Pennsylvania ARP ESSER State Plan
Summary
The Pennsylvania ARP ESSER State Plan, dated July 2021, on the Department of Education's form. It opens with the paperwork burden statement, giving OMB control number 1810-0754 and an estimate of an average of 100 hours per response, and names a Department contact for comments. The plan's front matter lists Tom Wolf as Governor, Noe Ortega as Secretary of Education and Sherri L. Smith as Acting Deputy Secretary of the Office of Elementary and Secondary Education, followed by the Pennsylvania Department of Education's nondiscrimination statement and the people designated to handle inquiries.
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Cite this document
“Pennsylvania ARP ESSER State Plan.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-5b9ea65d22/
, SHA-256 b84ee3fc8e50ffc26bb2137671bc837b5471baca6484454ad38728d24bcc75dc.Full text
Pennsylvania ARP
ESSER State Plan
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
American
information. Rescue
The obligation Planto this collection
to respond Elementary and
is required Secondary
to obtain or School
retain benefit under Section 2001 of
Emergency suggestions Relief Fund
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, 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.
July 2021
Commonwealth of Pennsylvania
Tom Wolf, Governor
Department of Education
Noe Ortega, Secretary
Office of Elementary and Secondary Education
Sherri L. Smith, Acting Deputy Secretary
The Pennsylvania Department of Education does not discriminate in its educational programs, activities,
or employment practices, based on race, color, national origin, [sex] gender, sexual orientation, disability,
age, religion, ancestry, union membership, gender identity or expression, AIDS or HIV status, or any
other legally protected category. Announcement of this policy is in accordance with State Law including
the Pennsylvania Human Relations Act and with Federal law, including Title VI and Title VII of the Civil
Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act
of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with Disabilities Act of
1990.
The following persons have been designated to handle inquiries regarding the Pennsylvania Department
of Education’s nondiscrimination policies:
For Inquiries Concerning Nondiscrimination in Employment:
Pennsylvania Department of Education
Equal Employment Opportunity Representative
Bureau of Human Resources
333 Market Street, 11th Floor, Harrisburg, PA 17126-0333
Voice Telephone: (717) 787-4417, Fax: (717) 783-9348
For Inquiries Concerning Nondiscrimination in All Other Pennsylvania Department of Education
Programs and Activities:
Pennsylvania Department of Education
School Services Unit Director
333 Market Street, 5th Floor, Harrisburg, PA 17126-0333
Voice Telephone: (717) 783-3750, Fax: (717) 783-6802
Cover Photo by “Muneer ahmed ok” on Unsplash
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Table of Contents
Cover Page .................................................................................................................................................... 5
Grantee and Contact Information .............................................................................................................. 5
A. Describing the State’s Current Status and Needs .................................................................................. 6
1. Progress and Promising Practices ..................................................................................................... 6
2. Overall Priorities ............................................................................................................................... 7
3. Identifying Needs of Underserved Students ..................................................................................... 8
Table A1. Highest Priority Needs by Student Group. ........................................................................... 9
4. Understanding the Impact of the COVID-19 Pandemic ................................................................. 12
5. School Operating Status .................................................................................................................. 14
Table A2. Mode of Instruction by School as of October 2020. .......................................................... 16
Table A3. Mode of Instruction by Student Subgroup. ........................................................................ 17
B. Safely Reopening Schools and Sustaining their Safe Operations ....................................................... 19
1. Support for LEAs ............................................................................................................................ 19
Table B1. Mitigation Strategies. ......................................................................................................... 19
2. Safe Return to In-Person Instruction and Continuity of Services Plans ......................................... 23
C. Planning for the Use and Coordination of ARP ESSER Funds .......................................................... 25
1. SEA Consultation............................................................................................................................ 25
Table C1. Overview of Stakeholder Groups Engaged. ....................................................................... 27
Table C2. Targeted Outreach, Based on Disproportionate Impact of the Pandemic. ......................... 30
2. Coordinating Funds ......................................................................................................................... 31
D. Maximizing State-Level Funds to Support Students .......................................................................... 38
1. Academic Impact of Lost Instructional Time ................................................................................. 38
2. Evidence-Based Summer Learning and Enrichment Programs ...................................................... 41
3. Evidence-Based Comprehensive Afterschool Programs ................................................................ 42
4. Emergency Needs ........................................................................................................................... 43
E. Supporting LEAs in Planning for and Meeting Students’ Needs........................................................ 43
1. LEA Plans for the Use of ARP ESSER Funds ................................................................................ 43
2. LEA Consultation ........................................................................................................................... 48
3. Supporting and Monitoring LEAs................................................................................................... 49
F. Supporting the Educator Workforce ................................................................................................... 55
1. Supporting and Stabilizing the Educator Workforce ...................................................................... 57
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Table F1. Data on educator shortages and needs, 2019-2020. ............................................................ 60
2. Staffing to Support Student Needs .................................................................................................. 64
G. Monitoring and Measuring Progress ................................................................................................... 65
1. Capacity for Data Collection and Reporting ................................................................................... 65
2. Monitoring and Internal Controls ................................................................................................... 67
Appendix A: School Operating Status and Instructional Mode Data Template ......................................... 71
Appendix B: Reporting Language Included in the Grant Award Notification (GAN) ............................... 72
Appendix C: Assurances ............................................................................................................................. 73
Appendix D: GEPA Statement ................................................................................................................... 75
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Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210028
SEA Contact: Susan McCrone
Telephone: (717) 783-6910
Email address: smccrone@pa.gov
By signing this document, I agree to each of the assurances listed in Appendix C and further
assure that:
To the best of my knowledge and belief, all information and data included in this plan are true
and correct.
Signature of Authorized SEA Representative Date: July 16, 2021
Noe Ortega, Secretary of Education
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A. Describing the State’s Current Status and Needs
The U.S. Department of Education (Department) recognizes the extraordinary efforts
made by States, local education agencies (LEAs), and educators to support students during
the COVID-19 pandemic. In this section, State education agencies (SEAs) will describe the
progress they have made, the priorities and student needs guiding their American Rescue
Plan Elementary and Secondary School Emergency Relief (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 Pennsylvania Department of Education (PDE) has collected effective and promising
strategies through stakeholder input to inform and develop this application. Conversations,
focus groups, questionnaires, and written input have focused on both the issues that are of
concern to stakeholders as well as the LEA practices that have been successful in supporting
students, families, teachers, and communities during the pandemic. Three promising
strategies emerging from this stakeholder engagement include the following:
1. Relationship-building between schools and families;
2. One-to-one, small-group, and personalized supports for learners; and
3. Focusing academic plans on relationship-building and caring for learners.
LEAs across Pennsylvania have worked diligently to meet the needs of their communities
throughout the pandemic. Stakeholder groups identified schools and districts that were
intentional about developing and maintaining engaged relationships with students as
particularly effective during this time. Strategies that led to student success included
providing activities that intentionally focused on engagement in academic and instructional
processes for students, maintaining and supporting active Student Assistance Program (SAP)
teams, and frequently using small group supports, one-on-one conferencing, and counselor
check-ins for social and emotional well-being. Stakeholders found “inquiring about the
student experience [with] learning” and more open conversations between teachers and
students to be highly positive strategies.
Relationship-building activities aimed at supporting parents and community members, which
included an increase in two-way communication between the school and home, phone calls,
home visits, and regular updates on progress and process from LEA-level administrators,
were appreciated by stakeholders and deemed helpful to families and students. Stakeholders
who work with homeless students mentioned the benefit of providing assistance to the whole
family, not just to students who attend the school. Stakeholders mentioned the benefits of
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“positive engagement,” with school staff taking an approach of “How can I help?” instead of
giving families directions. These proactive activities opened the possibilities of engaging
school district homeless liaisons and community services to meet families’ holistic needs,
positioning schools on the front line of homelessness prevention.
LEAs that put special focus on relationship-building activities in the development of their
academic and instructional plans were seen as “caring for our learners,” which fostered a
positive relationship with parents, caregivers, and families, and increased student
engagement and success in remote learning situations. Connections with a caring adult were
cited as especially critical for vulnerable youth, such as foster children.
What worked well did not work well universally, however, and some of the same strategies
frequently identified as promising practices, such as school-family communication, also
surfaced as obstacles from the perspective of some marginalized populations. This presents a
critical lesson when considering ARP ESSER as an opportunity to transform education:
effective strategies are only effective to the extent that they are accessible and designed with
the intention of meeting students and families where they are. This means providing school
communication in home languages, using technological platforms and apps that are free and
accessible on low-cost devices, and providing opportunities for families to engage in ways
and at times that suit the schedules and workday demands of essential, frontline workers.
As PDE collects additional success stories and feedback from stakeholders, and as these
strategies are supported by ongoing data collection, LEAs are being encouraged 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.
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.
While students, families, and schools across Pennsylvania currently face many issues as a
result of the COVID-19 pandemic, PDE has identified the following three as most critical:
1. Student and teacher mental health supports: Mental health and social-emotional well-
being were by far the most mentioned priorities of stakeholders speaking to the needs of
the most impacted students. This focus was often paired with recognition of trauma and
the importance of student safety and belongingness at school. Teachers were said to both
need instruction in providing mental health supports and trauma-informed approaches for
students, as well as personal support for their own mental health and well-being in the
face of burnout.
2. Connectivity and equity of access in remote learning, leading to instructional and
learning inequities: This issue includes equity of access to reliable, high-speed internet
and access to adequate devices for participating fully in school. Another issue related to
remote learning was a lack of teacher training and online resources to improve student
engagement in remote learning situations.
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3. Staffing shortages and a lack of capacity in school and county supports: These
shortages include teachers and professional support staff, specialized staff (e.g.,
multilingual, sign and Braille capable, culturally responsive staff); school and county
mental health professionals; substitute teachers; paraprofessionals; transportation staff;
custodial staff; school nurses and health staff; and school administrators.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest priority
academic, social, emotional, and/or mental health needs for the remainder of the 2020-
2021 school year (if applicable) and for the 2021-2022 school year related to the impact
of the COVID-19 pandemic on each of the following student groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying disparities and
focusing on underserved student groups by race or ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved student groups
by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and youth with
disabilities eligible under the Individuals with Disabilities Education Act [IDEA]),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have been
identified by the SEA (e.g., youth involved in the criminal justice system, students
who have missed the most in-person instruction during the 2019-2020 and 2020-
2021 school years, students who did not consistently participate in remote
instruction when offered during school building closures, and LGBTQ+ students).
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time,1 chronic absenteeism,
student engagement, and social-emotional well-being.
1
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
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Table A1. Highest Priority Needs by Student Group.2
Highest Priority Needs for the 2021-22
Student Group
School Year
Students from low-income families • Social and emotional wellness
• Lack of connectivity in remote learning, leading
to loss of instruction and learning
• Attendance and engagement with school and
academics
• Food insecurity of families
Students from each racial or ethnic background Black or African American students:
used by the state for reporting purposes • Social and emotional wellness – including equity
and trauma-informed services
(Stakeholders provided input on the needs of • Use of technology and lack of connectivity in
three student groups on the basis of race or remote learning, leading to loss of instruction and
ethnicity: Black, Asian, and Hispanic students. learning
Analysis in the right-hand column reflects this • Attendance and engagement with school and
feedback.) academics due to effectiveness of remote
instruction and increased lack of connectivity to
school and interventions
Asian students:
• Provisions for safety from hate, bullying, and
harassment due to targeted hatred toward Asians
during the pandemic
• Trauma-informed practices and mental health
supports due to increased harassment of Asian
individuals during the pandemic
• Understanding that Asian students are not a
monolithic group and that the myth of a model
minority is a myth: Asian students are in need of
individual assessment of academic skills,
academic tutoring, and social-emotional
supports, as are other students
• Promotion of acceptance, celebration of diversity
Hispanic or Latinx students:
• Attendance and engagement with academics
• Lack of connectivity in remote learning
• Social and emotional wellness
Students by gender • Students need teachers who are “mirrors” of their
gender in fields where certain genders are
2
Priorities identified in the right-hand column of this table reflect analysis of stakeholder input and other data and
research. These include statewide administrative data, responses gathered through PDE’s ARP ESSER questionnaire
and through focus groups, an independent analysis of school district responses to school closures, results of regular
feedback sessions with key informants including intermediate unit leadership and leaders of charter schools and
cyber charter schools, and responses received during the plan’s public comment period.
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Highest Priority Needs for the 2021-22
Student Group
School Year
underrepresented (e.g., science, math, history):
according to one stakeholder, “representation
matters.”
• Inclusive school culture on the basis of gender
• Staff training and awareness to mitigate gender
bias and stereotyping
English Learners • Loss of language learning and proficiency,
particularly in oral English development. A
recent World-class Instructional Design and
Assessment (WIDA) study of language growth
indicated speaking and listening were
disproportionately impacted from March 2020 to
May 2021
• Social and emotional wellness
• Equitable access to core content. ELs require
higher levels of support to engage in
academically rigorous instruction.
Children with disabilities • Social and emotional wellness, mental health
• Transition support, as students return to in-
person instruction
• Lack of necessary technology and knowledge of
how to operate the technology
• COVID-19 Compensatory Services, including
effective assessments and remediation strategies
to target areas of regression and learning gaps
Students experiencing homelessness • Increased lack of identification due to remote
learning
• Lack of school engagement leading to poor
academic progress
• Increased need for mental health services
Children and youth in foster care • Interruption of academic services.
• Lack of educational stability
• Social and emotional wellness, mental health
Migratory students • Technology: lack of necessary technology and
knowledge of how to operate the technology,
technology fatigue/burnout with language
barriers exacerbating these challenges
• Attendance and engagement with school and
academics
• Lack of social-emotional and academic supports
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Highest Priority Needs for the 2021-22
Student Group
School Year
Other groups of students identified by the state Adjudicated Youth:
(e.g., youth involved with the criminal justice • Access to technology at the state correctional
system, students who have missed the most in- and other adjudicated youth facilities
person instruction during the 2019–20 and • Safety – access to one-way delivery of digital
2020–21 school years, students who did not content
consistently participate in remote instruction • Continuity of learning experience between
when offered during school building closures, facility and sending LEA
LGBTQ+ students) • Social and emotional wellness, mental health,
trauma-informed instruction
LGBTQ+ students:
• Safety and belongingness in an inclusive,
welcoming school environment
• Safe spaces such as student organizations to
express themselves
• Social supports (acknowledging that fear of
harassment is a barrier to socializing), emotional
supports, and mental health supports
• Counseling and mental health support staff
• Relationships with trusted adults, and the need
for training for staff to implement trauma-
informed and inclusive practices in school
Students enrolled in career and technical education
(CTE) programs at area career and technical
education schools (CTCs)3:
• Lack of access to broadband
• Social and emotional support
• Need for in-person instruction to provide for
hands-on academic and technical education
Students experiencing homelessness prior to the pandemic experienced chronic absenteeism,
decreased student engagement, and decreased social-emotional well-being due to housing
instability. COVID-19 school shutdowns in the spring of 2020 in Pennsylvania left students
already academically, socially, and emotionally vulnerable at even greater risk due to the
immediate elimination of social contacts, services, extracurricular activities, and in-person
engagement that allows educators and other paraprofessionals the ability to view signs of
distress and neglect that are not as easy to view in online learning environments.
The pandemic also illuminated inequities in the provision and use of educational technology.
Many families were overwhelmed because they did not know how to help their students
3
Forty-seven percent of CTC students are economically disadvantaged, and 31 percent of CTC learners are students
with disabilities.
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connect or how to monitor their progress. Students also experienced technology
fatigue/burnout and did not want to participate in online supplemental programs, such as
tutoring. Language barriers and parent/caregiver lack of English fluency exacerbated these
challenges as parents/caregivers struggled to read and understand materials sent home.
Many families in particularly rural areas did not have access to internet services. Currently,
there are at least 53,000 households and over 500,000 Pennsylvanians (students and teachers)
with no connectivity or limited connectivity to the internet. In addition, Pennsylvania has
approximately 650,000 learners under the age of five who could be living in homes or
attending early learning centers with poor connectivity.
Where connectivity issues negatively influenced engagement, a lack of engagement in turn
negatively influenced attendance. Repeated absences sent many families to truancy court,
and fines were levied. Some students were frustrated with online learning and did not log on.
Others had other responsibilities, such as working or providing childcare to younger siblings
while parents worked. Many older students needed to work to assist their families and have
essentially dropped out of school.
Many students felt isolated and experienced stress while learning online; they could not
socialize or access peer-to-peer supports. This caused many students to begin to exbibit signs
of depression or anxiety. In addition, students experienced familial illness or personal loss.
On ARP ESSER questionnaires, 37 percent of respondents identified social, emotional,
mental health, and student relationships as the top priority for support, and Pennsylvania
Teachers Advisory Committee urban, suburban, and rural focus groups identified these areas
as top priorities as well. Not being in a structured and safe learning environment created
learning loss, particularly for ELs. ELs were not able to learn English as well as they would
have through immersion in the language at school.
To serve adjudicated youth, Pennsylvania has six diploma-bearing correctional facilities with
259 learners; 37 percent of these learners have Individualized Education Programs (IEPs).
Pennsylvania has an additional 11 private residential rehabilitation institutions supported by
nine Intermediate Units (IUs). As determined through focus group conversations with
Adjudicated Youth Facility Educators, as well as Remake Learning, KnowledgeWorks, and
PDE-led statewide listening sessions, 75 percent of American Rescue Plan (ARP)
questionnaire responses identified social, emotional, and trauma-informed learning and
relationship building as either a top or second priority, and 21 percent identified academics or
learning loss as the key issue for adjudicated youth.
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA will
support its local education agencies (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.
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PDE will provide a variety of supports to its LEAs to aid their identification of the extent of
the impact of the COVID-19 pandemic on student learning and student well-being. Data are
being collected, and LEAs are being supported through the following mechanisms:
ARP ESSER Application – Needs Assessment: As part of its application for ARP ESSER
funds, each LEA is required to complete a needs assessment. That assessment will prompt
the LEA to undertake a comprehensive accounting of the specific needs of its students and
educators, including descriptions of the root causes of those needs, the qualitative and
quantitative data sources used to determine the needs, and how ARP ESSER funds will be
used to meet those needs.
Accelerated Learning Through an Integrated System of Support: Throughout the 2020-
21 school year, PDE regularly provided technical assistance and guidance for LEAs in
reflecting on their successes and challenges in providing instruction while managing the
COVID-19 pandemic through the Roadmap for Educational Leaders. Components and
resources of this roadmap include establishing a comprehensive stakeholder group to
establish thorough plans based on current needs and conditions, including instructional
delivery models, social and emotional wellness, effective instruction, connectivity and
communication, and professional development.
