Utah State Plan ARP ESSER Appendices
Summary
This is the Utah State Plan ARP ESSER Appendices to the Utah State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund. The table of contents lists Appendix A, the Utah ARP ESSER Draft V3 06.03.2021 with the public comment and USBE response in the development of the plan, Appendix B, public comment received through the 14-day open comment period, Appendix C, application questions and a rubric for the ARP ESSER afterschool and summer learning grant, and Appendix D, the Utah ARP ESSER GEPA Statement dated June 27, 2021. The text then begins Appendix A with public comments and USBE responses to feedback.
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“Utah State Plan ARP ESSER Appendices.”
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Utah State Plan ARP ESSER
Appendices
Utah State Plan for the American Rescue Plan Elementary
and Secondary School Emergency Relief Fund
Appendices Table of Contents
Appendix A: Utah ARP ESSER Draft V3 06.03.2021
- Demonstration of public comment and USBE response in
the development of the ARP ESSER State plan.
Appendix B: Public Comment on USBE ARP ESSER
Resources 06.01.2021
- Demonstration of public comment received through the 14-
day open comment period during the development of the
ARP ESSER State plan.
Appendix C: Application Questions - ARP ESSER ASP and
Summer Grant – Final, Gap Analysis Form 2021-2022,
Rubric - ARP ESSER ASP and Summer Grant
- Demonstration of ARP ESSER Afterschool and Summer
Learning Grant Requirements and LEA Application. This
document shows that shows the funds are being kept
separate for state monitoring and tracking, as well as the
requirement to serve students that were disproportionately
impacted by the COVID-19 pandemic.
Appendix D: Utah ARP ESSER GEPA Statement
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Utah State Plan ARP ESSER
Appendices
Appendix A: Utah ARP ESSER Draft V3 06.03.2021
- Demonstration of public comment and USBE response in
the development of the ARP ESSER State plan.
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Appendices
Public Comment with USBE Responses
Please share your public comment related to the Utah ESSER USBE RESPONSE TO FEEDBACK:
ARP Draft State Application for the U.S. Department of
Education below:
New Classrooms appreciates the opportunity to provide We are not engaged in state
feedback on the Utah Department of Education ARP/ESSER solicitations related to these products
plan. We are a national nonprofit on a mission to at this time.
personalize education to support and advocate for policies
that truly enable schools to meet each student’s unique Please note that when we do purchase
strengths and needs and provide an equitable environment goods or services we post our
for every student. Our organization is actively engaged in
solicitations on the Utah Public
building capacity for innovative learning models, supporting
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demand, and creating some space for new approaches to Procurement Place, our e-
teaching and learning that ultimately yield better results for procurement system. If you have not
students. We strongly encourage the inclusion of yet registered, I would encourage you
Innovation Zones among the recommended programs to to do so. You can find information and
address unfinished learning, as the state of Texas has done how to register
and several other states are now proposing as part of their
at: https://purchasing.utah.gov/for-
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ARP plans (for an example, see page 39 of North Dakota’s
vendors/
plan -
https://www.nd.gov/dpi/sites/www/files/documents/Covid-
Also, please note that here in Utah the
19/ESSER%20III/ARPESSERStatePlanFINAL.pdf). Innovation
Zones provide a state framework to solve unfinished Local Education Agencies (e.g., school
learning by ensuring all students master college and career districts and charter schools) are
ready standards, but not through a uniform, grade level- independent procurement units and
structure. Districts and schools who are accepted into the are responsible for purchasing their
innovation zone are incentivized to focus on comprehensive own goods and services. They often
learning growth for multiple years across a grade span— use the Utah Public Procurement Place
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instead of the traditional approach of states centering only
on a summative assessment of grade-level performance in
order for students to accelerate their learning to ultimately
master grade level standards. Within an Innovation Zone
model, the state is responsible for facilitating connections
between schools and providers, and building a stronger
or Bidsync to post their
solicitations. You would want to
register there as well to gain access to
their requests for contract.
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system that requires all parties to demonstrate sustained,
positive results as students master the standards over time.
These Zones allow states to develop a unique approach to
reimagine school while introducing new mechanisms for
personalization and shared accountability for results. On the
following pages you will find a summary document on
Innovations Zones. In addition to reviewing our summary on
Innovations Zones (https://newclassrooms.org/wp-
content/uploads/Math-Innovation-Zones-ESSER-and-
ARP.pdf), we encourage you to see how the Texas Education
Agency put Math Innovation Zones into practice
9https://tea.texas.gov/academics/learning-support-and-
programs/math-innovation-zones). Thank you for the
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Utah State Plan ARP ESSER
Appendices
consideration of our feedback and hope to be a resource to
you on this topic as you finalize your ARP plan and prepare
for the upcoming school year.
Formatting reviewed throughout the
Minor formatting issues.
document.
The “Safely Reopening Schools and
Sustaining their Safe Operation” in
part B is a required response as
defined by the U.S. Department of
Education. We note that most of our
Utah LEAs have been in school for
some time, but have responded to this
section with the required elements.
AF As for the COVID-19 mitigation
strategies, the U.S. Department of
Education requires that every LEA
have a plan posted on their website
that addresses the items in the table
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In section 3 on the application, it is addressing going back to
in person instruction. If a district has already been in person,
this section perhaps is unnecessary. Furthermore, the mask
wearing measures are obviously not a concern anymore.
We also appreciate the opportunity to use these funds to
improve air quality. Another need in this area that isn't
directly addressed is facility upgrades to drinking fountains
for more bottle fillers rather than open fountains. Thank
B1 (page 22-24). To be clear, they do
not have to use these mitigation
strategies, but are required to be
transparent with their public if they
have any policies in place for each of
these items. They are required to post
these to their LEA website within 30-
days of receiving their award of ARP
you.
R funds.
To support them, USBE has drafted
sample responses in their LEA Draft
Certification template. For example,
for the mitigation strategy
D requirement for universal and correct
wearing of masks, we suggested an
LEA may consider the following
response: “Example response: Our LEA
will continue to work with our local
health department to determine the
policies and actions that are necessary
to respond to the current status of
COVID-19 in our context.”
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This response notes the requirement
to work with the local health
department, as an LEA cannot create a
mask mandate is alignment with
special session H.B. 1007. This meets
the requirement of transparency in
policies that the U.S. Department of
Education interim final rule has
required for ARP ESSER recipients, but
to be clear it does not require the
implementation of these strategies.
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Our state plan links to resources from
UDOH that provides guidance that an
LEA may consider. Staff included these
to demonstrate the SEA guidance that
is required.
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The LEA use cases requested are
included in the federal allowable use
cases that are listed in the LEA
certification and application
document.
I would like to see a fourth priority that addresses middle The prompt limits states to respond
school and high school literacy. As a K-12 school we are with 2-3 priorities. Staff have adjusted
seeing large gaps of knowledge and learning slippage with the third priority to read “Literacy” to
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our students. I think we worry a lot about the K-3 years but
for those students who did not leave 3rd grade on grade
level it is a continual backwards slide and Covid has made it
much worse.
The ARP Act defines the term “evidence-based” as having
the meaning in section 8101(21) of the ESEA. Accordingly,
“evidence-based” includes several tiers of evidence.
encompass all K-12 needs based on
this feedback.
Language was changed to reference to
federal language requirements for
evidence-based expectations
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Specifically, “evidence-based,” when used with respect to a
State, LEA, or school activity, means an activity, strategy, or
intervention that demonstrates a statistically significant
effect on improving student outcomes or other relevant
outcomes based on – 1. Strong evidence from at least one
well-designed and well-implemented experimental study
(“tier 1”); 2. Moderate evidence from at least one well-
designed and well-implemented quasi-experimental study
(“tier 2”); or 3. Promising evidence from at least one well-
designed and well-implemented correlational study with
throughout the state plan.
statistical controls for selection bias (“tier 3”); or 4.
Demonstrates a rationale based on high-quality research
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findings or positive evaluation that such activity, strategy, or
intervention is likely to improve student outcomes or other
relevant outcomes and includes ongoing efforts to examine
the effects of such activity, strategy, or intervention (“tier
4”).
There should be language that includes additional teacher The first overall priority now includes a
professional development and support in the areas of billet that calls out the need for
academic and behavior intervention and supports. Teachers teacher professional learning related
are dealing with student emotional and academic concerns to these needs.
and there should be PD and school supports/programs to
help them navigate those challenges.
Quick update: Brent Kious asked one of our colleagues in Added as a footnote to the SafeUT
Geography if he could see if there is any spatial association data set.
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between poverty and SafeUT use and between percent non-
White and SafeUT use. In short, when census block groups
were divided into quartiles based on percent below the
poverty line and percent of teens who are non-White, based
on census data, there was no association between quartiles
and SafeUT use. There may be a slight trend toward higher
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use in opportunity zones areas, but, again, they are not
statistically significant. So, based on this very limited
assessment of the impact of SafeUT, it looks like it is
probably reaching the community pretty well.
Hopeful that the funding will allow districts to upgrade The state plan does not limit the LEA
building HVAC or needed construction to update health allowable use cases that are defined in
needs. The funds should not be restricted if the federal federal legislation. The LEA use cases
level allows the schools to use per their agreement. Smaller requested are included in the federal
districts do not have the excess funds that larger districts allowable use cases that are listed in
have available, so when the funds are restricted as on other the LEA certification and application
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ESSER money, it isn't easy to try and spend money on the
required items the state wants when we have other health
needs, such as updating HVAC systems.
document.
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Utah State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
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U.S. Department of Education
Issued: April 21, 2021
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OMB Number: 1810-0754
Expiration Date: October 31, 2021
Draft for Public Comment
Released: May 17, 2021
R Public Comment Closes: May 31, 2021
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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-XXXX. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
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Utah State Plan ARP ESSER
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Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
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The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
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Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please
note that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
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Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
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Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or (2)
the State requirements that preclude submission of the plan by that date and a date by which it
will be able to submit its complete ARP ESSER plan.
In order to ensure transparency, the Department will post each plan on the Department’s
website when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement in
section 313(f) of the CRRSA Act.
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Utah State Plan ARP ESSER
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Table of Contents
Introduction ................................................................................ 2
Instructions ................................................................................. 2
Overview ...................................................................................... 4
A. Describing the State’s Current Status and Needs ................. 6
B. Safely Reopening Schools and Sustaining their Safe
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Operations ................................................................................. 22
C. Planning for the Use and Coordination of ARP ESSER
Funds ........................................................................................ 30
Deleted: 21
Deleted: 29
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D. Maximizing State-Level Funds to Support Students .......... 39 Deleted: 38
E. Supporting LEAs in Planning for and Meeting Students’
Needs ......................................................................................... 48 Deleted: 47
F. Supporting the Educator Workforce ................................... 55 Deleted: 54
G. Monitoring and Measuring Progress .................................. 62 Deleted: 61
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Overview
The Utah State Board of Education (USBE) staff from Student Achievement, Student Supports,
Financial Operations, Data/Statistics, Policy, Law and Professional Practices, and
Superintendency collaborated with Utah stakeholders and community members to draft the
comprehensive response to this Utah ARP ESSER State Plan Template as required by the U.S.
Department of Education. The response was created in May 2021 based on the current data,
policies, and information available at that time. All text that is noted in italics comes from the
U.S. Department of Education SEA application template. Additional information about the
agency’s response to COVID-19 can be found on our website:
https://schools.utah.gov/coronavirus
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Additionally, the Utah State Board of Education is provided notice to the U.S. Department of
Education that the agency was unable to allocate ARP ESSER funds to our LEAs within 60 days
of receiving the funds because it was not practicable.
Utah State Code 63J-5-204 defines our Utah ARP ESSER funds as a “high impact federal
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request” meaning a new federal funds request that will or could result in the state receiving total
payments of $10,000,000 or more per year from the federal government. Due to this designation,
the following action steps must be taken:
(3) (a)(i) Before obligating the state to accept or receive new federal funds or to participate in a
new federal program under a high impact federal funds request that was not authorized during a
legislative session as provided in Section 63J-5-201, an agency shall:
(A) submit the federal funds request summary to the governor, the Judicial Council, or the State
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Board of Education, as appropriate, for approval or rejection; and
(B) if the governor, the Judicial Council, or the State Board of Education approves the
new federal funds request, submit the federal funds request summary to the Legislature
for its approval or rejection in an annual general session or a special session.
(ii)The procedures required under Subsection (3)(a)(i) shall be performed, if possible, before the
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date that the high impact funds request is formally submitted, but not later than three months
after the date of formal submission.
(b) (i)If the Legislature approves the new federal funds request, the agency may accept the new
federal funds or participate in the new federal program.
(ii)If the Legislature fails to approve the new federal funds request, the agency may not accept
the new federal funds or participate in the new federal program.
As this award was received after the conclusion of our state general legislative session, we are
currently awaiting a special session to be convened to follow the process outlined above. Upon
the action of the Utah State Legislature to approve and appropriate the Utah ARP ESSER award,
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Utah State Plan ARP ESSER
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the Utah State Board of Education will take action to release the LEA allocations, and LEA
application template. Our current projection for the release of the LEA application and associated
resources for Utah ARP ESSER is June 15, 2021.
The Utah State Board of Education has taken action to create the LEA allocations with our
financial operations team. Additionally, agency staff are in the process of creating the LEA
application template in alignment with federal requirements, as well as an LEA technical support
for LEAs in planning and applying for the ARP ESSER funds as required by the recent ARP
ESSER SEA Application template from the U.S. Department of Education. The agency is
committed to providing these funds to our LEAs as soon as possible.
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A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to support
students during the COVID-19 pandemic. In this section, SEAs will describe the progress they have made,
the priorities and student needs guiding their ARP ESSER funding decisions, and their current and
projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3 strategies that have
been most effective in supporting the needs of students in your State during the COVID-19
pandemic, especially for students most impacted by the COVID-19 pandemic. Please include, if
applicable, how your State will submit and encourage its LEAs to submit lessons learned and best
practices to the Department’s Safer Schools and Campuses Best Practices Clearinghouse so that
they can be shared with other States and LEAs.
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The Utah State Board of Education (USBE) has identified the following effective
strategies in supporting the needs of students in Utah during the COVID-19 pandemic,
especially for students most impacted by the COVID-19 pandemic include:
- Supported school reopening in fall 2020: In addition, the USBE has worked
collaboratively with the Utah Department of Health, the Governor’s office, and
-
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others to establish health and safety protocols that supported most Utah students
continuing with in-person learning through the year. In addition to supporting in-
person learning, to the greatest extent possible, LEAs took systematic steps to find
and engage “missing” students through home visits and other evidence-based
engagement strategies.
Expanded access to broadband and educational devices: One example of
successfully expanding broadband access to support remote learning can be found
in the Murray School District and their Power Play LTE initiative, which was
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leveraged through COVID-19 relief funding and a collaborative partnership with
the Utah Education Network.
Empowering LEAs to make local decisions about the best practices and
allocation of COVID-19 relief funding to meet the needs of their specific
student population, including those most impacted by COVID-19: This
D includes USBE continued emphasis on high quality instructional practices, student
competency, and individual needs to focus on addressing opportunity to learn for
each student. For example, the USBE waived some of the requirements related to
the number of days and hours required for school funding formulas. These changes
resulted in innovative and creative scheduling solutions that realized increased
effectiveness of Tier II and Tier III interventions, specifically designed instruction
for students with disabilities, and general circumstances of students lacking
skill/knowledge competencies.
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Utah State Plan ARP ESSER
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The USBE will encourage LEAs to submit lessons learned to the Safer Schools and
Campuses Best Practices Clearinghouse through communications to various professional
listservs. In addition, the USBE will submit lessons learned through the established Utah
Leading through Effective Actionable and Dynamic (ULEAD) Education clearinghouse
as staff are able to validate the positive outcomes through investigative analysis. This will
allow us to share lessons learned with Utah LEAs and other states.
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.
1. Student mental health and social emotional needs including student health
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foundations and protective factors.
-
-
Increased frequency and severity of behavioral incidences (LEA Superintendent
Advisory Council)
Students experiencing loneliness and isolation (USBE Advisory Committee on
Commented [YS1]: In response to board member
feedback, to call out language in alignment with our health
standards.
Deleted: .
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Equity of Educational Services for Students - ACEESS, USBE Student Needs
Survey Spring 2020 and Fall 2020)
- Utah LEAs and stakeholders have articulated needs at all grade levels throughout
the pandemic.
- The articulated lack of having mental health practitioners on-site consistently to
address student needs. (USBE Advisory Committee on Equity of Educational
Services for Students - ACEESS, USBE Student Needs Survey Spring 2020 and
Fall 2020, Multicultural Advisory Committee)
-
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Access to culturally responsive, youth-based mental health supports that are
therapeutically-based and not just programmatic (Multicultural Advisory
Committee), such as professional learning for teachers on evidence-based
interventions.
D - Data: USBE has used feedback from the multiple stakeholder engagement forums
to be able to gather qualitative data to support the prioritization of this need.
USBE just concluded the administration of the school climate survey to all
students, parents, teachers, administrations, and school resource officers in Spring
2021, as required by USBE Board Rule R277-623. This data is in the process of
being analyzed through the StatsIQ function of our state Qualtrics dashboard to be
able to provide additional quantitative data to inform the state’s response.
2. Missing or disengaged students in K-12 Commented [YS2]: In response to board member
feedback, to clarify the intent for this need to address all
- Students who have not returned to the classroom or engaged in digital student groups.
instructional opportunities since March 2020.
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Utah State Plan ARP ESSER
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- The retention rate from online learning/hybrid models is lower than in-person,
according to in-class assessments being done by individual educators. (USBE
Advisory Committee on Equity of Educational Services for Students - ACEESS,
USBE Student Needs Survey Spring 2020 and Fall 2020)
- There is not a consistent system that tracks students who are not attending school.
Additionally, there is not a consistent set of policies or response strategies
amongst schools, LEAs, or grade levels. (Common across all advisory groups)
- Secondary students have taken jobs/secondary school students who may be credit
deficient may also need to be working summer jobs to support their families.
(COVID-19 Advisory Council, LEA Superintendent Advisory Council)
-
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Data: Course completion percentages demonstrate that course completion rates in
December 2020 decreased significantly this year as compared to December 2019
(pre-pandemic)
Table A1. Course completion percentages by student subgroup for December
2019 and December 2020.
All students (12th Grade
English Language Arts and
mathematics) TDecember 2019
54%
December 2020
31%
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12 Grade English Language 62%
Arts (ELA)
12th Grade mathematics 55%
41%
35%
D Students with disabilities
(12th grade ELA)
Students with disabilities
(12th grade mathematics)
Students learning English
(12th grade ELA)
63%
63%
51%
49%
49%
32%
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Utah State Plan ARP ESSER
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Students learning English 48% 31%
(12th grade mathematics)
Students from low-income 62% 41%
families (12th grade ELA)
Students from low-income 55% 35%
families (12th grade
mathematics)
-
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Data: USBE noted a drop in overall student enrollment in the 2020-21 school
year that contrasts the trends in enrollment since 2013-14 as represented below:
Table A2. Total Student Enrollment for Utah K-12 from 2013-2021
Pct Change
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School Year Data Level Total K-12
2020-2021
2019-2020
State Total
State Total
665,306
666,858
Diff from
Previous Year
(1,552)
7,906
from Previous
Year
-0.2%
1.2%
2018-2019
RState Total 658,952 7,156 1.1%
D 2017-2018
2016-2017
2015-2016
State Total
State Total
State Total
651,796
644,004
633,461
7,792
10,543
11,713
1.2%
1.7%
1.9%
2014-2015 State Total 621,748 9,660 1.6%
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2013-2014 State Total 612,088 -
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3. Literacy Commented [YS3]: Removed “early grades” to include all
K-12 as recommended in public comment.
- Literacy outcomes are a concern for educators across the state. Student Deleted: Early Grade
performance in literacy is slipping. Educators are concerned about only being
provided one-time professional learning opportunities without the necessary
follow up that has been shown to be most effective. There is an interest in more
sustainable plans to improve access and outcomes. (USBE Advisory Committee
on Equity of Educational Services for Students - ACEESS)
-
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The state beginning and middle of year performance, as shown with Acadience
data, are showing a disruption in learning due to COVID-19 in kindergarten
through third grade.
