to quickly and safely get
students back into the classroom and stay there.
E. Supporting LEAs in Planning for and Meeting Students’ Needs 37
4. How the district/charter intends to measure and effectively address significant
learning loss, and
5. How the district/charter intends to use funds to address the many impacts this
pandemic has had on students, especially those disproportionately impacted by
the pandemic.
DDOE requires districts and charters to enter in the application all budget item descriptions and
amounts as well as leave a remaining zero balance on its allocation.
DDOE also ensures that each district and charter school plan describes how the proposed
amounts of funding for the suggested activities (use of funds) supports the focus areas and how
the effectiveness of the activities will be assessed. Districts and charters must also ensure that
they will comply with the General Education Provisions Act, the provisions of the Education
Department General Administrative Regulations, the Civil Rights Act of 1964, Uniform
Administrative Requirements and Cost Principles, Public Law 116-260 of the ARP Act, and
OMB Standard Forms. They must ensure that they have reserved not less than twenty percent
of their total ARP ESSER allocation to address learning loss through the implementation of
evidence-based interventions. Finally, the districts and charters must assure that they
understand that there is a Maintenance of Equity requirement as well as the requirement to
make publicly available on its website a plan for the safe return to in-person instruction and
continuity of services within thirty days of receiving funds.
All LEA plans will be posted on both the LEA’s website and DDOE’s ESSER Funding website.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP ESSER funds, ensure
that, consistent with the ARP ESSER requirements], its LEAs engage in meaningful consultation
with stakeholders.
The description must also include how the SEA will ensure that LEAs provide the public the
opportunity to provide input in the development of the LEA’s plan for the use of ARP ESSER funds
and take such input into account.
In planning for the use of ARP ESSER funds, DDOE ensures that Delaware’s districts and
charter schools engage in meaningful consultation with their stakeholders.
During the DDOE formal monitoring process, districts and charter schools are required to
answer practices related to ESSER and stakeholder engagement. Districts and charters must
indicate that they have engaged in meaningful consultation with stakeholders, “including
students, families, school and district administrators (including special education
administrators), teachers, other school staff and their unions, tribes (if applicable), civil rights
organizations, and other stakeholders representing the interests of children (including children
with disabilities, English learners, children experiencing homelessness, children in foster care,
migratory children, children who are incarcerated, etc.).”
As part of the formal monitoring process, districts and charters must also upload quality
acceptable evidence of their engagement practices for DDOE review. If documentation fails to
show evidence or falls into a “needs review” status, DDOE will consult with the district or charter
as well as provide technical assistance.
E. Supporting LEAs in Planning for and Meeting Students’ Needs 38
Section 3 (below) updated July 13, 2021.
Quality uploaded evidence may include, but is not limited to, the following:
Meeting agendas
Sign-in sheets (including chat box printouts)
Invitations (including virtual meeting information)
Meeting minutes/notes
Evaluations
Districts and charters that meet requirements will be marked as such on the consultant checklist
and indicated as “meets requirements” on a final monitoring report.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER funds.
The DDOE prides itself in serving as a support agency to the 42 LEAs across the state. DDOE
has the benefit of being located in the center of the state with all LEAs within no more than a 90-
minute drive from our office. This allows for on-site visits and the ability for LEA representatives
to all meet together in one location as well. Through established relationships with district and
charter representatives across the state, we maintain regular formal and informal contact with
leaders working with our administrators, educators, students and families. Appendix J outlines
the many groups that DDOE meets with, in most cases on a monthly basis, to provide updated
information, elicit feedback, and provide direct training and support.
In a continued effort to support as well as monitor LEAs in the use of evidence-based
interventions, ongoing data reviews and discussions have been taking place between DDOE
and LEAs. Starting in May 2021 and extending through the life of the grant, members of the
DDOE Secretary’s Cabinet are meeting with Delaware districts on a bi-weekly basis. DDOE’s
Charter School Office is regularly meeting with charter school leaders as well. We appreciate
that our LEA partners have knowledge and expertise and the fact that they are the ones working
directly with educators, students and families. Therefore, their feedback and collaboration in
identifying and developing supports have been integral and will continue to guide DDOE’s
efforts to target ESSER III funding in our final spending plan.
Each cabinet liaison as well as all DDOE directors have access to the state’s eGrants system to
review LEA’s individual ARP ESSER I-III details. Please see Appendix O for a sample of the
information provided by each LEA. Every six months throughout the life of the grant, districts
and charter schools will provide updates to DDOE regarding their ESSER I-III progress and
amendments.
In order to support and monitor its LEAs in implementation of evidence-based interventions that
address disproportionate impact of the pandemic on groups of students, the department will
continue to collect disaggregated data from LEAs to include, but not limited to, data from
statewide assessments, attendance, discipline, and variety of surveys administered by our
Academic Support, Educator Support, and School Support teams. The majority of data readily
accessible to DDOE is summative data. We are collaborating with our LEAs to find ways to
collect more formative data as well. DDOE is also looking into the use of our eGrants system to
collect and house progress linked to these efforts. Our bi-weekly check-ins will focus on data as
it becomes available.
Instructional district and charter leaders from across the state meet with us through monthly
Communication and Collaboration Network (CCN) meetings. Throughout the 2021-2022 school
E. Supporting LEAs in Planning for and Meeting Students’ Needs 39
year, DDOE will have an ongoing agenda item highlighting best practices and supports around
interventions and data collection.
Sustained support will also be provided through the Delaware Education Data Forum. This
forum is a cadre of state and LEA data professionals committed to increasing the clarity,
consensus, and confidence in reported public education data. The group includes two members
from each LEA and the DDOE data warehousing, reporting, and analytics teams.
In addition to regular meetings with LEA teams to support identifying, reengaging and
supporting students, the DDOE houses information on three primary webpages accessible
directly from DDOE’s main site.
1. Elementary and Secondary School Emergency Relief (ESSER) Funding - DDOE’s
ESSER Funding site houses regularly updated ESSER I-III guidance.
2. Guidance, Resources 2020-2021 - Developed during the 2020-2021 school year, this
site will be updated to reflect updated 2021-2022 guidance and resources addressing
topics as follows:
Guidance Documents, FAQs
COVID Vaccinations
Instructional Resources
Special Education Resources
Educator Support
Health Resources
Communication Resources
Early Care Provider Information
Additional Support
Many of the documents shared on this site have also been transferred to our Digital DE
site for the 2021-2022 school year to help streamline communication.
3. Digital DE - Digital DE serves as Delaware’s online hub for best-in-class instructional,
professional development, and family resources for this academic year and beyond. The
site is accessible, searchable, and free. Digital DE streamlines access to a variety of
digital and online resources to better support educators with instruction in all learning
environments.
DDOE also has remained steadfast in providing top-notch educational supports that empower
every learner with the highest quality education to ensure every learner leaves Delaware
classrooms ready for success in college, career and life. This support is provided through a
multi-faceted approach which includes innovative practices and exemplary services. While
many of these supports were critical prior to the pandemic, they have never been more crucial.
The department has been actively engaged in helping LEAs as they provide supports for
students and educators during every phase of the pandemic and in every learning environment.
Delaware has partnered with several national experts to provide explicit guidance to LEAs on
how to best use and monitor the effectiveness of the ARP ESSER funds. TNTP has presented
the Learning Acceleration for All: Guidance for the Next 3-5 Years to DE’s CCN. The DDOE has
also created high impact guidance (and shared via CCN) intended to support LEAs in how to
E. Supporting LEAs in Planning for and Meeting Students’ Needs 40
best leverage ARP ESSER monies to support accelerated learning for all students. These
resources include the 21-22 Classroom Ready Plan, an updated version of the 20-21
Classroom Ready Plan. The DDOE has also prioritized a Multi-tiered System of Support
approach to providing evidence-based strategies that engage the academic and non-academic
needs of the whole child. For the 21-22 school year, DDOE has prioritized the skillful
implementation of Tier 1 instruction using the DE MTSS Tier 1 Planning Guide. Tier 1 instruction
has been and continues to remain a core strategy to ensure all students have equitable access
to rigorous, standards-aligned instruction. The DDOE has heavily invested in guiding LEAs to
adopt and skillfully implement high quality instructional materials. As part of the state’s
communication campaign, DDOE developed the Digital DE online portal to expand the reach of
the department’s message and resources. DDOE has partnered with CCSSO, StandardsWork
and their Knowledge Matters Campaign, SchoolKit, Student Achievement Partners, and Rivet
Education to aid LEAs in recognizing, understanding, and spotlighting the necessity for high
quality instructional materials as a key lever in learning acceleration for every DE student.