In preparation for the 2021-22 school year, PDE has created a new toolkit of resources and
professional development offerings, the Accelerated Learning through an Integrated System
of Supports, which provides a systematic process and technical support for school
communities to make key decisions for the start of the new academic year. The toolkit
follows a Cycle of Continuous Improvement mindset that will lead to strategic vision, needs
assessment, planning, implementation, monitoring, and adjusting, with each element
integrated systemically. Key components within the associated Accelerated Learning
framework include operational and system conditions, social and emotional wellness,
academics, and scaffolded supports. Additionally, this toolkit includes an updated collection
of lessons learned, research, critical resources, and simplified planning templates with
probing questions to guide LEA decision-making.
Local Assessments: To assist LEAs in gaining early and important insights into the impact
of COVID-19 on student learning, PDE is partnering with its vendor, Standards Aligned
System – Education Value-Added Assessment System, to implement a system through which
LEAs can voluntarily submit local assessment data and receive analytics similar to traditional
Pennsylvania growth reports normed to Pennsylvania performance levels. Once LEA data are
submitted, PDE and local IUs will provide data tools and comprehensive support to assist
LEAs in:
• Increasing understanding of the impacts of COVID-19 in LEAs and schools;
• Assessing current learning trends among students;
• Evaluating whether different student groups experienced different learning outcomes
during school interruptions; and
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• Identifying the amount of learning needed to get students back on track to their pre-
pandemic expected achievement levels.
Future Ready Comprehensive Planning and School Improvement: Title 22, Chapter 4 of
the Pennsylvania Code specifies planning requirements for LEAs. As a component of each
LEA’s Comprehensive Plan, LEAs are to conduct a thorough needs assessment on student
achievement, growth, and student programs. The state’s Future Ready Comprehensive
Planning Portal (FRCPP) provides a consistent planning framework and collection tool for all
LEAs. This platform is grounded in an outcomes-based approach focused on student
achievement and encourages schools and districts to more effectively plan and lead school
improvement practices. The core concepts are based on a simplified logic model, one that
any LEA or school can effectively use for developing cohesive long-term goals and action
plans, monitoring yearly progress, and providing transparency in communication with school
personnel, state officials, parents and caregivers, and community members. Schools
designated for support for accountability purposes under the federal Every Student Succeeds
Act (ESSA), including Comprehensive Support and Improvement (CSI), Additional Targeted
Support and Improvement (A-TSI), and Targeted Support and Improvement (TSI), also are
provided technical assistance and guidance as they develop their school improvement plans
in the FRCPP.
State System of Support with Pennsylvania IUs: PDE will contract with the 29 IUs to
provide professional learning, technical assistance, and supports to school leaders on the
following essential content and systems components:
1. Systems Conditions;
2. Academics;
3. Social and Emotional Wellness; and
4. Scaffolded Supports and Strategies.
IUs will collaborate with LEAs in their assigned region to develop a detailed plan for
instructional delivery that is grounded in evidence and informed by a comprehensive
assessment of local needs, resources, and current health data; support LEAs in implementing
effective progress-monitoring routines; convene LEAs as a networked learning community
quarterly to share promising practices and collectively solve problems of practice; and assist
in collecting anecdotal data from LEAs for periodic reports to PDE.
5. School Operating Status: It is essential to have data on how students are learning in
order to support the goals of access and equity, especially for student groups that have
been disproportionately impacted by the COVID-19 pandemic. Describe the current
status of data collection on operational status and mode of instruction of all schools in
your State. This description must include:
i. A description of to what extent, and how frequently, the State collects now and will
collect in the future data for all schools in your State on:
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a. Mode of instruction: The number of schools in your State that are offering fully
remote or online-only instruction; both remote/online and in-person instruction
(hybrid model); and/or full-time in-person instruction;
b. Enrollment: Student enrollment for all students and disaggregated for each of
the student groups described in A.3.i-viii for each mode of instruction; and
c. Attendance: Student attendance for all students and disaggregated for each of
the student groups described in A.3.i-viii for each mode of instruction.
Prior to reopening schools in the fall of 2020, LEAs submitted Health and Safety Plans to
PDE, which provided a point-in-time indicator of LEAs’ intended mode of instruction at
the beginning of the 2020-21 school year. LEAs updated their Health and Safety plans as
necessary and posted those plans on their websites.
In December 2020, PDE required LEAs to submit forms attesting to health and safety
precautions the LEA would take if it planned to provide any in-person instruction. If an
LEA attested to providing no in-person instruction at that point in time, then PDE could
assume all schools, and therefore all students, within that LEA were receiving fully
remote instruction. This enabled PDE to estimate that approximately 40 percent of all
LEAs, representing just under 40 percent of enrolled students (using the enrollment data
of school year 2019–20), were offering fully remote instruction in December 2020.
Throughout the 2020–21 school year, PDE has relied on the weekly input from the 29
regional IUs to understand the current operational status and mode of instruction of
LEAs. Each IU updated a spreadsheet of current modes of instruction for the LEAs
within their geographic region on a weekly basis. However, since the data is at the level
of the LEA, not each school within the LEA, it was impossible for PDE to accurately
assess the mode of instruction provided to students at the school level.
To access information needed for this ARP ESSER application, PDE used data collected
by the Pennsylvania Department of Human Services (DHS) to determine student
eligibility for Pandemic Electronic Benefit Transfer (P-EBT) benefits. To issue P-EBT
benefits, DHS collects information at the individual student level, including the school
where they are enrolled and their school’s current instructional model (i.e., fully in-
person, fully remote, or hybrid). This data collection will continue through the summer of
2021 or as long as P-EBT benefits are funded by the U.S. Department of Agriculture.
Since PDE assists DHS with the P-EBT program, DHS will continue to share the ongoing
collections of student enrollment by mode of instruction in response to the requirements
of ARP ESSER. This is PDE’s most current data to understand the modes of instruction
for LEAs, and PDE’s only dataset to understand the modes of instruction for individual
schools and for enrolled students by student group.
For enrollment and attendance, PDE typically collects school- and student-level data
through the Pennsylvania Information Management System (PIMS), PDE’s statewide
longitudinal data system. Since LEAs do not submit student-level daily attendance data in
PIMS, PDE’s Data Quality Office follows an approved process for federal accountability
that uses truancy data, days enrolled, and days present to calculate a student-level
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indicator for chronic absenteeism. This indicator is used to determine risk factors for
students at the individual, school, and student subgroup level.
Future Plans:
In the short term, PDE will continue to partner with DHS to share more up-to-date data
on student enrollment by mode of instruction for the 2020-21 school year. PDE is
exploring ways to collect information on students’ modes of instruction in the 2021-22
school year, to understand the continued impact of the pandemic on learning and
teaching.
ii. The data described in A.5.i.a. and b. using the template in Appendix A (and to the
extent available, the data described in A.5.i.c.) for the most recent time period
available. Please note that this data can be submitted separately within 14 calendar
days after a State submits this plan. The SEA must also make this data publicly
available on its website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The Department
will periodically review data listed in A.5.i on SEA websites.
Indicate the date or time period represented by the following data.
The tables below use October 2020 student enrollment data submitted by schools, which
are the most recent and accurate available. The mode of instruction is as of October
2020 for schools in public school entities (including school districts, charter
schools, cyber charter schools, and career and technical education centers). Student
groups listed are those requested by the U.S. Department of Education. Both tables are
provided on PDE’s ARP ESSER Data and Reporting site.
Table A2. Mode of Instruction by School as of October 2020.
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.
Offered to Total Number
Offered to Not Offered
Mode of Instruction Some of Public
All Students to Students
Students Schools
Remote or online only 635 (21.8%) 1,977 (67.8%) 302 (10.4%) 2,914
School buildings open with both 182 (6.2%) 1,910 (65.6%) 822 (28.2%) 2,914
remote/online and in-person
instruction (hybrid)
School buildings open with full- 62 (2.1%) 950 (32.6%) 1,902 2,914
time in-person instruction (65.3%)
To the extent data are available, please complete the above table for 1) all schools in the
State, and 2) separately for each instructional level (e.g., pre-kindergarten/elementary
schools, middle schools, high schools).
16
PDE does not have the data necessary to identify schools by instructional level because there are
numerous grade configurations of schools across the state and no standard definition of
categories such as elementary, middle, and high schools.
Table A3. Mode of Instruction by Student Subgroup.
In the most recent time period available, what was the enrollment and mode of instruction
for the schools in your State?
Total
Students in Both
Statewide Students Who Students in Full-
Student Remote/Online and In-
Enrollment Are Remote or Time In-Person
Subgroup Person Instruction
(in Public Online Only Instruction
(Hybrid)
Schools)
Students from 715,065 402,135 (56.2%) 245,657 (34.4%) 67,273 (9.4%)
low-income
families
White, not 977,031 297,696 (30.5%) 521,586 (53.4%) 157,749 (16.1%)
Hispanic
Black or African 214,138 173,840 (81.2%) 34,777 (16.2%) 5,521 (2.6%)
American, not
Hispanic
Hispanic, of any 217,773 153,603 (70.5%) 53,474 (24.6%) 10,696 (4.9%)
race
Asian, not 70,170 46,273 (65.9%) 20,528 (29.3%) 3,369 (4.8%)
Hispanic
American Indian 2,355 1,210 (51.4%) 847 (36.0%) 298 (12.7%)
or Alaskan
Native, not
Hispanic
Native Hawaiian 1,287 685 (53.2%) 491 (38.2%) 111 (8.6%)
or Pacific
Islander, not
Hispanic
Two or more 70,845 35,654 (50.3%) 27,371 (38.6%) 7,820 (11.0%)
races, not
Hispanic
Race/Ethnicity 0 0 0 0
information not
available
Female 753,226 350,219 (46.5%) 314,903 (41.8%) 88,104 (11.7%)
Male 800,373 358,742 (44.8%) 344,171 (43.0%) 97,460 (12.2%)
English learners 72,788 54,079 (74.3%) 15,819 (21.7%) 2,890 (4.0%)
Children with 271,557 124,031 (45.7%) 116,218 (42.8%) 31,308 (11.5%)
disabilities
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Total
Students in Both
Statewide Students Who Students in Full-
Student Remote/Online and In-
Enrollment Are Remote or Time In-Person
Subgroup Person Instruction
(in Public Online Only Instruction
(Hybrid)
Schools)
Students 19,691 11,909 (60.5%) 6,252 (31.8%) 1,530 (7.8%)
experiencing
homelessness4
Children and 9,790 5,549 (56.7%) 3,231 (33.0%) 1,010 (10.3%)
youth in foster
care4
Migratory 3,353 2,450 (73.1%) 675 (20.1%) 228 (6.8%)
students4
iii. To the extent available, a description of the planned operational status and mode of
instruction for the State and its LEAs for Summer 2021 and for the 2021-2022
school year.
In Pennsylvania, LEAs determine their school calendar and mode of instruction locally.
As a result of communications with LEAs and stakeholders and regular coordination with
regional intermediate units that liaise with LEAs, PDE expects that the vast majority of
students will be able to resume access to in-person instruction at the start of the 2021–22
school year.
Through the summer of 2021 and into the 2021–22 school year, PDE will continue to
partner with the Pennsylvania Department of Health (DOH) to provide up-to-date
information on community transmission of COVID-19. PDE recognizes that while
schools across the commonwealth are planning for a return to in-person instruction five
days per week in the 2021–22 school year, there may still be a need for short-term
transitions to remote instruction in certain circumstances. To provide predictability for
planning purposes, flexibility for schools mitigating the spread of COVID-19, and for
families that request periods of remote instruction for their children as a result of the
pandemic, PDE will follow the same practice that was implemented during the 2020–21
school year, which is to consider the COVID-19 global pandemic an emergency as
contemplated by Section 520.1 of the Pennsylvania School Code. PDE has issued
guidance to LEAs regarding how remote learning time can continue to satisfy the 180-day
and 900/990-hour state statutory requirements in the 2021–22 school year.
The decision to enact temporary provisions under Section 520.1 of the Pennsylvania
School Code remains a local one. PDE has cautioned LEAs that, when making decisions
related to the provision of instructional time, all LEAs must be cognizant of issues such as
the provision of planned instruction needed to attain the relevant academic standards set
forth in Title 22, Chapter 4 of the Pennsylvania Code; implementation of systems for
tracking attendance and instructional time, especially related to students engaging in
4
Indicates students identified in the identified subgroup during the 2019-20 school year.
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remote instruction; the provision of free, appropriate public education (FAPE); and equity
in access to instruction for all students.
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe
operations to maximize in-person instruction is essential for student learning and student
well-being, and especially for being able to address the educational inequities that have
been worsened by the COVID-19 pandemic. In this section, SEAs will describe how they
will support their LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely returning to
in-person instruction and sustaining the safe operation of schools. This description must
include:
i. How the SEA will support its LEAs implementing, to the greatest extent practicable,
prevention and mitigation policies in line with the most up-to-date guidance from
the Centers for Disease Control and Prevention (CDC) for the reopening and
operation of school facilities to effectively maintain the health and safety of students,
educators, and other staff;
Table B1. Mitigation Strategies.
Mitigation Strategy SEA Response
Universal and correct wearing of The Secretary of the DOH lifted the commonwealth’s universal
masks face covering order on June 28, 2021. As such, LEAs have the
authority to determine local masking policies. Schools have been
advised to follow CDC recommendations in making policy
decisions.
Physical distancing (e.g., Schools are advised to align distancing protocols with the
including use of cohorts/podding) recommendations for physical distancing outlined in the CDC’s
Guidance for COVID-19 Prevention in K-12 Schools. Given the
benefits of in-person learning, when it is not possible for schools
to maintain a physical distance of at least three feet, schools are
advised to layer multiple prevention strategies, such as indoor
masking and increased ventilation.
Handwashing and respiratory Handwashing and respiratory etiquette are recommended
etiquette mitigation strategies for all students and educators and will
continue to be emphasized by PDE and DOH for as long as they
are recommended by the CDC.
Cleaning and maintaining healthy Cleaning and maintaining healthy facilities, including through
facilities, including improving improved ventilation, is a recommended mitigation strategy for all
ventilation students and educators and will continue to be emphasized by
PDE and DOH for as long as it is recommended by the CDC.
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Mitigation Strategy SEA Response
Contact tracing in combination PDE and DOH have instructed schools to contact the DOH or
with isolation and quarantine, in County or Municipal Health Department (CMHD) before acting in
collaboration with the state, local, response to a known or suspected communicable disease. When a
territorial, or Tribal health case of COVID-19 is identified in a school setting, public health
departments staff members from DOH or the CMHD work with school
administrators to provide guidance and advice related to cleaning
and disinfecting, contact tracing and quarantine recommendations,
and closing certain areas of the school or entire school buildings if
necessary. Schools within the jurisdiction of one of
Pennsylvania’s 10 county and municipal health departments work
with their local health department when responding to cases of
COVID-19 in a school setting.
At the start of the 2020–21 school year, PDE, in collaboration
with the DOH, established a Joint Rapid Response Center for K-
12 schools. Through this emergency call center, schools have
access seven days a week to PDE and DOH staff who can advise
school leaders on mitigation strategies and appropriate public
health responses, such as the contact tracing process and steps for
closing a facility if necessary. DOH will continue to provide this
type of technical assistance to school leaders during the 2021–22
school year.
In addition, PDE and DOH have guidance on contact tracing,
isolation, and quarantining on their websites and provide updates
on changes to guidance to school leaders and the public as needed.
Diagnostic and screening testing During the 2021–22 school year, DOH will use CDC
Epidemiology and Laboratory Capacity (ELC) Reopening Schools
grant funding to implement a free, voluntary COVID-19 testing
program for all K-12 schools in the commonwealth, apart from
schools in Philadelphia County. The Philadelphia Department of
Public Health received its own federal ELC funding to implement
a similar testing program. DOH is planning to offer pooled testing,
individual diagnostic Polymerase Chain Reaction (PCR) testing,
and rapid antigen testing at no cost to schools or families for the
entire 2021–22 school year. DOH staff will be available to assist
with the logistics, planning, and operations of this testing
program, including a point of contact at each IU to assist with
outreach and data collection for schools in their respective
catchment areas.
Efforts to provide vaccinations to In March 2021, public and non-public school teachers,
educators, other staff, and administrators, bus drivers, and other school support and
students, if eligible contracted staff were among the first to receive the single-dose
Johnson & Johnson COVID-19 vaccine in Pennsylvania. PDE,
DOH, and the Pennsylvania Emergency Management Agency
(PEMA) collaborated with the state’s 29 IUs and other education
partners to equitably vaccinate all school employees and
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Mitigation Strategy SEA Response
contracted staff as quickly as possible. Within three weeks, all PK-
12 school staff were provided an opportunity to be vaccinated,
with priority given to educators and school staff working with
elementary education students, students with disabilities, and ELs.
This effort resulted in nearly half of Pennsylvania’s 250,000
members of the educator workforce receiving vaccinations in less
than a month.
Through the IUs, PDE and DOH continue to connect schools with
state and local vaccination providers as requested, with many
schools offering vaccinations to educators and eligible students
during the school day. PDE has also partnered with the
Pennsylvania Department of Agriculture to vaccinate migrant
students and families during summer activities, in hopes of
increasing vaccination rates before the start of the school year.
Appropriate accommodations for Pennsylvania’s Public Health Guidance for schools includes
children with disabilities with recommendations aligned to the CDC for students and staff with
respect to the health and safety disabilities and other chronic conditions. Teams are directed to
policies determine a student’s ability to meet distancing guidelines on a
case-by-case basis. If a student with a disability is unable to follow
the distancing or other health and safety guidelines, schools should
follow applicable federal and state law and work to collaborate
with the student’s parent/caregiver, medical provider, certified
school nurse, and school administrators to develop an appropriate
educational plan of care for students (i.e., 504 Plan or IEP). Teams
are also encouraged to consider CDC guidelines for people at risk
of severe illness, people who need to take extra precautions, and
other at-risk populations. Per the CDC guidance, medically-fragile
and high-risk students and the staff assigned to their classrooms
are advised to have a symptom screening performed at school
daily, in addition to the symptom screening required prior to
arriving at school.
ii. Any Statewide plans, policies, estimated timelines, and specific milestones related to
reopening and operation of school facilities, including any mechanisms the SEA will
use to track, monitor, or enforce their implementation;
Safely reopening schools and sustaining safe operations to maximize in-person
instruction is essential for student learning and well-being, and especially for addressing
the educational inequities exacerbated by the COVID-19 pandemic. In accordance with
section 2001(i)(1) of the ARP Act, all LEAs receiving ARP ESSER funding must
develop and make publicly available on the LEA’s website a Safe Return to In-Person
Instruction and Continuity of Services Plan, hereinafter referred to as a Health and Safety
Plan.