Table A3. Early Literacy Student Performance Data from 2019-2021 from
Acadience Data from Middle of Year (MOY) and student subgroup performance
data
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-
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Local assessment data indicate circumstances resulting from the pandemic had a
greater impact on Kindergarten and first grade as compared to other grades (LEA
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Superintendent Advisory Council)
- Kindergarten enrollment was down across the state in the 2020-2021 school year;
locals report 1st grade enrollment is high (LEA Superintendent Advisory Council)
- Data: Increased number of first grade students who did not attend Kindergarten
Table A4. Kindergarten Enrollment by School Year 2017 - 2021 for Utah
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Table A5. Percent Change in Kindergarten Enrollment From 2017-202
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3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest priority academic,
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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),
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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
D 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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In addition to the top 2-3 issues currently facing students and schools across Utah as a
result of or in response to the COVID-19 pandemic as described in Part A, Section 2,
USBE has identified three additional overarching highest priority needs related to the
impact of the COVID-19 pandemic on underserved student populations:
1) Access to food and nutrition services
2) Access to broadband, hardware and technology support
3) Broader social and economic issues impacting students’ opportunity to learn (e.g.,
health care, employment, childcare)
These highest priority needs were selected in partnership with other state agencies,
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community organizations and non-profit organizations including local education agencies
(LEAs), the Utah Department of Health, Juvenile Justice Services, the Division of Child
and Family Services, the Division of Services for Individuals with Disabilities, the Utah
Parent Teacher Organization, the Utah Parent Center, Prevent Child Abuse Utah, the
Utah Pride Center, the Huntsman Neuropsychiatric Institute, Encircle of Utah, the
Department of Workforce Services (DWS), the Office of Child Care, the Governor’s
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office, the Office of Rehabilitative Services, Native American Tribal Leaders, the United
Way Committee on Homelessness, the Utah Homeless Coordinating Council, the
Mexican Consulate Committee on Migrant Farmworkers, and the DWS Migrant Seasonal
Farmworker Outreach, etc. Additionally, USBE has gathered, analyzed, and responded to
prevalence and usage data, survey data, focus group data, and anecdotal data regarding
the highest priority academic, social, emotional, and/or mental health needs for the
remainder of the 2020-2021 school year and for the 2021-2022 school year related to the
impact of the COVID-19 pandemic.
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1) Access to Food and Nutrition Services
The importance of access to food and nutrition services has been vital to our community
during the pandemic. USBE Child Nutrition Programs staff approved and distributed 70
waivers, provided support, updates and encouragement with monthly town hall meetings
and emails, and worked with the Department of Workforce Services to roll-out the P-
D EBT program all in a concerted effort to ease the burden of providing meals to students in
various ways during the pandemic. The tables below demonstrate the trend in increased
sites for the National School Lunch program and National School Breakfast program to
demonstrate needs for access to food and nutrition services.
Table A5. National School Lunch Total Site Numbers from 2018-2020
reported in the Utah Child Nutrition Programs 2020 annual report.
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D
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Table A6. National School Breakfast Site Numbers from 2018-2020 reported
in the Utah Child Nutrition Programs 2020 annual report.
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2) Access to Broadband, Hardware and Technology Support
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Additionally, USBE found that access to broadband, hardware and technology support
are required for K-12 community members to achieve meaningful connection to the
digital and remote learning opportunities that have been necessary throughout the
COVID-19 pandemic. The components of connection that comprise “Broadband
Access,”2 include:
1) Affordable, robust broadband infrastructure
2) Affordable, robust broadband internet service subscriptions
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3) Internet-enabled devices that meet the needs of the user
4) Access to digital literacy training3
5) Quality technical support
6) Applications and online content designed to enable and encourage self-sufficiency,
2
D participation, and collaboration
These components of connection are adopted from the National Digital Inclusion Alliance’s (NDIA) definition of
“Digital Inclusion.” Digital Inclusion is a primary desired outcome of the Utah Broadband Adoption Initiative.
https://www.digitalinclusion.org/definitions/
3
The standard international definition for ‘digital literacy’ is as follows: “Digital literacy is the ability to access,
manage, understand, integrate, communicate, evaluate and create information safely and appropriately through
digital technologies for employment, decent jobs and entrepreneurship. It includes competences that are variously
referred to as computer literacy, ICT literacy, information literacy and media literacy.”
http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-
en.pdf
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To ensure investments in infrastructure yield their desired results, all components of
connection must be addressed.
Broadband Availability Statistics: Utah has traditionally been a leader in broadband
availability and subscription rates. Broadband availability refers to the level of service
available to an individual or household and is typically measured by a maximum
advertised speed. Subscription rates indicate if households have purchased services.
Although many Utahns have access to internet services, there are still individuals who
have been left behind and are unable to fully participate in education and workforce
opportunities as well as telehealth, online services, and civic engagement processes.
Barriers to essential internet access include infrastructure, subscription cost, device
access, and digital literacy education. Beyond benefiting K-12 students, robust broadband
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adoption efforts ensure all Utahns--urban or rural, old or young, northern or southern,
indigenous or refugee--are able to continue to contribute across the state.
Broadband availability rates are collected twice a year from broadband providers by the
Utah Governor’s Office of Economic Development (GOED) for the Residential
Broadband Availability Map and subscription rates are collected by the U.S. Bureau of
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Labor Statistics through the American Community Survey. The following chart
highlights these statistics.
The data gathered is at the aggregate county level, and as a state it is recognized that there
will be specific pockets and households within specific zip codes that may have
additional needs related to broadband availability and access (potentially in collaboration
with the existing Household Travel Survey).
25 Mbps or greater 50 Mbps or greater 100Mbps or greater 1 Gbps or greater Homes that Subscribe
AVAILABILITY:
STATEWIDE
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(GOED 2020)
99.9
(GOED 2020)
99.5
(GOED 2020)
93.3
(GOED 2020)
50.4
to Broadband
(American Community
Survey 2018)
89.19%
D
BEAVER COUNTY
BOX ELDER
COUNTY
CACHE COUNTY
CARBON COUNTY
DAGGETT COUNTY
100
100
100
100
99.2
90.1
86.9
93.6
94.1
64.1
49.3
86.8
93.2
90.2
64.1
48
59.1
38.5
89.9
0
79.80%
87.40%
89.50%
85.10%
96.90%
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June 27, 2021 22
Utah State Plan ARP ESSER
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DAVIS COUNTY 99.9 99.8 99.2 53.6 93.30%
DUCHESNE
COUNTY 99.9 28.3 16.2 15.5 87.70%
EMERY COUNTY 99.3 93.9 93.9 93.9 84.20%
GARFIELD COUNTY 98.1 55.3 47 43.5 83.00%
GRAND COUNTY 99.9 71.5 71.5 63.5 90.70%
IRON COUNTY 100 93.6 92.5 68.3 87.30%
JUAB COUNTY
KANE COUNTY
MILLARD COUNTY
99.7
100
100 AF
83.9
55
65
76
31.6
59.1
0.2
31.6
0
82.40%
80.20%
86.60%
MORGAN COUNTY
PIUTE COUNTY
RICH COUNTY
SALT LAKE
COUNTY
100
99.9
100
99.9
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84.9
60.4
88.7
99.4
84.5
2
6.2
98.7
82.6
1.7
3.4
64.5
96.10%
70.00%
77.80%
88.90%
SAN JUAN COUNTY
SANPETE COUNTY
SEVIER COUNTY
R 91.2
100
97.6
36.5
97.4
91.7
36.5
93.9
76.6
18.4
34.9
0
52.90%
84.20%
86.30%
D
SUMMIT COUNTY
TOOELE COUNTY
UINTAH COUNTY
UTAH COUNTY
99.7
100
100
99.9
90.8
96.1
75.4
96.1
84.6
94.1
73
95.2
21.3
30.7
19.9
46.7
93.40%
92.80%
87.30%
89.70%
WASATCH COUNTY 99.8 78.4 76.2 15.8 93.10%
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June 27, 2021 23
Utah State Plan ARP ESSER
Appendices
WASHINGTON
COUNTY 100 99.5 98.7 33.9 87.40%
WAYNE COUNTY 99.7 69.6 53.3 51.7 79.70%
WEBER COUNTY 99.1 96.5 93.9 37.1 88.40%
Digital Divide: In addition to the internet connection speeds and home subscription,
there are other factors that inform the state of the “digital divide”. Experts with the
Purdue Center for Regional Development have created a comprehensive data set to assess
the Digital Divide Index or DDI range4. It is composed of two scores, the
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infrastructure/adoption (INFA score) and the socioeconomic (SE) score. These variables
considered in these scores include percent of homes without computing devices, percent
of homes with no internet access, and individual poverty rate. Data for the digital divide
index (DDI) was obtained from the 5-year American Community Survey (ACS) and FCC
Form 477. The full set of variables is described in the appendix. The DDI ranges in value
from 0 to 100, where 100 indicates the highest digital divide.
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D Specific Needs for San Juan School District: San Juan School District serves
approximately 1,200 scholars in the River Region, to include Montezuma Creek
Elementary, Whitehorse High School, Bluff Elementary, Tse’bii’nidzisgai Elementary,
Monument Valley High School, and Navajo Mountain High School. Due to COVID-19
prevention efforts and high case numbers on the Navajo Nation in this region, students
have been required to remain in remote learning. This has been challenging due to the
4
Gallardo, R. (2020). Digital Divide Index. Purdue Center for Regional Development. Retrieved from Digital
Divide Index (DDI): http://pcrd.purdue.edu/ddi - https://arcg.is/0TjWLm0
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June 27, 2021 24
Utah State Plan ARP ESSER
Appendices
lack of broadband infrastructure available at the individual household level. To properly
provide equitable access to the regular curriculum while scholars are learning remotely,
San Juan School District (SJSD) needs to extend the schools’ Local Area Network (LAN)
to scholar homes. This represents a specific need related to broadband connectivity for
Utah K-12 and has been a high priority for the state to address with resources such as
$3.9M from the state Coronavirus Relief Fund (CRF). With the growing infrastructure
over the 2020-21 school year, this district will continue to need support to address student
learning needs as they transition to being online and potentially back in school in the
future.
Student Subgroup Needs Data Analysis
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When available later this year, USBE staff will disaggregate data from the following
sources to identify any disproportionate impacts on the student groups identified in
QA.3(i-ix):
● Statewide assessment data (grades 3-10)
● School climate survey (grades K-12)
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● Acadience assessment data (grades K-3)
● Graduation rates
● WIDA ACCESS Assessment (students learning English)
Agency staff will use outcomes from this analysis to identify highest priority needs
through focus groups and advisory councils.
For students in state care/custody, the Division of Child and Family Services reported
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that for the 2020 calendar year, there were decreases in child protective services referrals
from schools during the first few months of the pandemic and the soft closure of schools
with a slight increase in the number of child protective services referrals that came in
from law enforcement officers. Children exiting state care/custody decreased
significantly during those months as well but picked back up when school resumed in
the fall. Placement stability of children in care was stable as children and youth didn't
D move around as much as in previous quarters. All of these slight changes have in
subsequent quarters normalized. These data sets align with information that in the first
month of the soft closure of the pandemic, students weren’t in school and some spent
more time at home unsupervised.
In addition, stakeholder groups identified the following specific student group needs:
● Children with disabilities: access to appropriate accommodations for remote
learning; access to remote specially designed instruction and related services;
access to meaningful remote speech language services or meaningful in-person
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Utah State Plan ARP ESSER
Appendices
speech language services while adhering to mask wearing requirements; access to
meaningful interaction with nondisabled peers
● English learners: Practicing English language with peers and access to grade-level
appropriate content with appropriate supports; parent/family access to
school/educational information in home language; social language models and
practice (wearing masks has been reported to inhibit language learning)
● Migratory: Identification for school/social services connections (as recruiters were
not allowed to go visits farms and plants, and families hid from political and
racial equity disputes)
● Students Experiencing Homelessness: Access to public services
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● LGBTQ+: Access to therapeutic intervention and supports
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA will support its
LEAs in identifying the extent of the impact of the COVID-19 pandemic on student learning and
student well-being, including identifying the groups of students most impacted by the pandemic.
Where possible, please identify the data sources the SEA will suggest its LEAs use in thoughtfully
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diagnosing areas of need, including data on the academic, social, emotional, and mental health
impacts of lost instructional time.
The Utah State Board of Education has been and will continue to support LEAs in
identifying the extent of the impact of the COVID-19 pandemic on both student learning
and student well-being, by identifying groups of students most impacted by the
pandemic. Our primary mechanism for LEA support will be through the process of
collecting, analyzing, and reporting data sets that are collected at the state level to inform
local planning for COVID-19 response strategies and resources. The Utah State Board of
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Education (USBE) has developed a comprehensive plan for determining the effects of the
COVID-19 Pandemic on student learning (available through the USBE Data Gateway),
including the identification of relevant data sources and the addition of opportunity to
learn questions to the grades 3-10 state assessments. It is important to note the
administration of state assessments has proceeded in Utah schools with a relatively small
D reduction in participation.
In addition to these efforts, USBE will continue to assist LEAs in determining the extent
of the impact of the pandemic on student learning. The USBE administered a School
Climate Survey to Utah students, parents, teachers, administrators, and school resource
officers in the Spring of 2021, which will make visible the sense of safety,
connectedness, and positive relationships our students are experiencing through the
pandemic. The results of the School Climate Survey will be available through a public
dashboard that is in the final stages of development. Student’s mental health has been of
the utmost importance to the Utah State Board of Education and other Utah policy
makers as evidence of the establishment of the SafeUT program in 2014. This program
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Utah State Plan ARP ESSER
Appendices
provides 24/7 real-time crisis intervention services by licensed clinicians to our children
and works closely with school leaders and counselors to understand and improve the
mental health conditions of their students. The student achievement, social, emotional,
and mental health data sources support disaggregation by student groups to support the
goal of identifying not only which student groups have been most significantly impacted
but how each student group has been impacted.
An example of how the USBE is examining and reporting this level of data can be found
in the executive summary of the Fall 2020 administration of the beginning of year (BOY)
reading benchmark assessment. Finally, the USBE is collecting school level data
regarding educational settings and lost instructional time through a variety of methods,
one example is a report provided to the public on February 4, 2021 where the results of a
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CARES survey, depicting how many students were in remote vs. in-person learning was
shared.
These examples demonstrate types of USBE supports that are and will continue to be
provided to Utah LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being. Additional examples are provided
i.
throughout the state plan.
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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;
In planning for the Summer 2020 and the 2020-2021 school year, the USBE
collected data on the modes of instruction from all Utah schools. Throughout the
D school year, additional data was collected in February and April, and will be
collected at the end of the school year to track how the modes have changed
throughout Utah’s 1,055 schools.
Planning for the 2021-2022 school year, the USBE anticipates collecting data on
school operating status three times: the start of the year, a midway point, and the
end of the school year.
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
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Utah State Plan ARP ESSER
Appendices
Data on student enrollment was collected alongside the above data set on school
operating status, in February and April, and will be collected at the end of the
2020-2021 school year. For the detailed enrollment data for all students, which
has been disaggregated for each of the student groups requested, please see
Appendix A: School Operating Status and Instructional Mode Data Template in
this state plan.
For the 2021-2022 school year, the USBE anticipates collecting data on student
enrollment three times: the start of the year, a midway point, and the end of the
school year. LEA attendance and enrollment data submission requirements can be
found in Board Rules R277-419 and R277-607.
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c. Attendance: Student attendance for all students and disaggregated for each of the student
groups described in A.3.i-viii for each mode of instruction.
The USBE does not currently, nor intends to, collect attendance data. LEA
attendance and enrollment data submission requirements can be found in Board
Rules R277-419 and R277-607.
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d. 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.
For all USBE-collected data mentioned above, please see Appendix A: School
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Operating Status and Instructional Mode Data Template.
e. 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.
D For the 2021-2022 school year, except for an online-only charter school, LEAs
are required to provide at least 4 days of in-person instruction (see Utah Code
Section 53G-9-210). For Summer 2021, various modes of instruction,
remote/hybrid/in-person, will exist based on school capabilities/offerings.
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.
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Utah State Plan ARP ESSER
Appendices
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. 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;
The Utah State Board of Education (USBE) will continue to support LEAs in
implementing prevention and mitigation policies for the reopening and operation of
school facilities to effectively maintain the health and safety of students, educators, and
other staff.
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As many Utah LEAs have already returned to in-person instruction, the USBE has
partnered with the Utah Department of Health and other State officials to provide
resources to LEAs for their safe reopening and continuity of services. These resources
include the utilization of federal funds, such as the Elementary and Secondary School
Emergency Relief fund, the Governor’s Emergency Education Relief fund, as well as the
State’s Coronavirus Relief Fund grant, Personal Protective Equipment grant, High School
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COVID-19 Testing grant, and testing strategies for extracurricular activities and
preventing school outbreaks. The USBE and state partners plan to continue to provide
these resources for the prevention and mitigation of COVID-19.
Last summer (2020), USBE worked with a panel of experts—educators, administrators,
public health experts, physicians, epidemiologists, teacher representatives—to establish
minimum elements and requirements that LEAs must address in local school reopening
plans. USBE developed a template to gather assurances and a Planning Handbook
containing recommendations. USBE hosted a webinar for district superintendents, charter
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school directors, and their teams to orient participants to a problem-solving framework
that can be applied to assess and mitigate risk due to COVID-19 across various school
settings.
Additionally, to achieve the goal of providing a safe learning environment for students
and a safe workplace for teachers and employees, the Utah Department of Health
D (UDOH) created and distributed a COVID-19 School Manual for K-12 public, private,
and charter schools that outlines best practices, recommendations, and resources available
for schools. This can be found at https://coronavirus-download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf.
Table B1. Mitigation Strategies and Supports for LEAs
Mitigation strategy USBE response
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Utah State Plan ARP ESSER
Appendices
Universal and correct https://coronavirus.utah.gov/mask/
wearing of masks https://www.cdc.gov/coronavirus/2019-
ncov/prevent-getting-sick/cloth-face-cover-
guidance.html
https://coronavirus-
download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 105-109
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
Physical distancing
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4186-83fe-932385ea760a
https://coronavirus-
(e.g., including use of download.utah.gov/School/COVID-
cohorts/podding) 19_School_Manual_FINAL.pdf -page 101-102
Handwashing and
respiratory etiquette
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USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
https://coronavirus-
download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 109-111
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Cleaning and
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
https://coronavirus-
D maintaining healthy
facilities, including
improving ventilation
Contact tracing in
combination with
download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 75-84
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
https://coronavirus-
download.utah.gov/School/COVID-
isolation and 19_School_Manual_FINAL.pdf - page 27-35
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June 27, 2021 30
Utah State Plan ARP ESSER
Appendices
quarantine, in USBE School Reopening Planning Handbook:
collaboration with the https://schools.utah.gov/file/5997f53e-85ca-
State, local, 4186-83fe-932385ea760a
territorial, or Tribal
health departments
Diagnostic and https://coronavirus-
screening testing download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 37-43; 46-
51; 52-56
Efforts to provide
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USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
https://coronavirus-
vaccinations to
educators, other staff,
and students, if
eligible
Appropriate
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download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 57-59
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
https://coronavirus-
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accommodations for
children with
disabilities with
respect to the health
and safety policies
download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 106, 109,
114
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
D ii.
4186-83fe-932385ea760a
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;
See response to Q.B (1)(i) detailing the statewide requirements and guidance
USBE, and the Utah Department of Health provided to LEAs related to
reopening and operation of school facilities.
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For the 2021-2022 school year, except for an online-only charter school, LEAs
are required to provide at least 4 days of in-person instruction (see Utah Code
Section 53G-9-210).
iii. 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
Consultation among USBE and LEAs with Federal, State, and local health
officials occurs regularly on multiple levels. LEAs were required to consult with
local health officials in development and implementation of school reopening
plans. USBE and UDOH host regular, ongoing advisory groups and coordination
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calls among the following representatives:
● Education: Superintendents, principals, teachers, school nurses, counselors
● Health: Utah Department of Health, Local Departments of Health, medical
experts, including infectious disease pediatricians
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● Other: Governor’s Office, athletic coordinators and associations, Legislature
The Utah State Board of Education (USBE) and the Utah Department of Health
(UDOH) partnered to support LEAs by providing screening testing through two
programs and personal protective equipment for those testing opportunities.
The goals of “Test to Stay” are to allow students and staff to participate in in-
person learning as safely as possible while lessening the burden of quarantine and
multiple soft closures on students and their families, teachers, and school
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administrators. It was officially implemented January 4, 2021.
The “Test to Play” testing requirements apply only to high schools. The goal of
“Test to Play” is to allow students and staff to participate in extracurricular
activities as safely as possible. Regular testing can find students and staff who are
infectious with COVID-19 quickly and help prevent further spread of the virus in
D the school and community. Extracurricular activities may be higher risk
environments than a school classroom if masks are not worn during the activity.
Students who participate in these activities may also be in close contact with each
other during participation. Some activities, such as indoor sports, may pose a
greater risk for COVID-19 transmission if precautions are not taken.
Future Support: The UDOH has been awarded ~$96 million in funding through
the Epidemiology and Laboratory Capacity (ELC) “Reopening Schools” grant to
support ongoing COVID-19 screening testing efforts through July of 2022. This
funding was provided as part of the federal American Rescue Act Plan and a
portion of the overall funding was awarded to all states based on student
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Utah State Plan ARP ESSER
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population estimates. UDOH is working closely with LEAs and local health
departments to provide testing support (including personnel, testing supplies,
PPE, etc.) moving forward.
iv. iv. Any guidance, professional learning, and technical assistance opportunities the SEA
will make available to its LEAs.
USBE will continue to support its LEAs in implementing prevention and
mitigation policies for the reopening and operation of school facilities to
effectively maintain the health and safety of students, educators, and other staff.
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
AF
the ARP Act and the requirements relating to the ARP ESSER funds published in the Federal
Register and available at https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements) to either: (a)
within 30 days of receipt of the funds, develop and make publicly available on the LEA’s website
a plan for the safe return to in-person instruction and continuity of services, or (b) have
developed and made publicly available on the LEA’s website such a plan that meets statutory
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requirements before the enactment of the ARP Act, including:
i. 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;
The Utah State Board of Education will be ensuring that each LEA plan includes
adoption or the extent of adoption of the policies and strategies that are listed in table B1
by including this as a requirement in the LEA ARP ESSER plan template. This is in
alignment with the federal requirement and creates a mechanism for certification and
ii.