DDOE has also prioritized professional learning as an instrumental strategy for changing
teacher practice and impacting student outcomes. The department has worked to build a vendor
marketplace that allows LEAs to utilize the best in class professional learning providers to
support the implementation of the previously mentioned strategies. LEAs can find these
professional learning providers in the Delaware Professional Learning Partner Guide.
Each of these strategies support the DDOE priorities below.
Engaged and informed families, schools, districts, communities, and other agencies
Rigorous standards, instruction, and assessments
High quality early learning opportunities
Equitable access to excellent educators
Safe and healthy environments conducive to learning
Delaware expects and expressly suggests that districts invest ARP ESSER III as well as
ESSER I and II funding in the evidence-based activities and practices contained in the
resources provided by the DDOE.
4. Describe the extent to which the SEA will support its LEAs in implementing additional
strategies for taking educational equity into account in expending ARP ESSER funds.
LEAs are required to provide information by student subgroups that they have identified as
areas of need. To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time, chronic absenteeism, student
engagement, and social-emotional well-being. (See Appendix O.)
School Climate and School Discipline
Districts and schools are re-thinking School Codes of Conduct to be more restorative and
trauma informed. What has been learned from this past year, is that students can learn and
continue to be engaged in the school community safely in a remote fashion. For students
whose conduct is in violation of the School’s Code of Conduct and would result in an out-of-
school suspension, these students can benefit from changes in how these suspension activities
are conducted. The School Climate Advisory Group (SCAG) met and shared best practices and
lessons learned. Restorative Discipline Practices have been shared, and webinars will be
created to continue this information sharing in 2021-2022. There has also been a
E. Supporting LEAs in Planning for and Meeting Students’ Needs 41
subcommittee of the SCAG established to evaluate current School Codes of Conduct and
identify changes that reflect trauma-informed discipline practices that may be adopted more
broadly across state.
The Consortia for Discipline Alternative Programs (CDAPs) has engaged in different teaching
and student-family engagement activities since the pandemic and has had a significant amount
of success using out-of-the-box solutions. The three county CDAPs will begin coordinating
regular professional development and shared best practice meetings in order to duplicate the
successful efforts of several programs statewide.
Additionally, the school resource officers (SROs) in two of Delaware’ counties participated in the
National Association of School Resource Officers (NASRO) training on adolescent mental
health awareness for law enforcement. Unfortunately, as schools were remote, SROs were not
deployed to schools as they would have normally been. One of the unintended consequences
may be the deterioration of relationships that had been built between these individuals and
students. The DDOE plans to schedule an additional opportunity for SROs to receive this
training in the 2021-2022 school year.
The DDOE has also been engaged with various Governor-led initiatives to address youth gang
activity and violence as well as juvenile justice reforms. The gang activity increased during the
pandemic as per the Intelligence community. Some outcomes have been a reduction in youth
being incarcerated because of bail and bond reform, curriculum exploration for gang resistance
education for middle school students, and increased awareness of victim services for human
trafficking victims in schools. For example, the visiting teachers group had a gang activity
briefing provided by the Department of Corrections. The DDOE will continue to interact with the
various initiatives and inform LEAs of developing practices/resources during the 2021-2022
school year.
E. Supporting LEAs in Planning for and Meeting Students’ Needs 42
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support students’
academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce: Describe the extent to which the State is facing
shortages of educators, education administration personnel, and other school personnel involved in
safely reopening schools, and the extent to which they vary by region/type of school district and/or
groups of educators (e.g., special educators and related services personnel and paraprofessionals;
bilingual or English as a second language educators; science, technology, engineering, and math
(“STEM”) educators; career and technical education (“CTE”) educators; early childhood educators).
Cite specific data on shortages and needs where available.
Complete the table below, changing or adding additional rows as needed, or provide a narrative
description.
Please refer to Appendix F for Delaware’s overview of educator shortages.
During State Fiscal Year 2021, DDOE worked closely with the Delaware Office of Management
and Budget and LEAs to avoid the layoff of district staff through state funding. Those additional
supports included funding for teachers, bus drivers and other positions that may have otherwise
been subject to layoff had the state not made additional funding available. DDOE is working
with districts and charter schools to fill anticipated gaps in certified teachers and other school
staff for the start of the 2021-2022 school year. Additionally, DDOE is expanding its educator
pipeline and educator diversity programs to best support districts and charter schools as they
address their most-significant staffing needs.
Educator Recruitment, Retention
Year-long Teacher Residency Program - Focuses on placing teacher residents in either
critical needs content areas or high-needs schools. Residents receive a $20,000 stipend for
working in a critical needs area and $25,000 stipend for working in a high-needs school.
Upon completion of the residency, the residents commit to teach in Delaware for three
years. With the early success of year-long residences, DDOE is planning to invest further in
its residency program by identifying opportunities for both state- and local-level financial
support. The program will continue to focus on placing residents in high-needs schools and
critical needs content areas.
Culturally responsive, trauma-informed training - Offers high-quality professional
learning opportunities through Research for Better Teaching (RBT) focused on
implementing high-impact instructional strategies with an emphasis on culturally responsive
practices and trauma-informed strategies for both students and educators. DDOE has also
contracted with RBT to assist in the development and implementation of the state’s newly
enhanced teacher evaluation system.
F. Supporting the Educator Workforce 43
High-quality Professional Development - Provides extensive high-quality professional
development opportunities for administrators, instructional coaches, and mentors related to
frequent observation and feedback cycles with individualized support for teachers.
High-Needs School Leadership Network - Provides high-quality professional development
and coaching to leaders from some of the state’s highest needs schools. Attendees meet on
a regular basis to engage in professional learning and to have opportunities to collaborate
with each other on solutions.
Educator Preparation Program Perceptions Survey - Provides educator preparation
programs (EPPs) with data related to how well recent graduates feel prepared to meet the
needs of their students. Questions are provided to teachers, teacher supervisors,
counselors and counselor supervisors. Additionally, DDOE is working closely with in-state
EPPs to recruit their participants to serve as summer tutors for Delaware’s K-12 students.
Educator Mobility Survey - Captures for districts and charter schools the reasons why
educators move across districts, leave the state or leave the profession. The information is
provided to districts and charters to aid in their decision-making about the educator
workforce.
DDOE Talent Practices Survey - Gathers and shares data related to district and charter
recruitment and hiring practices. Survey information is shared with district and charter
leadership to help with both local and statewide efforts to increase recruitment and retention
efforts.
District/Charter Hiring toolkit - Provided a hiring toolkit for schools. Developed in
partnership with the University of Delaware’s Association of School Leaders.
DDOE Mentor Training - Offers high-quality and continuous mentor supports for both the
teacher and leader induction programs. Monthly offerings allow teachers and leaders to
engage in professional learning and related activities focused on best practices for coaching
and supporting their mentees.
School leader induction program - Requires administrators who are new to their positions
to participate in one year of induction and mentoring. The program was recently revamped
by DDOE to add two additional, optional years to provide more in-depth training for school
leaders focused on meeting the needs of students through a leadership lens. Through this
program, administrators are also provided a leadership coach.
