Utah — State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
This is the Utah State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund on the U.S. Department of Education template issued April 21, 2021, OMB Number 1810-0754. It says public comment was released May 17, 2021 and closed May 31, 2021, and that the plan was approved by the Utah State Board of Education on June 3, 2021/December 2, 2021. The cover page lists the ARP ESSER PR Award Number and a signature date of February 7, 2022. A table of contents follows.
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Cite this document
“Utah — State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-71eddc9f18/
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Utah State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Public Comment Conducted
Released: May 17, 2021
Public Comment Closes: May 31, 2021
Approved by Utah State Board of Education
June 3, 2021/December 2, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-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.
1
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210032
SEA Contact: Sarah Young, Chief of Staff
Telephone: 801-538-7528
Email address: sarah.young@schools.utah.gov
By signing this document, I agree to each of the assurances listed in Appendix C and
further assure that:
To the best of my knowledge and belief, all information and data included in this plan
are true and correct.
Chief State School Officer or Authorized Representative
(Printed Name)
Dr. Sydnee Dickson
Signature of Authorized SEA Representative Date:
February 7, 2022
Table of Contents
Cover Page...................................................................................................................................... 2
Grantee and Contact Information ........................................................................................... 2
Overview ......................................................................................................................................... 4
A. Describing the State’s Current Status and Needs .................................................................... 6
B. Safely Reopening Schools and Sustaining their Safe Operations......................................... 21
C. Planning for the Use and Coordination of ARP ESSER Funds ........................................... 29
D. Maximizing State-Level Funds to Support Students ..................Error! Bookmark not defined.
E. Supporting LEAs in Planning for and Meeting Students’ Needs ......................................... 61
F. Supporting the Educator Workforce ...................................................................................... 68
G. Monitoring and Measuring Progress ..................................................................................... 75
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
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
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
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
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, had to
await 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, the Utah
State Board of Education took action in June 2021 to release the LEA allocations, and LEA
application template. As of the date of this update, USBE has made all ARP ESSER awards
available for application to our LEAs.
This plan was approved by the Utah State Board of Education on June 3, 2021 in an open public
board meeting, with the subsequent edits approved in our December 2, 2021 open public board
meeting.
A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to support
students during the COVID-19 pandemic. In this section, SEAs will describe the progress they have made,
the priorities and student needs guiding their ARP ESSER funding decisions, and their current and
projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3 strategies that have been most
effective in supporting the needs of students in your State during the COVID-19 pandemic, especially for
students most impacted by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices to the Department’s Safer
Schools and Campuses Best Practices Clearinghouse so that they can be shared with other States and
LEAs.
The 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 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 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 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.
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
foundations and protective factors.
- Increased frequency and severity of behavioral incidences (LEA Superintendent
Advisory Council)
- Students experiencing loneliness and isolation (USBE Advisory Committee on 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)
- 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.
- 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
- Students who have not returned to the classroom or engaged in digital instructional
opportunities since March 2020.
- 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)
- 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.
December 2019 December 2020
All students (12th Grade 54% 31%
English Language Arts and
mathematics)
12 Grade English Language 62% 41%
Arts (ELA)
12th Grade mathematics 55% 35%
Students with disabilities 63% 49%
(12th grade ELA)
Students with disabilities 63% 49%
(12th grade mathematics)
Students learning English 51% 32%
(12th grade ELA)
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)
- 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
Diff from from Previous
School Year Data Level Total K-12 Previous Year Year
2020-2021 State Total 665,306 (1,552) -0.2%
2019-2020 State Total 666,858 7,906 1.2%
2018-2019 State Total 658,952 7,156 1.1%
2017-2018 State Total 651,796 7,792 1.2%
2016-2017 State Total 644,004 10,543 1.7%
2015-2016 State Total 633,461 11,713 1.9%
2014-2015 State Total 621,748 9,660 1.6%
2013-2014 State Total 612,088
3. Literacy
- Literacy outcomes are a concern for educators across the state. Student 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)
- 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
- Local assessment data indicate circumstances resulting from the pandemic had a
greater impact on kindergarten and first grade as compared to other grades (LEA
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
Table A5. Percent Change in Kindergarten Enrollment From 2017-202
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest priority academic, social,
emotional, and/or mental health needs for the remainder of the 2020-2021 school year (if applicable) and
for the 2021-2022 school year related to the impact of the COVID-19 pandemic on each of the following
student groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying disparities and focusing on
underserved student groups by race or ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved student groups by
gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and youth with
disabilities eligible under the Individuals with Disabilities Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have been identified by
the SEA (e.g., youth involved in the criminal justice system, students who have missed the
most in-person instruction during the 2019-2020 and 2020-2021 school years, students
who did not consistently participate in remote instruction when offered during school
building closures, and LGBTQ+ students).
To the extent possible, this description should include data on indicators such as estimates of the
academic impact of lost instructional time, 1 chronic absenteeism, student engagement, and social-
emotional well-being.
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, 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 office, the Office of Rehabilitative Services, Native
American Tribal Leaders, the United Way Committee on Homelessness, the Utah Homeless
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.
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.
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-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.