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assurance by the LEA’s authorized official. Additionally, the LEA will be posting their
complete plan for the safe return to in-person instruction and continuity of services on
their website and providing the hyperlink to that post to USBE. This will allow the
agency to monitor and ensure the plans have all the required elements as stated above.
ii. How the SEA will ensure that each LEA plan describes how it will ensure continuity of services
D 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;
The Utah State Board of Education will be ensuring that each LEA plan includes
adoption or the extent of adoption of the policies and strategies that provide 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 in the LEA ARP ESSER plan template. This is in
alignment with the federal requirement and creates a mechanism for certification and
assurance by the LEA’s authorized official.
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Utah State Plan ARP ESSER
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Additionally, in accordance with its previous LEA applications for ESSER I and ESSER
II funds, USBE has developed an LEA ARP application template that LEAs must
complete and upload in the agency’s electronic grants management system Utah Grants.
The template includes required assurances, allowable uses of funds, a plan narrative that
directly addresses required elements based on individual LEA needs, and a budget that
supports the effective implementation of the LEA’s plan. LEA plans must be signed and
dated by the LEA superintendent/charter executive director.
Upon receipt of the LEA applications in Utah Grants, a team of two federal program
leads and two financial compliance managers reviews each LEA plan and budget.
Applications deemed incomplete or do not align with the requirements are returned to
LEAs for revision and resubmission. Ongoing technical assistance is provided to LEAs
iii.
AF
via video conferencing, phone calls, and email communication. Applications considered
complete are reviewed by two members of the internal accounting team prior to final
application approval.
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
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revises as appropriate, its plan, and how the SEA will ensure that the LEA seeks public input, and
takes such input into account on (1) whether revisions are necessary and, if so, (2) the revisions
to the plan; and
The Utah State Board of Education will ensure that the LEA periodically reviews and
revises their plan for the safe return to in-person instruction and continuity of services, no
less frequently than every six months for the duration of the ARP ESSER grant (through
September 30, 2023) as part of the grant administration and monitoring process. Each
LEA will be required to submit an assurance that this step has been completed through
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our reporting platform for the COVID-19 relief funding that is conducted twice a year.
This step will be required, and LEA reimbursements will be placed on hold until the
assurance and submission of updated link has been provided to USBE.
USBE is requiring that all posted LEA plans have a point of contact and/or survey form
included on the website where the plan for the safe return to in-person instruction and
iv.
D continuity of services is published to allow for public input and feedback throughout the
calendar year. The assurance will contain a statement that all public feedback has been
considered in reviewing and making any revisions to the plan. The plan and any
subsequent and substantive changes will be required to be approved by the local LEA
school board in a public meeting.
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
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.
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June 27, 2021 34
Utah State Plan ARP ESSER
Appendices
B1 and its LEAs’ needs for support and technical assistance to implement strategies consistent, to
the greatest extent practicable, with relevant CDC guidance.
Information about LEA implementation of the mitigation strategies listed in table B1 and
LEAs’ needs for support to implement the strategies was/is collected through:
● A Reopening Requirements Planning Template (collected from all LEAs in
August 2020); and
● Regular, ongoing advisory groups and coordination calls among the following
representatives:
○ Education: Superintendents, principals, teachers, school nurses,
counselors
AF
○ Health: Utah Department of Health, Local Departments of Health,
medical experts, including infectious disease pediatricians
○ Other: Governor’s Office, athletic coordinators and associations,
Legislature
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While quantitative data on LEAs’ implementation of the mitigation strategies is generally
not available, most of the mitigation strategies listed in table B1 are required and
implemented statewide. A brief description of those requirements is provided below.
Mitigation strategy
Universal and correct wearing
of masks
SEA response
Required for 2020-2021 school year by State Public Health
Order #2021-2
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Physical distancing (e.g.,
including use of
cohorts/podding)
Common strategies to maximize physical distancing
reported through the Reopening Requirements Template
include: staggering arrivals, lunch times, recess, transitions;
utilizing outdoor spaces when possible; removal of large
furniture in classrooms; discontinuing use of lockers to
avoid congestion
D Handwashing and respiratory
etiquette
Cleaning and maintaining
USBE’s Planning Requirements for Reopening required that
LEAs: Develop protocols for implementing an increased
cleaning and hygiene regimen; and make hand sanitizer,
disinfecting wipes, soap and water, or similar disinfectant
readily available to staff/students/visitors in controlled
environments to ensure safe use
USBE’s Planning Requirements for Reopening required that
healthy facilities, including LEAs develop protocols for implementing an increased
improving ventilation cleaning and hygiene regimen
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June 27, 2021 35
Utah State Plan ARP ESSER
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Contact tracing in combination USBE’s Planning Requirements for Reopening required that
with isolation and quarantine, LEAs engage in contact tracing
in collaboration with the State,
local, territorial, or Tribal
health departments
Diagnostic and screening As of March 2021, LEAs are required to implement testing
testing as a strategy in response to an outbreak as opposed to soft
closure.
Efforts to provide vaccinations Educators were among the first to be prioritized for
to educators, other staff, and vaccination
students, if eligible
Appropriate accommodations
for children with disabilities
with respect to the health and
safety policies
AF
USBE’s Planning Requirements for Reopening required that
LEAs provide plexiglass, face shields, and/or auxiliary aids
for one-on-one close contact to ensure students with
disabilities have equal access to information. Further, the
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State Public Health Order provided for exceptions based on
individual circumstances.
The Utah Department of Health maintains a COVID-19 School Manual with up-to-date
health recommendations and guidance to schools on the mitigation strategies listed in
table B1.
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to developing
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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
D not limited to:
•
•
•
•
•
•
students;
families;
Tribes (if applicable);
civil rights organizations (including disability rights organizations);
school and district administrators (including special education administrators);
superintendents;
• charter school leaders (if applicable);
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June 27, 2021 36
Utah State Plan ARP ESSER
Appendices
• teachers, principals, school leaders, other educators, school staff, and their unions; and
• stakeholders representing the interests of children with disabilities, English learners,
students 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.
To inform the development of the plan, USBE sought input on several key template
questions from advisory councils with individuals representing each of the stakeholders
listed in Q.C (1)(i)-(ix), including:
AF
● USBE’s Advisory Committee on the Equity of Educational Services for
●
●
●
Students (ACEESS)
State Superintendent’s COVID-19 Council
Multicultural Advisory Committee of the State’s COVID-19 Response
LEA Superintendents Advisory Council
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Additional stakeholder engagement specific to individual questions is detailed throughout
this document.
On May 17, 2021 USBE released draft documents for our state ARP ESSER funding
from the U.S. Department of Education to provide an opportunity for the public to
comment on the drafts:
● Utah ARP ESSER Draft State Application for U.S. Department of Education
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● Utah ARP ESSER Draft LEA Certification and Application Template
● Utah ARP ESSER Draft Afterschool and Summer Learning Application Template
The survey was open through May 31, 2021 at midnight and public feedback was
i.
D considered at the Utah State Board of Education meeting on June 3, 2021 in a public
meeting.
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate Federal COVID-
19 pandemic funding and other Federal funding. This description must include:
i. How the SEA and its LEAs 1) are using or have used prior to the submission of this plan and
2) plan to use following submission of this plan, Federal COVID-19 funding under the
Coronavirus Aid, Relief, and Economic Security (“CARES”) Act and the CRRSA Act to support
a safe return to and safely maximize in-person instruction, sustain these operations safely, and
address the disproportionate impact of the COVID-19 pandemic on individual student groups
(including students from low-income families, children with disabilities, English learners, racial
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June 27, 2021 37
Utah State Plan ARP ESSER
Appendices
or ethnic minorities, students experiencing homelessness, children and youth in foster care, and
migratory students);
Table C1.
Funding Prior/current SEA and LEA uses (including Planned SEA and LEA uses
source funding amounts, if applicable) (including funding amounts, if
applicable)
ESSER I All funding awards were determined in All funds for ESSER I have been
(CARES alignment with federal requirements for awarded for Utah K-12.
Act) distributing ESSER I, or for the state reserve
Most common reported uses
AF
funds were use cases that were specifically
include:
approved in a public Utah State Board of
Education meeting as action items. - Personal Protective Equipment
(PPE)
- Remote Learning Connectivity
(broadband access, hardware,
ESSER I 90% LEA Subawards using Title
and software
I, Part A Distribution: - Professional learning for
-
T
ESSER I 90% LEA Awards
($61,039,608.00)
SEA Reserve Awards from ESSER I:
-
-
ESSER I LEA Base Award to bring
all LEAs to $21,194 in total ESSER I
Awards ($801,915.09)
Expansion costs for increased
students in online public charter
-
educators about remote
instruction delivery
Student/family engagement
strategies (hiring
family/student engagement
liaisons, training current staff)
R -
-
schools ($3,900,000.00)
K-3 Early Literacy Software
expanded licenses for remote/blended
learning ($535,868.00)
K-12 Scrible Digital Tool to support
ELA and Social Studies learning for
D -
-
all Utah K-12 schools ($452,000.00)
External Evaluator for Emergency K-
12 Broadband Grant ($75,000.00)
Personalized Summer Targeted
Support and Improvement Schools
(TSI) Planning Teams ($678,286.91)
State Administrative Fund:
- State Administrative costs
($339,109.00)
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June 27, 2021 38
Utah State Plan ARP ESSER
Appendices
GEER I Under the Governor’s Emergency Education All funds for GEER I have been
(CARES Relief (GEER) Fund, Governor Herbert has awarded for Utah K-12 to ensure
Act) authority to award emergency assistance as a that special education and students
result of the Novel Coronavirus Disease 2019 at risk of academic failure receive
(COVID-19) to local education agencies support to mitigate the unintended
(LEAs). consequences of the emergency
statewide transition to remote
learning in March 2020.
The Utah State Board of Education has
determined that COVID-19 most significantly
impacted those LEAs that were required to
pivot from face-to-face instruction to remote
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learning in March 2020 when schools were
closed statewide. Governor Herbert intends to
award funding to ensure that special education
students and students at risk of academic
failure receive support as soon as practicable
to mitigate the unintended negative academic
consequences of that emergency statewide
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transition to remote learning. ($29,189,663.00)
ESSER II All funding awards were determined in LEAs plan to spend majority of
(CRRSA alignment with federal requirements for ESSER II fund on:
Act) distributing ESSER II, or for the state reserve
● Addressing accelerated
were use cases that were specifically approved learning for students
in a public Utah State Board of Education ● Purchasing educational
meeting as action items. technology
● Implementing summer learning
ESSER II 90% LEA Subawards using Title
R I, Part A Distribution:
- ESSER I 90% LEA Awards
($246,664,516.00)
SEA Reserve Awards from ESSER II:
- ESSER II LEA Base Award to bring
and supplemental afterschool
activities
Utah State Law requires the State
Board of Education to reduce state
funding allocations to an LEA if the
LEA expends Coronavirus Relief
D -
all LEAs to $84,777 in total ESSER
II Awards ($2,942,744.22)
K-3 Early Professional Literacy
Project to train Utah K-3 teachers,
administrators, literacy coaches and
school psychologists in the science of
literacy. LEAs were included based
on statewide Acadience reading
assessment outcomes from 2020 and
funds for capital improvement
projects (2021 General Session SB
1 and HB 2).
Current remaining SEA Reserve
(including state administrative
fund):
$8,983,261.78
USBE is gathering input and
collecting data to inform
2021. ($11,900,000.00) opportunities for state support to
facilitate prioritization of use cases
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June 27, 2021 39
Utah State Plan ARP ESSER
Appendices
- Demonstrated Competency for the remaining SEA reserve.
Assessment: Next Generation Project
to expand and enhance the resources
we have available related to
demonstrated competency
assessments. Given the credits
attempted vs. earned data after 2nd
semester of the 2020-2021 school
year, it is clearly evident that we have
an increasing number of students who
are at risk of not having adequate
credits to graduate on time due to
COVID-19. By adapting the
-
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competency assessment route, we can
provide additional opportunities for
students to earn credits that align to
their personalized needs. ($250,000)
Transforming Accountability to
Support Personalized Competency
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Based Learning is to be more
inclusive of criteria that measures the
overall performance of schools,
supports, and incentivizes
Personalized, Competency-Based
Learning, Utah’s Portrait of a
Graduate, and is aligned with the
Utah State School Board’s primary
goals as articulated in the Strategic
Direction. It is likely the traditional
R school accountability system will be
impacted by this pandemic for
several years to come, given the
prominence of student growth
metrics in our existing system.
Included in this work, a consideration
D -
of an accountability system that is
balanced and holistic to the nature of
learning, supports real and sustained
change by supporting ownership of
the need to change as well as the
methods necessary to drive
improvements and stimulate local
accountability initiatives. ($300,000)
Early Learning Coaches for Rural
Utah is to expand and enhance
resources we have available to
support PreK-3 teachers in rural
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June 27, 2021 40
Utah State Plan ARP ESSER
Appendices
school districts and charters in Utah.
This proposal would add an
additional seven early learning
coaches to support educators in the
four regional educational service
agency regions. ($2,400,000.00)
State Administrative Fund:
- State Administrative costs
($339,162.00)
- Digital Access and Education
Program Coordinator is to provide a
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position in partnership with the Utah
State Libraries Division to coordinate
the broadband access and education
opportunities for students and parents
in K-12 through our state library
system to support blended and remote
learning needs due to COVID-19.
T
($300,000)
GEER II Has not been awarded by Utah Governor Has not been awarded by Utah
(CRRSA Spencer Cox at the time of this application. Governor Spencer Cox at the time
Act) of this application.
ii. ii. To what extent ESSER I and ESSER II funds have been awarded to LEAs and, if funds
iii.
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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.
The Utah State Board of Education has successfully awarded the LEA funding for
Div.
ESSER I and ESSER II in alignment with the federal requirements for distribution
based on Title I, Part A funding. All LEA funds have been awarded through the
Utah Grants Management system, which allow USBE to track obligations,
awards, and reimbursements for both awards.
As of April 21, 2021, the Utah Grants Management System has shown the
following obligations and reimbursement values by ESSER award.
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June 27, 2021 41
Utah State Plan ARP ESSER
Appendices
Award Title Total Award Value Amount % of Total
Reimbursed* Award
(May 11, 2021) Requested for
Reimbursement
ESSER 90% $61,039,608 $38,891,001 63.7%
ESSER SEA $801,915 $780,721 97.3%
Reserve
LEA Base
GEER I
AF $29,189,663 $6,165,778 21.1%
ESSER II
90%
ESSER II
SEA Reserve
Base
T $246,664,516
$2,942,744
$0
$0
0%
0%
R
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
6
D 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.6
Please note that the needs of students experiencing homelessness must be addressed (along with the other groups
disproportionately impacted by the COVID-19 pandemic) through the use of the ARP ESSER SEA reservations and
the required LEA reservation for the academic impact of lost instructional time; the funding provided to support the
needs of students experiencing homelessness by section 2001(b)(1) of the ARP Act is in addition to the supports and
services provided with ARP ESSER funds.
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June 27, 2021 42
Utah State Plan ARP ESSER
Appendices
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 Utah State Board
of Education (USBE) is using other Federal funding sources including but not
limited to under the Elementary and Secondary Education Act of 1965 (“ESSA”),
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 provide by section
2001(b)(1) of the ARP Act. USBE is using these federal funds, primarily the
administrative portion, to develop resources, provide services to support LEAs. In
addition, USBE partners with other state agencies and community organizations
AF
to develop resources and provide services and supports.
To address the needs of students experiencing poverty, in FY22 a cross-
department USBE team will be working with the Region 15 Comprehensive
Center (R15CC) to develop a process to facilitate and support LEAs in braiding
and consolidating funds in the electronic Utah Grants Management system. A
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comprehensive LEA-level needs assessment (CNA) that meets the needs of both
federal and state programs has been developed with the participation of LEA staff
and a cross-department USBE team. It will be piloted by five LEAs in summer
2021, refined based on stakeholder feedback, and eventually rolled out to
additional LEAs. Training is being provided to staff members in the participating
LEAs in May-June 2021. USBE’s school-level needs assessment aligns with and
complements the LEA-level CNA.
USBE ESSA and Related State Initiatives staff meets regularly with
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Superintendents, charter directors, business administrators, and other LEA staff
responsible for Title I, Title III, early literacy, Title VI, curriculum, technology,
STEM, etc., to provide information, resources, evidence-based practices, and
technical assistance.
To address the needs to students with disabilities, the USBE is developing and
D disseminating resources, professional learning modules, providing technical
assistance to individual and groups of LEAs, disseminating a monthly newsletter
with compliance and evidence-based practices information to LEA special
education directors, and a separate monthly newsletter to subscribing special
education professionals, meeting regulating with LEA special education directors,
providing grants to Institutes of Higher Education Special Education and Related
Services Educator Preparation Programs to support tuition waiver for licensure
candidates, and providing tuition waiver stipends to special education
paraprofessionals to seek licensure.
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Utah State Plan ARP ESSER
Appendices
To address the needs of students needing and or/desiring to enter the workforce
and/or receive pre-employment transition services, the USBE staff in the Career
and Technical Education, School Counseling and Special Education teams
collaborate with the Department of Workforce Services to ensure LEA staff have
the knowledge and information necessary to refer students to the services and
supports afforded them through the WIOA.
To address the nutrition needs of children, the USBE Child Nutrition Program
(CNP) is working with community partners: Utah Against Hunger, Get Healthy
Utah, No Kid Hungry, the Department of Workforce Services (DWS), and the
Utah Department of Health (UDOH) to meet the needs of families that are food
insecure and at risk.
AF
● LEAs are asked to provide data on the type of learning model, school start
date, school closure, children that qualify for Free and Reduced meals
through applications or Supplemental Nutrition Assistance Program
(SNAP) benefits to help determine student benefits for Pandemic-
Electronic Funds Transfer (P-EBT). This is then passed onto DWS to
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disperse the benefit https://www.fns.usda.gov/snap/state-guidance-
coronavirus-pandemic-ebt-pebt.
● P-EBT administration cost plan has been sent to our Southwest Regional
Office; this funding will help alleviate financial burden put on LEAs to
gather information https://www.fns.usda.gov/tefap/fiscal-year-2021-
funding.
● Utah Child Nutrition Emergency Cost Reimbursement Plan is currently
R
waiting on approval from SWRO. These funds are determined by meals
lost due to COVID 19 during the months March 2020 - June 2022.
https://www.fns.usda.gov/cn/emergency-operating-costs-during-covid-19-
implementation-guidance
● The USBE CNP team meets with LEAs through virtual Town Hall
D meetings once to twice a month; sends COVID-19 emails with USDA
waivers and latest updates as information is received; provides ongoing
technical assistance to individual and groups of LEAs; provides training
modules through Canvas; disseminates a monthly newsletter with updated
information and a message of support from the USBE CNP team to the
LEAs; and developed videos to help LEAs understand waivers in a simple
matter.
To address the needs of students and families experiencing homelessness, LEAs
are tasked with identifying as many students as possible who meet the eligibility
definition of McKinney-Vento. While school registration is a valuable tool for
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Utah State Plan ARP ESSER
Appendices
this identification, the reality is that many students are found during the academic
year and are referred because of in class behavior, self-identification, and peer
referral. When schools moved to remote learning, it removed several of the ways
that staff find students throughout the year.
● With students experiencing homelessness coming together to form
protective clusters during the pandemic, local and state staff now know
where these areas are and how to best approach them. Allowing school
personnel to travel to such locations (where travel has been restricted)
would allow for the means to identify and keep track of students
experiencing homelessness.
AF
● Communication between other agencies will help support students
experiencing homelessness. The USBE since FY21 has an agreement
with the Utah Homeless information system to be able to allow liaisons to
see client records and help ensure that students in need have both
educational as well as community support.
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● The USBE works with community partners at every level of local
government to meet the needs of students experiencing homelessness.
From the Governor’s homeless Interagency Coordinating Council to
various city and community-based organizations, as well as early
education and post k-12 organizations and institutions of higher education.
● LEAs are asked to:
○ Review data from multiple sources and assess needs
R ○ Develop a specific plan to address those needs, including the needs
of each student group
○ Braid funds as appropriate to meet the needs of all students.
The Title VI coordinator meets regularly with Tribal leaders to discuss the needs
of students and families on our reservations and to discuss the needs of educators
D who support the Tribes. The USBE will have completed and have final board
approval of the ARP-HCY (homeless children and youth) plan by September 6,
2021.
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,
Commented [YS4]: Added to reflect updated timeline for
action on ARP funds being awarded to Utah.
SEAs will describe their evidence-based strategies for these resources.
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Utah State Plan ARP ESSER
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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. 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;
USBE has not yet determined how it will use the funds it reserves under section
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2001(f)(1) of the ARP Act to address the academic impact of lost instructional time.
Student performance data from this school year, available in late fall, will be used to
determine the academic impact of lost instructional time. These data will inform the
selection of evidence-based interventions to address that impact.