Governor’s Institute for School Leadership (GISL) - Provides two leadership strands to
support school and district leadership. Strand One offers an opportunity for identified
assistant principals to participate in extensive professional learning opportunities as they
build their skills and work towards becoming Delaware’s next generation of school leaders.
The second strand, sponsored by DDOE, the Delaware Governor’s Office and the University
of Delaware, provides a professional learning and networking opportunity for
superintendents across the state.
Licensure and Certification revisions - Enhances Delaware licensure and certification
requirements to mitigate the impact of COVID-19 on school staff and ensure all Delaware
students have equitable access to excellent educators.
F. Supporting the Educator Workforce 44
Removing barriers - Identifies and removes perceived barriers to entry into the education
profession through collaboration with AACTE Consortium for Research-Based and Equitable
Assessments and multiple stakeholder groups.
Diversify the Delaware Educator Workforce Initiative (DDEW) - Promotes a more
diversified workforce via a collaborative effort of the Diversity the Delaware Educator
Workforce Workgroup comprised of various stakeholders throughout the state including
teachers, school administrators, district leaders, community members, DDOE, legislators,
and businesses. As a part of this initiative, the DDEW workgroup and DDOE hosted a series
of networking events for diverse educators to collaborate and engage in professional
learning on topics related to increasing educator diversity in schools. A targeted marketing
campaign was developed to recruit diverse educators in Delaware including commercials,
social media ads, and a website (www.ddeew.org ) for stakeholders to access resources
and learn how to engage in efforts to promote diversity. Additionally, DDOE partnered with
LEAs and IHEs to host the first Delaware Educators of Color and Linguistically Diverse
Educators Recruitment Fair in March and plans to host another event in September of
2021.
Education Pipelines
Delaware Alternate Routes to Teacher Certification (ARTC) - Prepares individuals
coming from other careers to become educators. DDOE is planning to further invest in
ARTC.
Specialized Educator Pipeline - Provides opportunities for teachers of specialized areas
(English learners, special education, reading specialists) to move into roles such as teacher
leaders, coaches, assistant principals and principals.
Special Education Administrative Leadership (SEAL). Offers an 18-month program to
develop special education leaders by combining general leadership training with very
specialized training in the range of knowledge and skills required to be an effective special
education administrator, with a particular focus on the application of knowledge through
numerous experiential learning opportunities through internships and ongoing professional
development post-completion. Cohort 1 is expected to complete the program in December,
2021.
Loan Repayment Programs - Provides loan repayment for individuals seeking employment
in critical needs areas. DDOE is planning to further invest in this loan repayment program.
The increased funding will be available to individuals seeking to become educators from
other professions.
Additional support - Results from DDOE’s work with a diverse set of stakeholders over the
course of the next year to build in more robust systems of support within the state’s educator
preparation programs and the state’s comprehensive induction program around acquiring
and applying pedagogical skills.
F. Supporting the Educator Workforce 45
Educator Diversity
Equity-centered Principal Pipeline Guides - Offers policy, process and infrastructure
support strategies that strengthen school leadership. It was developed in partnership with
district and charter representatives and the University of Delaware’s Association of School
Leaders.
Scholarship programs - Reflects DDOE’s investment in scholarship programs to
encourage high school students to pursue careers in education. One promising pipeline is
our K-12 Teacher Academy Pathway in our schools, which boasts a diverse group of
students, comprising approximately 50% students of color. DDOE is planning to further
invest in this initiative.
2. Staffing to Support Student Needs: Describe the extent to which the SEA has developed or will
develop strategies and will support its LEAs in increasing student access to key support staff within
school buildings, including school counselors, special education personnel, nurses, social workers,
and psychologists (e.g. hiring additional personnel or freeing up these staff to focus on providing
services to students).
DDOE has developed the Social, Emotional and Behavioral Wellbeing plan (SEBW) to provide
districts and charter schools with MTSS implementation support and resources that best identify
and provide interventions to students who may have mental health challenges. The SEBW plan
also demonstrates how schools can use current and new support staff alongside strategic
system approaches to strengthen social, emotional and behavioral wellbeing.
Three years ago Delaware’s Governor initiated Opportunity Funding to specifically address the
needs of the state’s low-income and English learner students. All LEAs must annually submit
an application outlining how each will better address the needs of those two lower-performing
subgroups using per pupil allotments. This year Delaware’s General Assembly passed a bill
ensuring that weighted funding for low-income and English learner students becomes a
permanent feature of the state’s annual budget.
Delaware has allocated additional monies for a separate Opportunity Funding initiative that
identified districts and charters can be used to address mental health needs of low-income and
English learner students. The smaller funding line can be used for reading specialists, math
specialists, school counselors, school social workers, school psychologists, and other personnel
dedicated to initiatives such as implementing trauma-informed practices. Approximately 43 high-
needs schools also receive additional Opportunity Funds specifically for mental health and
reading supports. Opportunity Funding is expected to continue.
Through the Delaware Department for Children, Youth and Their Families (DSCYF), the state
maintains family crisis therapists (FCTS) in 51 high-need elementary schools as well as
behavioral health consultants in 30 middle schools.
F. Supporting the Educator Workforce 46
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their impact
on the Nation’s education system is a fundamental responsibility of Federal, State, and local
government. In this section, SEAs will describe how they are building capacity at the SEA and LEA
levels to ensure high-quality data collection and reporting and to safeguard funds for their intended
purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to continuously monitor
progress and make adjustments to its strategies, as well as to support its LEAs in making
adjustments to LEA strategies, based on impact. Describe how the SEA will ensure its capacity and
the capacity of its LEAs to collect data on reporting requirements, including but not limited to the
examples of reporting requirements described in the SEA’s Grant Award Notification (listed in
Appendix B). Describe the SEA’s capacity and strategy to collect data from its LEAs (disaggregated
by student group, where applicable), to the greatest extent practicable, including any steps the SEA
will take to build its capacity in the future (which may include the use of ARP ESSER and other
Federal COVID-19 pandemic funds at the SEA and LEA levels).
DDOE continuously monitors the progress of its strategies and the support it provides to districts
and charter schools to assess impact and adjust accordingly. Additionally, DDOE provides data
and technical assistance to districts and charter schools to allow them to adjust their own
strategies based on impact. To ensure its capacity and the capacity of Delaware districts and
charters to collect data on reporting requirements, DDOE has implemented the following:
Cambium Central Reporting System (/CRS) for interim data, Grades 3-11, ELA and
Math -This system provides relevant, actionable data in a centralized system to include
interim and summative data. The system also provides longitudinal data to include reports
on the entire history of a student(s). Reports are available at the student, teacher, class,
school, district and state level. The state has access to all levels of data.
Secure Data Reporting Portal - This system provides actionable, longitudinal data in a
centralized and secure portal for LEAs to review and analyze Opportunities to Learn,
summative assessment, and other outcomes data.
Delaware Education Data Forum - A cadre of SEA and LEA data professionals meet
monthly to discuss and share ideas based on analysis of local and state-level data.
Secure Education Dashboards - A system of data visualizations that describe the state of
outcome data as well as establish potential causal relationships between opportunities to
learn data and outcome data. These visualizations will be provided to LEAs and SEA
professionals in a secure and centralized system.
FY2022 eGrants Monitoring Tool – A resource that includes ARP ESSER monitoring items
that promote district and charter accountability, including:
A district/charter assurance that it has complied with the Uniform Administrative
Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform
Guidance) requirements to ensure that ARP ESSER funds have been used for
purposes that are reasonable, necessary, and allocable.
Evidence of allowable expenditures, such as purchase orders, contracts, invoices, etc.
that are directly aligned with their approved ESSER/ARP budget applications in
eGrants.
G. Monitoring and Measuring Progress 47
An assurance and evidence that ESSER ARP funds have been used for allowable
purposes in accordance with the approved budget or amendment, and cash
management principles.
Assurance and evidence that the district/charter receiving ESSER Funds has provided
equitable services to students and teachers in non-public schools as required, if
applicable.