21
In May 2021, PDE provided LEAs with a template to revise their current Health and
Safety Plans to meet ARP requirements and ensure all stakeholders are fully informed of
the LEA’s plan to safely resume instructional and non-instructional school activities,
including in-person learning, for the current school year. ARP ESSER Health and Safety
Plan guidance is available on PDE’s website. The plan must be approved by the LEA’s
governing body and posted to the LEA’s publicly available website. LEAs are required to
submit their plans to PDE no later than July 30, 2021, regardless of when they submit
their application to PDE for ARP ESSER funding. In addition, the LEA must provide
PDE with the URL for the website where the plan is located. PDE will then post this
information to the PDE website in a user-friendly format.
LEAs will not be able to receive ARP ESSER funding until a Health and Safety Plan is
submitted.
Initial and revised Health and Safety Plans will be tracked via PDE’s electronic eGrants
application and reporting system and the FRCPP. While reporting requirements are not
yet finalized, reporting will include how the LEA 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.
iii. To what extent the SEA and its LEAs consult with Federal, State, and local health
officials. This description should include, if available, whether the SEA and its LEAs
have received support for screening testing from their State or local health
department based on funding awarded by the CDC; and
In Pennsylvania, LEA school calendars and modes of instruction are determined locally
and will continue to be a local decision for Summer 2021 and the 2021-22 school year.
As with the 2020-21 school year, PDE will not mandate operational status or modes of
instruction for schools; rather, PDE, in cooperation with DOH and other state agencies, is
focused on creating the conditions that allow for a safe return to in-person instruction as
soon as possible.
Due to the size and diversity of the commonwealth, a return to in-person instruction will
look different across every school, district, and county depending on a variety of factors,
one of which is the spread of COVID-19. DOH updates its COVID-19 Early Warning
Monitoring Dashboard weekly to reflect COVID metrics from the prior week.
Throughout the 2020-21 school year, PDE also published a Level of Community
Transmission Table identifying the current level of community transmission of COVID-
19 (low, moderate, substantial) for each of Pennsylvania’s 67 counties. School leaders
used this information to implement instructional model recommendations consistent with
those of the CDC. The recommendations relied on two standard public health metrics
recommended by the CDC: incidence rate and the percent positivity of diagnostic testing.
Schools will continue to have access to data for monitoring community transmission
levels in their communities and have been advised by PDE and DOH to implement
22
prevention and mitigation strategies accordingly based on the most recent CDC guidance
for K-12 schools.
School entity decisions on instructional models are guided by school-specific factors such
as mitigation strategies, classroom size, school resources, proportion of staff and students
with special needs and underlying health conditions, and the ability to accommodate
remote learning with equal access for all students. In May 2021, PDE and DOH updated
Pennsylvania’s Public Health Guidance for K-12 Schools to include the CDC’s
recommendations for K-12 schools on social distancing in classrooms and handling
COVID-19 cases in school buildings. PDE and DOH will continue to monitor evolving
research and guidance closely and modify the commonwealth’s guidance and operational
strategies so that schools can make decisions at the local level consistent with best
practices and with public health and safety at the forefront.
PDE recognizes that while schools across the commonwealth are planning for a return to
in-person instruction five days per week in the 2021-22 school year, there may still be a
need for remote instruction in certain circumstances. To provide schools with
predictability for planning purposes and flexibility to mitigate the spread of COVID-19,
and to accommodate families that request periods of remote instruction for their children
due to the pandemic, PDE has issued guidance to LEAs regarding how remote learning
time can continue to satisfy the 180-day and 900/990 hour statutory requirements for the
2021-22 school year.
iv. Any guidance, professional learning, and technical assistance opportunities the SEA
will make available to its LEAs.
PDE and DOH regularly post, update, and provide information and resources for schools
and communities related to COVID-19. Resources for schools include Family Supports
and Services, Mental Health and Well-Being, School Community Guidance and
Resources, a Pennsylvania Resource Guide, links to CDC guidance, and much more.
Every message to school communities is catalogued on the PDE website. PDE and DOH
provide webinars and trainings and make recordings of these sessions available as
needed. PDE and DOH will continue to provide LEAs with information on updated
guidance from the CDC and any future state guidance or orders.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe how
the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
requirements in section 2001(i) of the ARP Act and the requirements relating to the
ARP ESSER funds published in the Federal Register (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:
23
i. How the SEA will ensure that each LEA plan includes, or will be modified to
include, the extent to which it has adopted policies and a description of any such
policies on each of the strategies listed in table B1;
ii. How the SEA will ensure that each LEA plan describes how it will ensure continuity
of services including but not limited to services to address the students’ academic
needs, and students’ and staff social, emotional, mental health, and other needs,
which may include student health and food services;
iii. How the SEA will ensure that the LEA periodically reviews, no less frequently than
every six months for the duration of the ARP ESSER grant period (i.e., through
September 30, 2023),5 and revises as appropriate, its plan, and how the SEA will
ensure that the LEA seeks public input, and takes such input into account on (1)
whether revisions are necessary and, if so, (2) the revisions to the plan; and
iv. Describe, to the extent the SEA collects it, information about LEA implementation,
to the greatest extent practicable, of each element of the most up-to-date CDC
guidance listed in table B1 and its LEAs’ needs for support and technical assistance
to implement strategies consistent, to the greatest extent practicable, with relevant
CDC guidance.
In accordance with section 2001(i)(1) of the ARP Act, all LEAs receiving ARP ESSER
funding must develop and make publicly available on the LEA’s website a Safe Return to
In-Person Instruction and Continuity of Services Plan, or Health and Safety Plan. In May
of 2021, PDE provided LEAs with guidance and a template to revise their current Health
and Safety Plans to meet ARP Act requirements and to ensure all stakeholders are fully
informed of the LEA’s plan to safely resume instructional and non-instructional school
activities, including in-person learning. The Health and Safety Plan template includes all
the strategies listed in Table B1.
In addition, in the ARP ESSER grant application, each LEA must agree to the following
assurances:
• The LEA has a Plan for the Safe Return for In-Person Instruction and Continuity of
Instruction that complies with section 2001(i) of the ARP Act. (In Pennsylvania, this
will be the LEA’s Health and Safety Plan.) The LEA will provide to PDE: (1) the
URL(s) where the public can readily find data on school operating status; and (2) the
URL(s) for the LEA websites where the public can find the LEA’s (a) Health and
Safety plan as required under section 2001(i) of the ARP Act; and (b) the LEA’s plan
for the use of ARP ESSER funds.
• The LEA will review its Health and Safety Plan at least every six months during the
duration of the ARP ESSER grant period and make revisions as appropriate. When
determining whether revisions are necessary, the LEA will take into consideration
5
ARP ESSER funds are subject to the Tydings amendment in section 421(b) of the General Education Provisions
Act, 20 U.S.C. 1225(b), and are therefore available to SEAs and LEAs for obligation through September 30, 2024.
Review and revisions of these plans, if necessary, are not required during the Tydings period.
24
significant changes to CDC guidance on reopening schools and will seek public input
and take public input into account.
• The LEA’s Health and Safety Plan will be made publicly available on the LEA
website and must be written in a language that parents/caregivers can understand and
must be provided in alternate format upon request by a parent/caregiver who is an
individual with a disability.
The Health and Safety plan must be approved by the LEA’s governing body and posted
on the LEA’s publicly available website. In addition, the LEA must provide PDE with the
URL for the website where the plan is located. PDE will post this information to its
website in a user-friendly format.
LEAs must submit their Health and Safety plans electronically to PDE no later than July
30, 2021, regardless of when they submit their application to PDE for funding. LEAs will
not be able to receive ARP ESSER funding until a Health and Safety Plan is submitted.
PDE’s Office of Federal Programs will review each ARP ESSER application and verify
Health and Safety plans are published online and available to the public. Staff will also
verify that the Health and Safety Plans address each recommended mitigation strategy in
Table B1 and describe how the LEA plans to ensure continuity of services as required by
federal statute.
Quarterly program reporting and audits will be used to monitor compliance throughout
the grant period and to collect evidence of public input when the plan is revised. In
addition, Health and Safety Plans will be tracked via PDE’s electronic eGrants
application and reporting system.
PDE will continue working with DOH to monitor and inform LEAs of evolving federal
and state requirements, public health mandates, current research, and guidance from the
CDC. Data will be collected as described in Section E. The state will continue to post
updates and communicate directly with LEAs as well as provide technical assistance
when requested.
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to
meet the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how the
SEA engaged in meaningful consultation with stakeholders, and incorporated input into
its plan, including, but not limited to:
i. students;
25
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
v. school and district administrators (including special education administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff, and their unions;
and
ix. stakeholders representing the interests of children with disabilities, English
learners, children experiencing homelessness, children and youth in foster care,
migratory students, children who are incarcerated, and other underserved
students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including any
letters of support), and how the SEA took such input into account.
PDE is committed to providing stakeholders at every level of the state education system an
opportunity to help inform development of the state ARP ESSER plan.
PDE has consulted with stakeholders for the ARP ESSER plan in multiple ways.
• Focus Groups. PDE held focus groups with more than 90 school leaders, educators,
students, community service providers, and adjudicated youth facility educators. Focus
group participants included representatives of afterschool organizations; foster care
experts including youth, educators, and service providers; representatives of
Pennsylvania’s Education for Children and Youth Experiencing Homelessness Program;
charter school administrators; migrant students; migrant education program specialists;
educators of ELs; regional coordinators of Student Assistance Programs; and IU
specialists in school climate and school safety.
• Questionnaires. PDE distributed online questionnaires related to the ARP ESSER plan
to school leaders, educators (both in-school and out-of-school-time), postsecondary
educators and researchers, community organizations, families of disproportionately
impacted students, etc., targeted to the most impacted groups. One instrument was geared
toward the K-12 education community and one toward the postsecondary education
community. PDE received 211 questionnaires between June 1 and July 8, 2021.
• Professional Education Organizations. PDE met with professional education
organizations, including the Pennsylvania State Education Association, Pennsylvania
Association of School Business Officials, Pennsylvania Association of School
Administrators, Pennsylvania School Boards Association, Pennsylvania Principals
26
Association, Pennsylvania Association of Career and Technical Administrators,
Philadelphia Federation of Teachers, and American Federation of Teachers-Pennsylvania.
• Policymakers. PDE shared ideas and stakeholder feedback with Pennsylvania lawmakers
and worked with Pennsylvania’s General Assembly to ensure timely appropriation of
ARP ESSER funding.
• Interviews. The Department commissioned 22 formal interviews between May 7 and 19,
2021, to ensure that agency guidance reflected the highest priority concerns of diverse
stakeholders. Stakeholders included State Board of Education members; district, charter,
and IU administrators; local school board members; and representatives of the civil and
disability rights community, education associations, and parent and advocacy
organizations.
• Online Public Comment Period. PDE posted a draft ARP ESSER plan on the PDE
website in English and Spanish for any member of the public to provide feedback from
July 1-7, 2021 and received 31 comments. PDE sent a message to school leaders on the
day the draft plan was posted for public feedback, and advertised the availability of the
draft state plan for public feedback through nine social media posts on its Twitter and
Facebook accounts over the course of the seven-day public comment period.
Additionally, PDE has taken into consideration previous input about the impact of the
pandemic on teaching and learning that educators, families, advocacy groups and other
stakeholders provided to PDE prior to the ARP Act. This includes emails sent to PDE’s
designated pandemic-related resource account and the findings of Remake Learning,
KnowledgeWorks, and PDE-led statewide listening sessions from the spring of 2021.6
Table C1. Overview of Stakeholder Groups Engaged.
Stakeholder Group Outreach Related to ARP ESSER
Students PDE staff designed and shared a questionnaire with stakeholder networks.
PDE staff encouraged adult stakeholders to convene students to complete
the questionnaire as a group and/or to incorporate students’ input in their
responses. In one case, a student social justice advocacy group met and
submitted a questionnaire response as a group; in others, PDE staff
convened focus groups centered on migrant education, homeless students,
or English learners, to address the questions as a group. Approximately 10
students participated in focus groups in this way and another two
independently submitted questionnaires identifying themselves as students.
6
Prior to the passage of the American Rescue Plan Act, the Pennsylvania Department of Education began a
collaboration with education nonprofit organizations KnowledgeWorks and the Pittsburgh-area-based Remake
Learning Network to gather stakeholder input about pandemic-era teaching and learning across Pennsylvania. From
March through May 2021, through a statewide questionnaire and a series of 21 role-specific listening sessions, the
collaborative engaged nearly 900 stakeholders including caregivers, students, educators, administrators, and out-of-
school time providers across 41 counties to capture promising practices for teaching and learning, understand the
conditions that exacerbated inequities, and elevate potential actions that could sustain or ignite positive change.
27
Stakeholder Group Outreach Related to ARP ESSER
Families and caregivers A public comment period from July 1 to July 7, 2021, provided an
opportunity for any member of the public to give feedback on the draft state
ARP ESSER plan, and PDE received 10 comments from families and
caregivers during that period, in addition to approximately one dozen
earlier questionnaire responses from families of disproportionately
impacted student groups. PDE staff also convened focus groups with
parents and caregivers of students with disabilities, migrant students, and
students experiencing homelessness and used input from prior focus groups
and questionnaires that specifically engaged families of students with
disabilities.
Civil rights, disability PDE primarily engaged with representatives of educational equity advocacy
rights, or other organizations through virtual meetings. PDE reached out to advocacy
educational equity organizations for feedback as the draft state plan was taking shape, and for
advocacy organizations general input through a questionnaire. Four questionnaire responses were
from respondents who identified as primarily representing an equity or
disability rights advocacy organization.
School leaders (non- Fourteen questionnaire responses were from respondents who identified as
charter schools) primarily being a school leader, not of a charter school. This was the
primary means of input from school leaders as a group, although school
leaders also participated in focus groups that centered on disproportionately
impacted student groups. For example, school leaders from schools with
high migrant student populations participated in focus groups discussing the
highest priority issues facing migrant students and most effective practices
to address their needs because of inequities exacerbated by the pandemic.
School leaders (charter PDE staff conducted focus groups with charter school leaders from across
schools) Pennsylvania, and in addition, received three questionnaire responses from
individual charter school leaders.
Superintendents and PDE shared a questionnaire for input with superintendents and received 18
assistant superintendents responses from superintendents or assistant superintendents. Four more
provided feedback on the draft plan during the public comment period.
Additionally, PDE staff met with Grable Foundation fellows who support
superintendents to learn about emerging themes of needs and priorities
across this stakeholder group during the pandemic.
School or district PDE shared a questionnaire for input with school and district administrators
administrators and received 40 responses, the most of any stakeholder group.
Special education PDE staff in the Bureau of Special Education reached out to family
administrators, advocates, educators, community organizations, and others to convene
educators, or other staff focus groups; additionally, PDE shared a questionnaire with educator
networks in special education and received 23 responses.
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Stakeholder Group Outreach Related to ARP ESSER
School teachers, Teachers were represented in focus groups centered on disproportionately
educators, or other in- impacted student groups, and 22 additionally submitted input on students’
school education staff greatest needs, schools’ priority issues, and promising practices through a
questionnaire. PDE staff also met with leaders of the Pennsylvania
Teachers Advisory Committee and union representatives for input.
Out-of-school-time Out-of-school-time educators, including afterschool and summer school
educators educators and community organizations, provided input through a
questionnaire (four responses), public comment (four responses) and
through virtual meetings with PDE staff.
School counselors, PDE engaged social workers in convening focus groups centered on
psychologists, or social students experiencing homelessness, migrant students, and children and
workers youth in foster care. PDE received one individual questionnaire response
from a school counselor or psychologist and detailed feedback from the
Pennsylvania School Counselors Association.
School nurses and health PDE received one response from a school nurse or health staff member
staff providing input on the state plan through a questionnaire.
Librarians (in schools PDE’s Office of Commonwealth Libraries provided librarians in
and in communities) disproportionately impacted communities or serving disproportionately
impacted youth with a questionnaire to give input on priority issues,
greatest needs facing impacted student groups, and promising practices, and
received five responses, one from a school librarian and four from
community librarians.
Postsecondary faculty, PDE’s Office of Postsecondary and Higher Education engaged
staff, administrators, and postsecondary faculty and staff who are researchers and/or educator
educator preparation preparation providers to learn about needs and effective practices specific to
providers impacted student groups and needs of educators and pre-service educators.
PDE received 35 responses to a questionnaire from the postsecondary
community. Together with several responses from professional learning
providers and the responses of teachers and administrators, this input
helped identify issues educators face in schools and ways to address those
issues for effective teaching and learning.
Education consultants PDE staff reached out to education consultants and researchers from not
and researchers only postsecondary institutions but also IUs, nonprofit organizations, and
others who have expertise in effective practices or needs of impacted
student groups. In addition to the postsecondary staff mentioned above,
PDE received input from five education consultants and researchers
through a questionnaire and one through the public comment period.
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Table C2. Targeted Outreach, Based on Disproportionate Impact of the
Pandemic.
Stakeholder Group Outreach Related to ARP ESSER
(For each respondent category, data reflect stakeholders who responded to
the PDE questionnaire providing input into development of the draft state
plan who said they were “responding primarily as a stakeholder
representing the interests of” this group.)
Children and youth with 118 stakeholders
disabilities
English learners 72 stakeholders
Children experiencing 68 stakeholders
homelessness
Children and youth in 61 stakeholders
foster care
Migrant students 31 stakeholders
Justice-involved youth 51 stakeholders
including incarcerated
children
LGTBQ+ students No stakeholders responding to the questionnaire said they were “responding
primarily as a stakeholder representing the interests of” this group.
However, 52 respondents did choose to identify highest priority needs of
this group when given the option to do so.
Other students As part of the questionnaire to targeted stakeholder groups, respondents
disproportionately could identify a student group whose experience they wanted to highlight as
impacted by the being disproportionately impacted by the pandemic. Respondents identified
pandemic the following groups of students:
• career and technical education students (2 mentions)
• students in Alternative Education for Disruptive Youth settings (2)
• students experiencing mental health concerns (2)
• students who have suffered trauma (2)
• cyber charter students (1)
• families of charter students (1)
• undocumented students (1)
• immigrant students (1)
• urban elementary and secondary students (1)
• rural students (1)
• language minoritized students (1)
• dual enrolled (secondary and postsecondary) students (1)
Educators and future Seventy-eight stakeholders who responded to the questionnaire providing
educators impacted by input into the development of a draft state plan said they were “responding
the pandemic primarily as a stakeholder representing the interests of” this group.