USBE will utilize evidence-based practices meeting Every Student Succeeds Act (ESSA) Formatted: Indent: Left: 0.5"
T
criteria for evidence-based interventions listed below. Specifically, “evidence-based,” Deleted: :¶
when used with respect to a State, LEA, or school activity, means an activity, strategy, or
intervention that demonstrates a statistically significant effect on improving student
outcomes or other relevant outcomes based on –
1. Strong evidence from at least one well-designed and well-implemented experimental
study (“tier 1”);
2. Moderate evidence from at least one well-designed and well-implemented quasi-
experimental study (“tier 2”); or
R
3. Promising evidence from at least one well-designed and well-implemented
correlational study with statistical controls for selection bias (“tier 3”); or
4. Demonstrates a rationale based on high-quality research findings or positive evaluation Formatted: Indent: Left: 0.5", Space Before: 6 pt, After: 6
D that such activity, strategy, or intervention is likely to improve student outcomes or other
relevant outcomes and includes ongoing efforts to examine the effects of such activity,
strategy, or intervention (“tier 4”).
USBE will collect data to inform evaluation of the interventions through the ESSER-
ARP LEA reporting requirements to be released by the U.S. Department of Education.
Upon release of those reporting guidelines, USBE staff will determine next steps related
to impact evaluation.
All projects will be considered by the Utah State Board of Education in a public meeting
pt, Line spacing: Multiple 1.15 li, Pattern: Clear (White)
Deleted: <#>Has research from studies using a well-
implemented experimental or quasi-experimental
design (meets ESSA Tier1 or 2 evidence)¶
Has research showing promising evidence from a
well-implemented, correlational study that
statistically controls for selection bias (meets ESSA
Tier 3 evidence)¶
Has rationale demonstrating the intervention is likely
for approval. to improve student outcomes, and an effort to study
the effects of the intervention is underway (meets
ESSA Tier 4 evidence)¶
Draft for Public Comment 05/17/2021 40
June 27, 2021 46
Utah State Plan ARP ESSER
Appendices
ii. 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
When available in early fall, USBE will disaggregate data from the following sources to
identify any disproportionate impacts of COVID-19 on the student groups identified in
QA.3 (i-viii):
● Statewide assessment data (grades 3-10)
● School climate survey (grades K-12)
● SHARP data (grades 6, 8, 10, 12)
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● Acadience assessment data (grades K-3)
● Graduation rates
● WIDA ACCESS Assessment (students learning English)
USBE will use outcomes from this analysis to identify highest priority needs that USBE
iii.
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is uniquely positioned to address, through focus groups and advisory councils.
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.
USBE has not yet determined how it will use the funds it reserves under section
2001(f)(1) of the ARP Act to address the academic impact of lost instructional time. If
reserve funding is made available through a competitive grant opportunity to be awarded
R
to LEAs with the highest needs, LEAs could be required to describe how they will
identify and serve students who missed the most in-person instruction during the 2019-
2020 and 2020-2021 school years and students who did not consistently participate in
remote instruction when offered during school building closures. Applicants could utilize
LEA attendance data from the local student information systems (SIS), local benchmarks
D assessments, and students in need of credit recovery to identify students.
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 Utah State Board of Education (USBE) is working to align the two funding streams
for evidence-based summer learning and evidenced-based afterschool programming into
a competitive grant application process. This decision was made with input from
community leaders, who noted that the foundational partnerships between Local
Draft for Public Comment 05/17/2021 41
June 27, 2021 47
Utah State Plan ARP ESSER
Appendices
Education Agencies (LEAs) and Community Based Organizations (CBOs) were strongest
if it was a year-round effort to support students and families. By aligning these two
efforts, USBE is creating the conditions to build more sustainable and long-term
collaborations beyond the timeframe of the ARP ESSER awards. This will ultimately
better serve students and families with services and supports that align school and
enrichment programs. This is why the USBE’s response to section D, part 2 and part 3
mirror each other.
The description must include:
i. 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,
AF
accelerating learning) the SEA has selected, and the extent to which the SEA will evaluate the
impact of those programs;
The application will include the LEA’s or CBO’s plan to implement evidence-based
activities to serve students targeted for support (listed in Part D, 2ii.), the specific needs
of the community, and alignment with other federal and state funds. Applicants must
include a description of the academic, social, emotional, and mental health activities
T
utilizing evidence-based curriculum or practices meeting Every Student Succeeds Act
(ESSA) criteria for evidence-based interventions listed below:
● Has research from studies using a well-implemented experimental or quasi-
experimental design (meets ESSA Tier1 or 2 evidence)
● Has research showing promising evidence from a well-implemented, correlational
study that statistically controls for selection bias (meets ESSA Tier 3 evidence)
● Has rationale demonstrating the intervention is likely to improve student
R
outcomes, and an effort to study the effects of the intervention is underway (meets
ESSA Tier 4 evidence)
All projects must include consultation and alignment with the LEA(s) and local school(s)
attended by most students.
D USBE will provide applicants a list of evidence-based resources and information and
hold information meeting(s) reviewing the grant application process. All funded
programs must operate a minimum of six weeks (can be non-consecutive) during the
summer months and a total of 20 hours per week to support academic and social
emotional learning needs of students impacted by the pandemic. All applicants must
describe how they will meet both organization and state outcomes listed below:
State Required Outcomes:
● Expansion of operations (additional hours and weeks) supported by this funding
● Number of targeted students in need who were served with additional funding
(unduplicated/distinct students served count)
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June 27, 2021 48
Utah State Plan ARP ESSER
Appendices
● Quality Self-Assessment Tool from the Utah Afterschool Network (UAN)
● End of grant award observation for quality summer and afterschool programs
from the UAN (at the conclusion of the program)
Organization Specific Outcomes:
● A measure for reducing learning loss related to coronavirus pandemic for students
served (including list above)
● A measure to build relationships between LEAs and CBOs through the School
Alignment Rubric from the UAN
In April 2021, USBE consulted with the state’s afterschool network, UAN, a resource
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hub for quality afterschool and summer resources and professional development and
training. Additionally, USBE consulted with the Department of Workforce Services
(DWS), Office of Child Care (OCC). DWS OCC provides afterschool and summer grant
funding and works closely with USBE and UAN to align the afterschool system of
support in Utah. USBE will hold virtual public comment meetings in May 2021 for any
interested applicants to provide feedback on the application. Meetings will be recorded,
T
and recordings and meeting summaries will be posted on the USBE webpage.
All applications will be reviewed by a group of subject matter experts and scored based
on need and scoring rubric (available to all applicants). Funds will be distributed through
the electronic Utah Grants management system. USBE will monitor progress of funded
programs through mid-year and annual reports focusing on the requirements and
outcomes during the length of the grant and utilize current afterschool monitoring
processes for grantees. UAN will provide technical assistance and professional
ii. R
development and training and use of evidence-based practices to awarded programs.
USBE, UAN and DWS OCC will meet regularly to discuss support provided and any
needs of the funded programs.
ii. How the evidence-based programs will specifically address the disproportionate impact of
COVID-19 on certain groups of students, including each of the student groups listed in question
D 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
To address the disproportionate impact of the COVID-19 pandemic on underserved
students, USBE will hold a competitive grant process for ARP ESSER’s required State
set-aside funds, with programming to begin in Summer 2021. The grant will be open to
both LEAs and CBOs to implement accessible summer enrichment programs focusing on
evidence-based practices (utilizing ESSA evidence criteria) to support students’
academic, social, emotional, and mental health needs to address unfinished learning and a
targeted plan to serve students listed below:
● Students from economically disadvantaged households;
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June 27, 2021 49
Utah State Plan ARP ESSER
Appendices
● Students from traditionally underserved communities;
● Students with disabilities;
● Students identified as needing academic support;
● Students experiencing homelessness;
● Students in foster care;
● Students who are English Learners;
● Students who have been impacted by COVID-19;
● Students who missed the most in person instruction for 2019-2020 and 2020-2021
AF
school years;
● Students who did not consistently participate in remote instruction when offered
during school building closures;
● Students with families engaged in migratory agricultural work; and
● Students from refugee backgrounds.
T
USBE will provide technical support to applicants to utilize data available on the USBE
Data Gateway to identify students most in need of summer learning and enrichment
programs. In addition to the USBE technical support, LEAs and CBOs will be
empowered to work with their LEA and school level data, and the community needs data
to further identify students in need of programming. This may include LEA attendance
data from the local student information systems (SIS), local benchmarks assessments, and
students in need of credit recovery. If applicants need additional support with data
analysis related to serving the intended population, USBE Data and Statistics can support
R
these data requests through our data request form.
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.
D In their application, LEAs and CBOs must describe how they will identify and serve
students who missed the most in-person instruction during the 2019-2020 and 2020-2021
school years and students who did not consistently participate in remote instruction when
offered during school building closures will be identified and served in the program(s).
Applicants could utilize LEA attendance data from the local student information systems
(SIS), local benchmarks assessments, and students in need of credit recovery to identify
students. Applicants must also identify and detail the evidence-based practices and
curriculum to be used to serve these students to best meet their academic enrichment and
social emotional learning needs due to limited in-person and remote instruction during
Draft for Public Comment 05/17/2021 44
June 27, 2021 50
Utah State Plan ARP ESSER
Appendices
the COVID-19 pandemic. As described in Part D, 2ii., LEAs and CBOs will be provided
any needed technical support to utilize data to identify students in need of programming.
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:
The Utah State Board of Education (USBE) is working to align the two funding streams for
evidence-based summer learning and evidenced-based afterschool programming into a
competitive grant application process. This decision was made with input from community
leaders, who noted that the foundational partnerships between Local Education Agencies (LEAs)
AF
and Community Based Organizations (CBOs) were strongest if it was a year-round effort to
support students and families. By aligning these two efforts, USBE is creating the conditions to
build more sustainable and long-term collaborations beyond the timeframe of the ARP ESSER
awards. This will ultimately better serve students and families with services and supports that
align school and enrichment programs. Therefore, the USBE’s response to section D, part 2 and
T
part 3 mirror each other.
i. i. A description of the evidence-based programs (e.g., including partnerships with community-
based organizations) the SEA has selected, and the extent to which the SEA will evaluate the
impact of those programs;
The set-aside application will include the LEA or CBO’s plan to implement
evidence-based activities to serve students targeted for support (listed in Part D,
2ii.), the specific needs of the community, and alignment with other federal and
state funds. Applicants must include a description of the academic, social,
R
emotional, and mental health activities utilizing evidence-based curriculum or
practices meeting Every Student Succeeds Act (ESSA) criteria for evidence-based
interventions listed below:
● Has research from studies using a well-implemented experimental or
quasi-experimental design (meets ESSA Tier1 or 2 evidence)
D ● Has research showing promising evidence from a well-implemented,
correlational study that statistically controls for selection bias (meets
ESSA Tier 3 evidence)
● Has rationale demonstrating the intervention is likely to improve student
outcomes, and an effort to study the effects of the intervention is
underway (meets ESSA Tier 4 evidence.
All projects must include consultation and alignment with the LEA(s) and local
school(s) attended by most students.
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June 27, 2021 51
Utah State Plan ARP ESSER
Appendices
USBE will provide applicants a resource list of evidence-based resources and
information and hold information meeting(s) reviewing the grant application
process. All funded programs must operate a minimum of 32 weeks during the
school year and a total of 10 hours per week to support academic and social
emotional learning needs of students impacted by the pandemic. All applicants
must describe how they will meet both organization and state outcomes listed
below:
State Required Outcomes:
● Expansion of operations (additional hours and weeks) supported by
this funding
AF
● Number of targeted students in need who were served with additional
funding (unduplicated/distinct students served count)
● Quality Self-Assessment Tool from the UAN
● End of grant award observation for quality summer and afterschool
programs from the UAN (at the conclusion of the program)
T
Organization Specific Outcomes:
● A measure for reducing learning loss related to coronavirus pandemic
for students served (including list above)
● A measure to build relationships between LEAs and CBOs through the
School Alignment Rubric from the UAN
In April 2021, USBE consulted with the state’s afterschool network, UAN, a
resource hub for quality afterschool and summer resources and professional
development and training. Additionally, USBE consulted with the Department of
R
Workforce Services (DWS), Office of Child Care (OCC). DWS OCC provides
afterschool and summer grant funding and works closely with USBE and UAN to
align the afterschool system of support in Utah. USBE will hold virtual public
comment meetings in May 2021 for any interested applicants to provide feedback
on the application. Meetings will be recorded, and recordings and meeting
D summaries will be posted on the USBE webpage.
All applications will be reviewed by a group of subject matter experts and scored
based on need and scoring rubric (available to all applicants). Funds will be
distributed through the electronic Utah Grants management system. USBE will
monitor progress of funded programs through mid-year and annual reports
focusing on the requirements and outcomes during the length of the grant and
utilize current afterschool monitoring processes for grantees. UAN will provide
technical assistance and professional development and training and use of
evidence-based practices to funded programs. USBE, UAN and DWS OCC will
meet regularly to discuss support provided and any needs of the funded programs.
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June 27, 2021 52
Utah State Plan ARP ESSER
Appendices
ii. 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
To address the disproportionate impact of the COVID-19 pandemic on underserved
students, USBE will hold a competitive grant process for ARP ESSER’s required State
set-aside funds, with programming to begin in Summer 2021. The grant will be open to
both LEAs and CBOs to implement accessible comprehensive afterschool programs
focusing on evidence-based practices (utilizing ESSA evidence criteria) to support
students’ academic, social, emotional, and mental health needs to address unfinished
learning and a targeted plan to serve students listed below:
AF
● Students from economically disadvantaged households;
● Students from traditionally underserved communities;
● Students with disabilities;
● Students identified as needing academic support;
T
● Students experiencing homelessness;
● Students in foster care;
● Students who are English Learners;
● Students who have been impacted by COVID-19;
● Students who missed the most in person instruction for 2019-2020 and 2020-2021
school years;
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● Students who did not consistently participate in remote instruction when offered
during school building closures;
● Students with families engaged in migratory agricultural work; and
● Students from refugee backgrounds.
D USBE will provide technical support to applicants to utilize data available on the USBE
Data Gateway to identify students most in need of afterschool enrichment programs. In
addition to the USBE technical support, LEAs and CBOs will be empowered to work
with their LEA and school level data, and the community needs data to further identify
students in need of programming. This may include LEA attendance data from the local
student information systems (SIS), local benchmarks assessments, and students in need of
credit recovery. If applicants need additional support with data analysis related to serving
the intended population, USBE Data and Statistics can support these data requests
through our data request form.
Draft for Public Comment 05/17/2021 47
June 27, 2021 53
Utah State Plan ARP ESSER
Appendices
iii. 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.
In their set-aside funds application, LEAs and CBOs must describe how they will identify
and serve students who missed the most in-person instruction during the 2019-2020 and
2020-2021 school years and students who did not consistently participate in remote
instruction when offered during school building closures will be identified and served in
the program(s). Applicants could utilize LEA attendance data from the local student
information systems (SIS), local benchmarks assessments, and students in need of credit
recovery to identify students. Applicants must also identify and detail the evidence-based
AF
practices and curriculum to be used to serve these students to best meet their academic
enrichment and social emotional learning needs due to limited in-person and remote
instruction during the COVID-19 pandemic. As described in Part D, 2ii., LEAs and
CBOs will be provided any needed technical support to utilize data to identify students in
need of programming.
T
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.
USBE does not have 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 at this time.
E. Supporting LEAs in Planning for and Meeting Students’ Needs
R
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.
D
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will require its LEAs to include in
LEA plans consistent with the ARP ESSER requirements for the use of ARP ESSER funds, how the SEA
will require such plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be within no later than 90
days after receiving its ARP ESSER allocation). The LEA plans must include, at a minimum:
• i. The extent to which and how the funds will be used to implement prevention and mitigation
strategies that are, to the greatest extent practicable, in line with the most recent CDC guidance,
in order to continuously and safely operate schools for in-person learning.
The USBE ARP ESSER LEA application will include the extent to which and how the
funds will be used to implement prevention and mitigation strategies, to the greatest
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June 27, 2021 54
Utah State Plan ARP ESSER
Appendices
extent practicable, in order to continuously and safely operate schools for in-person
learning.
• ii. How the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act (totaling
not less than 20 percent of the LEA’s total allocation of ARP ESSER funds) to address the
academic impact of lost instructional time through the implementation of evidence-based
interventions, such as summer learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs;
The USBE ARP ESSER LEA application will include 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
AF
summer learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs. The current draft template includes a
narrative and table as represented below:
Evidenced-
based
Activity
Description
Timeframe for
Implementation
Estimated
Total
Budget for
Activity
T Data Source for
Measuring Effect (ex.
Attendance,
Acadience, RISE,
ACT Aspire, local
measure, etc.)
- Disaggregated
by specific
student
Baseline
Measure
from 2018-
2019 or
2019-2020
(as
applicable)
Target for
measured effect
at conclusion of
activity
<LEA
Response> R subgroups
D
• iii. How the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of
the ARP Act; and
The USBE ARP ESSER LEA application will include how the LEA will spend its
remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act. USBE
will include a recommendation that the LEA call out the federal use case language and
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June 27, 2021 55
Utah State Plan ARP ESSER
Appendices
category number in the narrative response, as well as including the budget narrative from
the Utah Grants Management System.
• iv. How the LEA will ensure that the interventions it implements, including but not limited to the
interventions under section 2001(e)(1) of the ARP Act to address the academic impact of lost
instructional time, will respond to the academic, social, emotional, and mental health needs of all
students, and particularly those students disproportionately impacted by the COVID-19
pandemic, including students from low-income families, students of color, English learners,
children with disabilities, students experiencing homelessness, children and youth in foster care,
and migratory students.
The USBE ARP ESSER LEA application will require LEAs to describe how the LEA
will ensure that the interventions it implements address the academic, social, emotional,
AF
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.
USBE encourages LEAs to complete a needs assessment before determining how their
T
portion of ESSER funds will be used. LEAs should follow existing needs assessment
protocols to determine the most valuable and targeted use of ESSER funds. A needs
assessment should include a review of the current state as compared to the desired state,
the identification of barriers to reaching the desired state, and an analysis of the
potential sources of the identified barriers. This encouragement is included in the USBE
LEA ARP ESSER template. Resources to support LEAs in the completion of a needs
assessment can be found here: Utah System of Support for School Improvement
Handbook
R
Additionally, the table, shown in response E,1, ii requires that the actions are
evidenced-based, the data source is disaggregated by student subgroups, and there is a
clear target of measured effect.
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
D
stakeholders, including, but not limited to:
•
•
•
•
students;
families;
school and district administrators (including special education administrators); and
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:
● Tribes;
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June 27, 2021 56
Utah State Plan ARP ESSER
Appendices
● civil rights organizations (including disability rights organizations); and
● 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.
USBE will ensure that LEAs engage in meaningful consultation with the listed stakeholder
groups by requiring LEAs to submit an assurance that such consultation has occurred.
USBE will ensure that LEAs provide the public the opportunity to provide input in the
AF
development of the LEA’s plan for the use of ARP ESSER funds and take such input into
account by requiring LEAs to submit an assurance that: 1) the public has been provided the
opportunity to provide input; 2) the LEA has taken the input into account; and 3) the local school
board has adopted the LEA’s plan for the use of ARP ESSER funds in an open and public
meeting.
T
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER funds. The description
must include:
i. 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;
USBE will collect data to inform evaluation of the interventions through the ESSER-ARP
R
LEA reporting requirements to be released by the U.S. Department of Education. Upon
release of those reporting guidelines, USBE staff will determine next steps related to
impact evaluation.
Additionally, the USBE has included outcome measures as a requirement for the LEA
ARP ESSER template, as well as in the state ARP ESSER application for evidence-based
D afterschool and evidence-based summer learning competitive grant program from the
SEA reserve. These outcome measures provide indicators related to the support and
monitoring of the LEAs’ effectiveness.
ii. ii. How the SEA will support and monitor its LEAs in specifically addressing the disproportionate
iii.
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
USBE encourages LEAs to complete a needs assessment before determining how their
portion of ESSER funds will be used. LEAs should follow existing needs assessment
protocols to determine the most valuable and targeted use of ESSER funds. A needs
assessment should include a review of the current state as compared to the desired state,
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Utah State Plan ARP ESSER
Appendices
the identification of barriers to reaching the desired state, and an analysis of the potential
sources of the identified barriers. This encouragement is included in the USBE LEA ARP
ESSER template. Resources to support LEAs in the completion of a needs assessment
can be found here: Utah System of Support for School Improvement Handbook
USBE will collect data to inform evaluation of the interventions through the ESSER-ARP
LEA reporting requirements to be released by the U.S. Department of Education,
including disaggregating data by subgroup as required. Upon release of those reporting
guidelines, USBE staff will determine next steps related to impact evaluation.
Additionally, the USBE has included outcome measures disaggregating data by subgroup
as a requirement for the LEA ARP ESSER template, as well as in the state ARP ESSER
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application for evidence-based afterschool and evidence-based summer learning
competitive grant program from the SEA reserve. These outcome measures provide
indicators related to the support and monitoring of the LEAs’ effectiveness.
ii. 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:
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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.
Most efforts since March 2020 have been driven at the LEA level to support students
who likely experienced the impact of lost instructional time on student learning. These
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efforts have included:
● Reviewing previous student enrollment records and comparing to the current
school year,
● Offering diverse learning environments such as new online or hybrid learning
D programs, and
● Reaching out to families throughout the school year using digital or home visits to
reconnect learners.