Assurance and evidence that meaningful consultation has taken place with
stakeholders including students, families, school and district administrators (including
special education administrators), teachers, other school staff and their unions, tribes
(if applicable), civil rights organizations, and other stakeholders representing the
interests of children (including children with disabilities, English Learners, children
experiencing homelessness, children in foster care, migratory children, children who
are incarcerated, etc.).
The State of Delaware uses a unified accounting system statewide including all LEAs. The
DDOE has access to view and pull expenditure data for all LEAs, and is able to easily monitor
and compare per pupil spending.
2. Monitoring and Internal Controls: Describe how the SEA will implement appropriate fiscal
monitoring of and internal controls for the ARP ESSER funds (e.g., by updating the SEA’s plan for
monitoring funds and internal controls under the CARES and CRRSA Acts; addressing potential
sources of waste, fraud, and abuse; conducting random audits; or other tools). In this response,
please describe the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will provide its LEAs with
technical assistance in the anticipated areas of greatest need.
DDOE implements appropriate fiscal monitoring and internal controls for ARP ESSER funds. As
part of its formal monitoring process, DDOE will require districts and charters to answer
questions about practices specifically related to ESSER III as well as upload quality acceptable
evidence for DDOE review. Sample monitoring requirements are as follows:
No. 51 - The district/charter has complied with the Uniform Administrative
Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform
Guidance) requirements in Subpart D-Post Federal Award Requirements (2 CFR
§§200.300-345) and Subpart E-Cost Principles (2 CFR §§200.400-475) to ensure
that LEAs, including charter schools, are using ESSER III funds for purposes that are
reasonable, necessary, and allocable.
No. 55. - The district/charter ensures that ESSER III Funds were used for allowable
purposes in accordance with the approved budget or amendment, cash management
principles and allowable under Public Law 117-2 of the ARP Act and aligned with the
ESSER III application in eGrants.
No. 56. - The district/charter has reserved not less than 20 percent of its total ARP
ESSER allocation to address learning loss through the implementation of evidence-
based interventions.
No. 57. - The district/charter has completed the Maintenance of Equity requirements
and uploaded documentation as needed.
Quality uploaded evidence may include invoices, budget expenditures, vouchers, payment
documentation, budget sheets, financial and expenditure reports, and more. Districts and
G. Monitoring and Measuring Progress 48
charter schools that meet DDOE’s fiscal monitoring requirements will receive Meets
Requirements on their final monitoring report. Districts and charters that receive Needs
Attention will consult with DDOE and receive technical assistance well.
DDOE currently monitors each district and charter school on a four-year cycle with the following
exceptions:
Districts and charters identified through the state’s annual risk assessment are
additionally monitored during the fiscal year following that determination.
Districts and charters that do not meet requirements on the cross-monitoring tool will
automatically be included in the following fiscal year monitoring.
G. Monitoring and Measuring Progress 49
APPENDIX
48
Appendix A: School Operating Status and Instructional Mode Data Template
Table 1
In the most recent time period available, how many schools in your State offered each mode of instruction.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
State Level
Offered Offered
All Not
Number of schools to all to some
schools offered
students students
Remote or online
215 215 # 0
only
School buildings
open with both
remote/online and in- 215 190 # 25
person instruction
(hybrid)
School buildings
open with full-time 215 110 # 105
in-person instruction
Table 1a
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to some
students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2020-10-01 and 2021-10-31
Early Childhood
Offered Offered
Number of All Not
to all to some
schools schools offered
students students
Remote or
10 10 # 0
online only
School
buildings open
with both
remote/online 10 9 # 1
and in-person
instruction
(hybrid)
School
buildings open
with full-time 10 7 # 3
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 1b
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
Elem/Middle/High
Offered Offered
Number of All Not
to all to some
schools schools offered
students students
Remote or
3 3 # 0
online only
School
buildings open
with both
remote/online 3 3 # 0
and in-person
instruction
(hybrid)
School
buildings open
with full-time 3 0 # 3
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 1c
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to some
students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
Elementary School
Offered Offered
Number of All Not
to all to some
schools schools offered
students students
Remote or
104 104 # 0
online only
School
buildings open
with both
remote/online 104 84 # 20
and in-person
instruction
(hybrid)
School
buildings open
with full-time 104 54 # 50
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 1d
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
Elementary/Middle
Offered Offered
Number All Not
to all to some
of schools schools offered
students students
Remote or
online 9 9 # 0
only
School
buildings
open with
both
remote/onl 9 8 # 1
ine and in-
person
instruction
(hybrid)
School
buildings
open with
9 5 # 4
full-time
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 1e
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
High School
Offered Offered
Number All Not
to all to some
of schools schools offered
students students
Remote or
online 38 38 # 0
only
School
buildings
open with
both
remote/onl 38 37 # 1
ine and in-
person
instruction
(hybrid)
School
buildings
open with
38 15 # 23
full-time
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 1f
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
ILC School
Offered Offered
Number All Not
to all to some
of schools schools offered
students students
Remote or
online 4 4 # 0
only
School
buildings
open with
both
remote/onl 4 4 # 0
ine and in-
person
instruction
(hybrid)
School
buildings
open with
4 3 # 1
full-time
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 1g
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
Middle School
Offered Offered
Number All Not
to all to some
of schools schools offered
students students
Remote or
online 35 35 # 0
only
School
buildings
open with
both
remote/onl 35 35 # 0
ine and in-
person
instruction
(hybrid)
School
buildings
open with
35 19 # 16
full-time
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 1h
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to some
students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
Middle/High
Offered Offered
Number of All Not
to all to some
schools schools offered
students students
Remote or
3 3 # 0
online only
School
buildings open
with both
remote/online 3 3 # 0
and in-person
instruction
(hybrid)
School
buildings open
with full-time 3 2 # 1
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 1i
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to some
students,” and “not offered” columns is equal to the number in the “all schools” column.
The data in Tables 1, 1a-1i show the learning models offered by school type. The three learning model
options were fully remote, a combination of remote and in-person (hybrid), and fully in-person. The third
column titled, Offered to some students, we left blank intentionally. Due to state and local education agency
policies, the chosen learning model was offered to all students or not at all. It is also worth noting that
during the collection period of April 1st to May 31st, several schools changed their learning model, as was
expected. That is why the school totals equate across the rows, but do not equate when looking down the
columns.
Table 1 is a summary table for all schools. Tables 1a-1i breakdown the same information by school type
and/or grade level. 1a shows the data for early childhood; 1b shows the data for schools whose grade ranges
span elementary (K-5), middle (6-8), and high school (9-12) grade levels; 1c shows the data for elementary
schools; 1d shows the data for schools whose grade ranges span elementary (K-5) and middle (6-8) grade
levels; 1e shows the data for high schools; 1f shows the data for schools identified as intensive learning
centers; 1g shows the data for middle schools; 1h shows the data for schools whose grade ranges span
middle (6-8) and high school (9-12) grade levels; 1i shows the data for schools identified as special schools.
Time period between 2021-04-01 and 2021-05-31
Special School
Offered Offered
Number of All Not
to all to some
schools schools offered
students students
Remote or
9 9 # 0
online only
School
buildings open
with both
remote/online 9 7 # 2
and in-person
instruction
(hybrid)
School
buildings open
with full-time 9 5 # 4
in-person
instruction
APPENDIX A - School Operating Status and Instructional Mode Data
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the schools in
your State?
Snapshot As of 05/01/2021
The data in Table 2 show enrollment by demographic by learning model. The three learning model options
were fully remote, a combination of remote and in-person (hybrid), and fully in-person. These data were
collected as of May 1, 2021 and looks at the statewide enrollment as of that day. NOTE: students with
missing learning location or incorrect learning location state codes are not included in the compiled data.