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Stakeholder Group Outreach Related to ARP ESSER
(For each respondent category, data reflect stakeholders who responded to
the PDE questionnaire providing input into development of the draft state
plan who said they were “responding primarily as a stakeholder
representing the interests of” this group.)
Stakeholders identified these groups of school staff who have been
particularly impacted by the pandemic:
• school principals (2 mentions)
• early childhood educators and childcare providers (2)
• prospective educators, whose preparation for the field has been
adversely affected by the pandemic (1)
• professional school counselors (1)
• state correctional educators (1)
Initially, PDE used input received throughout the pandemic to inform development of a draft
plan. PDE staff reached out to stakeholders representing the targeted groups listed above,
through a questionnaire, presentations, and focus groups, and synthesized that input, and
PDE leaders subsequently revised the state plan to address the priority issues and apply the
promising practices that surfaced from stakeholders. PDE further revised plans in accordance
with the finalization of the state budget and amendments to the Pennsylvania Fiscal Code on
June 30, 2021. The public comment period from July 1 to July 7, 2021, provided an
opportunity to gather feedback on the draft plan. PDE staff synthesized and incorporated that
feedback into the draft submitted to the U.S. Department of Education on July 16, 2021.
Input and feedback that could not be incorporated into the state plan continues to be
discussed by PDE leaders and considered in ongoing guidance to LEAs and the work of
PDE.
Summary of input received: Part A cites the highest priority issues, promising practices,
and greatest student needs based on stakeholder input. The need for social-emotional
learning, mental health supports, and the related need for teachers to receive training in
social-emotional learning and trauma-informed instruction were the most frequent themes to
emerge across all stakeholder groups providing input and across all student groups
concerned.
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate Federal
COVID-19 pandemic funding and other Federal funding. This description must
include:
i. How the SEA and its LEAs 1) are using or have used prior to the submission of this
plan and 2) plan to use following submission of this plan, Federal COVID-19
funding under the Coronavirus Aid, Relief, and Economic Security (CARES) Act
and the Coronavirus Response and Relief Supplemental Appropriations (CRRSA)
Act to support a safe return to and safely maximize in-person instruction, sustain
these operations safely, and address the disproportionate impact of the COVID-19
pandemic on individual student groups (including students from low-income
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families, children with disabilities, English learners, racial or ethnic minorities,
students experiencing homelessness, children and youth in foster care, and
migratory students);
Pennsylvania’s total ESSER I allocation under the CARES Act was $523.8 million. Of
this amount, $471.4 million was directly allocated to school districts and charter schools
based on the same formula used for Title I-A allocations in 2019. LEA allocations are
available on PDE’s website. PDE reserved $2.6 million for grant administration. The
Pennsylvania General Assembly combined the remaining $49.8 million in ESSER I funds
with $100 million in federal CARES Act funding to award COVID-19 Disaster
Emergency School Health and Safety Grants to school districts, area career and technical
education schools, IUs, charter schools, regional charter schools, and cyber charter
schools for the 2020-21 school year. More than 770 eligible school entities received a
total of $150 million; funding was distributed using a formula set forth in Act 30 of 2020,
a state law authorizing the state to use CARES Act funding for this purpose. School
entities were permitted to use the funding for the purchase of cleaning and sanitizing
products; training and professional development of staff on sanitation and minimizing the
spread of infectious diseases; equipment purchases; modifications of existing areas to
support appropriate social distancing of students and staff; the provision of mental health
services and supports; educational technology for distance learning; and other health and
safety programs, items, or services necessary to address the COVID-19 disaster
emergency.
In March 2020, Pennsylvania received $104.4 million in GEER I funding. In accordance
with the CARES Act, Pennsylvania awarded GEER I funding to LEAs and institutions of
higher education (IHEs) within the commonwealth that have been most significantly
impacted by the pandemic to support their ability to continue to provide educational
services and to support their ongoing functionality. GEER I funding was also granted to
other LEAs, IHEs, and education-related entities within Pennsylvania deemed essential to
carry out emergency educational services, provide childcare and early childhood
education, provide social and emotional support, and protect education-related jobs.
At the direction of Governor Wolf, GEER I funding supported the following programs
and initiatives:
• Preschool Early Intervention (EI) Programs: Pennsylvania’s EI program provides
support and services to families with children ages 3–5 with developmental delays
and disabilities. Approximately 13,700 children are enrolled in EI classrooms across
the commonwealth. PDE awarded $3 million in subgrants to Preschool Early
Intervention programs serving children ages 3–5 for staff training, policy
development, personal protective equipment, sanitization, and disinfecting materials
and supplies to mitigate the spread of COVID-19 in Preschool Early
Intervention/Early Childhood Special Education (ECSE) classrooms. Allocations
were calculated based on the number/percentage of children served in ECSE
classroom settings. Six school districts, 26 IUs, and a non-profit provider received
grants. An additional $5 million in GEER I grant funding was used to support
Preschool EI programs with providing compensatory education services to eligible
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young children who regressed or did not make meaningful progress because of their
inability to access IEP services during the pandemic. Six school districts, 26 IUs, and
a non-profit provider received grants. Grantees used the funding for contracted
services, technology resources, assistive devices, personal protective equipment
(PPE) to support in-home services, learning platforms, and other appropriate
resources.
• Emergency Continuity of Education Equity Grants: In April 2020, 477 LEAs
identified critical gaps in designing and deploying COVID-19–related continuity of
education and requested nearly $22 million in support from PDE. Due to limited state
funding, PDE was able to distribute $5.05 million through 96 awards, with priority
being given to schools with the highest percentages of students unable to participate
in continuity of education. Therefore, PDE used $13.5 million of GEER I funding to
award grants to an additional 271 LEAs that did not receive funding in April 2020
and continued to be significantly impacted by the pandemic. Approximately 179,000
students benefitted from these grants. LEAs used the funding to purchase computer
equipment, such as laptops, tablets, and internet hot spots and to provide instructional
materials, such as paper lessons and coursework.
• Equity Grants for Career and Technical Education: PDE awarded $10.5 million
in GEER I equity grants to 78 area CTCs, which includes 114 secondary schools, for
effective continuity of education and industry credentialing for students enrolled in
CTCs negatively impacted by COVID-19. Grants were calculated based on the
Perkins secondary allocation formula and included consideration for buildings with
20 or more ELs. CTCs used this funding to offer summer programs, expanded career
and technical education programming (including delivering programs online and
staggering hands-on training for in-person instruction), and industry credential
assessments, as well as to implement their Health and Safety Plans during the 2020–
21 school year.
• Technical Assistance and Support for A-TSI Schools: PDE awarded nearly $2
million in GEER I funds to the state’s 29 IUs to support schools that exhibit high-
level student need based on poverty or significant disparities in student subgroup
performance. Interdisciplinary teams of general and special education personnel
provided on-site technical assistance and support to LEAs with schools designated for
A-TSI based on the cycle of improvement and facilitated networked learning
communities to foster collaborative learning and problem-solving across those LEAs
and schools.
• Continuity of Education Equity Grants for A-TSI Designated Schools: In August
2020, PDE made available approximately $17 million to help 193 LEAs improve
education services to approximately 180,000 students in schools designated for A-TSI
under ESSA. Schools used the funding to increase student access to effective remote
instruction and accelerate learning for student groups most severely impacted by
COVID-19 (i.e., students with disabilities, ELs, students of color, students who are
economically disadvantaged). Grants were calculated based on elements of the
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federal Title I-A formula, including the number of economically disadvantaged
students, and other school enrollment data.
• Compensatory Education Services for Students with Disabilities: In the fall of
2020, PDE distributed $15 million to 678 school districts and charter schools for
remote services to students with complex needs who had the greatest difficultly
accessing FAPE during COVID-19 mitigation efforts. The funding included $10
million from GEER I and $5 million from PDE’s federal IDEA funding. Funds
provided enhanced synchronous instruction to bolster remote services and supports
for students with complex needs and provide services and supports to students with
disabilities who experienced a loss in skills and behavior and/or a lack of progress
due to mandatory school closures in the spring of 2020. LEAs used funds for
contracted services, technology resources, assistive devices, personal protective
equipment to support in-home services, learning platforms, and other appropriate
resources. Grantees were also required to participate in mandatory teacher
professional development on providing remote services to students with disabilities.
Funds were not permitted to be used to support asynchronous services for students
with disabilities.
• Emergency Grants for Adult Basic Education: PDE awarded $500,000 of GEER I
funding to 40 adult education providers to assist with implementing public health and
safety plans and continuing operations through September 30, 2021. Each provider
received a minimum award of $2,000 plus a corresponding percentage of the
remaining $420,000. Providers were required to provide a portion of the GEER I
funds to their subgrantees. Providers used the funding to purchase PPE, hand sanitizer
and cleaning products/services, equipment and technology for virtual instruction,
installation of barriers or other protective devices in building structures, and digital
health applications to assist with contact tracing and monitoring of students.
• Equity Grants for Postsecondary Institutions: Through PDE’s Office of
Postsecondary and Higher Education, 179 Title IV postsecondary institutions
received a total of $24.3 million in GEER I funding to implement their Health and
Safety Plans and resume instruction for the 2020–21 school year. Eligible expenses
included, but were not limited to, safety and protective equipment, cleaning products,
testing measures, equipment or technology for remote learning, installation of barriers
or other protective devices in building structures, and digital health applications to
monitor student symptoms. The list of grant recipients and respective allocations is
available on the PDE website. Allocations were based on the shares of total
enrollments by each postsecondary sector and the number of socio-economically
disadvantaged students served by the institutions (i.e., Pell-eligible students).
• Emergency Support for Historically Black Colleges and Universities (HBCUs):
Pennsylvania has two HBCUs: Lincoln University of Pennsylvania and Cheyney
University of Pennsylvania. Both universities are based in Chester County, one of the
areas of the state with highest number of COVID-19 cases. These institutions
received a total of $3 million in GEER I funding to implement their health and safety
plans for the 2020–21 school year. Cheyney received $750,000; Lincoln received
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$2.25 million. Eligible expenses include, but are not limited to, securing safety and
protective equipment, cleaning products, testing measures, equipment or technology
for remote learning, installation of barriers or other protective devices in building
structures, and digital health applications to monitor student symptoms.
• Connectivity and Remote Learning: $15 million was used to resource broadband,
mobile hot spots, and other platforms to increase equitable access to remote learning
for students of all ages. Building on efforts implemented by PDE during the 2019–20
school year, the commonwealth employed a multi-pronged approach that expanded
access through school and state library networks and other partnerships, including the
Pennsylvania Technical Training and Assistance Network (PaTTAN) and the Public
Broadcasting Service (PBS) regional affiliates in the state. Funding was distributed as
follows:
1. $1.4 million to expand the inventory of Wi-Fi hot spots and lendable technology
through public libraries, increase connectivity to libraries, provide technology
needed for library staff functioning, and enhance knowledge of what it takes to be
a community anchor institution using a broadband toolkit;
2. $100,000 to strengthen and expand the state’s existing 24/7 online homework help
through the POWER Library Chat with a Librarian service;
3. $500,000 to create and deploy Open Educational Resources and other zero-cost
materials for postsecondary students;
4. $8.5 million to implement a statewide datacasting initiative with PBS;
5. $3 million to distribute devices to be used in conjunction with datacasting
technology for households without a connection to the internet (e.g., Raspberry Pi
devices, data casting antenna, laptops); and
6. $1.5 million to distribute accessible/assistive technology, including but not
limited to software, tablets, tablet mounts, screens, smart pens, hotspots, and
devices for K-12 students with exceptionalities in collaboration with the PaTTAN
system.
GEER I funding was awarded by May 15, 2020. Grantees have until September 30, 2022,
to expend the funds.
In December 2021, Pennsylvania received $2.22 billion in ESSER II funds. Due to
significant increases in the number of COVID-19 cases statewide and the subsequent
shift to remote learning for nearly every LEA in the state, PDE allocated the full $2.22
billion in emergency relief to LEAs. No funding was reserved or set-aside for the SEA.
Pursuant to Sec. 313 of the CRRSA Act, ESSER II funding was allocated to 667 school
districts and charter schools based on their proportionate share of the Title I-A (FY 2020)
formula.
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Uses of ESSER I and II funding have varied widely statewide, depending on the needs of
each LEA’s respective education community. At the beginning of the pandemic, LEAs
primarily used funding to implement their Health and Safety Plans and to prepare for
remote learning in the 2020–21 school year. Expenses included professional development
for educators, technology and connectivity, sanitization and cleaning supplies, expanded
social-emotional supports, and more. As the 2020–21 school year progressed, many
LEAs’ funding priorities shifted towards taking steps to reopen school facilities for in-
person instruction and assessing the individualized academic impacts of lost instructional
time.
Since ESSER I and ESSER II were both one-time emergency funds, LEAs were
encouraged to consider how CARES Act funding might interact with other federal
funding and the role of enhanced funding flexibilities to ensure strategic and sustainable
use. PDE also urged recipients to keep equity at the forefront of planning by prioritizing
investments for vulnerable students and families, including those living in the deepest
poverty, students with disabilities, ELs, migrant students, students experiencing
homelessness, and children in foster care.
ii. To what extent ESSER I and ESSER II funds have been awarded to LEAs and, if
funds have not yet been made available to LEAs, when they will be. In addition,
please provide any available information on the total dollar amounts of ESSER I
and ESSER II funds that have been obligated but not expended by the SEA and its
LEAs, including whether the SEA is able to track LEA obligations.
All ESSER I and ESSER II funding has been made available to eligible LEAs. As of June
23, 2021, $518.9M of ESSER I funds and $879.9M of ESSER II funds have been
obligated but not expended by the SEA or LEAs. PDE tracks LEA obligations through
the SAP Accounting System and the PDE eGrants system.
iii. In supporting LEAs as they plan for the safe return to and continuity of in-person
instruction and for meeting the academic, social, emotional, and mental health needs
of students resulting from the COVID-19 pandemic, the extent to which the SEA is
also using other Federal funding sources including but not limited to under the
Elementary and Secondary Education Act of 1965 (ESEA), IDEA, Workforce
Innovation and Opportunity Act (WIOA), funding for child nutrition services, and
McKinney-Vento Homeless Assistance Act, and the funds to support the needs of
students experiencing homelessness provided by section 2001(b)(1) of the ARP Act.7
Pennsylvania has used and will continue to use a variety of funding sources to support the
safe return to and continuity of in-person instruction and to assist schools with meeting
the academic, social, emotional, and mental health needs of students and staff.
7
The needs of students experiencing homelessness must be addressed (along with the other groups
disproportionately impacted by the COVID-19 pandemic) using the ARP ESSER SEA reservations and the required
LEA reservation for the academic impact of lost instructional time; the funding provided to support the needs of
students experiencing homelessness by section 2001(b)(1) of the ARP Act is in addition to the supports and services
provided with ARP ESSER funds.
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• In June 2021, DHS, in collaboration with PDE, IUs, and local schools, began
distributing P-EBT federally funded benefits to the families of nearly 1 million
Pennsylvania children who have attended school remotely due to the COVID-19
pandemic and who otherwise would have had access to free-and-reduced-price meals
during the 2020–21 school year. Originally created through the Families First
Coronavirus Response Act to help families feed their children during the spring of
2020 when schools initially closed, the P-EBT program was re-authorized to cover
the entire 2020–21 school year. P-EBT helps families cover the cost of breakfasts and
lunches their children would have been eligible to receive for free or at reduced price
through the National School Lunch Program. More than $1 billion in P-EBT benefits
will be distributed to eligible families in Pennsylvania.
• Following the Food and Drug Administration and CDC authorization of the Johnson
& Johnson vaccine for emergency use in March, Pennsylvania used the
commonwealth’s initial dose allocations for PK-12 teachers and other school staff.
Federal funding provided to DOH and PEMA was used to set up and staff vaccination
sites statewide for educators.
• Students experiencing homelessness tend to be chronically absent from school, to be
less engaged, and to experience decreased social-emotional well-being due to housing
instability. When COVID-19 closed schools in Spring 2020, the immediate
elimination of social connections, services, meal programs, extracurricular activities,
and in-person engagement exponentially impacted students experiencing
homelessness, who were already vulnerable academically, socially, and emotionally.
In addition, the shift to online and remote learning made it more difficult for
educators to identify students in need and offer supports. PDE will use the $32
million it receives under ARP ESSER – Homeless Children and Youth to assist the
state’s regional Education for Homeless Children and Youths offices and other
entities with identifying homeless children and youth, providing wraparound services
in light of the impact of the COVID-19 pandemic, and providing assistance to enable
homeless children and youth to attend school and participate fully in school activities,
including in-person instruction during the school year as well as in summer
enrichment and extended learning programs.
• During the 2021–22 school year, DOH will use the CDC ELC Reopening Schools
Grant funding to implement a free, voluntary COVID-19 testing program to all K-12
schools in the commonwealth, apart from schools in Philadelphia County. The
Philadelphia Department of Public Health received its own federal funding to
implement a similar testing program. DOH is planning to offer pooled testing,
individual diagnostic PCR testing, and rapid antigen testing at no cost to schools or
families for the 2021–22 school year. DOH staff will be available to assist with the
logistics, planning, and operations of this testing program, including a point of
contact at each IU to assist with outreach and data collection for schools in their
respective catchment areas.
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D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional
time, provide summer learning and enrichment programs, and provide comprehensive
afterschool programs. In this section, SEAs will describe their evidence-based strategies for
these resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the funds
it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5 percent of
the State’s total allocation of ARP ESSER funds) on evidence-based interventions to
address the academic impact of lost instructional time by supporting the
implementation of evidence-based interventions, such as summer learning or summer
enrichment, extended day, comprehensive afterschool programs, or extended school
year programs, and ensure that such interventions respond to students’ academic,
social, emotional, and mental health needs. The description must include:
i. A description of the evidence-based interventions (e.g., providing intensive or high-
dosage tutoring, accelerating learning) the SEA has selected, and the extent to which
the SEA will evaluate the impact of those interventions on an ongoing basis to
understand if they are working;
The 2021–22 enacted Pennsylvania state budget fully allocated the three required SEA
reserves under section 2001(f)(1), 2001(f)(2), and 2001(f)(3) of the ARP Act as subgrants
to school districts, charter schools, and cyber charter schools eligible to receive Title I-A
funding. Grant funds received under section 2001 of the ARP Act will be used by the
school districts, charter schools, and cyber charter schools to implement evidence-based
interventions to address learning loss and provide summer enrichment and
comprehensive after-school programs in response to the academic, social, emotional, and
mental health needs of students, particularly subgroups of students disproportionately
impacted by the pandemic, in accordance with section 2001 of the ARP Act.