The success of these activities has varied depending on the LEA and the systemic nature
of their approach.
In September 2020, USBE conducted an additional comprehensive student count to
estimate impacts of the pandemic on student enrollment patterns. The agency measured
the number of students exiting to homeschool, private and online schools and shared
these data with LEAs. This has assisted LEAs in better understanding the impacts of the
pandemic on students and how these impacts affect student enrollment trends.
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From May through December 2021, USBE will conduct a comprehensive set of studies to
help understand the effects of pandemic-related disruptions on students’ academic
performance. The purpose of these studies is to:
● Document overall trends in participation and achievement,
● Identify LEAs, schools, and student groups most affected by the disruptions,
● Document the influence of the pandemic on already-existing achievement gaps,
and
● Explore how opportunity-to-learn and other related information interact with the
academic outcomes indicated above.
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After these research findings are published, USBE will disseminate the information to
LEAs and encourage them to determine how to implement the findings locally within
their plans to use ARP ESSER funds to support their students most impacted by the
pandemic.
To monitor the use of ARP ESSER funds to support impacted students, USBE will:
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● Work with schools identified for comprehensive and targeted school improvement
to help them focus ARP ESSER funds on supporting highly impacted students,
● Require afterschool and summer program recipients receiving state set-aside ARP
ESSER funds to identify impacted student groups and their plans to support these
students,
● Leverage USBE’s newly created fiscal monitoring group to provide technical
assistance to LEAs in the effective use of these funds, and
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● Consider expanding access to the USBE Early Warning Program, currently being
piloted within five LEAs, to others interested in participating in the program.
● USBE will collect data to inform evaluation of the interventions through the
ESSER-ARP LEA reporting requirements to be released by the U.S. Department
of Education. Upon release of those reporting guidelines, USBE staff will
D determine next steps related to impact evaluation.
6. 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:
The USBE will support its LEAs in implementing additional strategies for taking educational
equity into account in expending ARP ESSER funds. These supports include, but are not limited
to the following efforts as described below:
USBE Progress in this Area
● USBE recently approved educational equity definition: "Acknowledging that all
students are capable of learning, educational equity is the distribution of resources
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to provide equal opportunities based upon the needs of each individual student.
Equitable resources include funding, programs, policies, initiatives and supports
that recognize each student’s unique background and school context to guarantee
that all students have access to high-quality education."
● Culturally Responsive and Equitable Workplace Steering Committee - This is an
internal USBE working group focusing on improving practices through reviewing
agency structures, professional learning opportunities, hiring practices, as well as
conducting assessments.
● Quarterly Equity Leader Meetings - Allows educators who work to improve
equitable practices to convene quarterly to provide feedback, receive updates, and
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share experiences.
● Equity Labs and Equity Lab Follow ups in June- provides an opportunity for
school teams to review school data to determine how to decrease opportunities
gaps within their communities.
● Connecting with LEA educational equity leaders throughout the state - ongoing
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outreach to schools to identify educators who are involved with increasing access
within their respective schools.
● Equity Lead Needs Assessment - Evaluating areas in need of improvement and
additional technical assistance from the Utah State Board of Education.
● Ongoing technical assistance for LEAs - Responding to professional learning
opportunity requests, effective implementation support, consultation, as well as
policy guidance.
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● Professional learning opportunities - Providing current best-practice to remove
barriers and increase access for all students.
● Advisory Committee on the Equity of Educational Services for Students
(ACEESS) - Advises the board on improving accessing and increasing
opportunities for all learners.
i.
D i. Allocating funding both to schools and for districtwide activities based on student need, and
The Utah State Board of Education will be following the required federal distribution
guidelines by awarding 90% of the state ARP ESSER funds based on the Title I, Part A
allocation. This distribution considers the distribution of resources based on student needs
and is in alignment with the federal requirements for ARP ESSER.
Additionally, the USBE LEA ARP ESSER application includes the Local Educational
Agency Maintenance of Equity for High-Poverty Schools as a required assurance, as is
required by the federal legislation.
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ii. ii. Implementing an equitable and inclusive return to in-person instruction. An inclusive return to
in-person instruction includes, but is not limited to, establishing policies and practices that avoid
the over-use of exclusionary discipline measures (including in- and out-of-school suspensions)
and creating a positive and supportive learning environment for all students.
The Utah State Board of Education will continue to provide the technical supports to
LEAs that were described above to be able to support an inclusive return to in-person
instruction that includes, but is not limited to, establishing policies and practices that
avoid the overuse of exclusionary discipline measures (including in- and out-of-school
suspensions) and creating a positive supporting environment for all students. Such as:
• Positive Behavioral Interventions and Support (PBIS) and social and emotional
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learning (SEL) integration with equity professional learning opportunity -
multidisciplinary panelists discussed effective strategies to successfully embed
equity into social and emotional learning and behavioral support for students
across the general education and special education settings.
• Updating Least Restrictive Behavioral Interventions Technical Assistance Manual
(LRBI) to become a Social and Emotional Learning Manual - The LRBI is
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undergoing revision to include current best-practice to effectively develop social
and emotional learning skills as part of a Multi-Tiered System of Support (MTSS)
Framework.
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
i.
mental health needs.
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1. Supporting and Stabilizing the Educator Workforce:
Describe the extent to which the State is facing shortages of educators, education administration
personnel, and other school personnel involved in safely reopening schools, and the extent to which
they vary by region/type of school district and/or groups of educators (e.g., special educators and
Drelated services personnel and paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”) educators; career and technical
education (“CTE”) educators; early childhood educators). Cite specific data on shortages and
needs where available.
The current state of educator retention and status of shortages is generally stable. Looking at
the trend over the past five years, Utah experienced a slight increase in the number of
educators returning to the classroom between 2020 and 2021 (see Table F1 below).
Table F1: Retention Rates for Utah Educators, 2017-2021
School Percentage of all Educators Percentage of Educators
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Year who returned to Education with a Professional License
from the Previous Year who returned from the
Previous Year
2017 90.3% 91.4%
2018 90.3% 91.3%
2019 91.1% 92.2%
2020
2021
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90.3%
92.6%
92.0%
93.3%
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Utah is not anticipating a major disruption to our retention rates based on
feedback from LEAs and current data available related to retirements and other
reasons for leaving the profession. Additionally, five-year retention rates stand at
70%, whereas three-year retention rates have increased to 83%. This trend is
encouraging as it indicates that Utah’s efforts to provide mentoring and other
support to early career educators is working.
Although our retention data is strong, Utah does have specific areas of shortages.
R
Despite strong retention data, five percent of the educator workforce do not hold
the required credentials to qualify them for their teaching assignment(s). Table F2
represents the current data on these areas of shortages.
D Table F2. Current Utah Data Teacher Shortages and Needs for May 2021
Area
Special educators,
including preschool
Data on shortages and
needs
6.5% of special education
educators are not
qualified.
Narrative description
*Special education has
been an area with
historical shortages in
Utah.
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STEM educators 4.6% of STEM educators *The percentage of
are not qualified. STEM educators not
qualified has decreased
by more than 5% since
2016-17.
CTE educators 9.6% of CTE Educators
are not qualified.
School Counselors 3.5% of school
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counselors are not
qualified.
Social Workers 24% of social workers
lack the proper
credentials.
School psychologists
Elementary School
Educators
T12% of School
Psychologists are not
qualified.
4% of elementary
teachers are not qualified.
* This percentage of
unqualified educators
may reflect LEAS
R consciously trying to
decrease class size and
adding virtual options
during COVID.
D Fine Arts, World
Languages and
Health/Physical
Education
These areas all have
between 5-8% of the total
educators not qualified.
i. i. Describe how the SEA will assist its LEAs in identifying the most urgent areas of shortages or
potential shortages, with particular plans for individual LEAs facing the most significant needs
(e.g., by avoiding layoffs, providing high-quality professional learning opportunities, and
addressing the impact of stress or trauma on educators). Include a description of how other
Federal COVID-19 funding (e.g., ESSER and GEER funds under the CARES Act and CRRSA Act)
have already been used to avoid layoffs during the COVID-19 pandemic.
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The Utah State Board of Education will assist LEAs in identifying the most urgent areas
of shortages or potential shortages in two ways: 1) sharing reports available for them to
analyze their local trends and 2) sharing statewide shortages data with LEAs for a more
global understanding. Given our shortage data and the minimal variation to our usual
shortage trends in areas of shortage, USBE will continue to support LEAs by providing
alternative ways for supporting potential and unqualified educators to earn the licensure
mechanisms. This strategy enables LEAs to fill vacant positions in shortage areas while
providing the hired personnel the time to complete the coursework, assessments, etc.
required to earn a professional license in Utah.
Additionally, USBE has several current resources available to support LEAs in
addressing shortages, professional learning needs, and addressing the impact of stress or
trauma on educators such as:
SHORTAGES STRATEGIES
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● Supporting paid endorsement coursework for educators in STEM fields
● Providing teacher incentives in our greatest shortage areas (e.g., Math, Special
Education, Science)
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● Providing grants for tuition waivers to educator preparation programs for eligible
students earning their license in special education, school psychology, and speech
pathology
● Partnering with the Utah Education Policy Center (UEPC) to do a series of five
studies, including focus groups and surveys, to understand best practices for
recruiting and retaining special education educators
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● Administering a “Grow Your Own Teacher and School Counselor” program to
increase the educator and school counselor pipeline
PROFESSIONAL LEARNING NEEDS
● Providing targeted professional learning opportunities as demonstrated by high
need by state based on state assessment data (e.g., LETRS professional learning
D for K-3 educators, instructional coaches, school psychologists, and elementary
principals in early literacy)
● Providing professional learning pathway options for shortages area educators
(e.g., summer endorsement courses for physical education teachers)
● Provide training through Utah’s Equity Labs to encourage LEAs to consider their
current practices and their effect on ensuring equitable access to effective
educators
IMPACT OF STRESS OR TRAUMA ON EDUCATORS
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● Connecting LEAs with local providers (e.g., community hospitals) in which they
can build partnerships to address community health needs
● Creating and sharing SEA resources and supports for social emotional needs such
as learning modules and webinars
● Administering a qualifying grant program for school-based mental health
● Creating and sharing trauma-informed modules with information on self-care and
impacts of secondary trauma on adults
● Providing training on compassion fatigue and burnout
● Sharing strategies that many LEAs have leveraged to provide increased SEL
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training and wellness activities for staff, including wellness training rooms and
mindfulness
USBE included the opportunity for the use of other Federal COVID-19 funding (e.g.,
ESSER and GEER funds under the CARES Act and CRRSA Act) to be used to avoid
layoffs during the COVID-19 pandemic under the allowable use case of “Other activities
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that are necessary to maintain the operation of and continuity of services in local
educational agencies and continuing to employ existing staff of the local educational
agency” as described in the federal legislation. This opportunity was included in the
ESSER I and ESSER II LEA certification and application template.
ii. ii. 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
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provide high-dosage tutoring or implementing residencies for teacher candidates).
The actions the Utah State Board of Education will take to fill anticipated gaps in
certified teachers for the start of 2021-2022 school year include:
● Supporting our LEAs to leverage flexibility in licensing pathways to ensure each
student has appropriate access to an educator or other education professional (e.g.,
D LEA specific license, associate licenses, Alternate Pathway to Professional
Educator Licensure)
● Requiring the removal of prerequisite requirements in educator preparation
programs for future educators and school counselors involved in the Grow Your
Own Program
● Providing guidance and resources related to summer school design and
implementation
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● Continuing to provide training through Utah’s Equity Labs to encourage LEAs to
consider their current practices and their effect on ensuring equitable access to
effective educators
● Providing training and supports for strategies that encourage diversifying the
workforce
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).
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The Utah State Board of Education (USBE) has developed (and will continue to develop)
strategies to support local education agencies (LEAs) in increasing student access to key
specialized instructional support personnel within school buildings, including school
counselors, nurses, social workers, and school psychologists as well as special education
personnel (e.g., hiring additional personnel or freeing up these staff to focus on providing
T
services to students). This commitment existed prior to the COVID-19 pandemic through
legislation, state funding, and technical assistance to the field. USBE continues to work
collaboratively with LEAs to further improve strategies to stabilize students’ academic,
social, emotional, and mental health needs and increase the availability of services
through qualified personnel.
As a state commitment to this need, the Utah State Legislature has passed several pieces
of legislation to address gaps in services to students. These statutes and associated
funding allocations total $38.3 million and have greatly increased the number of hired
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and contracted professionals. In 2019, House Bill (H.B.) 373 Student Health and
Counseling Support (53F-2-415, R277-622) provided $26 million dollars in ongoing
funding to increase an LEA’s ability to hire or contract for services provided by
qualifying personnel which include: school counselors, school psychologists, school
nurses, school social workers, and other licensed school-based mental health
D professionals. Previously, there was an approximate $1 million allocation in 2008 to
target the need to increase school nurses, through the Appropriations for School Nurses
(53F-2-519, R277-415). The increase of funding in 2019 with H.B. 373 led to another
rise in school nurse FTEs from 170 in 2018-2019 to 203 FTEs in the 2019-2020 school
year. Funding for school counselors has been specifically addressed through two funding
sources, the Grow Your Own Teacher and School Counselor Pipeline Program Grant
(53F-5-218, Draft - R277-320) and the Elementary School Counselor Grant Program
(53F-5-209, R277-461). The Grow Your Own Teacher and School Counselor Pipeline
Program Grant (2021) allocated $9.2 million dollars to LEAs to provide scholarships to
paraprofessionals, school counselor assistants, and school counselor interns for education
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and training to become licensed teachers or licensed school counselors. In 2018, the
Elementary School Counselor Grant Program was created to award $2.1 million in
grants to LEAs to provide targeted school-based mental health support in elementary
school, including trauma-informed care, through the employment of qualifying personnel.
There are yearly accountability reports required for each of these grants, which provide
information on the targeted supports that are provided for under-served and under-
represented populations. For example, the statute for the Elementary School Counselor
Grant requires that intergenerational poverty is prioritized in the funding applications,
and two of the grants require that all staff participate in Trauma-Informed Training.
School nurses and school counselors must also complete yearly accountability reports to
demonstrate how their time is spent and how they are prioritizing services to students.
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These funding sources have made provisions to increase equitable supports for each
student, allowing LEAs to direct how key specialized instructional support personnel
allocate time and resources. To ensure LEAs could meet needs of students with
disabilities, some have repurposed general education funding and/or paraeducators to
specifically target the needs of students with disabilities so that they can access the
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services and supports required by their IEPs.
The USBE has increased capacity to administer funding, provide technical assistance,
and give oversight to student support programs. In 2019 the Safe and Healthy Schools
Team (https://www.schools.utah.gov/safehealthyschools) was created at USBE as a part
of the Student Support Department. This team consists of a School Nurse Specialist,
Behavior Specialist, Project AWARE Grant Manager, School Nursing/Wellness
Specialist, two School Counseling Program Specialists (elementary and secondary), and a
School and Student Safety Specialist. This team also increases state agency alignment
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through four liaisons who are hired by the partnering organizations and housed at USBE.
These liaisons include School Nurse Consultant (Utah Department of Health), School
Based Mental Health Specialist (Division of Substance Abuse and Mental Health),
School Safety Liaison (Department of Public Safety), and SafeUT Project Administrator
(University of Utah Huntsman Mental Health Institute).
7
D The integration of SafeUT7 into state and local mental health and safety intervention
procedures has been a great benefit to students. SafeUT is an anonymous, 24/7, reporting
tip line and chat app that allows all stakeholders to receive assistance during a concerning
Brent Kious asked one of our colleagues in Geography if he could see if there is any spatial association
between poverty and SafeUT use and between percent non-White and SafeUT use. In short, when
census block groups were divided into quartiles based on percent below the poverty line and percent of
teens who are non-White, based on census data, there was no association between quartiles and
SafeUT use. There may be a slight trend toward higher use in opportunity zones areas, but, again, they
are not statistically significant. So, based on this very limited assessment of the impact of SafeUT, it
looks like it is probably reaching the community pretty well.
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situation or a mental health crisis, or alert school staff of an issue through the tip line
reporting function. Additionally, USBE is working collaboratively with the Division of
Substance Abuse and Mental Health to update Utah’s School Behavioral Health Toolkit:
Partnering to Address Mental and Emotional Wellness for School-Aged Children. This
toolkit provides information needed by LEAs to increase the processes and cohesion of
their tiered systems of interventions and support improved utilization of support
personnel in their educational settings. These tools have provided an increase of
professional, licensed support to students across the state, and by strengthening state-
level technical support, USBE has been able to strengthen the system of interventions
overall.
Utah LEAs have communicated that there is an increased need for all these key personnel
AF
in response to COVID-19. USBE conducted a survey of school leaders in spring 2020
asking for school leadership perspective of impacts on student needs to be able to gauge
community needs for technical assistance from our agency. Additionally, USBE issued a
second survey in fall 2020 to LEA Superintendents and Directors to be able to update
student needs as the school buildings reopened. These data sets, and the intention to
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continue to survey Utah K-12 education community members, are playing a key role in
informing the next steps for the agency related to LEA supports and technical assistance
related to both the services and the resources available to support this need.
USBE will continue to provide technical support to our LEAs to leverage both state and
federal resources to be able to provide increased student access to key specialized
instructional support personnel within school buildings, including school counselors,
nurses, social workers, and school psychologists as well as special education personnel
(e.g., hiring additional personnel or freeing up these staff to focus on providing services
to students).
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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
•
D
levels to ensure high-quality data collection and reporting and to safeguard funds for their intended
purposes.
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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• Student learning, including the academic impact of lost instructional time during the
COVID-19 pandemic;
• 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);
• Fiscal data that is comparable across the State (e.g., per-pupil expenditures at the LEA
and school levels);
•
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Jobs created and retained (by position type);
• Participation in programs funded by ARP ESSER resources (e.g., summer and
afterschool programs); and
• Other reporting requirements reasonably required by the Secretary (please refer to
Appendix B of this template; final requirements will be issued separately).
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A key priority for the Utah State Board of Education (USBE) is student data
privacy. The agency employs a team of experts for student data privacy that work
with our Data/Statistics, Financial Operations, Program Teams, and policy team
members to ensure that Utah is safeguarding all student data as required by both
federal and state laws. This is imperative for our work related to ARP ESSER.
USBE is working to build capacity at the state and local level to ensure high-
quality data collection and reporting around the impact of the pandemic on
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student learning. The USBE has developed a comprehensive plan for collecting
and analyzing (operational and investigative) student achievement and growth
data from the 2020-2021 school year (SY). USBE will be employing strategies
recommended by Harvard Professor, Dr. Andrew Ho, called Fair Trend and
Equity Check which are designed to promote accurate interpretations of the
D aggregate data collected from the 2020-2021 SY. Additionally, USBE’s
comprehensive plan includes analysis of student learning data disaggregated by
grade and student group including economic status, special education, English
learner status, and race/ethnicity. Along with data on student learning, in
collaboration with its Technical Advisory Committee (TAC) and LEA assessment
leaders, the USBE developed and is delivering opportunity to learn (OTL)
questions to students who participate in the grades 3-10 state assessments. This
information will be used to add context to the achievement results, and as part of
the investigative analysis. In addition to the student-level OTL questions, USBE
staff will collect school-level OTL information (i.e., school schedules, soft-
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closures, student enrollment) to provide additional context to the individual
student learning experience during the 2020-2021 SY. Other data that help
capture students’ opportunity to learn include a digital teaching and learning
educational technology device inventory from the Utah Education and Telehealth
Network and broadband data by county from the Utah Governor’s Office of
Economic Development.
The Utah State Board of Education, with support from the Utah legislature, has
made significant investments in the Utah Schools Information Management
System, which will modernize our legacy data systems and enable real-time
access to data to inform decision making at all levels of the education system,
while also safeguarding against data breaches. This is essential for our work
related to ARP ESSER.
AF
For fiscal data, the Utah Grants Management System has the status for all our
awards, reimbursements, and documentation for each grant award. Utah LEAs
reported on spending in specific categories for ESSER I and GEER I as required
by the U.S. Department of Education which enables comparable fiscal data.
T
USBE is distributing funds through the required Title I, Part A formula for 90%
of our ESSER Awards. Additionally, the Utah State Board of Education voted to
use ESSER state reserve funding from CARES, CRRSA, and ARP ESSER to
support LEAs that would not receive any funding through the federal 90%
allocation using Title I, Part A (vote occurred in public meeting on June 25,
2020). This distribution considers that all schools experienced impacts due to
COVID-19 and provides resources for their students to be served. Participation in
programs funded by ARP ESSER resources will be accessible on our COVID-19
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dashboard that will be available here: https://schools.utah.gov/coronavirus. Our
intent is to continue to build out this dashboard to include all future awards from
ARP ESSER as defined by the federal required use cases.
In the next year, the USBE will be continuing to enhance data and financial
systems to support LEAs and students as the state collaborates with LEAs to
D address the academic, social, emotional, and mental health needs of students
resulting from the COVID-19 pandemic. The USBE will:
• Continue to upgrade the electronic Utah Grants Management System (UGMS)
which includes processes and capability to monitor LEAs’ applications,
reimbursement requests, etc. The UGMT team will continue to provide
training for program staff in fully utilizing these tools to schedule desktop and
onsite monitoring visits and housing documentation of all fiscal transactions.