Remote or Both remote/online
Total Full-time in-person
Number of students online only and in-person
enrollment instruction IP
VR instruction (hybrid)
Students from low-
39014 16930 16640 5444
income families
White, not Hispanic 57126 18379 29840 8907
Black or African
American, not 42127 20612 17426 4089
Hispanic
Hispanic, of any race 25437 9274 12279 3884
Asian, not Hispanic 5610 3669 1592 349
American Indian or
Alaskan Native, not 581 298 231 52
Hispanic
Native Hawaiian or
Pacific Islander, not 197 82 91 24
Hispanic
Two or more races,
6419 2645 3001 773
not Hispanic
Race/Ethnicity
information not 14 6 8 0
available
English learners 13813 4290 6864 2659
Children with
26355 9087 12288 4980
disabilities
Students
experiencing 2318 834 1095 389
homelessness
Children and youth in
326 114 161 51
foster care
Migratory students 121 18 85 18
APPENDIX A - School Operating Status and Instructional Mode Data
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure
that its LEAs comply with, all reporting requirements at such time and in such manner and
containing such information as the Secretary may reasonably require, including on matters such
as:
• How the State is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the CDC
guidance related to mitigating COVID-19 in schools;
• Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and
maximize in-person instruction time, and advance equity and inclusivity in participation
in in-person instruction;
• Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
• SEA and LEA uses of funds to meet students’ social, emotional, and academic needs,
including through summer enrichment programming and other evidence-based
interventions, and how they advance equity for underserved students;
• SEA and LEA uses of funds to sustain and support access to early childhood education
programs;
• Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER
funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on
personnel, student learning, and budgeting at the school and district level);
• Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
• Requirements under the Federal Financial Accountability Transparency Act (“FFATA”);
and
• Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
20
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
• The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under the ARP
ESSER program or activity based on race, color, national origin, which includes a
person’s limited English proficiency or English learner status and a person’s actual or
perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-
discrimination obligations arise under Federal civil rights laws, including but not limited
to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of
1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of
1975. In addition, the SEA must comply with all regulations, guidelines, and standards
issued by the Department under any of these statutes;
• The SEA will comply with all ARP Act and other ARP ESSER requirements and all
requirements of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the
ARP Act, absent a waiver by the Secretary pursuant to section 2004(a)(2) of the
ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the
ARP Act, and ensuring its LEAs comply with the maintenance of equity provision
in section 2004(c) of the ARP Act (please note that the Department will provide
additional guidance on maintenance of equity shortly);
• The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner
and, to the extent practicable, not later than 60 days after the SEA receives ARP ESSER
funds (i.e., 60 days from the date the SEA receives each portion of its ARP ESSER
funds). An SEA that is not able to allocate such funds within 60 days because it is not
practicable (e.g., because of pre-existing State board approval requirements) will provide
an explanation to the Department within 30 days of receiving each portion of its ARP
ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner and the
SEA’s expected timeline for doing so;
• The SEA will implement evidence-based interventions as required under section 2001(f)
of the ARP Act and ensure its LEAs implement evidence-based interventions, as required
by section 2001(e)(1) of the ARP Act;
• The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
students from low-income families, students from racial or ethnic groups, gender, English
learners, children with disabilities, students experiencing homelessness, children and
21
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
APPENDIX C - Assurances
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you access to, and participation in, its Federally-
about a new provision in the Department of assisted program for students, teachers, and
Educations General Education Provisions other program beneficiaries with special
Act ("GEPA") that applies to applicants for needs. This provision allows applicants
new grant awards under Department discretion in developing the required
programs. This provision is Section 427 of description. The statute highlights six types
GEPA, enacted as part of the Improving of barriers that can impede equitable access
America's Schools Act of 1994 (Public Law or participation: gender, race, national origin,
(P.L.) 103-382). color, disability, or age. Based on local
circumstances, you should determine
To Whom Does This Provision Apply? whether these or other barriers may prevent
your students, teachers, etc. from such access
Section 427 of GEPA affects applicants for
to, or participation in, the Federally-funded
new grant awards under this program. ALL
project or activity. The description in your
APPLICANTS FOR NEW AWARDS
application of steps to be taken to overcome
MUST INCLUDE INFORMATION IN
these barriers need not be lengthy; you may
THEIR APPLICATIONS TO ADDRESS
provide a clear and succinct description of
THIS NEW PROVISION IN ORDER TO
how you plan to address those barriers that
RECEIVE FUNDING UNDER THIS
are applicable to your circumstances. In
PROGRAM.
addition, the information may be provided in
(If this program is a State-formula grant a single narrative, or, if appropriate, may be
program, a State needs to provide this discussed in connection with related topics in
description only for projects or activities that the application.
it carries out with funds reserved for State-
Section 427 is not intended to duplicate the
level uses. In addition, local school districts
requirements of civil rights statutes, but
or other eligible applicants that apply to the
rather to ensure that, in designing their
State for funding need to provide this
projects, applicants for Federal funds address
description in their applications to the State
equity concerns that may affect the ability of
for funding. The State would be responsible
certain potential beneficiaries to fully
for ensuring that the school district or other
participate in the project and to achieve high
local entity has submitted a sufficient section
standards. Consistent with program
427 statement as described below.)
requirements and its approved application, an
What Does This Provision Require? applicant may use the Federal funds awarded
to it to eliminate barriers it identifies.
Section 427 requires each applicant for funds
(other than an individual person) to include in
its application a description of the steps the
applicant proposes to take to ensure equitable
What are Examples of How an Applicant
Might Satisfy the Requirement of This
Provision?
The following examples may help illustrate
how an applicant may comply with Section
427.
(1) An applicant that proposes to carry
out an adult literacy project serving,
among others, adults with limited English
proficiency, might describe in its
application how it intends to distribute a
brochure about the proposed project to
such potential participants in their native
language.
(2) An applicant that proposes to develop
instructional materials for classroom use
might describe how it will make the
materials available on audio tape or in
braille for students who are blind.
(3) An applicant that proposes to carry
out a model science program for
secondary students and is concerned that
girls may be less likely than boys to enroll
in the course, might indicate how it
intends to conduct "outreach" efforts to
girls, to encourage their enrollment.
(4) An applicant that proposes a project to
increase school safety might describe the
special efforts it will take to address
concerns of lesbian, gay, bisexual, and
transgender students, and efforts to reach
out to and involve the families of LGBT
students.
We recognize that many applicants may
already be implementing effective steps to
ensure equity of access and participation in
their grant programs, and we appreciate your
cooperation in responding to the
requirements of this provision.
APPENDIX D - Notice to All Applicants
Appendix E: GEPA Requirement
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per
response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain
benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden, to the
U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or
email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
State of Delaware Plan
for the American Rescue Plan (ARP)
Elementary and Secondary School Emergency Relief (ESSER) Fund
GEPA Requirement
The Delaware Department of Education (DDOE) does not discriminate on the basis of
age, color, religion, creed, disability, marital status, veteran status, socio-economic
status, national origin, race, gender, genetic predisposition or sexual orientation in its
education and research programs, services and activities. It provides reasonable and
appropriate accommodations to meet the learning and evaluation needs of a diverse
group of students, faculty and other participants.
The Delaware Plan for the American Rescue Plan (ARP) Elementary and Secondary
School Emergency Relief (ESSER) Fund is committed to serving a diverse group of
students, educators and their families who mirror the demographics of our Delaware
schools and communities. DDOE has taken proactive steps to engage a diverse group
of stakeholders in the development process of its ARP ESSER Plan. Delaware
programs funded through ARP ESSER will continue to meet regularly in order to assess
DDOE’s commitment to serving all students and school staff members. Adjustments will
be prioritized and made accordingly.
Delaware’s ARP ESSER Plan has been developed with a focus on equity for all
students and school communities. The following steps will be taken to ensure that
students and school communities have equal opportunities to access and fully engage
in the programs funded by ARP ESSER: a) professional learning opportunities will be
fully accessible and available in multiple formats as needed, b) plan materials and
resources will be targeted to all applicable student groups and staff communities, c)
DDOE’s commitment to fostering accessible programs, spaces and technologies will
remain throughout the life of the Delaware ARP ESSER Plan.