As it does with administration of school improvement plans and related grant programs,
PDE plans to provide all LEAs with a list of evidence-based interventions through the
PDE Evidence Resource Center (ERC)—a customized website designed by Pennsylvania
educators and some of the nation's foremost education scholars. The ERC identifies
strategies backed by research and allows educators to filter these strategies based on
Federal evidence tiers, school type or grade level, specific student groups, and other
factors. The LEAs receiving shares of the SEA reserve for learning loss, summer learning
and enrichment, and after-school programs will be required to utilize subgrant funds to
implement evidence-based interventions either chosen from the ERC or from another
reputable source (e.g., What Works Clearinghouse).
PDE will provide technical assistance to support implementation and will monitor LEA
progress in implementation efforts on an ongoing basis. Through the state system of
support with Pennsylvania’s 29 IUs, guidance and technical support will be provided to
38
LEAs toward the development of an Accelerated Learning Plan and identification and
sharing of best practices. An example framework developed by PDE to support
educators, schools, and LEAs is available on the Accelerated Learning website, which
provides a summary of PDE’s critical components for consideration when addressing
student learning and social and emotional gaps.
Based on PDE’s review of data, community input, and research on evidence-based
practices to address lost instructional time and close performance gaps, LEAs will be able
to use their ARP ESSER funds under 2001(f)(1) in the following areas:
• Social, emotional, and mental health supports: Funds targeted for social and
emotional wellness will provide fiscal support for either the hiring or contracting of
school mental health staff or the implementation of programs targeted at mitigating
social, emotional, and mental health impacts of COVID-19. School mental health
staff (including counselors, social workers, psychologists, and other mental health
professionals) have the necessary skills to build capacity within the school
environment to meet the social, emotional, and mental health needs of students to
support academic growth and prepare students to be career-ready adults. Allowable
program expenses will include evidence-based programs that address building
equitable, trauma-informed schools, enhancing the social-emotional skills of students,
increasing resiliency of staff and students, and establishing and maintaining positive
school learning environments.
• Professional development and technical assistance to educators, school support
staff, school leaders and school health professionals to address the social,
emotional, and mental health needs of students: Creating a safe and supportive
environment for all students is the responsibility of all educators and school staff, and
staff members need support in learning about and implementing trauma-informed
approaches.
• Reading support and improvement for students: To mitigate student skill deficits
in reading, teachers need to be equipped to facilitate high-quality reading instruction
grounded in the science of reading and intervention services. Funds targeted for
reading support will assist LEAs in providing professional development for selected
teachers in foundational skills and instructional interventions based on the science of
reading and in selecting LEA personnel to serve as reading coaches to support
teachers as they deliver high-quality reading instruction. Professional learning will be
targeted for kindergarten, first, second, third, and fourth grade teachers and other
personnel, including reading specialists, special education teachers, speech/language
pathologists, and EL instructors.
PDE will evaluate the impact of each of these interventions, with IUs collecting data to
inform the evaluation. Specifically, PDE will collect the following data to evaluate the
impact on the above listed interventions:
• Social, emotional, and mental health supports: Qualitative data, including
stakeholder feedback, will assist school entities in determining next steps, measuring
39
stakeholder buy-in, and determining the success of collaborative work. Changes to
LEA policy/procedures will also be examined as a qualitative data source.
Quantitative metrics will include those that indicate changes to the learning
environment and development of positive, equitable school systems, including data
on number of staff dedicated to social-emotional learning (SEL) and mental health,
results of school climate surveys, hours of mental health services provided, and
percent of students receiving each tier of support. Schoolwide data on direct measures
of student mental health, such as students in need of supports and chronic
absenteeism rates, will also be collected.
• Professional development of staff on social-emotional and mental health of
students: Staff feedback surveys in response to professional learning activities, as
well as school climate surveys, will provide quantitative data, while qualitative data
may be noted during teacher observations and other interactions where staff are
observed implementing strategies they have learned.
• Reading support and improvement for students: Qualitative data will include
observations of impact of professional learning and technical assistance on teacher
practice and student performance. Quantitative data may include number of schools
participating and students enrolled in the program, results of academic assessments,
and usage reports.
ii. How the evidence-based interventions will specifically address the disproportionate
impact of COVID-19 on certain groups of students, including each of the student
groups listed in question A.3.i.-viii. When possible, please indicate which data
sources the SEA will use to determine the impact of lost instructional time; and
As the LEAs select learning programs and/or other evidence-based interventions, PDE
will provide guidance on best practices to LEAs to assist in the selection of students who
have been most significantly impacted by COVID mitigation efforts. LEAs will also
engage with local stakeholders (including parents/caregivers and students) to determine
those students in greatest need of supplemental support and programs. In addition, LEAs
will be required to report on what groups of students are to be served by their programs
and interventions and rate the effectiveness of those initiatives in addressing student
academic, social, emotional, and mental health needs. Please see the response to A.4 for
additional information on the data sources to be used to determine student need.
iii. The extent to which the SEA will use funds it reserves to identify and engage 1)
students who have missed the most in-person instruction during the 2019-2020 and
2020-2021 school years; and 2) students who did not consistently participate in
remote instruction when offered during school building closures.
Within the LEA-specific Accelerated Learning Plan, LEAs will be required to identify
students who were most impacted during the 2019-20 and 2020-21 school years based on
lack of in-person instruction and difficulty engaging in remote learning. As part of the
targeted state programs supported under 2001(f)(1), LEAs will determine how to support
these students to ensure they feel physically and emotionally safe to return to in-person
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instruction, address any social-emotional needs, and provide needed additional reading
support through a variety of interventions, both in the classroom, and in afterschool and
summer programs.
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(2) of the ARP Act (totaling not less
than 1 percent of the State’s total allocation of ARP ESSER funds) for evidence-based
summer learning and enrichment programs, including those that begin in Summer
2021, and ensure such programs respond to students’ academic, social, emotional, and
mental health needs. The description must include:
i. A description of the evidence-based programs that address the academic, social,
emotional, and mental health needs of students (e.g., providing intensive or high-
dosage tutoring, accelerating learning) the SEA has selected, and the extent to which
the SEA will evaluate the impact of those programs;
PDE will use the funds under section 2001(f)(2) (1 percent of the state’s total allocation
of ARP ESSER funds) to establish Summer Enrichment formula grants to LEAs. These
grants will support evidence-based interventions to address learning loss and provide
summer enrichment, such as academic learning academies and 1:1 tutoring, as well as
activities that support re-socialization and the development of social-emotional skills and
growth mindsets in students. LEAs will be required to target funds to student groups
disproportionately impacted by the disruptions of COVID-19 at that LEA (e.g., homeless
students, foster care students, migratory students, ELs, students with disabilities). PDE
will evaluate the impact of each of these interventions, with IUs collecting data to inform
the evaluation. Data collection will include number of students served and satisfaction of
students and families.
ii. How the evidence-based programs will specifically address the disproportionate
impact of COVID-19 on certain groups of students, including each of the student
groups listed in question A.3. i.-viii. When possible, please indicate which data
sources the SEA will use to identify students most in need of summer learning and
enrichment programs; and
As the LEAs select summer learning programs and/or other evidence-based interventions,
PDE will provide guidance on best practices to LEAs to assist in the selection of students
that have been most significantly impacted by COVID mitigation efforts. LEAs will also
engage with local stakeholders (including parents/caregivers and students) to determine
those students in greatest need of these summer supplemental programs. In addition,
LEAs will be required to report on which groups of students are to be served in their
summer learning programs and interventions and rate the effectiveness of their initiatives
in addressing student academic, social, emotional, and mental health needs. Please see the
response to A.4 for additional information on the data sources to be used to determine
student need.
iii. The extent to which the SEA will use funds it reserves to identify and engage 1)
students who have missed the most in-person instruction during the 2019-2020 and
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2020-2021 school years; and 2) students who did not consistently participate in
remote instruction when offered during school building closures.
Within the LEA-specific Accelerated Learning Plan, LEAs will be required to identify
students who were most impacted during the 2019-20 and 2020-21 school years based on
lack of in-person instruction and difficulty engaging in remote learning. LEAs will also
determine how to use their supplemental summer learning programs and/or other
evidence-based interventions to support this group of students.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA will use
the funds it reserves under section 2001(f)(3) of the ARP Act (totaling not less than 1
percent of the State’s total allocation of ARP ESSER funds) for evidence-based
comprehensive afterschool programs (including, for example, before-school
programming), and ensure such programs respond to students’ academic, social,
emotional, and mental health needs. The description must include:
i. A description of the evidence-based programs (e.g., including partnerships with
community-based organizations) the SEA has selected, and the extent to which the
SEA will evaluate the impact of those programs;
PDE will use the funds under section 2001(f)(3) (1 percent of the state’s total allocation
of ARP ESSER funds) to establish Comprehensive Afterschool formula grants to LEAs.
These grants will support evidence-based interventions to address learning loss and
provide afterschool or extended day enrichment programs and interventions, such as
academic enrichment collaborative sessions, small group extended learning, and 1:1
tutoring, as well as activities that support re-socialization and the development of social-
emotional skills and growth mindsets in students. LEAs will be required to target funds to
student groups disproportionately impacted by the disruptions of COVID-19 at that LEA
(e.g., homeless students, foster care students, migratory students, ELs, students with
disabilities, students who lack connectivity). PDE will evaluate the impact of each of
these interventions, with IUs collecting data to inform the evaluation. Data collection will
include number of students served and satisfaction of students and families.
ii. How the evidence-based programs will specifically address the disproportionate
impact of COVID-19 on certain groups of students, including each of the student
groups listed in question A.3.i.-viii. When possible, please indicate which data
sources the SEA will use to identify students most in need of comprehensive
afterschool programming; and
As the LEAs select afterschool and extended day programs, PDE will provide guidance
on best practices to LEAs to assist in the selection of students that have been most
significantly impacted by COVID-19 mitigation efforts. LEAs will also engage with local
stakeholders (including parents/caregivers and students) to determine those students in
greatest need of these supplemental programs. In addition, LEAs will be required to
report on what groups of students are to be served in their afterschool and extended day
programs and interventions and rate the effectiveness of their initiatives in addressing
student academic, social, emotional, and mental health needs.
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iii. the extent to which the SEA will use funds it reserves to identify and engage 1)
students who have missed the most in-person instruction during the 2019-2020 and
2020-2021 school years; and 2) students who did not consistently participate in
remote instruction when offered during school building closures.
Within the LEA-specific Accelerated Learning Plan, LEAs will be required to identify
students who were most impacted during the 2019-20 and 2020-21 school years based on
lack of in-person instruction and difficulty engaging in remote learning. LEAs will also
determine how to use their supplemental after school and extended day activities to
support this group of 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.
Pennsylvania is utilizing ARP ESSER SEA reserve funds for emergency needs under ARP
section 2001(f)(4) to provide COVID-19 relief to other educational entities not included in
the Title I-A distribution. Funds will be used to ensure the safe return to in-person
instruction, meet students’ academic, social, emotional, and mental health needs, and address
opportunity gaps that existed before—and were exacerbated by—the pandemic. The
following educational entities will be supported with funding:
• $43.5 million to area career and technology education centers;
• $15 million to approved private schools, the chartered schools for the education of deaf
or the blind, and private residential rehabilitative institutions;
• $43.5 million to IUs to provide technical support and training to school entities;
• $14 million to schools with an ESSA designation of A-TSI; and
• $19.9 million to educational programs for neglected, delinquent, and at-risk youth.
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
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of ARP ESSER funds, how the SEA will require such plans to be made available to the
public, and the deadline by which the LEA must submit its ARP ESSER plan (which
must be a reasonable timeline and should be within no later than 90 days after receiving
its ARP ESSER allocation). The LEA plans must include, at a minimum:
As PDE advised the USDE on May 13, 2021, PDE requires all eligible LEAs to submit
completed plans for the use of ARP ESSER funds through the state’s eGrants system; this
process ensures consistency in administration across the three ESSER funds. Plans must be
tailored to the specific needs faced by students and schools within the LEA, must reflect the
perspectives of diverse stakeholders, and must address communities and student groups most
impacted by the pandemic. The subrecipient application includes the following sections:
• Assessing Impacts and Needs;
• Engaging Stakeholders in Plan Development;
• Using ARP ESSER Funds to Plan for Safe, In-Person Instruction;
• Proposed Budget and Timeline;
• Monitoring and Measuring Progress; and
• ARP ESSER Fund Assurances.
PDE’s Division of Federal Programs staff supports the application process by providing
technical assistance to LEAs, reviewing grant applications, and overseeing grant
implementation during the period of fund allowability.
An LEA’s plan must be publicly available on its website, written in a language that
parents/caregivers can understand, and provided in an alternate format upon request by a
parent/caregiver who is an individual with a disability.
Eligible school districts and charter schools are encouraged to apply for ARP ESSER funds
by September 1, 2021. Notably, LEAs must submit a Safe Return to In-Person Instruction
and Continuity of Services Plan (Health and Safety Plan) to PDE by July 30, 2021, regardless
of when the LEA submits its ARP ESSER application.
i. The extent to which and how the funds will be used to implement prevention and
mitigation strategies that are, to the greatest extent practicable, in line with the most
recent CDC guidance, in order to continuously and safely operate schools for in-
person learning;
In question (8)(c) of the LEA ARP ESSER application, LEAs must describe plans for
using ARP ESSER funds to support prevention and mitigation policies, in line with the
most up-to-date guidance from the CDC.
In addition, the LEA ARP ESSER application assurances include the following:
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• The LEA’s Health and Safety Plan includes (1) how the LEA will, to the greatest
extent practicable, support prevention and mitigation policies in line with the most
up-to-date guidance from the CDC for the reopening and operation of school facilities
to effectively maintain the health and safety of students, educators, and other staff; (2)
how the LEA will ensure continuity of services, including but not limited to services
to address the students’ academic needs, and students’ and staff members’ social,
emotional, mental health, and other needs, which may include student health and food
services; (3) how the LEA will maintain the health and safety of students, educators,
and other staff and the extent to which it has adopted policies, and a description of
any such policy on each of the following safety recommendations established by the
CDC: (a) universal and correct wearing of masks; (b) modifying facilities to allow for
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 and local health departments; (f) diagnostic and screening
testing; (g) efforts to provide vaccinations to school communities; (h) appropriate
accommodations for children with disabilities with respect to health and safety
policies; and (i) coordination with state and local health officials.
• The LEA will review its Health and Safety Plan at least every six months during the
duration of the ARP ESSER grant period and make revisions as appropriate. When
determining whether revisions are necessary, the LEA will take into consideration
significant changes to CDC guidance on reopening schools and will seek public input
and take public input into account.
• The LEA’s Health and Safety Plan will be made publicly available on the LEA
website and must be written in a language that parents/caregivers can understand or
be orally translated for parents/caregivers and must be provided in alternate format
upon request by a parent/caregiver who is an individual with a disability.
• The LEA will provide to PDE: (1) the URL(s) where the public can readily find data
on school operating status; and (2) the URL(s) for the LEA websites where the public
can find the LEA’s Health and Safety plan as required under section 2001(i) of the
ARP Act; and the LEA Plan for the Use of ARP ESSER Funds.
To support LEAs in this work, PDE issued health and safety guidance for the 2021-22
school year on June 4, 2021. This guidance, updated following issuance of new CDC
guidance issued in July 2021, includes a crosswalk to key CDC resources, answers to
frequently asked questions, and a sample template that allows LEAs to update local
health and safety plans from the 2020-21 school year to align with CDC guidance and the
ARP Act’s Safe Return to In-Person Instruction and Continuity of Services Plan
requirements.
ii. How the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act
(totaling not less than 20 percent of the LEA’s total allocation of ARP ESSER
funds) to address the academic impact of lost instructional time through the
implementation of evidence-based interventions, such as summer learning or
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summer enrichment, extended day, comprehensive afterschool programs, or
extended school year programs;
PDE requires LEAs to conduct a comprehensive needs assessment, reflective of
stakeholder engagement, in planning for the use of ARP ESSER funds, beginning with
the minimum 20 percent reservation as required by section 2001(e)(1) of the ARP Act.
More specifically, LEAs must outline how funds reserved under section 2001(e)(1) will
help address the academic impact of lost instructional time through the implementation of
evidence-based interventions, such as tiered support systems, summer learning or
summer enrichment, extended day, comprehensive afterschool programs, or extended
school year programs. LEA plans must include:
• A description of the evidence-based interventions (e.g., providing intensive or high-
dosage tutoring, accelerating learning) the LEA has selected, and how the LEA will
evaluate the impact of those interventions on an ongoing basis to determine
effectiveness;
• How the evidence-based interventions will specifically address the needs of student
groups most disproportionately impacted; and
• The extent to which the LEA will use funds it reserves to identify, engage, and
support (1) students who have missed the most in-person instruction during the 2019-
20 and 2020-21 school years; and (2) students who did not consistently participate in
remote instruction when offered during school building closures.
iii. How the LEA will spend its remaining ARP ESSER funds consistent with section
2001(e)(2) of the ARP Act; and
Based on the needs assessment described above, PDE requires LEAs to outline how
remaining ARP ESSER funds will be used to address the following, as applicable:
• Continuity of Services: How the LEA will use ARP ESSER funds to sustain services
to address students’ academic needs; students’ and staff social, emotional, and mental
health needs; and student nutrition and food services.
• Access to Instruction: How the LEA will use ARP ESSER funds to support the
goals of increasing opportunity to learn and equity in instructional delivery. LEAs are
directed to consider regular attendance/chronic absenteeism data from the 2020-21
school year, including data disaggregated by student groups, in developing their
response.
• Mitigation Strategies: How the LEA will use ARP ESSER funds to support
prevention and mitigation policies in line with the most up-to-date guidance from the
CDC for the reopening and operation of school facilities and transportation services
to effectively maintain the health and safety of students, educators, and other staff.
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• Facilities Improvements: How the LEA will use ARP ESSER funds to repair and
improve school facilities to reduce risk of virus transmission, address environmental
health hazards, and/or improve ventilation.