The USBE will also continue to use a multi-step internal control process
which requires multiple program and fiscal reviewers to approve LEA
applications and reimbursement requests in the UGMS.
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• Continue to work with R15CC to develop a Resource Allocation Review
(RAR) process to support LEAs in the equitable distribution of human, fiscal,
and other resources to meet student needs.
• Continue to update the Utah eTranscript and Record Exchange (UTREx) to
include the required data fields for future P-EBT and USDA grants and then
analyze the data that LEAs submit to guide the provision of future LEA
supports and services.
The USBE is taking several steps to ensure high-quality data collection and
reporting at both the state and local level. To mitigate threats to the administration
of state assessments, USBE has extended test administration windows to allow for
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the maximum opportunity for LEAs to provide access to each assessment. As
much as possible, USBE has supported remote test administration. In assessment,
USBE staff provide regular and ongoing support to LEA education leaders
through weekly memos, monthly meetings, and other tools/resources (i.e., Why
Assess, Summative Assessment FAQ, Email from the state superintendent, etc.).
The USBE has an Assessment and Accountability Policy Advisory Committee
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which represents stakeholder groups in advising the Board on assessments. The
USBE Financial Operations team has conducted regular meetings with and
trainings for the Utah Association of School Business Officials and LEA business
administrators. The USBE Data and Statistics staff host regular data meetings for
LEAs to address any issues of data entry or reporting. Regarding COVID-19
relief funding specifically, USBE provided financial training to business
administrators, Title directors, curriculum directors, charter directors, and the
Utah Superintendents Association. To further support high-quality fiscal data,
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USBE program and financial operations personnel review all reimbursement
expenditures submitted by LEAs and provide personalized and specific feedback.
In addition, USBE has released draft applications for specific ARP ESSER
resources like the LEA plan template and summer school learning application for
community feedback prior to finalizing. This consistent engagement with
D stakeholders promotes high-quality data collection and reporting. It enables the
USBE to continuously monitor progress and adjust our strategies based on impact.
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.
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The Utah State Board of Education 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).
Our response below describes the USBE’s current capacity to monitor ARP ESSER using
the Utah Grants Management system and USBE fiscal monitoring team including how
the USBE will provide our LEAs with technical assistance in the anticipated areas of
greatest need. This response was crafted by the Utah State Board of Education Grants
Compliance Officer in coordination with Financial Operations experts including the
leaders from the USBE fiscal monitoring team.
USBE is committed to accountability and transparency related to the use of ARP ESSER
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funds by its subrecipients. The fundamental responsibility of USBE Financial Operations
is to establish processes and systems which ensure compliance with federal and state
regulations and to safeguard awarded funds to ensure that targeted populations receive
intended program benefits. USBE Financial Operations utilizes a comprehensive grants
management system (Utah Grants / https://utahgrants.utah.gov) for subrecipients. The
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system tracks LEA Assurances, award applications, award budgeting, reimbursement
requests, expenditure tracking, indirect cost rates, progress reports, LEA fiscal
monitoring activities and ongoing risk assessments.
USBE Financial Operations has a team of ten fiscal monitors to provide program
oversight, evaluate and approve allowable expenditures, and provide guidance to LEAs to
ensure accounting methods comply with Uniform Grant Guidance (UGG). LEA internal
controls, financial policies and procedures are reviewed frequently to ensure that federal
funds are being spent and reported in compliance with all relevant rules and regulations.
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Additionally, USBE Financial Operations provides regularly scheduled trainings, special
events and educational outreach resources for USBE staff and LEAs to further promote a
culture of compliance.
D USBE Financial Operations attempts to ensure that all expenditures are made in the
performance of the award and expenditures are necessary, allowable, allocable, and
reasonable. Each reimbursement request must include supporting documentation that
provides sufficient information to evaluate for these factors. A detailed general ledger
which sufficiently lists and explains each expenditure is required for all reimbursement
requests submitted to the USBE. The following information must also be included or
made available upon request:
● Detailed description of specific items procured (e.g., Amazon $500 should be broken
down and detailed to what items make up that amount in total).
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● Relevant supporting documentation including but not limited to the following items:
invoices, receipts, payroll journals, etc.
● Time and effort documentation for any individual being paid for services in line items
specific to project funding and allowances.
Recognizing that ARP ESSER funds will be highly scrutinized, the USBE may require
additional information or supporting documentation specific to the program if further
clarification is needed to approve a reimbursement request. All program financial
records must be maintained by the LEA and provided upon request for auditing and
monitoring purposes.
Currently, the USBE does not note any additional needs to increase capacity at this time
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or any foreseeable gaps in capacity related to the monitoring and internal controls for
ARP ESSER. If the field requires additional monitoring beyond the current set of
experiences with ESSER I and ESSER II, staff will need to seek Utah State Board of
Education authorization to expend some of the ESSER state administrative set-aside to be
able to expand the capacity to meet the needs of the field.
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USBE will provide our LEAs with technical assistance in the anticipated areas of greatest
need. Our primary mechanism of assistance is through the Utah Grants Management
system. The system allows for USBE experts to provide feedback on budget revisions
and reimbursement submissions related to the ARP ESSER funds. The personalized
technical support is our primary mechanism for addressing individual LEA needs. In
addition, the Utah State Board of Education proactively provides training to the field
through the following mechanisms:
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● USBE Biannual Financial Training for LEA Business Administrators: This is a
meeting that takes place twice a year, where the USBE coordinates training and
updates related to both state and federal funding administration.
● Monthly Compliance Administrative Training Series (CATS) meetings and special
D events: A broad array of timely training topics including federal uniform guidance
and regulations, state statutes, administrative board rules, internal policies &
procedures, and related compliance matters
● Utah Association of School Business Officers (UASBO) Trainings
● Training at regional conferences such as the Utah Rural Schools Association, Utah
Charter School Directors Meetings, Title Directors, and the Utah School
Superintendents Association: USBE staff will continue to work with these existing
administrative groups to be able to train leaders from the field on ARP ESSER
monitoring and controls.
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● Ad hoc technical assistance on specific program training, such as indirect cost rate
training, as identified by USBE experts or the field by School Finance Specialists.
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Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
This data was reported for April 2021 by the Utah State Board of Education using data from the
Child Nutrition Program reporting.
Appendix Table 1. Utah School Reporting for Instructional Models
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.
Number of
schools
Remote or
All schools
1055 AF
Offered to all Offered to
students
70
some
students
0
Not offered
985
online only
School
buildings
open with
both
remote/online
and in-person
1055 650
T 0 405
instruction
(hybrid)
School
buildings
open with
1055 R 335 0 720
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full-time in-
person
instruction
Appendix Table 2: Utah Student Subgroup Reporting for Instructional Model
In the most recent time period available, what was the enrollment and mode of instruction for the schools
in your State?
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Number of Total Remote or Both Full-time in-
students enrollment online only remote/onlin person
e and in- instruction
person
instruction
(hybrid)
Students from
low-income 121,40
families 194,658 18,644 9 54,605
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White, not
Hispanic 335,39
487,529 29,224 5 122,910
Black or
African
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American, not
Hispanic 9,314 1,578 6,275 1,461
Hispanic, of
any race 119,922 12,850 79,999 27,073
Asian, not
Hispanic 11,373 1,483 7,682 2,208
American
Indian or
Alaskan
Native, not
Hispanic
R 6,682 1,841 3,512 1,329
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Native
Hawaiian or
Pacific
Islander, not
Hispanic
Two or more
races, not
10,746 1,637 7,660 1,449
Hispanic 20,795 1,691 15,158 3,946
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English
learners 59,626 7,734 39,965 11,927
Children with
disabilities 82,287 5,897 54,985 21,405
Students
experiencing
homelessness 9,263 1,230 6,538 1,495
Children and
youth in
foster care
Migratory
students
1,227
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27 877
Information not available at time of reporting.
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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;
●
●
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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;
●
●
●
●
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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
●
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Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
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Appendix C: Assurances
By signing this document, the SEA assures all of the following:
● The SEA will conduct all its operations so that no person shall be excluded from participation in,
be denied the benefits of, or be subject to discrimination under the ARP ESSER program or
activity based on race, color, national origin, which includes a person’s limited English
proficiency or English learner status and a person’s actual or perceived shared ancestry or
ethnic characteristics; sex; age; or disability. These non-discrimination obligations arise under
Federal civil rights laws, including but not limited to Title VI of the Civil Rights Act of 1964, Title
IX of the Education Amendments Act of 1972, section 504 of the Rehabilitation Act of 1973, and
the Age Discrimination Act of 1975. In addition, the SEA must comply with all regulations,
guidelines, and standards issued by the Department under any of these statutes;
●
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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
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
Complying with the maintenance of equity provisions in section 2004(b) of the ARP Act,
●
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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
●
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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
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●
2001(e)(1) of the ARP Act;
The SEA will address the disproportionate impact of the COVID-19 pandemic on underserved
students (i.e., students from low-income families, students from racial or ethnic groups (e.g.,
identifying disparities and focusing on underserved student groups by race or ethnicity), gender
(e.g., identifying disparities and focusing on underserved student groups by gender), English
learners, children with disabilities, students experiencing homelessness, children and youth in
foster care, and migratory students), as required under section 2001(f) of the ARP Act, and
ensure its LEAs address the disproportionate impact of the COVID-19 pandemic on underserved
students (i.e., students from low-income families, students from racial or ethnic groups, gender,
English learners, children with disabilities, students experiencing homelessness, children and
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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
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you developing the required description. The statute
about a new provision in the Department of highlights six types of barriers that can impede
Education’s General Education Provisions Act equitable access or participation: gender, race,
("GEPA") that applies to applicants for new national origin, color, disability, or age. Based
grant awards under Department programs. This on local circumstances, you should determine
provision is Section 427 of GEPA, enacted as part whether these or other barriers may prevent your
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of the Improving America's Schools Act of 1994 students, teachers, etc. from such access to, or
(Public Law (P.L.) 103-382). participation in, the Federally-funded project or
activity. The description in your application of
To Whom Does This Provision Apply?
steps to be taken to overcome these barriers need
Section 427 of GEPA affects applicants for new not be lengthy; you may provide a clear and
grant awards under this program. ALL succinct description of how you plan to address
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APPLICANTS FOR NEW AWARDS MUST those barriers that are applicable to your
INCLUDE INFORMATION IN THEIR circumstances. In addition, the information may
APPLICATIONS TO ADDRESS THIS NEW be provided in a single narrative, or, if
PROVISION IN ORDER TO RECEIVE appropriate, may be discussed in connection with
FUNDING UNDER THIS PROGRAM. related topics in the application.
(If this program is a State-formula grant Section 427 is not intended to duplicate the
program, a State needs to provide this description requirements of civil rights statutes, but rather to
only for projects or activities that it carries out ensure that, in designing their projects,
with funds reserved for State-level uses. In applicants for Federal funds address equity
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addition, local school districts or other eligible
applicants that apply to the State for funding need
to provide this description in their applications to
the State for funding. The State would be
responsible for ensuring that the school district
or other local entity has submitted a sufficient
concerns that may affect the ability of certain
potential beneficiaries to fully participate in the
project and to achieve high standards.
Consistent with program requirements and its
approved application, an applicant may use the
Federal funds awarded to it to eliminate barriers
D
section 427 statement as described below.)
What Does This Provision Require?
Section 427 requires each applicant for funds
(other than an individual person) to include in its
application a description of the steps the
applicant proposes to take to ensure equitable
access to, and participation in, its Federally-
assisted program for students, teachers, and
it identifies.
What are Examples of How an Applicant
Might Satisfy the Requirement of This
Provision?
The following examples may help illustrate how
an applicant may comply with Section 427.
(1) An applicant that proposes to carry out an
adult literacy project serving, among others,
other program beneficiaries with special needs.
adults with limited English proficiency, might
This provision allows applicants discretion in
describe in its application how it intends to
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distribute a brochure about the proposed
project to such potential participants in their
native language.
(2) An applicant that proposes to develop
instructional materials for classroom use
might describe how it will make the materials
available on audio tape or in braille for
students who are blind.
(3) An applicant that proposes to carry out a
model science program for secondary
students and is concerned that girls may be
less likely than boys to enroll in the course,
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might indicate how it intends to conduct
"outreach" efforts to girls, to encourage their
enrollment.
(4) An applicant that proposes a project to
increase school safety might describe the
special efforts it will take to address concerns
of lesbian, gay, bisexual, and transgender
students, and efforts to reach out to and
involve the families of LGBT students.
We recognize that many applicants may already
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be implementing effective steps to ensure equity
of access and participation in their grant
programs, and we appreciate your cooperation in
responding to the requirements of this provision.
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Click here to enter text.
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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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Appendix B: Public Comment on USBE ARP ESSER
Resources 06.01.2021
- Demonstration of public comment received through the 14-
day open comment period during the development of the
ARP ESSER State plan.
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Public Comment Report for Utah ESSER ARP
Utah ESSER ARP - Public Comment
June 1st 2021, 4:44 pm MDT
Q5 - Please provide your primary role associated with providing public comment. You are
welcome to select more than one role as necessary.
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Q5 - Please provide your primary role associated with providing public comment. You are
welcome to select more than one role as necessary.
# Answer % Count
1 Teacher 2.27% 1
2 Parent 2.27% 1
3 Administrator 70.45% 31
4 Student 0.00% 0
5 Industry (Please include company name) 6.82% 3
6 Higher Education 0.00% 0
7 Policy Maker 2.27% 1
8 Other 15.91% 7
Total 100% 44
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Q7 - Which of the following documents would you like to provide public comment on for
the Utah State Board of Education?
# Answer % Count
1 Utah ESSER ARP Draft State Application for the U.S. Department of Education 52.63% 10
2 Utah ESSER ARP Draft LEA Certification and Application Template 15.79% 3
3 Utah ESSER ARP Draft Afterschool and Summer Learning Application Template 31.58% 6
Total 100% 19
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Q6 - Please share your public comment related to the Utah ESSER ARP Draft State
Application for the U.S. Department of Education below:
Please share your public comment related to the Utah ESSER ARP Draft State Application for the U.S. Department
of Education below:
New Classrooms appreciates the opportunity to provide feedback on the Utah Department of Education
ARP/ESSER plan. We are a national nonprofit on a mission to personalize education to support and advocate for
policies that truly enable schools to meet each student’s unique strengths and needs and provide an equitable
environment for every student. Our organization is actively engaged in building capacity for innovative learning
models, supporting demand, and creating some space for new approaches to teaching and learning that
ultimately yield better results for students. We strongly encourage the inclusion of Innovation Zones among the
recommended programs to address unfinished learning, as the state of Texas has done and several other states
are now proposing as part of their ARP plans (for an example, see page 39 of North Dakota’s plan -
https://www.nd.gov/dpi/sites/www/files/documents/Covid-19/ESSER%20III/ARPESSERStatePlanFINAL.pdf).
Innovation Zones provide a state framework to solve unfinished learning by ensuring all students master college
and career ready standards, but not through a uniform, grade level-structure. Districts and schools who are
accepted into the innovation zone are incentivized to focus on comprehensive learning growth for multiple years
across a grade span—instead of the traditional approach of states centering only on a summative assessment of
grade-level performance in order for students to accelerate their learning to ultimately master grade level
standards. Within an Innovation Zone model, the state is responsible for facilitating connections between
schools and providers, and building a stronger system that requires all parties to demonstrate sustained, positive
results as students master the standards over time. These Zones allow states to develop a unique approach to
reimagine school while introducing new mechanisms for personalization and shared accountability for results. On
the following pages you will find a summary document on Innovations Zones. In addition to reviewing our
summary on Innovations Zones (https://newclassrooms.org/wp-content/uploads/Math-Innovation-Zones-ESSER-
and-ARP.pdf), we encourage you to see how the Texas Education Agency put Math Innovation Zones into practice
9https://tea.texas.gov/academics/learning-support-and-programs/math-innovation-zones). Thank you for the
consideration of our feedback and hope to be a resource to you on this topic as you finalize your ARP plan and
prepare for the upcoming school year.
Minor formatting issues.
In section 3 on the application, it is addressing going back to in person instruction. If a district has already been in
person, this section perhaps is unnecessary. Furthermore, the mask wearing measures are obviously not a
concern anymore. We also appreciate the opportunity to use these funds to improve air quality. Another need in
this area that isn't directly addressed is facility upgrades to drinking fountains for more bottle fillers rather than
open fountains. Thank you.
I would like to see a fourth priority that addresses middle school and high school literacy. As a K-12 school we are
seeing large gaps of knowledge and learning slippage with our students. I think we worry a lot about the K-3 years
but for those students who did not leave 3rd grade on grade level it is a continual backwards slide and Covid has
made it much worse.
The ARP Act defines the term “evidence-based” as having the meaning in section 8101(21) of the ESEA.
Accordingly, “evidence-based” includes several tiers of evidence. Specifically, “evidence-based,” when used with
respect to a State, LEA, or school activity, means an activity, strategy, or intervention that demonstrates a
statistically significant effect on improving student outcomes or other relevant outcomes based on – 1. Strong
evidence from at least one well-designed and well-implemented experimental study (“tier 1”); 2. Moderate
evidence from at least one well-designed and well-implemented quasi-experimental study (“tier 2”); or 3.
Promising evidence from at least one well-designed and well-implemented correlational study with statistical
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controls for selection bias (“tier 3”); or 4. Demonstrates a rationale based on high-quality research findings or
positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other
relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention
(“tier 4”).
There should be language that includes additional teacher professional development and support in the areas of
academic and behavior intervention and supports. Teachers are dealing with student emotional and academic
concerns and there should be PD and school supports/programs to help them navigate those challenges.
Quick update: Brent Kious asked one of our colleagues in Geography if he could see if there is any spatial
association between poverty and SafeUT use and between percent non-White and SafeUT use. In short, when
census block groups were divided into quartiles based on percent below the poverty line and percent of teens
who are non-White, based on census data, there was no association between quartiles and SafeUT use. There
may be a slight trend toward higher use in opportunity zones areas, but, again, they are not statistically
significant. So, based on this very limited assessment of the impact of SafeUT, it looks like it is probably reaching
the community pretty well.
Hopeful that the funding will allow districts to upgrade building HVAC or needed construction to update health
needs. The funds should not be restricted if the federal level allows the schools to use per their agreement.
Smaller districts do not have the excess funds that larger districts have available, so when the funds are restricted
as on other ESSER money, it isn't easy to try and spend money on the required items the state wants when we
have other health needs, such as updating HVAC systems.
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Q8 - Please share your public comment related to the Utah ESSER ARP Draft LEA
Certification and Application template below:
Please share your public comment related to the Utah ESSER ARP Draft LEA Certification and Application template
below:
I like the example responses for the LEAs to reference.
Please allow the use of these funds to be as broad as possible. Every district has unique needs and should be able
to allocate funds differently.
The certification and application template should be easy for the districts to do. However, with the many other
items required this year, the simplistic need is great.
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Q9 - Please share your public comment related to the Utah ESSER ARP Draft Afterschool
and Summer Learning Application template below:
Please share your public comment related to the Utah ESSER ARP Draft Afterschool and Summer Learning
Application template below:
Everything looks good on all of the draft applications. I am hoping that the summer school options will include
transportation and meals. I am also hoping that schools will continue these supports afterschool so that students
have more options all year long to catch up instead of trying to put too much pressure on the kids to totally catch
up on one summer.
I wouldn't put the acronyms on the title page. Minor formatting issues.
Being required to work with a community agency is not always possible in a rural community. Perhaps it could be
broadened to include the local businesses in addition to a community group.
The simplistic need is high for districts to fill out. The need to provide summer education for students should not
be cumbersome by an application. Keep it simple.
This is an amazing opportunity for schools to fund afterschool programs and a summer program to help close the
achievement gap. My concern is the requirements of hours after school per week. When students get out at 3 pm
and there is a 10-hour requirement each week it difficult to meet and I think participation would decline in time.
Maybe having a minimum of five hours to ten hours would be a more attainable requirement for schools. Thank
you for the opportunity to provide feedback.
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Appendix C: Application Questions - ARP ESSER ASP and
Summer Grant – Final, Gap Analysis Form 2021-2022,
Rubric - ARP ESSER ASP and Summer Grant
- Demonstration of ARP ESSER Afterschool and Summer
Learning Grant Requirements and LEA Application. This
document shows that shows the funds are being kept
separate for state monitoring and tracking, as well as the
requirement to serve students that were disproportionately
impacted by the COVID-19 pandemic.