APPENDIX E - GEPA Requirement
APPENDIX F: Overview of Delaware educator shortages
Table F1
Area Data on shortages and needs Narrative
description
Hard to Staff Hard to Staff Temporary Employment Retirement Turnover Turnover Recruitment
Subject Subject Area2 Certificate data4 Eligibility Data6 Data7 Data8
Area1 Data3 Data5 (2019 vs (2019 vs
2021) 2021) in
HNS
Special educators Secondary Secondary 131.4% (from 11.6% (from 22% 6%/5% 9%/7% SPED
and related service Special Special 159 in 2019 4,200 to 4,687) Teachers -
personnel and education - education - to 368 in 1,030
paraprofessionals 47% and 51% and 2021) Related
Elementary Elementary Personnel - 20
special special Paraeducators
education - education - - 2,719
32% 22%
Bilingual Bilingual/ESO Bilingual/ESOL 100% (from 1 -43.8% (from 27% 12%/13% 14%/18% 21
educators L - 42% - 44% to 2) 32 to 18)
English as a 12.3% (from 27.9% (from 20% 9%/5% 7%/2% 108
second language 57 to 64) 140 to 179)
educators
STEM educators High school High school 66.4% (from 1.5% (from 24% 6%/7% 8%/7% Math - 301
math - 79% math - 73% 119 to 198) 1,188 to 1,206) Science - 232
High High
school school science
science - 79% - 65% Middle
Middle school school math -
math - 68% 46% Middle
Middle school school science
science - 68% - 40%
CTE educators CTE - 47% CTE - 28% 0% (from 86 3.9% (from 439 35% 6%/6% 8%/11%
to 86) to 456)
Area Data on shortages and needs Narrative
description
Hard to Staff Hard to Staff Temporary Employment Retirement Turnover Turnover Recruitment
Subject Subject Area2 Certificate data4 Eligibility Data6 Data7 Data8
Area1 Data3 Data5 (2019 vs (2019 vs
2021) 2021) in
HNS
Early childhood - - 254.5% (from 19.4% (from 17% 4%/2% 4%/0% 396
educators 11 to 39) 144 to 172)
School counselors Guidance Guidance n/a 6% (from 349 34% 5%/6% 4%/9%
counselors - counselors - to 370)
16% 9%
Social workers Special Special -100% (from 56% (from 25 26% 17%/8% 0%/0% 9
Education Education Case 1 to 0) to 39)
Case Managers -
Managers - 15%
16%
Nurses 26% 23% n/a 4.6% (from 284 40% 7%/4% 12%/7% 8
to 297)
School 79% 65% n/a 15.3% (from 13% 6%/7% 4%/4% 20
psychologists 196 to 226)
Notes:
1
Reported here are percent of HR directors who stated that this is a hard to staff subject area in a Talent Practices Survey conducted by the department. Data shown is for the most recent school year (2020-
2021 SY).
2
Reported here are percent of HR directors who stated that this is a hard to staff subject area in a Talent Practices Survey conducted by the department. Data shown is for five year period (SY 2016-17 to SY
2020-21).
3
Reported here is the percent and numerical change of educators holding emergency certificate or certificate of eligibility in the referenced content areas prior to pandemic (2018-19 SY) and currently (2020-
21 SY).
4
Reported here is the percent and numerical change of educators employed in the referenced content areas prior to pandemic (2018-19 SY) and currently (2020-21 SY).
5
Reported here is the percent of educators employed in the referenced areas eligible to retire within the next five years. Retirement data as of 7/22/2020.
6
Reported here is the percent of educators who were not retained in the following school year. First number shows turnover for 2019 SY and the second number is turnover for 2021 SY.
7
Reported here is the percent of educators in a high-need school who were not retained in the following school year. First number shows turnover for 2019 SY and the second number is turnover for 2021 SY.
8
Reported here is the number of applicants by each content area (employed and/or not employed). Data retrieved from Join Delaware Schools (JDS) on 5/5/2021. Not all districts and charters post their
openings on the JDS portal.
All employment and certificate data are snapshot data. Snapshot is typically taken at the beginning of November of each school year.
APPENDIX F: Overview of Delaware educator shortages
APPENDIX G - High Needs Educator Student Loan Payment Program
High Needs School Analysis
Hard to Staff Subject Area Analysis
APPENDIX G - High Needs Educator Student Loan Payment Program
Appendix H: Student Access to HQIM
The tables below demonstrate the number of Delaware students from 2018-2020 who had access to standards-aligned
high quality instructional materials (HQIMs). The information is separated by English language arts (ELA) and
mathematics HQIMs, and indicates HQIM access gaps for low-income students and students of color in all grades.
Student access to ELA HQIMs – state-level
English language arts (ELA) Elementary Middle High
% All students 32% - 2018 6% - 2018 10% - 2018
60% - 2021 43% - 2021 43% - 2021
% Students of color 30% - 2018 6% - 2018 9% - 2018
55% - 2021 37% - 2021 38% - 2021
% Students from low-income 33% - 2018 8% - 2018 10% - 2018
families 54% - 2021 38% - 2021 39% - 2021
Student access to Math HQIMs – state-level
Mathematics Elementary Middle High
% All students 53% - 2018 61% - 2018 58% - 2018
76% - 2021 52% - 2021 71% - 2021
% Students of color 51% - 2018 60% - 2018 63% - 2018
74% - 2021 47% - 2021 75% - 2021
% Students from low-income 46% - 2018 62% - 2018 57% - 2018
families 72% - 2021 50% - 2021 72% - 2021
Appendix H: Student Access to HQIM
Appendix I: Delaware FAFSA Data
2018 2019 2020 2021 Grand Total
Low Income 2169 2100 2018 2352 8639
Did not Complete a FAFSA 1226 1238 1216 1656 5336
Completed A FAFSA 943 862 802 696 3303
Not Low Income 7291 7432 7605 7571 29899
Did not Complete a FAFSA 3023 3137 3181 3643 12984
Completed A FAFSA 4268 4295 4424 3928 16915
African American 31% 32% 31% 30% 31%
Did not Complete a FAFSA 49% 51% 50% 60% 53%
Completed a FAFSA 51% 49% 50% 40% 47%
American Indian 0% 0% 0% 1% 0%
Did not Complete a FAFSA 64% 33% 40% 61% 52%
Completed a FAFSA 36% 67% 60% 39% 48%
Asian 4% 4% 4% 4% 4%
Did not Complete a FAFSA 27% 30% 27% 25% 27%
Completed a FAFSA 73% 70% 73% 75% 73%
Hawaiian 0% 0% 0% 0% 0%
Did not Complete a FAFSA 71% 83% 14% 61% 63%
Completed a FAFSA 29% 17% 86% 39% 37%
Hispanic 14% 15% 16% 17% 15%
Did not Complete a FAFSA 62% 66% 64% 70% 66%
Completed a FAFSA 38% 34% 36% 30% 34%
Multi-Racial 2% 2% 2% 1% 2%
Did not Complete a FAFSA 39% 46% 44% 61% 45%
Completed a FAFSA 61% 54% 56% 39% 55%
Race unknown 0% 0% 0% 0% 0%
Did not Complete a FAFSA 80% 50% 75%
Completed a FAFSA 20% 50% 25%
White 48% 46% 44% 47% 46%
Did not Complete a FAFSA 39% 37% 38% 46% 40%
Completed a FAFSA 61% 63% 62% 54% 60%
Appendix J: Department of Education (DDOE) ESSER Feedback Collection Process
With the release of the American Rescue Plan III funds, DDOE engaged with students, parents, educators and
stakeholders across the state to compile feedback to ensure that the needs of students and communities were best
reflected in state and local spending plans. These meetings occurred from Monday, April 26 through the end of May 2021.
In an effort to include all voices, stakeholders were also able to provide feedback via
stakeholder.feedback@doe.k12.de.us.