In addition, in its Local Education Agency Guidebook, PDE provides LEAs with three
pages of suggested areas for expenditure of ARP ESSER funds, under the categories of
safe, in-person schooling and continuity of services; facilities and grounds upgrades;
social-emotional learning, trauma-sensitive schools, and health and wellness; staff
recruitment, support, and retention; academic recovery and acceleration; and family and
community partnerships.
PDE continues to update information and guidance to assist LEAs in appropriate use of
ARP ESSER funds. Webinars, networking meetings, individual technical support, and
regularly posted FAQs are some of the methods used to support LEAs.
To support implementation of learning loss (both academic and social and emotional)
plans under both sections 2001(e)(1) and (2), IUs will collaborate with LEAs in their
assigned region to develop detailed plans for instructional delivery grounded in evidence;
facilitate effective progress monitoring routines; convene networked learning
communities quarterly to share promising practices and collectively problem-solve
problems of practice; and assist in collecting data from LEAs for periodic reports to PDE.
In addition, PDE, IUs and PaTTAN have partnered in the development of Accelerated
Learning through an Integrated System of Supports, a systematic process and technical
support bank for school communities to utilize as they make key decisions for the start of
the new year. PDE will continue to build on these resources and provide networking
sessions to support LEAs in the implementation phase of their plans during the 2021-22
school year.
iv. How the LEA will ensure that the interventions it implements, including but not
limited to the interventions under section 2001(e)(1) of the ARP Act to address the
academic impact of lost instructional time, will respond to the academic, social,
emotional, and mental health needs of all students, and particularly those students
disproportionately impacted by the COVID-19 pandemic, including students from
low-income families, students of color, English learners, children with disabilities,
students experiencing homelessness, children and youth in foster care, and
migratory students.
Consultation of rigorous evidence is crucial to ensuring that ARP ESSER funds address
the educational and other harms of the pandemic and related crises of the past year. In its
initial round of ARP ESSER guidance to LEAs, PDE instructed subrecipients to evaluate
prospective interventions against the state’s online Evidence Resource Center (ERC) a
customized website designed by Pennsylvania educators and some of the nation's
foremost education scholars. The ERC identifies strategies backed by research and allows
educators to filter these strategies based on Federal evidence tiers, school type or grade
level, specific student groups, and other factors. Schools operating under Federal
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accountability designations, now extended through 2022, must assure that ARP ESSER
plans reflect consultation of the ERC.
In addition, Pennsylvania’s enacted fiscal year 2021-22 budget allocates the three
required SEA reserves under 2001(f)(1), 2001(f)(2), and 2001(f)(3) of the ARP Act as
subgrants that may be used by LEAs to implement evidence-based interventions to
address learning loss, provide summer learning and enrichment, and implement
comprehensive after-school programs in response to the academic, social, emotional, and
mental health needs of students, particularly student groups disproportionately impacted
by the pandemic. Each LEA receiving a share of the SEA reserve for learning loss,
summer learning and enrichment, or after-school programs will be required to utilize
subgrant funds to implement evidence-based interventions, either chosen from the PDE
ERC or from another reputable source (e.g., What Works Clearinghouse). The LEA also
must submit to PDE a three-part plan that includes a description of each program and
activity to be offered, the benefits for each program and activity, how the program or
activity will provide equitable supports for all students, and a budget for each program
and activity. Through both interim and final reporting, PDE will collect data on funding
uses and outcomes.
Finally, to ensure LEAs implement interventions focused on the social, emotional, and
mental health needs of students, particularly those disproportionately impacted by the
COVID-19 pandemic, LEAs must use their respective shares of the five percent SEA
reserve for learning loss as follows: at least 30 percent to address social, emotional, and
mental health needs of students; at least 10 percent to provide professional development
and technical assistance to educators, school support staff including school counselors
and other pupil services support staff, school leaders, and school health professionals;
and at least eight percent to address remediation and improvement in reading for students.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP ESSER
funds, ensure that, consistent with the ARP ESSER requirements, its LEAs engage in
meaningful consultation with stakeholders, including, but not limited to:
i. students;
ii. families;
iii. school and district administrators (including special education administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and their unions.
The LEA must also engage in meaningful consultation with each of the following to the
extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations); and
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iii. stakeholders representing the interests of children with disabilities, English
learners, children experiencing homelessness, children and youth in foster care,
migratory students, children who are incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for the
use of ARP ESSER funds and take such input into account.
PDE requires LEAs to detail stakeholder engagement efforts in the course of plan
development. Specifically, PDE’s subrecipient application asks LEAs to provide information
on how stakeholders will be engaged in planning for the use of ARP ESSER funds, how
stakeholder input will be utilized, and how the LEA will make its LEA Plan for the Use of
ARP ESSER Funds transparent to the public—all critical components in developing,
implementing, and adjusting plans based on the differential impacts of the COVID-19
pandemic.
Specifically, LEAs are required to provide the following information:
• Stakeholder Engagement: How the LEA, in planning for the use of ARP ESSER funds,
has engaged or will engage in meaningful consultation with stakeholders, including each
of the groups identified above.
• Use of Stakeholder Input: How the LEA has taken or will take stakeholder and public
input into account in the development of the LEA Plan for the Use of ARP ESSER
Funds.
• Public Access to LEA Plan for the Use of ARP ESSER Funds: The process for
development, approval, and making public the LEA Plan for the Use of ARP ESSER
Funds. LEAs have been informed that the LEA Plan must be made publicly available on
the LEA website, must be written in a language that parents/caregivers can understand,
and must be provided in alternate format upon request by a parent/caregiver who is an
individual with a disability.
To support LEAs in this work, PDE commissioned its own stakeholder engagement activities
at the state level, resulting in a Local Education Agency Guidebook that outlines best
practices for authentic and equitable consultation with stakeholders and specific suggestions
for how to manage these efforts in an era of social distancing as certain mitigation efforts
continue.
3. Supporting and Monitoring LEAs. Describe how the SEA will support and monitor its
LEAs in using ARP ESSER funds. The description must include:
In the fourth section of the LEA ARP ESSER application, LEAs must describe efforts to
build local capacity to ensure high-quality data collection and reporting to safeguard funds
for their intended purposes. Specifically, LEAs must describe their data collection and
analysis plan, including their plan to disaggregate data, for the following measures:
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• Student learning, including the academic impact of lost instructional time during the
COVID-19 pandemic;
• Opportunity to learn measures (e.g., student engagement; access to technology, including
educator access to professional development on the effective use of technology; and
results from student, family, and/or educator surveys);
• Jobs created and retained (by number of full-time equivalents [FTEs] and position type);
and
• Participation in programs funded by ARP ESSER resources (e.g., summer and
afterschool programs).
PDE will utilize these responses to determine which LEAs need additional supports to meet
reporting requirements of ARP ESSER.
i. How the SEA will support and monitor its LEAs’ implementation of evidence-based
interventions that respond to students’ academic, social, emotional, and mental
health needs, such as through summer learning or summer enrichment, extended
day, comprehensive afterschool programs, or extended school year programs –
including the extent to which the SEA will collect evidence of the effectiveness of
interventions employed;
As outlined above, PDE supports implementation of evidence-based interventions
through its ERC and its Statewide System of District and School Improvement which
partners with any LEA in which one or more schools is designated for Federal
accountability under the Every Student Succeeds Act. Further, Appendix 1 of PDE’s
ARP ESSER Guidebook includes additional sources for evidence-based reviews,
including the What Works Clearinghouse, Evidence for ESSA, and other health- and
safety-focused review resources.
PDE will monitor the implementation of evidence-based interventions through risk and
cyclical-based program monitoring as described in Section G.2. PDE will evaluate the
impact of each intervention, and LEAs will need to indicate which of the four evidence-
based tiers their selected intervention meets, as well as provide evidence of implementing
the intervention effectively.
PDE will coordinate efforts with LEAs and their respective Student Information System
(SIS) vendors to ensure the necessary collection of data and to allow seamless reporting.
PDE will work with SIS and other LEA system vendors to ensure they understand
reporting requirements necessary to upgrade systems to meet LEA needs. ARP ESSER
monitoring and reporting topics will be incorporated into monthly Data Quality Network
(DQN) meetings, and sessions will be included in the 2022 through 2024 Annual PDE
Data Summit (as well as other opportunities to assist LEAs in meeting all ARP ESSER
requirements).
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PDE will collect an array of administrative, program evaluation data, and regional reports
via IUs to understand the impact of interventions. Data may include:
• Stakeholder feedback, including satisfaction surveys of students, families, and staff;
• District data including changes to LEA policy/procedures and number of schools
participating in each intervention;
• School data including results of school climate surveys and changes to the learning
environment;
• Staffing data including number of staff dedicated to SEL and mental health, teacher
vacancies, educator diversity, and observations of teacher practice;
• Program implementation data, such as program operations (i.e., days, weeks, hours of
operation/services provided); activities offered; events held; trainings and
professional learning opportunities for staff; guidance issued; curriculum used and
content areas addressed; service delivery descriptions; provision of or access to
technology and other resources; and usage reports;
• Student data related to number of students served, program attendance;
demographics; need; completion of activities; outcomes such as needs-service
alignment; school attendance (attendance rate and/or chronic absenteeism); credit
recovery; and percent of students receiving each tier of support; and
• Effectiveness data including effectiveness of interventions in addressing student
academic, social, emotional, and mental health needs; observations of student
performance; and results of academic assessments.
ii. How the SEA will support and monitor its LEAs in specifically addressing the
disproportionate impact of the COVID-19 pandemic on certain groups of students,
including each of the student groups listed in question A.3.i.-viii; and
Data Analytics: To assist LEAs in gaining early and important insights into the impact
of COVID-19 on student learning, PDE is partnering with its vendor, Standards Aligned
System – Education Value-Added Assessment System, to implement a system through
which LEAs can voluntarily submit local assessment data and receive analytics similar to
traditional Pennsylvania growth reports normed to Pennsylvania performance levels.
Once LEA data are submitted, PDE and local IUs will provide data tools and
comprehensive support to assist LEAs in:
• Increasing understanding of the impacts of COVID-19 in LEAs and schools;
• Assessing current learning trends among students;
• Evaluating whether different student groups experienced different learning outcomes
during school interruptions; and
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• Identifying the amount of learning needed to get students back on track to their pre-
pandemic expected achievement levels.
Future Ready Comprehensive Planning and School Improvement: Title 22, Chapter
4 of the Pennsylvania Code specifies planning requirements for LEAs. As a component
of each LEA’s Comprehensive Plan, LEAs are to conduct a thorough needs assessment
on student achievement, growth, and student programs. The state’s FRCPP provides a
consistent planning framework and collection tool for all LEAs. This platform is
grounded in an outcomes-based approach focused on student achievement and
encourages schools and districts to more effectively plan and lead school improvement
practices. The core concepts are based on a simplified logic model, one that any LEA or
school can effectively use for developing cohesive long-term goals and action plans,
monitoring yearly progress, and providing transparency in communication with school
personnel, state officials, parents and caregivers, and community members. Schools
designated for support for accountability purposes under ESSA also are provided
technical assistance and guidance as they develop their school improvement plans in the
FRCPP.
State System of Support with Pennsylvania IUs: PDE will contract with the 29 IUs to
provide professional learning, technical assistance, and supports to school leaders in their
assigned region to develop a detailed plan for instructional delivery that is grounded in
evidence and informed by a comprehensive assessment of local needs, resources, and
current health data; support LEAs in implementing effective progress monitoring
routines; convene LEAs as a networked learning community quarterly to share promising
practices and collectively problem-solve problems of practice; and assist in collecting
anecdotal data from LEAs for periodic reports to PDE.
Guidebook: PDE’s Local Education Agency Guidebook includes specific guidance on
centering equity in LEA plans to address learning loss and explains the state’s rationale
for focusing such efforts on acceleration rather than remediation. Increasing opportunity
and access to programs that address learning loss and providing accelerated learning in an
equitable way will enable schools to meet the needs of students disproportionally
impacted by the pandemic.
Monitoring: PDE will monitor the implementation of evidence-based interventions
through risk and cyclical based program monitoring as described in Section G.2.
iii. How the SEA will support and monitor its LEAs in using ARP ESSER funds to
identify, reengage, and support students most likely to have experienced the impact
of lost instructional time on student learning, such as:
a. Students who have missed the most in-person instruction during the 2019-2020
and 2020-2021 school years;
b. Students who did not consistently participate in remote instruction when offered
during school building closures; and
c. Students most at-risk of dropping out of school.
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In applying for ARP ESSER funds, LEAs are required to outline specific plans for
serving student groups that have experienced disproportionate impacts from the
pandemic. LEA responses, alongside information collected through the state’s
administrative data system, will inform the agency’s efforts to deploy targeted supports
through IUs, Pennsylvania’s Statewide System of District and School Improvement, and
technical assistance partners. In addition, early evidence suggests that social and
emotional factors are a key area of risk for students who missed substantial amounts of
instruction over the past two school years, students who did not consistently participate in
remote instruction during statewide and local school closures, and students at risk of
dropping out of school. Accordingly, Pennsylvania is investing a substantial portion of its
state reservation to expanding social-emotional learning supports and resources in
schools.
To ensure LEAs implement interventions focused on the social, emotional, and mental
health needs of students, particularly students disproportionately impacted by the
COVID-19 pandemic, LEAs must use their respective shares of the five percent SEA
reserve for learning loss as follows: at least 30 percent to address social, emotional, and
mental health needs of students; at least 10 percent to provide professional development
and technical assistance to educators, school support staff, school leaders, and school
health professionals to address the social, emotional, and mental health needs of students;
and at least eight percent to address remediation and improvement in reading for students.
Allowable expenses will include evidence-based programs that address building
equitable, trauma-informed schools; enhancing the social-emotional skills of students;
increasing resiliency of staff and students; and establishing and maintaining positive
school learning environments. In addition to program development and implementation,
funding may also be used to hire additional personnel and provide professional
development and technical assistance to existing staff to address the social, emotional,
and mental health needs of students. Reserve funds targeted for reading support will
assist LEAs in providing professional development for selected teachers in foundational
skills and instructional interventions and selecting district personnel to serve as reading
coaches to support teachers in delivering high-quality reading instruction. These
resources will be prioritized at the pre-kindergarten, kindergarten, first, second, third, and
fourth grade levels as well as reading specialists, special education teachers,
speech/language pathologists, and EL instructors.
These plans build on lessons learned from the 2020-21 school year, when PDE regularly
provided technical assistance and guidance for LEAs in reflecting on their successes and
challenges in providing instruction while managing the COVID-19 pandemic through the
Roadmap for Educational Leaders. Components and resources of this roadmap include
establishing a comprehensive stakeholder group to establish thorough plans based on
current needs and conditions, including instructional delivery models, social and
emotional wellness, effective instruction, connectivity and communication, and
professional development.
In preparation for the 2021-22 school year, PDE has created a new toolkit of resources
and professional development series, Accelerated Learning through an Integrated System
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of Supports, that provides a systematic process and technical support for school
communities to make key decisions for the start of the new academic year. The toolkit
follows a Cycle of Continuous Improvement mindset that will lead to strategic vision,
needs assessment, planning, implementation, monitoring, and adjusting, with each
element integrated systemically. Key components within the associated Accelerated
Learning framework include operational and system conditions, social and emotional
wellness, academics, and scaffolded supports. Additionally, this toolkit includes an
updated collection of lessons learned, research, critical resources, and simplified planning
templates with probing questions to guide LEA decision-making.
PDE will monitor the implementation of LEA plans, and especially those that address
student groups that have experienced disproportionate impacts from the pandemic
through risk and cyclical-based program monitoring. LEAs will provide samples of
program implementation that successfully prioritize supports for designated student
groups.
4. Describe the extent to which the SEA will support its LEAs in implementing additional
strategies for taking educational equity into account in expending ARP ESSER funds,
including but not limited to:
i. Allocating funding both to schools and for districtwide activities based on student
need, and
In addition to the LEA portion of ARP ESSER funding that is distributed according to
Title I-A allocations, Pennsylvania’s enacted fiscal year 2021-22 budget allocates the
three required SEA reserves to LEAs using an array of equity-focused formulae that
account for student poverty, depth of poverty, and historically underserved student
groups. Further, through every round of ESSER funding, and with particular emphasis in
implementing ARP ESSER, PDE issued guidance urging LEAs to prioritize services and
supports for historically underserved populations and populations disproportionately
impacted by the COVID-19 pandemic in developing, implementing, and evaluating local
plans.
Longer term, PDE is conducting Understanding Pennsylvania’s Educational Inequities in
the Time of COVID-19, an Institute of Education Sciences-supported study designed to
develop a statewide picture of how districts and charter schools responded to the COVID-
19 pandemic during the 2020-21 school year. The findings from this research will help
policymakers and educators in Pennsylvania understand the challenges faced by students
most harmed by COVID-19, identify ways to respond to possible future epidemics, assess
whether some remote-learning strategies are more effective than others, consider
recruitment and retention strategies for teachers who may be most effective for
disadvantaged students, and better identify students at risk of dropping out. Information
from this study as well as stakeholder engagement at the SEA and LEA levels is expected
to inform LEA allocations of funding across schools and at the district level.
ii. Implementing an equitable and inclusive return to in-person instruction. An
inclusive return to in-person instruction includes, but is not limited to, establishing
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policies and practices that avoid the over-use of exclusionary discipline measures
(including in- and out-of-school suspensions) and creating a positive and supportive
learning environment for all students.
The PDE LEA application includes several questions in which LEAs describe how they
intend to implement an equitable and inclusive return to in-person instruction.
For both (a) the 20 percent reservation to address the impact of lost instructional time and
(b) remaining funds, LEAs must describe their principles for emphasizing educational
equity in expending ARP ESSER funds, including but not limited to:
• Responding to students’ academic, social, emotional, and mental health needs, and
addressing opportunity gaps that existed before—and were exacerbated by—the
pandemic;
• Allocating funding to individual schools and for LEA-wide activities based on
student need;
• Implementing an equitable and inclusive return to in-person instruction. LEAs are
reminded that an inclusive return to in-person instruction includes, but is not limited
to, establishing policies and practices that avoid the over-use of exclusionary
discipline measures (including in- and out-of-school suspensions) and creating a
positive and supportive learning environment for all students;
• Taking steps to permit students, teachers, and other program beneficiaries to
overcome barriers (including barriers based on gender, race, color, national origin,
disability, and age) that impede equal access to, or participation in, the ARP ESSER-
supported program, in compliance with the requirements of section 427 of GEPA (20
U.S.C. 1228a); and
• Attending to sustainability of plans supported by non-recurring ARP ESSER funds
beyond the ARP ESSER funding period.