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Utah State Board of Education
American Rescue Plan Act
Afterschool and Summer Funding Application
Virtual Grant Application Information (Bidders’) Meeting: Wednesday, June 23,
2021 from 10:30 am to 12:30 pm - LINK TO JOIN and Passcode:01060164
Required Letter of Intent Form Due Date: Monday, August 2, 2021
Application Due Date (Utah Grants Submission): Friday, August 20, 2021
Organization Name & Key Partners:
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Utah State Board of Education
American Rescue Plan Act
Afterschool and Summer Funding Application
Application Checklist - All Information Submitted in Utah Grant System ALL
APPLICATON INFORMATION DUE IN UTAH GRANTS BY 5 PM ON 8/20/21
Application Component Information Details
PDF Form Fill
1. Application Questions
Can submit a separate signature page
2. Budget Narrative Completed in Utah Grant
3. Gap Analysis Excel Form
Can be Word, PDF or Excel documents
Must be a single document under 100
MB) containing the following program
operations elements for each program
site included in the application for
school year and summer programming:
● Program Site Name
4. Program Site ● Cost Per Student - amount of funding
Information requested for this site/number of students
to be served per year
● Proposed Average Daily Attendance
● Grades to Be Served
● Number of Hours Per Week
● Number of Weeks
● Weekly Schedule (M-Th. 2:30 to 5:30 &
Fri. 2:30 to 5:00)
5. Up to 7 Optional Chart Not required - Can be Word, PDF or
or Graphs Excel documents
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Table of Contents Page Number
Background and Purpose 3
Application Timeline 3
Requirements 3-4
Financial Requirements 5-6
Allowable and Unallowable Costs 5-6
Important Application Process Information 7
Helpful Information and Resources 8
ARPA Afterschool and Summer Grant Application 9-16
Budget 17-21
Helpful Information and Resources 20
Program Assurances 22-23
Competitive Priority Points Information - Rural Programs 24-26
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Background and Purpose
The American Rescue Plan Act (ARP) 2021 was signed into law on March 11, 2021 and provides an additional $122.8 billion for
the Elementary and Secondary School Emergency Relief Fund (ESSER III Fund). ESSER III Fund awards to state education
agencies (SEAs) are in the same proportion as each State received funds under Part A of Title I of the Elementary and
Secondary Education Act (ESEA) of 1965, as amended, in Fiscal Year 2020.
The Utah State Board of Education (USBE) is distributing these funds by application in alignment with the federal distribution
formula. The Utah State Board of Education will be spending the flexible state reserve as follows:
- 1% for evidenced based summer enrichment programs - $6,155,260.70
- 1% for evidenced based comprehensive after school programs $6,155,260.70
Application Timeline:
• Virtual Public Comment Meetings:
o Thursday, May 20, 2021 from 10:30 am to 11:30 am
o Thursday, May 27, 2021 from 10:30 am to 11:30 am
• Application Release Date: Tuesday, June 15, 2021
• Virtual Grant Application Information (Bidders’) Meeting: Wednesday, June 23, 2021 from 10:30 am to 12:30
pm
• Required Letter of Intent Form Due Date: Monday, August 2, 2021
• Application Due Date: Friday, August 20, 2021
• Application Review Period: August 20, 2021 through September 17, 2021
• Award Notification Period: Week of September 20, 2021
Requirements
Planning Requirements
● Must submit a non-binding Letter of Intent Form, using link below:
o Letter of Intent Form Link
● Collaboration Efforts - A single application requires a partnership between at least one or more Local
Education Agency (LEA) attended by students and one or more community-based organization, or local
business
o Local Education Agency (LEA)
o Community-Based Organization (CBO)
● Alignment with existing funding sources
Program Implementation
● Each organization can only be the fiscal lead on one application.
o However, organizations may collaborate with other applications and organizations as a partner.
● No more than 10 program sites can be included in one application.
● Program Site Operation: Duration Requirements
o School Year - minimum of 32 weeks during school year, 10 hours per week
o Summer - minimum of 6 weeks during summer months (can be non-consecutive), 20 hours per week
o Support from Certified Teacher
● Participation Requirement: Serve a minimum of 10 youth on an average daily basis (ADA)
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● All staff working 10 hours or more at a program site must receive a minimum of 25 hours of professional
development each year.
● Must include family engagement activities as part of all funded afterschool and summer program(s).
● Programs must include a balance of both academic and enrichment activities.
● Evidence-based practices for academic enrichment and social emotional learning.
● Identify and serve students in need, including:
o Students from economically disadvantaged households;
o Students from traditionally underserved communities;
o Students with disabilities;
o Students identified as needing academic support;
o Students experiencing homelessness;
o Students in foster care;
o Students who are English Learners;
o Students who have been impacted by COVID-19;
o Students who missed the most in person instruction for 2019-2020 and 2020-2021 school years;
o Students who did not consistently participate in remote instruction when offered during school
building closures;
o Students with families engaged in migratory agricultural work; and
o Students from refugee backgrounds.
Financial Requirements
● Equitable Program Access - very minimal or no fees, must have advertised free option for students eligible
for free lunch or those who cannot pay and sliding fee scale.
● Must provide a cost per student total for the program as proposed.
● All applicant organizations must complete a gap analysis (link) to be able to calculate the resources needed
to address your community needs.
● Application award values:
o The minimum amount for the total application is $100,000/year
o The maximum amount for the total application is $400,000/year
● A single application may apply for either or both of the following funding streams defined in separate budget
tables:
o Evidenced-based summer enrichment program
o Evidenced-based after school program
Outcome Requirements
● State Required Outcomes:
o Expansion of operations (additional hours and weeks) that were supported by this funding
o Number of identified students in need that were served with additional funding (unduplicated/distinct
students served count)
o Quality Self-Assessment Tool from Utah Afterschool Network
o End of grant award observation for quality summer and afterschool programs from the Utah
Afterschool Network (at the conclusion of the program)
● Organization Specific Outcomes:
o A measure for reducing learning loss related to coronavirus pandemic for students served
o A measure to build relationships between Local Education Agencies (LEAs) and community based
organizations (CBOs) through the School Alignment Rubric from the Utah Afterschool Network
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Financial Requirements
● Equitable Program Access
o Must have advertised a free option for students eligible for free lunch (2019) or those who cannot
pay and sliding fee scale.
o The program needs to prioritize engagement of the following students groups:
▪ Students from economically disadvantaged households;
▪ Students from traditionally underserved communities;
▪ Students with disabilities;
▪ Students identified as needing academic support;
▪ Students experiencing homelessness;
▪ Students in foster care;
▪ Students who are English Learners;
▪ Students who have been impacted by COVID-19;
▪ Students who missed the most in person instruction for 2019-2020 and 2020-2021 school
years;
▪ Students who did not consistently participate in remote instruction when offered during
school building closures;
▪ Students with families engaged in migratory agricultural work; and
▪ Students from refugee backgrounds.
o Minimal or no fees:
▪ Participant fees are limited to the maximum values allowable on the LEA fee schedule, and
must be documented in the application
● Must provide a cost per student total for the program as proposed.
● All applicant organizations must complete a gap analysis (link) to be able to calculate the resources needed
to address the needs of the community your organization proposes to serve.
● Application award values:
o The minimum amount for application is $100,000/year
o The maximum amount for application is $400,000/year
● A single application may apply for either or both of the following funding streams defined in separate
budget tables:
o Evidenced-based summer enrichment program
o Evidenced-based after school program
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Allowable and Unallowable Costs
Allowable Costs Unallowable Costs
● Staff costs ● Capital expenses
o Time and effort documentation required ● Construction expenses
for reimbursement ● Taxes on purchases
o Cleaning and sanitization services ● Anything considered entertainment
● Supplies, materials, and equipment ● Food for meetings and/or trainings
● Curriculum costs ● Candy and soda
● Professional development and training ● Incentives
● Cell phone usage ● Toys
● Mileage ● Gift cards
● Transportation costs ● Gaming systems
● Evaluation costs ● T-shirts
● Contracted services ● Staff bonuses
● Family engagement activities with direct link to ● Purchase of additional new/used vehicles
student learning
● Pre-approval required:
o Field trips with direct link to program
goals and outcomes
o Food costs
o Highly recommend coordinating with
Child Nutrition to participate in
reimbursement program
o Technology equipment
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Important Application Process Information
Virtual Grant Application Information (Bidders’) Meeting
The Grant Application Information (Bidders’) Meeting will be held Wednesday, June 23, 2021 from 10:30 am to 12:30
pm via ZOOM: LINK TO JOIN and Passcode:01060164. The conference provides prospective applicants with a review
of the grant application process. The conference will be recorded and the recording link will be sent to all applicants.
REQUIRED Letter of Intent Information
A Letter of Intent must be submitted by an organization to be considered for funding. The form is non-binding and
helps the internal USBE grant team prepare for number of grant readers needed. The required Letter of Intent must
be submitted by utilizing the electronic form: Letter of Intent Form
Preparation and Submission
All application documents need to be submitted in the Utah Grants management system. The submission in Utah
Grants requires a two-step approval process. The application creator must submit the application to the
organization’s internal approver and the internal approver must review and submit the application by the deadline.
Below is the link to access the website:
Utah Grants Website
Application Review Process
The total amount of points for the application is 78 points. All completed applications will be reviewed by a group of
highly qualified peer reviewers with out of school time, youth development and grant management experience. The
reviewers will utilize the scoring rubric provided to all applicants. All reviewers will receive an in-depth orientation
prior to the scoring process.
Award Decision Information
Award decisions will be made the week of 9/20/21. All applicants will be notified of the award decision via phone
and email. Organizations awarded funding will receive their official award letter through the Utah Grants
management system. Any applicant can request their organization’s grant evaluation rubrics. The protest and
appeals process will be discussed at the Bidders’ Meeting and the information discussed will be posted on the 21st
CCLC Grant Program webpage and/or sent out to applicants.
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Helpful Information and Resources
Resource/Information Information and/or Link to Access Resource
● Utah Grants Link
Utah Grants Link ● Budget narrative information is entered into the Utah
Grants system
USBE Child Nutrition Information USBE CNP Webpage
Data Sharing Template - developed by USBE
Data Privacy Team USBE Student Data Privacy Webpage
All grantees need to have a data sharing
agreement in place with schools served as part Example Data Sharing Template
grant program
High Impact Family Engagement - CT Department of Education
Family Engagement Resources
Dual Capacity Framework
You for Youth (Y4Y) is online professional
development and technical assistance
(contracted by the Department of Education) for You for Youth (Y4Y) Website
21st CCLC programs, but is free for any
afterschool program.
This Y4Y list features tools for developing and
Starter Tool Kit - Y4Y
implementing afterschool programming.
This Y4Y tool provides a template for conducting Program Needs Assessment - Y4Y
your organization’s needs assessment process.
Utah Afterschool Network is a resource hub for
Utah Afterschool Network Website
all afterschool programs in Utah.
Social Emotional and Academic Enrichment Resources
State Summer Learning Network
Summer Learning and Enrichment Collaborative Summer Learning and Enrichment Resources
Education Resources and Information Center Education Research and Information Online Library
What Works Clearinghouse Education Research Resources
Evidence of ESSA Information on Programs Meeting ESSA Evidence Standards
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ARPA Afterschool and Summer Grant Application
Please complete the fields below and upload to the Utah Grants Management System along with the budget
request.
Planning Requirements
● Planning and Collaboration Efforts - must collaborate with Local Education Agencies (LEA) attended by
students and one community-based organization or local business.
o LEA Collaboration
o Provide details on how the grant is supported by the LEA(s) from which most of your students
attend.
o Describe joint planning that occurred between the LEA and applicant. Include alignment
information between proposed project goals and the LEA goals.
o Community Based Organization Collaboration
o Describe how the lead applicant developed the plan in collaboration with at least one
community-based organization or local business.
● Alignment with Existing Funding Sources
o Describe how the additional funds will align and support or supplement your organization’s existing
afterschool or summer programming plans.
o Describe how the program will align with other federal and state programs.
o Must complete the Gap Analysis form.
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Program Implementation
Organization Information Response
Lead Organization Name:
Total Amount of Funds Requested (all proposed
program sites combined):
Afterschool Funds Requested (all proposed program
sites combined):
Summer Learning Funds Requested (all proposed program
sites combined):
Number of program sites included in the
application:
List of Additional Partner Organizations/LEAs
participating in the final program:
Physical Address:
Website Address:
Type of Application: ☐ New Application – request to fund new project
☐ Supplemental Application - request to expand or
enhance current afterschool or summer programming
☐ Expanded Application – request to add new
program afterschool or summer programming and
expand current afterschool or summer programming
Main Grant Contact
Name (First and Last)
Email
Phone
Please include all the USBE and/or DWS,
OCC afterschool grant types the organization
receives:
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Additional space for grant type:
Do all program sites commit to serve a minimum of 10 ☐ Yes
youth on an average daily basis (ADA)?
☐ No
Do all program sites commit to operate a minimum of ☐ Yes
10 hours per week and 32 weeks during the school
year and 20 hours per week and 6 weeks during ☐ No
summer? If funded, additional information will be
requested.
Please submit a document (Word, PDF, Excel - must be a single document under 100 MB) containing the
following program operations elements for each program site included in the application for school year and
summer programming:
● Program Site Name
● Cost Per Student - amount of funding requested for this site/number of students to be served per year
● Proposed Average Daily Attendance
● Grades to Be Served
● Number of Hours Per Week
● Number of Weeks
● Weekly Schedule (M-Th. 2:30 to 5:30 & Fri. 2:30 to 5:00)
Do all program sites commit to have a sliding fee scale ☐ Yes
and an advertised free option for students and
families who qualify for fee waivers under the ☐ No
school/LEA fee waiver policies?
Briefly describe program fees for all program sites.
Describe how the plan will include a supervisory role
for at least one licensed teacher with appropriate
endorsement in secondary, elementary or early
childhood according to the grade levels of the
students to be served.
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Will all program sites offer a healthy snack and/or ☐ Yes
meal?
☐ No
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Competitive (Additional) Priority Points Total: 2 Points Each, total of 18 Points
Competitive Priorities (2 Points Each) Must provide explanation in box below to receive the
additional points:
1. The program will serve one or more
program site(s) with a poverty rate of 40% or
higher.
2. The program plan was developed in
collaboration with interagency or community
councils, adult and community education,
community-based organizations, and parents
and students who may be receiving services in
the afterschool program.
3. The program operates 15 hours a week and
36 weeks during the school year and an
alternate site is identified in case the center
site becomes temporarily unavailable.
4. The program plan includes a supervisory
role for at least one licensed teacher with
appropriate endorsement in secondary,
elementary or early childhood according to the
grade levels of the students to be served.
5. The program will offer a healthy snack
and/or meal.
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6. The proposed program operates in a rural
county (Rural Map and/or Identification in the
Small, Rural School Achievement Program,
page 23-25). Note: The program can submit
other documentation demonstrating rural area.
7. The proposed program will serve students
from a school with an intergenerational
poverty (IGP) enrollment rate of 10% or more
(Find rate on pages 61-65 of Annual IGP Report
2020).
8. The proposed program serves teen youth
(ages 13-18) from middle schools, junior high
and high schools.
9. The proposed program serves Kindergarten
students.
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Narrative Questions
● Describe how the organization will identify and serve students in need, including:
o Students from economically disadvantaged households;
o Students from traditionally underserved communities;
o Students with disabilities;
o Students identified as needing academic support;
o Students experiencing homelessness;
o Students in foster care;
o Students who are English Learners;
o Students who have been impacted by COVID-19;
o Students who missed the most in person instruction for 2019-2020 and 2020-2021 school years;
o Students who did not consistently participate in remote instruction when offered during school
building closures;
o Students with families engaged in migratory agricultural work; and
o Students from refugee backgrounds.
● Considering the needs of the identified student populations:
o Explain how the academic enrichment activities, based on evidence-based practices, are tied to
supporting students’ academic needs, including learning loss related to the coronavirus pandemic.
o Describe how the organization plans to meet the social emotional and mental health needs of the
participating students, utilizing evidence-based practices. Includes details of how the evidence-based
practices meet the Every Student Succeeds Act (ESSA) criteria for evidence-based interventions listed
below:
-Has research from studies using a well-implemented experimental or quasi-experimental design
(meets ESSA Tier 1 or 2 evidence)
-Has research showing promising evidence from a well-implemented, correlational study that
statistically controls for selection bias (meets ESSA Tier 3 evidence)
-Has rationale demonstrating the intervention is likely to improve student outcomes, and an effort to
study the effects of the intervention is underway (meets ESSA Tier 4 evidence
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Outcome Requirements
For each outcome, describe how the organization will meet each outcome.
● State Required Outcomes:
o Expansion of operations (additional hours and weeks) that were supported by this funding
o Number of identified students in need that were served with additional funding (unduplicated/distinct
students served count)
o Quality Self-Assessment Tool from UAN
o End of grant award observation for quality summer and afterschool programs from the UAN (at the
conclusion of the program)
● Organization Specific Outcomes:
o A measure for reducing learning loss related to coronavirus pandemic for students served
o A measure to build relationships between LEAs and CBOs through the School Alignment Rubric from
the UAN
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Program Assurances
The applicant hereby certifies to the Utah State Superintendent of Public Instruction:
1. The filing of this application has been authorized by the governing body of the applicant.
2. The grantee will operate in compliance with all federal rules, regulations, and state guidelines, maintaining
effective control over, and accountability for, all grant funds, property, and other assets or, if that is not
feasible, will transfer title to the Utah State Board of Education (USBE). Grantees shall adequately safeguard
all property and assets and shall assure that they are used solely for authorized program purposes.
3. The grantee will prepare reports, containing such information as the State Superintendent of Public
Instruction may reasonably require, to determine the extent to which funds have been effective in carrying
out grant purposes and project objectives.
4. Program will fulfill state, federal and other fiscal reporting requirements.
5. The grantee will notify USBE of any changes to the application.
6. Program will participate in technical assistance and training with USBE designee.
7. All program sites commit to participate in annual Utah Afterschool Program Quality Assessment and
Improvement Tool (Quality Tool) assessment and/or observation tool.
8. The grantee will comply with all civil rights regulations prohibiting discrimination in program benefits,
participation, employment, or treatment based on race, color, national origin, sex, and disability.
9. The grantee assures that funds will only be expended on eligible activities as outlined in this application. The
grantee additionally assures that funding will not be used for sectarian instruction or religious worship.
10. Programs must serve a minimum of 10 youth on an average daily basis (ADA).
11. Program(s) must operate a minimum of 10 hours a week and 32 weeks during school year and 20 hours a
week and 6 weeks during summer.
12. The grantee assures curriculum, instruction, and evaluation are based on state-approved standards and
objectives.
13. The grantee shall include evidence-based practices to support the needs of students and families.
14. The grantee must include family engagement activities as part of all funded afterschool and summer
program(s).
15. The grantee shall have a sliding fee scale and have an advertised free option for students and families who
qualify for fee waivers under the school/LEA fee waiver policies.
16. The grantee shall ensure all staff working 10 hours or more in the program receive a minimum of 25 hours of
professional development each year.
17. Proper equipment and adequate supplies are available to maintain and support the program.
18. The grantee will submit an appropriately amended application prior to any material change greater than 10%
affecting the following:
a. Purpose;
b. Administration;
c. Organization;
d. Budget; or
e. Operation of an approved project.
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19. The grantee assures that receipts and expenditures of all funds associated with this program will be
documented and accounted for, and available for review as required by the USBE.
20. The grantee is strongly encouraged to submit requests for reimbursement at least four times during the
school year to the Utah State Board of Education.
21. District and school administration and charter schools understand and demonstrate support for the
program. Administration maintains positive working relationships with custodial agencies, ensuring
adequate educational opportunities for all students.
22. The grantee assures that the program will:
a. Utilize qualified administrative personnel and instructional staff;
b. Provide access to guidance and counseling services, if needed;
c. Provide year-round instruction as feasible;
d. Provide educational services at a reasonable cost and benefit;
e. Develop effective recruitment and retention strategies; and
f. Provide adequate ADA and 504 accessible facilities, equipment, and materials meetings students’
needs.
Fiscal and Reporting Assurances
1. The LEA will comply with all reporting requirements at such time and in such manner and contain such
information as the federal government, state lawmakers, and USBE may reasonably require in the future.
a. Records pertaining to this award under 2 C.F.R. 200.334 and 34 C.F.R. 76.730, including financial
records related to use of grant funds.
2. The LEA will cooperate with any examination of records with respect to the award by making records
available for inspection, production, and examination, and authorized individuals available for interview and
examination, upon the request of (i) the governor; (ii) the Department of Education and/or its Inspector
General; or (iii) any other federal agency, commission, or department in the lawful exercise of its jurisdiction
and authority.
3. Grantees and subgrantees that receive grant funds under programs of the Department are responsible for
maintaining internal controls regarding the management of Federal program funds under the Uniform
Guidance in 2 CFR 200.302 and 200.303. In addition, grantees are responsible for ensuring that subgrantees
are aware of the cash management and requirements in 2 CFR part 200, subpart D.
4. Federal grant recipients, sub recipients and their grant personnel are prohibited from text messaging while
driving a government owned vehicle, or while driving their own privately owned vehicle during official grant
business, or from using government supplied electronic equipment to text message or email when driving.
Recipients must comply with these conditions under Executive Order 13513, “Federal Leadership on
Reducing Text Messaging While Driving,” October 1, 2009.
5. When issuing statements, press releases, requests for proposals, bid solicitations and other documents
describing projects or programs funded in whole or in part with Federal money, U.S. Department of
Education grantees shall clearly state:
a. the percentage of the total costs of the program or project which will be financed with Federal
money;
b. the dollar amount of Federal funds for the project or program; and
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c. the percentage and dollar amount of the total costs of the project or program that will be financed
by non-governmental sources.
d. Recipients must comply with these conditions under Division B, Title V, Section 505 of Public Law
115-245, Consolidated Appropriations Act, 2019.