Below is the list of groups that met directly with DDOE staff for feedback or were sent information to respond to via the
email address above.
Delaware Foundation for Math & Science Education
CFOs Liaison Group (executive team)
Charter Liaison Group Delaware Prosperity Partnership
Chiefs' Liaison Group State Chamber of Commerce
DASA/Special Education Directors Arts Advisory Councils
DASPA Gifted Advisory Councils
DSEA MTSS Advisory Council
Principals' Liaison Group GACEL
Black Leaders COVID bi-weekly call EL Coordinators
CSOA LEA Title I Coordinators
DWDB - Board Meeting MEP PAC
IRMC United Way Pods
P-20 Council United Way Pods Parents’ Meeting
State Board of Education Boys and Girls Clubs of DE
GEAR Government affairs leads at higher ed institutions
ESSA Advisory Committee Delaware Student Success Collaborative
Family Services Cabinet Council (FSCC) Delaware College Access partners
Oversight Committee on Opportunity Funding Homeless Liaisons (Foster Liaisons are typically
Teachers' Advisory Council Homeless Liaisons in LEAs)
DDOE Directors' Council Visiting teachers
Vision Coalition 21st CCLC
Dean's Advisory Council Out of School Providers
Redding Consortium & Work Groups Delaware Afterschool Network
GACEC Building Bridges Conference May 12 (Session - It
Takes a Village: Let's Talk About Policy and Advocacy
Parent Information Center in Afterschool and Summer Learning)
Autism Delaware Career and Technical Education (CTE) Cadre
Developmental Disabilities Council Post-secondary CTE Cadre
State Council for Persons with Disabilities Delaware Workforce Development Board
District Special Education Directors Title 1,C (MEP) Field Agent Meetings
Charter Heads and Special Education Supervisors Nanticoke Indian Association
Center for Disability Studies, UD Delaware Department of Services for Children, Youth
student group - TeenSharp and Their Families (DSCYF)
student group - Sussex - LGBTQ - Camp
Rehoboth/ST
Delaware Foundation for Math & Science
Education (full board)
Appendix K: COVID Data Collections Framework
COVID Contextual Data Collection
Framework
Research Collection Data
Data Category Date Range Data Details Narrative
Question Method Owner
Sept 30th Unit Count
● 2018/2019 SY
Enrollment data of de‐identified Secure Data
● 2019/2020 SY DDOE
Data enrollment will be Transfer
● 2020/2021 SY Delaware saw a 2,407 student enrollment decrease
provided to CRESP
from the 19/20 to the 20/21 SY according to Unit
Gender Count data. DE has not seen any decrease in
Race enrollment in over 10 years. While there have been
Student ● 2018/2019 SY Grade some assumptions made regarding what students
Secure Data
How has COVID‐19 Demographic ● 2019/2020 SY Special Education DDOE have left DE public schools, where they have gone,
Transfer
impacted Delaware's Data ● 2020/2021 SY Low Income Status and why, there is a need to do analysis in this area.
enrollment in public English Learner
education? Average Daily Attendance We propose to do a comparison of the trends from
the 2018/2019 to the 2019/2020 SY to assess pre‐
● 2018/2019 SY
COVID enrollment trends to the enrollment outcomes
● 2019/2020 SY
from the past school year. Particular attention will be
Student ● 2020/2021 SY SBAC
Secure Data paid to student grade level, student demographics,
Achievement PSAT DDOE
Transfer attendance, as well as prior level of achievement.
Data (Understanding that SAT
most data will be
from 2018/2019 SY)
Data Collection Data
Research Question Data Category Date Range Narrative
Details Method Owner
eSchool De‐identified Student‐ CRESP will focus on documenting the current status
Instruction Type ● 2019/2020 SY level data indicating the Secure Data of instruction for students in the state. In the past, we
DDOE
Data (Hybrid/In ● 2020/2021 SY instruction type received Transfer would not really need to do this because all students
Person/Virtual) at a given date had some form of in‐person instruction. Now, we
really need to get a proper accounting of what type
Gender, Race, Grade,
of instruction the student received and when they
What type of Student Special Education, Low
● 2019/2020 SY Secure Data received it.
instruction have Demographic Income Status, English DDOE
● 2020/2021 SY Transfer
Delaware students Data Learner, Average Daily
DOE has assisted in setting up some data elements
been receiving since Attendance
in eSchool that attempts to capture when the student
March 2020?
●2018/2019 SY was receiving their instruction either in person, via
●2019/2020 SY hybrid, and via remote instruction.
Student SBAC CRESP will use this data, along with student
●2020/2021 SY Secure Data
Achievement PSAT DDOE demographics and previous student achievement to
(Understanding that Transfer
Data SAT get a better understanding of what students are
most data will be
from 2018/2019 SY) receiving what type of instruction.
Data Collection Data
Research Question Data Category Date Range Narrative
Details Method Owner
What does hybrid look like
in LEA?
CRESP data
collection tool
How has it changed?
Hybrid ● 2019/2020 SY and brief
Description ● 2020/2021 SY discussion LEAs
When did changes occur?
with LEA
Data leads
What is the average class
size?
What does Virtual
Learning look like in LEA? CRESP data
collection tool
Virtual ● 2019/2020 SY How has it changed? and brief
CRESP also recognizes that that each LEA has their
Description ● 2020/2021 SY discussion LEAs
own variation on what the different types of
When did changes occur? with LEA
instruction look like. For example, there are several
What is the average class Data leads
different ways to provide instruction in a hybrid or
size?
virtual format. We also know that LEAs have had to
What instructions were make a great many changes to their typical way of
given to teachers operating schools.
regarding marking a
What does Delaware student present vs. Due to the vast number of changes, we propose to
Public Education look absent? collect qualitative (or descriptive) data from LEAs
CRESP data
like in the COVID era? regarding their own unique characteristics of hybrid
● 2019/2020 SY collection tool
Absence Policy How is this data used in and virtual instruction, policies regarding attendance,
● 2020/2021 SY and brief
order to calculate a day and approach to professional development during
discussion LEAs
present vs. absent? COVID. CRESP will create a structure in which the
with LEA
data leads will help collect this data from their own
Data leads
Digital copies of LEA district or charter.
attendance policies/ This information will be extremely helpful in providing
documents context to the Delaware's educational response to
the COVID pandemic.
What technology was
CRESP data
provided to students to
collection tool
help support remote
● 2019/2020 SY and brief
Technology learning?
● 2020/2021 SY discussion
LEAs
with LEA Data
What digital learning
leads
platforms were utilized?