In addition, the LEA application requires all LEAs to provide the following information:
Access to Instruction: How the LEA will use ARP ESSER funds to support the goals of
increasing opportunity to learn and equity in instructional delivery. LEAs are asked to
consider regular attendance/chronic absenteeism data and disciplinary removals from the
2020-21 school year, including data disaggregated by student groups, in developing their
response.
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.
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Pennsylvania’s educator workforce is comprised of more than 147,000 teachers, principals,
superintendents, and other school staff tasked with providing more than 1.7 million public school
students with a rigorous, well-rounded education that prepares them for college and career
success. The commonwealth has 119 educator preparation programs—including 99 institutions
of higher education and 20 alternative program providers—that offer 3,261 certification
programs, making Pennsylvania’s educator preparation system one of the largest in the country.
Despite these strengths, Pennsylvania faces significant challenges, including a steep decline in
the number of qualified teaching candidates, especially in rural and urban school districts and for
hard-to-staff areas like special education, English Language instruction, and science, technology,
engineering, and mathematics (STEM). A national survey in 2021 found that because of the
COVID-19 pandemic, more than half of K-12 educators experienced stress (63 percent), burnout
(54 percent), and high levels of anxiety (47 percent). The same survey also found that almost 4 in
10 educators are considering leaving their careers due to pandemic working conditions.
Of equal concern to the supply and retention of qualified teachers and school leaders is the lack
of racial and ethnic diversity within Pennsylvania’s educator workforce. In 2017–18, only 6.1
percent of Pennsylvania’s classroom teachers were persons of color, compared to 33.5 percent of
students of color enrolled in public schools. Declining enrollments and graduation rates of Black
or African American and Hispanic/Latinx teaching candidates in Pennsylvania’s postsecondary
education majors over the past two decades create significant challenges for schools trying to
increase and maintain racial and ethnic diversity among their professional staff.
To support the educator workforce, Pennsylvania must strengthen the ways in which it identifies,
recruits, enrolls, prepares, certifies, inducts, and provides continuing professional development to
its educator workforce. Educators encompass a wide range of professions, such as early
childhood professionals, teachers, school and district leaders, and other school support staff
professionals (e.g., counselors, social workers, psychologists, mental health professionals, speech
pathologists, health professionals, and others).
Five key strategies are guiding PDE’s efforts to improve its educator workforce:
1. Prioritizing the identification, recruitment, and postsecondary enrollment of individuals—
from high school students to adult learners pursuing career changes—to become educators;
2. Promoting the identification, recruitment, and postsecondary enrollment of persons of
color—from high school students to adult learners pursuing career changes— to build a more
racially and ethnically diverse educator pipeline;
3. Lengthening clinical preparation of educator candidates so educators receive more clinical
experience and retention is improved early in their careers;
4. Developing new or updating existing educator programs that are aligned with school staffing
needs; and
5. Updating curricula to incorporate culturally relevant and sustaining education competencies
in educator preparation programs, educator induction programs, and continuing professional
development programs for current and future educators.
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To be successful, greater collaboration between PDE, postsecondary institutions, and LEAs will
be necessary. PDE encourages LEAs to think creatively about how to utilize ARP ESSER funds
to advance these strategies. Ideas that emerged through stakeholder input include:
• Prioritizing the recruitment of teachers and educators of color;
• Identifying, coaching, and mentoring students of color to consider entering the teaching
profession;
• Expanding LEA-provided employer benefits to include the development of loan
forgiveness programs for educators and providing financial incentives during
recruitment, hiring, and promotion to educator to improve employment and retention;
and
• Creating mentorship programs where seasoned educators mentor and support new
educators.
This work builds on the commonwealth’s ESSA Consolidated State Plan, which is centered on
developing and promoting the educator preparation pipeline to ensure that the most talented and
diverse individuals are prepared to enter and persevere in the teaching profession.
The COVID-19 pandemic has exacerbated systemic inequities across the state and in almost all
public sectors. To diminish these systemic inequities, Pennsylvania’s educator workforce
pipeline must be improved so that teachers and leaders are more racially and ethnically
representative of the communities in which they work. Educator diversity will go a long way
toward growing PK-12 talent to ensure that all racial and ethnic groups have access to high
quality educational programs regardless of income, family background, and zip code.
The educator workforce not only represents a critical sector of Pennsylvania’s labor force, but
educators also play a doubly important role in preparing young people to participate in the state’s
economy. This again calls for strong relationships between the K-12 and postsecondary sectors.
Current and future educators, as well as the state, stand to gain from colleges that are responsive
to the needs and issues of schools and districts. Incorporating advice and counsel from current
educators will be critically important for colleges to update and create new educator preparation
programs in the 21st century and beyond. By the same token, future and new educators emerging
from their respective preparation programs need the support of LEAs and school leaders so they
may put into practice the pedagogical competencies that they worked hard to acquire in their
preparation programs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of educators, education
administration personnel, and other school personnel involved in safely reopening
schools, and the extent to which they vary by region/type of school district and/or
groups of educators (e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language educators; STEM
educators; CTE educators; early childhood educators). Cite specific data on
shortages and needs where available.
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Taken together, the number of educators requesting emergency permits, the number of
educators already certified who are at least 55 years old, those who have been educators
for 30 or more years, and the number of newly certified educators all signal the health of
the educator workforce in each school district and charter school.
Emergency Permits: During the 2019-20 school year, PDE issued 18,208 emergency
permits. With the exception of Sullivan County, at least one educator in every single
school district in the remaining 66 counties across the commonwealth applied
for an emergency permit to allow them to continue working. Almost a third of the
educators who applied for emergency permits are in three geographic areas: School
District of Philadelphia (SDP), with 3,298 educators (18 percent), followed by 1,427
educators in the Lancaster-Lebanon Intermediate Unit 13 (8 percent), and 689 educators
in the Lincoln Intermediate Unit 12 (4 percent).
Educators Ages 55+: As of the 2019-20 school year, over 24,000 educators are at least
55 years old, representing 16 percent of the total educator workforce who are
approaching, at, or past retirement age. Of these educators, there are 13,719 ages 55 to
59 (57 percent); 7,914 educators ages 60 to 64 (33 percent); 2,215 educators ages 65 to
69 (9 percent); and 353 educators who are between 70 and 87 years old (1 percent).
Educators with 30+ Years of Service: As of the 2019-20 school year, about 7,965
educators have at least 30 years of service. Among them, 1,587 (20 percent) have served
30 years; 6,037 (76 percent) have served between 31 and 40 years; 327 (4 percent) have
served between 41 and 50 years; and 14 (0.2 percent) have served between 51 and 59
years.
Newly Certified Educators: PDE issued 5,683 new certifications during the 2019-20
school year. About 80 percent, or 4,593 were issued to classroom teachers; another 11
percent, or 642, were for support staff involved in coordination of services; 6 percent, or
348, were in the other student support services staff category; and 3 percent, or 165, were
for administrative/supervisory roles.
While a small proportion of newly certified educators are ages 55 and older, overall, the
number of educators with emergency permits, those who are both 55 and older and have
at least 30 years of service, and the number of newly certified educators points to a
startling scenario that is not unique to Pennsylvania. In short, the commonwealth’s
significant demand for educators largely outweighs its supply.
Using SDP for illustrative purposes, among the 284 educators certified to teach
kindergarten for the 2019–20 school year, almost a third are at least 55 years old or
above, have served in these roles for at least 30 years, or a combination thereof. On the
other hand, only 4 percent were newly certified to teach kindergarten.
A similar pattern emerges when examining the 17,993 educators certified to teach Grades
1-3 in SDP. About a quarter of these educators are either at least 55 years old or above,
have served in these roles for at least 30 years, or are a combination thereof, while only 3
percent are newly certified in this subject area.
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Pennsylvania’s data on teacher shortage areas and needs comes from PIMS and
the Teacher Information Management System (TIMS). While PIMS is used to collect and
report state- and federally mandated data, TIMS is the data system that PDE uses to
process educator certification applications. Educators who received a new certificate
during the most recent school year for which data are available are represented as “new
members” of the educator workforce in Table F1.
In the table, data on existing and new certificate holders do not add up to 100 percent
because they exclude educators who fall somewhere between those who were newly
certified during the most recent school year for which data are available as well as those
who are 55 years of age or younger and/or have less than 30 years of service. Data on
emergency permits are based on the total number of permits that PDE issued in the most
recent school year available. LEAs request emergency certificates for a variety of
reasons, some of which take into account anticipated openings or an inability to fill a
vacant position with a certified individual. While LEAs may not end up employing all
individuals with emergency permits, the number of permits issued serves as an indicator
of critical staffing needs.
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Table F1. Data on educator shortages and needs, 2019-2020.
Educator Workforce Approaching or at Retirement Age, 2019-20
Number 55 Percent 55
Number Percent Years Old Years Old
Number 55 Percent 55
Number of with 30 or with 30 or and Above and Above
Area Years Old Years Old
Educators1 More Years More Years and 30 or and 30 or
and Above and Above
of Service of Service More Years More Years
of Service of Service
Administrators 5,834 950 16.3% 532 9.1% 411 7.0%
Bilingual educators 3,115 496 15.9% 149 4.8% 114 3.7%
Coordinators/ Support staff 4,268 1,037 24.3% 390 9.1% 315 7.4%
CTE educators 3,103 865 27.9% 231 7.4% 194 6.3%
Early childhood educators 526 70 13.3% 22 4.2% 18 3.4%
Elementary teachers (K-6) 39,627 5,412 13.7% 2,016 5.1% 1,593 4.0%
English 7-12 8,202 1,001 12.2% 287 3.5% 233 2.8%
English as a second language educators 1,958 417 21.3% 50 2.6% 38 1.9%
Family consumer science PK-12 1,030 288 28.0% 55 5.3% 52 5.0%
Fine and performing arts 4,142 673 16.2% 364 8.8% 308 7.4%
Gifted education 1,004 225 22.4% 82 8.2% 60 6.0%
Health and physical education PK-12 6,058 951 15.7% 413 6.8% 362 6.0%
School librarians 1,611 405 25.1% 126 7.8% 103 6.4%
School nurses and Health staff 2,123 963 45.4% 58 2.7% 56 2.6%
Social-emotional support staff: School counselors 4,818 655 13.6% 214 4.4% 178 3.7%
Social-emotional support staff: School psychologists 1,609 238 14.8% 45 2.8% 42 2.6%
Social-emotional support staff: Social workers 663 116 17.5% 8 1.2% 7 1.1%
Social studies 6,774 865 12.8% 241 3.6% 197 2.9%
Special education educators 21,022 2,816 13.4% 871 4.1% 736 3.5%
STEM educators: Computer science 820 161 19.6% 54 6.6% 42 5.1%
STEM educators: Environmental education 99 14 14.1% 1 1.0% 1 1.0%
STEM educators: Life and physical sciences 7,302 1,186 16.2% 389 5.3% 300 4.1%
STEM educators: Mathematics 8,560 1,189 13.9% 437 5.1% 326 3.8%
STEM educators: Technology education 834 116 13.9% 54 6.5% 45 5.4%
1
The number of educators represents the size of that workforce. The columns to the right reflect a cross-section of these educators, focusing on those who are approaching or at retirement age.
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New Members of Educator Workforce, 2019-20
Number Newly Percent Newly
Number of Number Newly Percent Newly Certified and 55 Certified and 55
Area
Educators2 Certified Certified Years Old and Years Old and
Above Above
Administrators 5,834 120 2.1% 16 0.3%
Bilingual educators 3,115 132 4.2% 7 0.2%
Coordinators/ Support staff 4,268 90 2.1% 9 0.2%
CTE educators 3,103 122 3.9% 15 0.5%
Early childhood educators 526 32 6.1% 0 0.0%
Elementary teachers (K-6) 39,627 1,375 3.5% 17 <0.1%
English 7-12 8,202 322 3.9% 3 <0.1%
English as a second language educators 1,958 83 4.2% 3 0.2%
Family consumer science PK-12 1,030 33 3.2% 4 0.4%
Fine and performing arts 4,142 185 4.5% 1 <0.1%
Gifted education 1,004 11 1.1% 0 0.0%
Health and physical education PK-12 6,058 211 3.5% 2 <0.1%
School librarians 1,611 25 1.6% 2 0.1%
School nurses and Health staff 2,123 113 5.3% 11 0.5%
Social-emotional support staff: School counselors 4,818 200 4.2% 2 <0.1%
Social-emotional support staff: School psychologists 1,609 97 6.0% 6 0.4%
Social-emotional support staff: Social workers 663 42 6.3% 0 0.0%
Social studies 6,774 194 2.9% 5 0.1%
Special education educators 21,022 1,018 4.8% 30 0.1%
STEM educators: Computer science 820 20 2.4% 1 0.1%
STEM educators: Environmental education 99 2 2.0% 0 0.0%
STEM educators: Life and physical sciences 7,302 270 3.7% 13 0.2%
STEM educators: Mathematics 8,560 266 3.1% 10 0.1%
STEM educators: Technology education 834 25 3.0% 1 0.1%
2
The number of educators represents the size of that workforce. The columns to the right reflect a cross-section of these educators, focusing on those who are new members.
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Critical Staffing Areas, 2019-20
Number of Emergency
Area Percent of Permits Issued3
Permits Issued
Administrators 83 0.4%
Bilingual educators 178 1.0%
Coordinators/ Support staff 16 0.1%
CTE educators 512 2.8%
Early childhood educators n/a
Elementary teachers (K-6) 1,248 6.7%
English 7-12 249 1.3%
English as a second language educators 141 0.8%
Family consumer science PK-12 60 0.3%
Fine and performing arts 41 0.2%
Gifted education n/a
Health and physical education PK-12 122 0.7%
School librarians 34 0.2%
School nurses and Health staff 473 2.6%
Social-emotional support staff: School counselors 35 0.2%
Social-emotional support staff: School psychologists 9 <0.1%
Social-emotional support staff: Social workers n/a
Social studies 130 0.7%
Special education educators 1,135 6.1%
STEM educators: Computer science 74 0.4%
STEM educators: Environmental education n/a
STEM educators: Life and physical sciences 146 0.8%
STEM educators: Mathematics 191 1.0%
STEM educators: Technology education 33 0.2%
3
During the 2019-20 school year, PDE issued 18,208 emergency permits. This column shows the percent of the total number of emergency permits by certification shortage area.
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ii. Describe how the SEA will assist its LEAs in identifying the most urgent areas of
shortages or potential shortages, with plans for individual LEAs facing the most
significant needs (e.g., by avoiding layoffs, providing high-quality professional
learning opportunities, and addressing the impact of stress or trauma on educators).
Include a description of how other Federal COVID-19 funding (e.g., ESSER and
GEER funds under the CARES Act and CRRSA Act) have already been used to
avoid layoffs during the COVID-19 pandemic.
PDE plans to upgrade both PIMS and TIMS to anticipate educator staffing needs at LEAs
across Pennsylvania. These necessary upgrades will enable PDE to: (1) help LEAs
anticipate and plan for staffing needs; (2) share these data with colleges and universities
with educator preparation programs to better align the postsecondary sector to LEA
staffing needs; and (3) produce additional, more detailed educator diversity reports by
school entity and educator preparation program.
Since ESSER I and II and GEER I and II funds continue to be expended by school
entities to implement COVID-19 mitigation efforts, it is too soon to know how funding
was used locally to avoid layoffs. However, throughout the pandemic, Pennsylvania has
taken steps to minimize the impact to school staffing and the educator workforce.
Enacted in March 2020, Act 13 of 2020 (Act 13) allowed school employees to continue
to receive compensation and benefits through the end of the 2019-20 school year and for
PDE to continue to provide 2019-20 subsidy payments, reimbursements, allocations, and
other payments that the schools would have received had the pandemic of 2020 not
occurred. Act 13 also permitted school entities to request that the Secretary of Education
waive specific statutory requirements related to a school entity's staffing needs or
instructional program or operations for the 2019-20 school year as a result of the
pandemic. In total, PDE processed 53 extensions and waivers, meaning educators could
continue working and have additional time to complete the requirements of their teaching
certificates or emergency permits. Act 13 also granted all Pennsylvania educators an
additional year to earn their required continuing professional education credits.
To further assist school entities with mitigating potential staffing shortages, Pennsylvania
enacted Act 136 of 2020 in November. Under this state law, students entering an educator
preparation program between November 25, 2020, and June 30, 2021, were not required
to complete the basic skills requirements for entrance into the program, and PDE was
permitted to do the following:
• Issue a temporary provisional certificate to an educator who completed all
requirements for Level I certification except for the certification assessments when
the assessment was not available;
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• Issue an exceptional case permit for an educator who was in their final year of Level I
in the 2019-20 and could not convert to a Level II because an assessment was not
available;
• Issue a temporary certificate through June 30, 2021, to an instructional certified
educator seeking certification through an add-on test, but the relevant assessment was
not available; and
• Extend an emergency permit issued during the 2020-21 school year when the
educator could not meet the credit requirements or schedule and complete a required
assessment because it had been canceled.
iii. Describe the actions the SEA will take to fill anticipated gaps in certified teachers
for the start of the 2021-2022 school year and to what extent the SEA will further
support its LEAs in expanding the educator pipeline and educator diversity while
addressing the immediate needs of students disproportionately impacted by the
pandemic (e.g., recruiting teaching candidates to provide high-dosage tutoring or
implementing residencies for teacher candidates).
In preparation for the 2021–22 school year, PDE has already been processing emergency
permits to help LEAs fill the critical staffing needs arising from the pandemic.
Going forward, PDE plans to build on the early work of its Aspiring to Educate (A2E)
pilot program, which identifies and works with high school students of color to mentor
and prepare them to go to college and enter teacher preparation programs. The first A2E
pilot focused on the Southeastern Pennsylvania region to support the staffing needs of the
largest LEA in the commonwealth, the School District of Philadelphia.
By August 2021, PDE is expecting an evaluation of the A2E pilot that will help inform
and shape future pilots. PDE plans to focus the next A2E pilot on diversifying
the STEM teacher pipeline across the commonwealth.
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).
PDE is aware of the need to both update existing and develop new educator preparation
programs to meet school staffing needs for mental health professionals. These professionals
are necessary not only to support the mental health and well-being of students, but also to
provide direction on ways to improve school climate and equitable practice, support teacher
mental health, and provide support to teachers and other personnel as they implement
trauma-informed practices and SEL instruction. Through stakeholder engagement, educators
have underscored the importance of learning and preparation about trauma, equity, and
social-emotional skill development, but most do not feel they were adequately prepared to
address these issues when they entered the profession. When asked about the top issues
currently facing K-12 students and schools because of or in response to the COVID-19
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pandemic, roughly one third of postsecondary stakeholders representing the interests of
educators or future educators identified social-emotional learning and mental health as top
priority areas.