The District Superintendent or Charter School Director or Executive Director or Business Administrator or
Project Director or other designee certify that, to the best of his/her knowledge and belief, the data in this
application are true and accurate, and that he/she will comply with all assurances noted above.
To the best of my knowledge and belief, all of the information and data in this certification and
agreement are true and correct. I acknowledge and agree that the failure to comply with all Assurances
and Certifications in this Agreement, all relevant provisions and requirements of the Coronavirus Aid,
Relief, and Economic Security Act or CARES Act, Pub. L. No. 116-136 (March 27, 2020), or any other
applicable law or regulation may result in liability under the False Claims Act, 31 U.S.C. § 3729, et seq.;
OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2
CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485; and 18 USC
§ 1001, as appropriate.
Name of Person with Authority to Sign (Typed Name): Telephone:
Signature of Person with Authority to Sign*: Date:
*Digital signatures are preferred and require a timestamp for authentication. If a digital signature is not possible,
USBE will accept a handwritten signature uploaded as a PDF.
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Competitive Priority Points Information - Rural Programs
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Small, Rural School Achievement Program List
Local Education Agency (LEA) NAME CITY
Bear River Charter School LOGAN
Beaver District BEAVER
Bonneville Academy STANSBURY PARK
Box Elder District BRIGHAM CITY
Cache District LOGAN
Carbon District PRICE
Daggett District MANILA
Dixie Montessori Academy WASHINGTON
Duchesne District ROOSEVELT
Edith Bowen Laboratory School LOGAN
Emery District HUNTINGTON
Excelsior Academy ERDA
Fast Forward High LOGAN
Garfield District PANGUITCH
Gateway Preparatory Academy ENOCH
George Washington Academy ST GEORGE
Grand District MOAB
Intech Collegiate High School NORTH LOGAN
Iron District CEDAR CITY
Juab District NEPHI
Kane District KANAB
Logan City District LOGAN
Millard District DELTA
Morgan District MORGAN
North Sanpete District MT PLEASANT
North Summit District COALVILLE
Park City District PARK CITY
Pinnacle Canyon Academy Price
Piute District JUNCTION
Promontory School of Expeditionary Learning PERRY
Rich District RANDOLPH
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Local Education Agency (LEA) NAME CITY
San Juan District BLANDING
Scholar Academy TOOELE
Sevier District RICHFIELD
Soldier Hollow Charter School HEBER CITY
South Sanpete District MANTI
South Summit District KAMAS
St. George Academy SANTA CLARA
Success Academy CEDAR CITY
Terra Academy VERNAL
The Center for Creativity Innovation and Discovery PROVIDENCE
Thomas Edison - Lea NORTH LOGAN
Tintic District EUREKA
Tooele District TOOELE
Tuacahn High School for the Performing Arts IVINS
Uintah District VERNAL
Uintah River High FORT DUCHESNE
Valley Academy HURRICANE
Vista at Entrada School of Performing Arts and Technology IVINS
Washington District ST GEORGE
Wayne District BICKNELL
Weilenmann School of Discovery PARK CITY
Winter Sports School PARK CITY
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Utah State Board of Education (USBE)
American Rescue Plan Act (ARPA)
Rubric for Afterschool and Summer Funding Application
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
ARPA Afterschool and Summer Grant Application
Planning Requirements
● Planning and Collaboration Efforts - must collaborate with Local Education Agencies (LEA) attended by
students and one community-based organization.
o LEA Collaboration
o Provide details on how the grant is supported by the LEA(s) from which most of your students
attend.
o Describe joint planning that occurred between the LEA and applicant. Include alignment
information between proposed project goals and the LEA goals.
o Community Based Organization Collaboration
o Describe how the lead applicant developed the plan in collaboration with at least one
community-based organization or local business.
● Alignment with Existing Funding Sources
o Describe how the additional funds will align and support or supplement your organization’s existing
afterschool or summer programming plans.
o Describe how the program will align with other federal and state programs.
o Must complete the Gap Analysis form.
SCORING RUBRIC - Planning Requirements (20 Points)
Planning and Collaboration Efforts: There is explanation of how key collaborations will support the goals and
outcomes of the grant.
Marginal (1-3 Points) Somewhat Rigorous (4-7 Points) Most Rigorous (8-10 Points)
• There is little or no explanation • There is some explanation of • There is a detailed explanation
of key collaborations and no key collaborations and of key collaborations and clear
connection to how connection to how connection to how
collaborations will support the collaborations will support the collaborations will support the
goals and outcomes of the goals and outcomes of the goals and outcomes of the
grant. grant. grant.
• Little or no planning efforts • Some mention of planning • Specific details of planning
described. efforts, but no specific details. efforts and how they will
• Limited alignment between • Some alignment between support the goals and
proposed project goals and LEA proposed project goals and LEA outcomes of the project.
goals. goals. • Stated alignment between
proposed project goals and LEA
goals.
Alignment with Existing Funding Sources: There is a detailed description of how the applicant organization will
align additional funds with other federal and state funds.
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USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
Marginal (1-3 Points) Somewhat Rigorous (4-7 Points) Most Rigorous (8-10 Points)
• There is little or no description • There is some description of • There is a detailed description
of how the proposed project how the proposed project will of how the proposed project
will algin with other funds. algin with other funds. will algin with other funds.
• No connection to Gap Analysis • Some connection to Gap • Clear connection to Gap
form. Analysis form. Analysis form.
Program Implementation
Organization Information Response
Lead Organization Name:
Physical Address:
Website Address:
List all Program Sites included in Project:
List of Additional Partner Organizations/LEAs
participating in the final program:
Afterschool Funds Requested (all proposed program
sites combined):
Summer Learning Funds Requested (all proposed
program sites combined):
Total Amount of Funds Requested (all proposed
program sites combined):
Type of Application: ☐ New Application – request to fund new project
☐ Supplemental Application - request to expand or
enhance current afterschool or summer programming
☐ Expanded Application – request to add new
program afterschool or summer programming and
expand current afterschool or summer programming
Main Grant Contact
Name (First and Last)
Email
Phone
Please select all the grant types the organization ☐ USBE 21st CCLC Grant
receives: ☐ USBE IGP Grant
☐ USBE PQE Grant
☐ USBE PFSS Grant
☐ DWS, OCC IGP Grant
☐ DWS, OCC PQE Grant
☐ DWS, OCC Match Partnership Grant
☐ DWS, OCC TAP Grant
☐ DWS, OCC School Age Program Summer Expansion
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
Grant
☐ DWS, OCC School Age Quality Grant
Do all program sites commit to serve a minimum of 10 ☐ Yes
youth on an average daily basis (ADA)?
☐ No
Do all program sites commit to operate a minimum of ☐ Yes
10 hours per week and 32 weeks during the school
year and 20 hours per week and 6 weeks during ☐ No
summer? If funded, additional information will be
requested.
Please submit a document (Word, PDF, Excel - must be a single document under 100 MB) containing the
following program operations elements for each program site included in the application for school year and
summer programming:
● Program Site Name
● Cost Per Student - amount of funding requested for this site/number of students to be served per year
● Proposed Average Daily Attendance
● Grades to Be Served
● Number of Hours Per Week
● Number of Weeks
● Weekly Schedule (M-Th. 2:30 to 5:30 & Fri. 2:30 to 5:00)
Do all program sites commit to have a sliding fee scale ☐ Yes
and an advertised free option for students and
families who qualify for fee waivers under the ☐ No
school/LEA fee waiver policies?
Briefly describe program fees for all program sites.
Describe how the plan will include a supervisory role
for at least one licensed teacher with appropriate
endorsement in secondary, elementary or early
childhood according to the grade levels of the
students to be served.
Will all program sites offer a healthy snack and/or ☐ Yes
meal?
☐ No
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
Competitive (Additional) Priority Points Total: 2 Points Each, total of 18 Points
Competitive Priorities (2 Points Each) Must provide explanation in box below to receive the
additional points:
1. The program will serve one or more
program site(s) with a poverty rate of 40% or
higher.
2. The program plan was developed in
collaboration with interagency or community
councils, adult and community education,
community-based organizations, and parents
and students who may be receiving services in
the afterschool program.
3. The program operates 15 hours a week and
36 weeks during the school year and an
alternate site is identified in case the center
site becomes temporarily unavailable.
4. The program plan includes a supervisory
role for at least one licensed teacher with
appropriate endorsement in secondary,
elementary or early childhood according to the
grade levels of the students to be served.
5. The program will offer a healthy snack
and/or meal.
6. The proposed program operates in a rural
county (Rural Map and/or Identification in the
Small, Rural School Achievement Program,
page 23-25). Note: The program can submit
other documentation demonstrating rural area.
7. The proposed program will serve students
from a school with an intergenerational
poverty (IGP) enrollment rate of 10% or more
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USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
(Find rate on pages 61-65 of Annual IGP Report
2020).
8. The proposed program serves teen youth
(ages 13-18) from middle schools, junior high
and high schools.
9. The proposed program serves Kindergarten
students.
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
Narrative Question
● Describe how the organization will identify and serve students in need, including:
o Students from economically disadvantaged households;
o Students from traditionally underserved communities;
o Students with disabilities;
o Students identified as needing academic support;
o Students experiencing homelessness;
o Students in foster care;
o Students who are English Learners;
o Students who have been impacted by COVID-19;
o Students who missed the most in person instruction for 2019-2020 and 2020-2021 school years;
o Students who did not consistently participate in remote instruction when offered during school
building closures;
o Students with families engaged in migratory agricultural work; and
o Students from refugee backgrounds.
● Considering the needs of the identified student populations:
o Explain how the academic enrichment activities, based on evidence-based practices, are tied to
supporting students’ academic needs, including learning loss related to the coronavirus pandemic.
o Describe how the organization plans to meet the social emotional and mental health needs of the
participating students, utilizing evidence-based practices. Includes details of how the evidence-based
practices meet the Every Student Succeeds Act (ESSA) criteria for evidence-based interventions listed
below:
▪ Has research from studies using a well-implemented experimental or quasi-experimental
design (meets ESSA Tier 1 or 2 evidence)
▪ Has research showing promising evidence from a well-implemented, correlational study that
statistically controls for selection bias (meets ESSA Tier 3 evidence)
▪ Has rationale demonstrating the intervention is likely to improve student outcomes, and an
effort to study the effects of the intervention is underway (meets ESSA Tier 4 evidence)
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
SCORING RUBRIC - Narrative Questions (20 Points Total)
A. Narrative Questions: The organization has provided a comprehensive plan of how the organization will identify
and serve students in need, due to the impact of the coronavirus pandemic, including those students from the list
provided. Applicant organization also provides specific data sources utilized to identify students in need.
Marginal (1-3 Points) Somewhat Rigorous (4-7 Points) Most Rigorous (8-10 Points)
• Little or no explanation of • Some explanation of how • Detailed explanation of how
how organization will serve organization will serve organization will serve
students in need due to the students in need due to the students in need due to the
impact of the coronavirus impact of the coronavirus impact of the coronavirus
pandemic. pandemic. pandemic.
• Limited data provided on • Included general data on how • Variety of data provided on
how students will be students will be identified for how students will be
identified for potential potential participation in identified for potential
participation in program. program, but no specific participation in program.
details.
B. Narrative Questions: Based on the needs of the identified student populations, the applicant organization
clearly describes how the evidence-based activities support the students’ academic and social emotional and
mental health needs and how the selected evidence-based activities meet the Every Student Succeeds Act (ESSA)
criteria for evidence-based interventions.
Marginal (1-3 Points) Somewhat Rigorous (4-7 Points) Most Rigorous (8-10 Points)
• Little or no description of how • Some description of how the • Detailed description of how the
the evidence-based activities evidence-based activities will evidence-based activities will
will meet the needs of the meet the needs of the meet the needs of the
identified population. identified population but identified population.
• Unclear why any of the lacking clear connection. • Clear connection of why all
evidence-based practices have • Somewhat unclear why some evidence-based practices have
been selected. of evidence-based practices been selected.
• No mention of how the have been selected. • Specific description of how the
evidence-based practices meet • Some mention of how the evidence-based practices meet
the Every Student Succeeds Act evidence-based practices meet the Every Student Succeeds Act
(ESSA) criteria for evidence- the Every Student Succeeds Act (ESSA) criteria for evidence-
based interventions. (ESSA) criteria for evidence- based interventions.
based interventions.
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
Outcome Requirements
For each outcome, describe how the organization will meet each outcome.
● State Required Outcomes:
o Expansion of operations (additional hours and weeks) that were supported by this funding
o Number of identified students in need that were served with additional funding (unduplicated/distinct
students served count)
o Quality Self-Assessment Tool from UAN
o End of grant award observation for quality summer and afterschool programs from the UAN (at the
conclusion of the program)
● Organization Specific Outcomes:
o A measure for reducing learning loss related to coronavirus pandemic for students served
o A measure to build relationships between LEAs and CBOs through the School Alignment Rubric from
the UAN
SCORING RUBRIC - Outcome Requirements (20 Points Total)
Outcome Requirements: For both the state required and organization outcomes, applicant organization
describes how each outcome will be met and their commitment to meeting each outcome over the grant period.
Marginal (1-7 Points) Somewhat Rigorous (8-15 Most Rigorous (16-20 Points)
• Limited description of how Points) • Detailed description of how
applicant organization will • Some description of how applicant organization will
meet each outcome. applicant organization will meet each outcome.
• No commitment to meeting meet each outcome. • Stated commitment to
each outcome requirement. • General commitment to meeting each outcome
• No mention of measures for meeting each outcome requirement.
reducing learning loss and requirement. • Specific mention of measures
building relationships with • Some detail on measures for for reducing learning loss and
LEAs and CBOs. reducing learning loss and building relationships with
building relationships with LEAs and CBOs.
LEAs and CBOs.
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
Budget
The Utah State Board of Education (USBE) is distributing these funds by application in alignment with the federal distribution
formula. The Utah State Board of Education will be spending the flexible state reserve as follows:
- 1% for evidenced based summer enrichment programs - $6,155,260.70
- 1% for evidenced based comprehensive after school programs $6,155,260.70
Application award values:
o The minimum amount for the total application is $100,000/year
o The maximum amount for the total application is $400,000/year
A single application may apply for either or both of the following funding streams defined in separate budget tables:
o Evidenced-based summer enrichment program
o Evidenced-based after school program
Budget Table A. Program budget for Evidenced-based Summer Enrichment Program
Proposed Budget for Evidenced-based summer enrichment program
Funding Funding Funding Funding Requested
Description
Requested – Requested – Requested – –
Year One Year Two Year Three TOTAL
(FY2022) (FY2023) (FY2024)
A. (100) Salaries
B (200) Employee Benefits
C. (300) Purchased Professional &
Technical Services
D. (400) Purchased Property Services
E. (500) Other Purchased Services
F. (580) Travel
G. (600) Supplies/Materials
H. (800) Other
(Exclude Audit Costs)
I. TOTAL DIRECT COSTS
(Lines A through H)
J. (800) Other (Audit Costs)
K. Indirect Cost (Restricted Rate)
L. Property
(includes equipment)
M. TOTAL
(Lines I through L)
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
Budget Table A. Program budget for Evidenced-based Afterschool Enrichment Program
Proposed Budget for Evidenced-based afterschool program
Funding Funding Funding Funding Requested
Description –
Requested – Requested – Requested –
Year One Year Two Year Three TOTAL
(FY2022) (FY2023) (FY2024)
A. (100) Salaries
B (200) Employee Benefits
C. (300) Purchased Professional &
Technical Services
D. (400) Purchased Property Services
E. (500) Other Purchased Services
F. (580) Travel
G. (600) Supplies/Materials
H. (800) Other
(Exclude Audit Costs)
I. TOTAL DIRECT COSTS
(Lines A through H)
J. (800) Other (Audit Costs)
K. Indirect Cost (Restricted Rate)
L. Property
(includes equipment)
M. TOTAL
(Lines I through L)
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
SCORING RUBRIC - Budget (20 Points)
A. Budget: An explanation is included for each proposed expenditure and how each expenditure aligns with the
goals in an efficient and effective manner for each program site. An explanation is included for how the stated
costs reflect careful planning for the estimated number for persons, including, families, to be served by the
project, as well as the anticipated results and benefits of the program. Aligns with Budget information and
Gap Analysis.
Marginal (1-3 Somewhat Rigorous (4-7 Most Rigorous (8-10 Points)
Points) Points) • The budget documents are
• The budget • The budget documents are complete and include
documents are not
generally complete and funding for all meetings
complete.
include funding for staff required by the grant, and
• Not all grant uses
are itemized, trainings that align with the other staff trainings that
including staff program design. align with the design.
trainings. • Grant and non-grant fund • Grant fund uses are
• The budget does not uses are itemized and itemized and include staff
align with the include staff trainings. trainings.
narrative and
• The budget generally aligns • The budget is in complete
program design.
• Applicant is missing with the narrative and alignment with the
the Budget program design. narrative and the program
information, Gap • There are gaps and missing design.
Analysis and/or the information on the Budget • Budget information, Gap
budget question on information, Gap Analysis Analysis and the budget
the application. and/or the budget question question on the
on the application are fully
application. completed.
B. Budget: All budget documents of the application are complete, detailed, and align with the design of the
proposed program.
Marginal (1-3 Points) Somewhat Rigorous (4-7 Most Rigorous (8-10 Points)
• The number of persons to Points) • The stated costs reflect
be served is unclear and • There is not enough detail careful planning for the
does not appear to be provided to determine if the estimated number of
determined by the results of stated costs are reasonable persons, including
the needs assessment. in relation to the estimated families, to be served by
• It is difficult to determine if number of persons, as the project. This number is
the stated costs are indicated by the needs indicated by the results of
reasonable to achieve the assessment, to be served by the needs assessment.
anticipated results and the project. • It is explained in detail
benefits. how the stated costs are
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Utah State Plan ARP ESSER
USBE Afterschool and Summer RUBRIC for ARPA Funding Application
Appendices Contact Person: Kamille Sheikh - kamille.sheikh@schools.utah.gov
• Little or no alignment with • The stated costs are directly tied to the
Budget information and generally linked to the anticipated results and
Gap Analysis. anticipated results and benefits.
benefits, but there are few • Clear and intentional
details. alignment with Budget
• Some alignment with Budget information and Gap
information and Gap Analysis.
Analysis.
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Utah State Plan ARP ESSER
Appendices
Utah State Board of Education (USBE)
ARPA ESSER III ASP & Summer GRANT 2021-2022
GAP ANALYSIS
Organization: Project Name:
Funding Sources for Funding Sources for
2020-2021 School 2021-2022 School
Year (DWS-OCC Year (DWS-OCC
Describe how the program utilizes the identified
Afterschool Grants, Afterschool Grants, Identify gaps in school year afterschool services
Amount Amount funding sources to support school year
21st CCLC Grant, Title 21st Century Grants, to justify the grant funding:
afterschool programming:
I, Foundations, Title I, Foundations,
Donations, Parent Donations, Parent
Fees, etc.) Fees, etc.)
$0.00 $0.00
$0.00 $0.00
$0.00 $0.00
$0.00 $0.00
$0.00 $0.00
$0.00 $0.00
$0.00 $0.00
$0.00 $0.00
$0.00 $0.00
TOTAL FUNDING TOTAL FUNDING
$0.00 $0.00
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Utah State Plan ARP ESSER
Appendices
Appendix D: Utah ARP ESSER GEPA Statement
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Utah State Plan ARP ESSER
Appendices
Utah ESSER Award
July 27, 2020
EQUITABLE ACCESS AND PARTICIPATION – GEPA 427
Equity Statement: The Utah State Board of Education leads by creating equitable conditions for student
success: advocating for necessary resources, developing policy, and providing effective oversight and support.
Equity is the equitable distribution of resources based upon each individual student’s needs. Equitable
resources include funding, programs, policies, initiatives and supports that target each student’s unique
background and school context to guarantee that all students have access to a high-quality education.
Educational Equity provides K-12 public school system support to families, districts, and charter schools
regarding issues surrounding civil right compliance in accordance with the United States Department of
Education and the Office for Civil Rights (OCR) regulations, which prohibits discrimination of students in any
program or activity receiving federal financial assistance based on:
• disability (Section 504 of the Rehabilitation Act of 1973)
• sex (Title IX)
• race, color, or national origin (Title VI)
Planning, review committees for the requests for proposals, and program review committees for both
continuous feedback and formative assessment will reflect diversity and include persons of different genders,
races, national origins, colors, sexual orientations, disabilities and ages.
Additionally, the Utah State Board of Education will have a Director of Strategic Initiatives and administrative
staff member available to support individuals who are not able to fill out the application online in the Utah
Grants Management System. These personnel will identify and assist individuals who need extra and/or
personalized attention. These technical supports will be available via phone, in-person appointment, or
through web conferencing.
Persons with disabilities will be provided equal access and opportunities in the Utah ESSER awards and
activities. In partnership with the agency’s Special Education Director and expert specialists, the proposals will
be analyzed for equity in alignment with the federal and state law and policies.
USBE’s Director of Strategic Initiative, Sarah Young, will monitor any needs or discriminations. The Utah State
Board of Education has a public website that describes the procedures for reporting discrimination in Utah
ESSER or any Utah educational environment.
Utah State Board of Education – Applicant and Fiscal Agent
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