CRESP data
What PD did your LEA collection tool
● Spring of 2020 to offer that you normally and brief
PD Offered
present would not have provided, discussion LEAs
but did, due to COVID? with LEA
Data leads
Appendix K: COVID Data Collections Framework
Appendix L: Percentage of Average Days Absent
Percentage of Average Days Absent By Learning Location for
Low Income Students
(Marking Period 2)
14 12.4%
11.8% 11.8% (26541 students)
(16020 Students) (3921 Students)
12
Percentage Average Days Absent
(School Year 2021)-Low Income
Average Days Absent (%)
10
8.4% Percentage Average Days Absent
8 (School Year 2020)-Low Income
8.4%
6 8.4%
(45860 students)
Note:
4 -In the Marking Period 2 of School Year 2020,
all students attended school In-person
- During the Marking Period 2 of School Year
2 2021, a student may be enrolled in more
than one learning location model
0
Hybrid In Person Virtual
Learning Location Model (School Year 2021)
Percentage of Average Days Absent By Learning Location for
Non-Low Income Students
(Marking Period 2)
6.7%
7 (8387 Students)
6 5.3% Percentage Average Days Absent
(46109 Students) 5.4% (School Year 2021)- Non-Low Income
Average Days Absent (%)
5 5.4%
Percentage Average Days Absent
5.4% (School Year 2020)- Non-Low Income
4 4.9%
(99432 students)
(64864 students)
3
Note:
-In the Marking Period 2 of School Year 2020,
2
all students attended school In-person
- During the Marking Period 2 of School Year
1 2021, a student may be enrolled in more
than one learning location model
0
Hybrid In Person Virtual
Learning Location Model (School Year 2021)
Appendix M: Grade trends based on low-income status
Math grade trends based on Low Income Status
Math grades 2nd Marking Period, November 1 - January 31, for K-2nd
graders based on low income status for School Years 2019-2020 and
2020-2021
60%
50%
40%
30%
20% 2020
2021
10%
0%
A B C D F A B C D F
Not Low Income Low Income
2020 53% 33% 10% 2% 1% 38% 37% 18% 6% 2%
2021 54% 28% 11% 4% 3% 36% 31% 18% 9% 6%
Math grades 2nd Marking Period, November 1 - January 31, for 3rd-5th
graders based on low income status for School Years 2019-2020 and
2020-2021
50%
45%
40%
35%
30%
25%
20%
2020
15%
10% 2021
5%
0%
A B C D F A B C D F
Not Low Income Low Income
2020 43% 35% 16% 4% 1% 25% 36% 28% 9% 2%
2021 41% 32% 17% 7% 3% 21% 28% 27% 16% 8%
English grade trends based on Low Income Status
English grades 2nd Marking Period, November 1 - January 31, for K-2nd
graders based on low income status for School Years 2019-2020 and
2020-2021
45%
40%
35%
30%
25%
20%
15% 2020
10% 2021
5%
0%
A B C D F A B C D F
Not Low Income Low Income
2020 40% 37% 14% 4% 5% 26% 38% 21% 7% 7%
2021 38% 32% 16% 6% 8% 24% 29% 22% 12% 12%
English grades 2nd Marking Period, November 1 - January 31, for 3rd-5th
graders based on low income status for School Years 2019-2020 and
2020-2021
45%
40%
35%
30%
25%
20%
15% 2020
10% 2021
5%
0%
A B C D F A B C D F
Not Low Income Low Income
2020 37% 41% 16% 3% 3% 21% 39% 27% 7% 6%
2021 39% 33% 18% 5% 5% 20% 29% 27% 13% 11%
Appendix M: Grade Trends Based on Low-Income Status
Math grade trends based on Low Income Status
Math grades 2nd Marking Period, November 1 - January 31, for 9th -12th
graders based on low income status for School Years 2019-2020 and
2020-2021
40%
35%
30%
25%
20%
15% 2020
2021
10%
5%
0%
A B C D F A B C D F
Not Low Income Low Income
2020 32% 28% 19% 11% 11% 16% 22% 23% 15% 24%
2021 33% 23% 16% 11% 17% 14% 16% 18% 16% 37%
Appendix M: Grade Trends Based on Low-Income Status
English grade trends based on Low Income Status
English grades 2nd Marking Period, November 1 - January 31, for 9th -
12th graders based on low income status for School Years 2019-2020 and
2020-2021
40%
35%
30%
25%
20%
2020
15%
2021
10%
5%
0%
A B C D F A B C D F
Not Low Income Low Income
2020 33% 29% 18% 9% 11% 18% 23% 22% 14% 23%
2021 37% 22% 15% 10% 17% 16% 15% 17% 14% 38%
Appendix M: Grade Trends Based on Low-Income Status
Math grade trends based on Low Income Status
Math grades 2nd Marking Period, November 1 - January 31, for 6th-8th
graders based on low income status for School Years 2019-2020 and
2020-2021
40%
35%
30%
25%
20%
15% 2020
10% 2021
5%
0%
A B C D F A B C D F
Not Low Income Low Income
2020 34% 32% 20% 9% 6% 17% 28% 27% 15% 13%
2021 35% 25% 18% 10% 12% 15% 20% 22% 18% 25%
Appendix M: Grade Trends Based on Low-Income Status
English grade trends based on Low Income Status
English grades 2nd Marking Period, November 1 - January 31, for 6th-8th
graders based on low income status for School Years 2019-2020 and
2020-2021
40%
35%
30%
25%
20%
2020
15%
2021
10%
5%
0%
A B C D F A B C D F
Not Low Income Low Income
2020 34% 31% 18% 7% 9% 17% 28% 25% 14% 17%
2021 32% 24% 17% 10% 16% 14% 18% 19% 18% 31%
Appendix M: Grade Trends Based on Low-Income Status
Appendix N: State eGrants Application
Identifying Needs of Underserved Students
Describe your LEA’s highest priority academic, social, emotional, and/or mental health needs for the remainder of the
2020-2021 school year (if applicable) and for the 2021-2022 school year related to the impact of the COVID-19 pandemic
on each of the following student groups.
To the extent possible, this description should include data on indicators such as estimates of the academic impact of
lost instructional time, chronic absenteeism, student engagement, and social-emotional well-being.
Table
Student group Highest priority needs
Students from low-income families
Students from each racial or ethnic background used
by the State for reporting purposes – please add a row
for each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student
groups by race/ethnicity)
Students by gender – please add a row for each
gender (e.g., identifying disparities and focusing on
underserved student groups by gender)
Student group Highest priority needs
English learners
Children with disabilities
Students experiencing homelessness
Children and youth in foster care
Appendix N: State eGrants Application
Student group Highest priority needs
Migratory students
Other groups of students identified by the LEA (e.g.,
youth involved in the criminal justice system, students
who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years,
students who did not consistently participate in
remote instruction when offered during school
building closures, LGBTQ+ students)
Appendix N: State eGrants Application
Appendix O - Sample eGrants Application Submission
General Uses of ESSER III Funds
Capital School District (951300) Public District - FY 2022 - ESSER III (ARP) - Rev 0 - ESSER III (ARP)
Notice: LEAs must complete all budget entries and details for approval before the remaining one-third of funds
allocation will be released.
Purpose 1: This section is to document the LEA's required Safe Return to In-Person Instruction and Continuity
of Services Plan due by June 23,2021.
1. Please describe the extent to which the LEA has adopted policies on each of the following health and safety
strategies:
* A. Universal and correct wearing of masks
* B. Physical Distancing (e.g. use of cohorts/podding)
* C. Handwashing and respiratory etiquette
* D. Cleaning and maintaining healthy facilities, including improving ventilation
* E. Contact tracing in combination with isolation and quarantine in collaboration with the state, local, territorial, or
Tribal health departments
* F. Diagnostic and screening testing
* G. Efforts to provide vaccinations to educators, other staff, and students, if eligible
* H. Appropriate accommodations for children with disabilities with respect to health and safety policies.
* 2. How will the LEA ensure continuity of services including but not limited to services to address the students'
Page 1 of 2
academic needs, and students' and staff members' social, emotional, mental health, and other needs, which may
include student health and food services?
Purpose 2. This section is to document the LEA's required ARP ESSER Plan due by August 23, 2021, which at
a minimum must describe:
1. The extent to which and how ARP ESSER Funds will be used by the LEA to implement prevention and mitigation
strategies that are, to the greatest extent practicable, in line with the most recent guidance
2. How the LEA will use the mandatory 20% set-aside to address the academic impact of lost instruction time through
the implementation of evidence based interventions
3. How the LEA will use the remaining ARP ESSER funds consistent with the statutory requirements
4. How the LEA will ensure that the ARP ESSER funded interventions, including but not limited to the 20% set-aside,
will respond to the academic, social, emotional, and mental health needs of all students, and particularly those
students disproportionately impacted by the COVID-19 pandemic including students from low-income families,
students of color, English Learners, children with disabilities, students experiencing homelessness, children and
youth in foster care, and migratory students
Upload data sheet that illustrates the LEA's most pressing needs by subgroup
Documents
Type Document Template/Example Document/Link
Q4A Data Sheet [Upload up to 1 document(s)] Q4A Data Sheet
5. Describe the promising practices the LEA has implemented to accelerate learning.
Page 2 of 2 Appendix O: Sample eGrants Application Submission
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