PDE’s Office for Safe Schools has developed Pennsylvania Career Ready Skills
progressions, which underscore the connection between SEL and development of career-
ready adults who are able to successfully navigate relationships within their family, school,
college, career, and the global community. School-based mental health professionals,
including school counselors, school psychologists, and social workers have an important role
to play in the development of healthy students and schools. These educators can benefit from
more structured postsecondary programs of study that incorporate not only SEL and
equitable, trauma-informed competencies into their programs, but also the practical
application of these competencies toward development of positive learning environments in
schools and consultation with staff and students.
As shown in Table F1, Pennsylvania’s educators who support student SEL are nearing
retirement age, and supply has not caught up with demand. The pandemic only served
to heighten these critical staffing shortages at LEAs.
In 2020–21, PDE introduced several new educator certifications, including one for School
Social Workers, the first of its kind in Pennsylvania. The availability of this new
certification, which complements the certifications for school counselors, school
psychologists, and home and school visitors, will help equip LEAs with the student support
staff they need, especially post-pandemic. Many colleges have been developing new
programs of study for school social workers in anticipation of this new certification.
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and
their impact on the Nation’s education system is a fundamental responsibility of Federal,
State, and local government. In this section, SEAs will describe how they are building
capacity at the SEA and LEA levels to ensure high-quality data collection and reporting
and to safeguard funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to continuously
monitor progress and make adjustments to its strategies, as well as to support its LEAs
in making adjustments to LEA strategies, based on impact. Describe how the SEA will
ensure its capacity and the capacity of its LEAs to collect data on reporting
requirements, including but not limited to the examples of reporting requirements
described in the SEA’s Grant Award Notification (listed in Appendix B). Describe the
SEA’s capacity and strategy to collect data from its LEAs (disaggregated by student
group, where applicable), to the greatest extent practicable, including any steps the
SEA will take to build its capacity in the future (which may include the use of ARP
ESSER and other Federal COVID-19 pandemic funds at the SEA and LEA levels), on
issues that may include the following:
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i. Student learning, including the academic impact of lost instructional time during
the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student engagement; use
of exclusionary discipline; access to and participation in advanced coursework;
access to technology, including educator access to professional development on the
effective use of technology; access to high-quality educators; access to school
counselors, social workers, nurses, and school psychologists; and results from
student, parent, and/or educator surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil expenditures at the
LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g., summer and
afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary (please refer to
Appendix B of this template; final requirements will be issued separately).
PDE has developed a reputation as a model for other states regarding collecting and
reporting data from the PIMS State Longitudinal Data System (SLDS), as evidenced by
the frequency of requests to present at national data and SLDS conferences. PDE will
modify data collections, as needed, to ensure sufficient data are being collected from
LEAs to meet all federal reporting requirements. PDE will also establish PIMS trainings,
documentation, supports, practices, and procedures to support ARP ESSER data
collections.
Current supports include:
• Manuals;
• Data collection calendar;
• Data collection type “how-to guides”;
• Virtual, live, recorded, and online trainings;
• Access to SEA staff subject matter expert support for data review;
• Information technology application support service help staff; and
• Access to an LEA Sandbox test environment.
The documentation provided to LEAs also offers guidance related to PIMS business
rules/edits and data validations. PDE’s systems feature robust reports for LEAs and the
SEA, including Accuracy Certification Statements signed by the Superintendent for each
collection. PDE routinely convenes stakeholder groups to offer feedback on the data
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collections performed through PIMS, such as the Data Quality Network (DQN), biweekly
PIMS Pilot Group, monthly PIMS vendors group, and weekly Q&A webinars for all data
stewards.
PDE will coordinate efforts with LEAs and their respective SIS vendors to ensure the
necessary collection of data and to allow seamless reporting during annual PIMS
collections. PDE will work with SIS and other LEA system vendors to ensure they
understand reporting requirements necessary to upgrade systems to meet LEA needs.
ARP ESSER monitoring and reporting topics will be incorporated into monthly DQN
meetings, and sessions will be included in the 2022 through 2024 Annual PDE Data
Summit (as well as other opportunities to assist LEAs in meeting all ARP ESSER
requirements). PDE will work with its software vendors and in-house information
technology department to ensure its systems are prepared to receive additional data for
ARP ESSER collection and reporting.
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.
PDE will follow established internal controls and monitoring procedures in accordance with
the Uniform Guidance, 2 CFR Part 200, and Federal Relief Funding requirements in
accordance with the CARES Act, CRRSA, and the ARP Act.
Application Submission and Payment: PDE is using its eGrants system to collect all LEA
required records under CARES, CRRSA, and ARP. The eGrants system is designed to allow
licensed educational agencies and certain community-based programs within the
commonwealth access to PDE grants. Through this system, the LEA can submit applications
for funding, e-sign contracting documents, upload back-up documentation, submit program
quarterly reports, and file final expenditure reports.
The eGrants system makes it possible for records pertaining to the ARP ESSER award under
2 C.F.R. § 200.334 and 34 C.F.R. § 76.730, including financial records related to the use of
grant funds, to be retained separately from other grant funds, including funds that an SEA or
LEA receives under the CARES Act and CRRSA.
Only an eGrants authorized user that is associated with an Agency or LEA that has an active
Program/Project and the role of Agency Project Writer can upload documents to the project.
The SEA staff then reviews and investigates the documents. Projects advance if the
documents are complete and correct.
The grant process is as follows:
• PDE announces and releases grant application in eGrants;
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• LEA completes application in eGrants;
• Prior to submission, LEA’s board-approved designee signs off electronically on
application (typically Superintendent or Chief Executive Officer);
• The program area reviews the grant application and returns it for corrections (if
necessary). Otherwise, an approvable application goes to the division chief for electronic
signature;
• Chief Counsel reviews and approves application for form and legality;
• The Office of Comptroller Operations completes the review of the application and fully
executes the contract; and
• LEA receives its first monthly payment.
Payments for grants processed through eGrants are made monthly through PDE’s Financial
Accounting Information (FAI) System. The FAI system interfaces with PDE’s financial
accounting records system, SAP.
Monthly payments to LEAs are continuous and automatic based on quarterly financial
reports collected through the FAI System. Through quarterly financial reporting, LEAs are
required to report the amount of cash received, expended, and on hand. If the amount of
cash-on-hand reported is determined to be too high, or the quarterly report is not submitted,
monthly payments will be suspended until the next quarterly report is due.
Maintenance of Records: As part of the agreement and application for ARP ESSER
Funding, LEAs agree and attest to cooperate with any examination of records with respect to
such funds by making records available for inspection, production, and examination, and
making authorized individuals available for interview and examination, upon the request of
PDE and/or its Inspector General or any other federal agency, commission, or department in
the lawful exercise of its jurisdiction and authority.
PDE maintains and retains types of records based on commonwealth Management Directive
210.5, Manuals 210.7 and 210.8, and its Agency Records Management Program. Contracts,
applications, and quarterly program reports are stored in the eGrants System for six years
after the term of the contract ends. PDE is also required to publicly release fully executed
contracts via the e-Contract portal developed by the Pennsylvania Treasury Department.
SEA Monitoring: PDE will monitor funds and award payments through the FAI and the
SAP Accounting System. PDE uses a system of sub fund and Internal Order Number
tracking to identify and separately track each set-aside.
Procurement contracts, grants, and other documents supporting expenditures within PDE
work through a tracking system with multiple levels of review to ensure the expenditures are
allowable, reasonable, allocable, and necessary.
These funds will be subject to the annual commonwealth Single Audit conducted in
conjunction with the Pennsylvania Auditor General’s Office. In accordance with 2 CFR 200,
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Subpart F, PDE has established a process, led by PDE’s Audit Coordinator, to review LEA
Single Audit Reports that includes follow-up with the LEA on audit findings, collection of
corrective action plans, and recovery of questioned costs.
LEA Monitoring and Risk Assessment: Monitoring to ensure compliance with existing
federal guidelines typically occurs from January through May annually. LEAs complete an
online self-assessment available within Pennsylvania’s federal monitoring online system,
Fedmonitor. All LEAs receive a unique username and password to access Fedmonitor.
LEAs are monitored cyclically or as needed based on risk. Beginning in 2021–22, all LEAs
will be placed on a four-year monitoring cycle and will be monitored once between 2021–22
and 2024–25. Additionally, all LEAs are annually assessed for risk to prevent fraud, waste,
and abuse. Those deemed to be medium or high risk on the LEA Risk Assessment will be
monitored every year. Points range from 1–20, and most LEAs fall in the low-risk category,
with a score of nine and under. Annually, the categories and points are evaluated to
determine compliance with Uniform Grant Guidance.
LEAs are assigned points for the following factors to determine risk:
• Failure to submit federal grant applications by established deadlines;
• Failure to submit reports/plans by established deadlines which include:
o Pennsylvania Information Management System data collection;
o Performance Goal Output Reports; and
o Schoolwide plan(s);
• Previous year monitor/audit findings;
• Excessive federal program carryover Title I allocation. All LEAs receive at least one
point for allocation; the higher the allocation, the higher the points;
• New entity;
• New federal program coordinators, business managers, and/or superintendent/chief
executive officer; and
• New accounting software at the LEA.
SEA Internal Controls and Risk Mitigation:
Current Practices. PDE’s Compliance Office manages its internal control and risk
management policies. In 2020, this office conducted a baseline enterprise risk management
assessment in cooperation with a department-wide committee. This assessment allowed PDE
to gain a high level and holistic view of risks and internal control weaknesses that have the
potential to impact PDE.
The committee’s activities included:
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1. Conducting enterprise risk management (ERM) surveys and strengths, weaknesses,
opportunities, threats (SWOT) analyses;
2. Utilizing ERM tools to determine and rank risks;
3. Identifying risks to be reduced; and
4. Developing or identifying internal controls to address them.
PDE has an internal practice that encourages employees to report deficiencies through the
chain of command. If the deficiency involves the employee’s direct supervisor, the employee
may report to the next level or report the deficiency to the PDE Human Resources Liaison.
This practice is communicated to new employees during PDE’s onboarding process.
PDE has also undergone a process to implement standards for internal controls issued by the
U.S. Government Accountability Office.
Future Practices. PDE is in the process of hiring a contractor to perform a thorough
assessment of its current internal control environment and risk mitigations. The statement of
work for the project requires a report that identifies areas where PDE has internal control
gaps, weak policies, and ineffective processes. It will also ask the contractor to evaluate
PDE’s compliance with Uniform Guidance. The report will provide recommendations for
improvement based on best practices and approaches in other states.
Using the administrative set-aside allocated in the 2021–22 enacted Pennsylvania state
budget, PDE will use the report from the contractor to inform the executive team on what
areas present the greatest risks and hire personnel to increase support for mitigating those
risks. Potential hiring may include:
• Additional personnel in the Division of Federal Programs (responsible for at least 90
percent of the ARP ESSER Funds); and
• Additional personnel in the Office of Administration to monitor internal controls, review
grant contracts for compliance with state and federal requirements, monitor expenditures,
and assist with reporting requirements.
In addition, PDE will create a Coronavirus Emergency Response Monitoring Center to
coordinate PDE’s response to inquiries, federal reporting requirements, and to ensure that
PDE is following all federal rules and regulations, including 2 CFR 200.
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Appendix A: School Operating Status and Instructional Mode Data
Template
Template components prescribed under Appendix A have been included in question A.5.ii
(Tables A2 and A3).
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Appendix B: Reporting Language Included in the Grant Award
Notification (GAN)
As described in the Grant Award Notification (GAN), the SEA will comply with, and ensure that
its LEAs comply with, all reporting requirements at such time and in such manner and containing
such information as the Secretary may reasonably require, including on matters such as:
• How the State is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the CDC
guidance related to mitigating COVID-19 in schools;
• Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and
maximize in-person instruction time, and advance equity and inclusivity in participation
in in-person instruction;
• Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
• SEA and LEA uses of funds to meet students’ social, emotional, and academic needs,
including through summer enrichment programming and other evidence-based
interventions, and how they advance equity for underserved students;
• SEA and LEA uses of funds to sustain and support access to early childhood education
programs;
• Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER
funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on
personnel, student learning, and budgeting at the school and district level);
• Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
• Requirements under the Federal Financial Accountability Transparency Act (FFATA);
and
• Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
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
73
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
students from low-income families, students from racial or ethnic groups, gender, English
learners, children with disabilities, students experiencing homelessness, children and
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
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Appendix D: GEPA Statement
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you other program beneficiaries with special
about a new provision in the Department of needs. This provision allows applicants
Education’s General Education Provisions discretion in developing the required
Act (GEPA) that applies to applicants for description. The statute highlights six types
new grant awards under Department of barriers that can impede equitable access
programs. This provision is Section 427 of or participation: gender, race, national origin,
GEPA, enacted as part of the Improving color, disability, or age. Based on local
America’s Schools Act of 1994 (Public Law circumstances, you should determine
(P.L.) 103-382). whether these or other barriers may prevent
your students, teachers, etc. from such access
To Whom Does This Provision Apply? to, or participation in, the Federally-funded
project or activity. The description in your
Section 427 of GEPA affects applicants for
application of steps to be taken to overcome
new grant awards under this program. ALL
these barriers need not be lengthy; you may
APPLICANTS FOR NEW AWARDS
provide a clear and succinct description of
MUST INCLUDE INFORMATION IN
how you plan to address those barriers that
THEIR APPLICATIONS TO ADDRESS
are applicable to your circumstances. In
THIS NEW PROVISION IN ORDER TO
addition, the information may be provided in
RECEIVE FUNDING UNDER THIS
a single narrative, or, if appropriate, may be
PROGRAM.
discussed in connection with related topics in
(If this program is a State-formula grant the application.
program, a State needs to provide this
Section 427 is not intended to duplicate the
description only for projects or activities that
requirements of civil rights statutes, but
it carries out with funds reserved for State-
rather to ensure that, in designing their
level uses. In addition, local school districts
projects, applicants for Federal funds address
or other eligible applicants that apply to the
equity concerns that may affect the ability of
State for funding need to provide this
certain potential beneficiaries to fully
description in their applications to the State
participate in the project and to achieve high
for funding. The State would be responsible
standards. Consistent with program
for ensuring that the school district or other
requirements and its approved application, an
local entity has submitted a sufficient section
applicant may use the Federal funds awarded
427 statement as described below.)
to it to eliminate barriers it identifies.
What Does This Provision Require?
What are Examples of How an Applicant
Section 427 requires each applicant for funds Might Satisfy the Requirement of This
(other than an individual person) to include in Provision?
its application a description of the steps the
The following examples may help illustrate
applicant proposes to take to ensure equitable
how an applicant may comply with Section
access to, and participation in, its Federally-
427.
assisted program for students, teachers, and
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(1) An applicant that proposes to carry in the course, might indicate how it
out an adult literacy project serving, intends to conduct “outreach” efforts to
among others, adults with limited English girls, to encourage their enrollment.
proficiency, might describe in its
application how it intends to distribute a (4) An applicant that proposes a project to
brochure about the proposed project to increase school safety might describe the
such potential participants in their native special efforts it will take to address
language. concerns of lesbian, gay, bisexual, and
transgender students, and efforts to reach
(2) An applicant that proposes to develop out to and involve the families of LGBT
instructional materials for classroom use students.
might describe how it will make the
materials available on audio tape or in We recognize that many applicants may
braille for students who are blind. already be implementing effective steps to
ensure equity of access and participation in
(3) An applicant that proposes to carry their grant programs, and we appreciate your
out a model science program for cooperation in responding to the
secondary students and is concerned that requirements of this provision.
girls may be less likely than boys to enroll
PDE’s formula grants for LEAs, schools, career and technology centers, IUs, and other educational
entities under sections 2001(f)(1), 2001(f)(2), 2001(f)(3), and 2001(f)(4) of the ARP Act require
awardees to provide GEPA 427 statements in their applications to the state for funding.
In addition, PDE adheres to GEPA, section 427. PDE ensures equal access and participation to
all persons regardless of their gender, race, color, national origin, age, or disability in its
education programs, services, and/or activities. PDE will enforce all federal and state
laws/regulations designed to ensure equitable access to all program beneficiaries and to
overcome barriers to equitable participation. Steps taken to ensure equitable access and to
eliminate access barriers based on gender, race, national origin, color, disability, and age
include but are not limited to:
• Providing accessible instructional materials, which are specialized formats of core
instructional materials, from national, state, and local sources; including the National
Instructional Materials Access Center (NIMAC), Bookshare, Learning Ally, and
American Printing House for the Blind;
• Providing instructional materials to blind persons or other persons with print disabilities in
a timely manner, including specialized formats such as Braille, Audio, enlarged print, and
Electronic Text as well as require publishers to submit National Instructional Materials
Accessibility Standard (NIMAS) compliant source files to the NIMAC repository;
• Utilizing key features of Universal Design for Learning (UDL) as a planning tool that seeks
to infuse typical barrier-laden curricula with multiple, flexible strategies and tools; UDL
assumes that there are opportunities for access and engagement for all learners;
• Providing professional development opportunities with the goal of empowering LEAs in
culturally responsive practices, including personalized learning environments, positive
approaches to discipline, welcoming school environments, and collaboration with
outside agencies and school communities to support all students;
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• Providing an equity toolkit based upon prevention, response, and recovery – aimed at
helping to address and eliminate bias, discrimination, and harassment and promote equity
and inclusion in schools;
• Offering interpretation services for language and communication needs, including
translation, transliteration, and cued speech;
• Utilizing a broad range of assistive technology which includes a variety of tools that range
from no- to low- to high-tech options;
• Providing reasonable accommodations for state assessment based on disability;
• Utilizing technologies to convey content of program and curricular materials;
• Providing professional development activities in accordance with the Americans with
Disabilities Act (ADA), the Rehabilitation Act of 1973 Section 504, and the
Individuals with Disabilities Education Act (IDEA) to educational resource agencies
and local educational agencies on an ongoing basis;
• Posting informational materials on the PDE website, which comply with ADA requirements;
• Providing individualized resources designed to support diverse students to be college,
career, and community ready, including integrated employment experiences, access to
STEM-related curricula, and enrollment in Career and Technical Centers;
• Hiring, recruiting, and involving individuals from diverse social and ethnic minority
groups to the greatest extent possible – in particular, those in underserved geographical
regions across the commonwealth; and
• Providing a Title IX Coordinator at PDE.
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Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per
response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain
benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden, to the
U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or
email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
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