Table A6. National School Breakfast Site Numbers from 2018-2020 reported in the Utah
Child Nutrition Programs 2020 annual report.
2) Access to Broadband, Hardware and Technology Support
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
3) Internet-enabled devices that meet the needs of the user
4) Access to digital literacy training 3
5) Quality technical support
6) Applications and online content designed to enable and encourage self-sufficiency,
participation, and collaboration
2
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
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 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 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: (GOED 2020) (GOED 2020) (GOED 2020) (GOED 2020) to Broadband
(American Community
Survey 2018)
STATEWIDE 99.9 99.5 93.3 50.4 89.19%
BEAVER COUNTY 100 90.1 49.3 48 79.80%
BOX ELDER
COUNTY 100 86.9 86.8 59.1 87.40%
CACHE COUNTY 100 93.6 93.2 38.5 89.50%
CARBON COUNTY 100 94.1 90.2 89.9 85.10%
DAGGETT COUNTY 99.2 64.1 64.1 0 96.90%
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 99.7 83.9 76 0.2 82.40%
KANE COUNTY 100 55 31.6 31.6 80.20%
MILLARD COUNTY 100 65 59.1 0 86.60%
MORGAN COUNTY 100 84.9 84.5 82.6 96.10%
PIUTE COUNTY 99.9 60.4 2 1.7 70.00%
RICH COUNTY 100 88.7 6.2 3.4 77.80%
SALT LAKE
COUNTY 99.9 99.4 98.7 64.5 88.90%
SAN JUAN COUNTY 91.2 36.5 36.5 18.4 52.90%
SANPETE COUNTY 100 97.4 93.9 34.9 84.20%
SEVIER COUNTY 97.6 91.7 76.6 0 86.30%
SUMMIT COUNTY 99.7 90.8 84.6 21.3 93.40%
TOOELE COUNTY 100 96.1 94.1 30.7 92.80%
UINTAH COUNTY 100 75.4 73 19.9 87.30%
UTAH COUNTY 99.9 96.1 95.2 46.7 89.70%
WASATCH COUNTY 99.8 78.4 76.2 15.8 93.10%
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 range 4. It is composed of two scores, the 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.
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 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
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
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
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)
● 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 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 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
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
● LGBTQ+: Access to therapeutic intervention and supports
For racial and ethnic groups, stakeholder groups consistently identified the following priorities:
student mental health and social emotional needs, literacy, missing or disengaged students,
access to food and nutrition services; access to broadband, hardware and technology support; and
broader social and economic issues impacting students’ opportunity to learn (e.g., health care,
employment, childcare). Unique needs specific to racial and ethnic groups apart from these were
not consistently identified.
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA will support its
LEAs in identifying the extent of the impact of the COVID-19 pandemic on student learning and student
well-being, including identifying the groups of students most impacted by the pandemic. Where possible,
please identify the data sources the SEA will suggest its LEAs use in thoughtfully diagnosing areas of
need, including data on the academic, social, emotional, and mental health impacts of lost instructional
time.
The 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 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
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 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 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 throughout the state plan.
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.i. A description of to what extent, and how frequently, the State collects now and will collect in the future
data for all schools in your State on:
a. Mode of instruction: The number of schools in your State that are offering fully remote or online-
only instruction; both remote/online and in-person instruction (hybrid model); and/or full-time in-person
instruction;
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 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.
The Utah State Board of Education has posted school operating status on our website in
compliance with the ARP ESSER requirements:
https://schools.utah.gov/coronavirus?mid=5499&aid=2.
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
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.
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.
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 Operating Status
and Instructional Mode Data Template. Additionally, the Utah State Board of Education has
posted school operating status on our website in compliance with the ARP ESSER requirements:
https://schools.utah.gov/coronavirus?mid=5499&aid=2.
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.
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.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely returning to in-person
instruction and sustaining the safe operation of schools. This description must include:
i.How the SEA will support its LEAs implementing, to the greatest extent practicable, prevention and
mitigation policies in line with the most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school facilities to effectively maintain the health
and safety of students, educators, and other staff;
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.
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 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 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 (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
Universal and correct wearing of https://coronavirus.utah.gov/mask/
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-
4186-83fe-932385ea760a
Physical distancing (e.g., including https://coronavirus-
use of cohorts/podding) download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 101-102
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
Handwashing and respiratory https://coronavirus-
etiquette download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 109-111
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
Cleaning and maintaining healthy https://coronavirus-
facilities, including improving download.utah.gov/School/COVID-
ventilation 19_School_Manual_FINAL.pdf -page 75-84
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
Contact tracing in combination with https://coronavirus-
isolation and quarantine, in download.utah.gov/School/COVID-
collaboration with the State, local, 19_School_Manual_FINAL.pdf - page 27-35
territorial, or Tribal health
USBE School Reopening Planning Handbook:
departments https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
Diagnostic and screening testing https://coronavirus-
download.utah.gov/School/COVID-
19_School_Manual_FINAL.pdf -page 37-43; 46-
51; 52-56
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
Efforts to provide vaccinations to https://coronavirus-
educators, other staff, and students, if download.utah.gov/School/COVID-
eligible 19_School_Manual_FINAL.pdf -page 57-59
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
4186-83fe-932385ea760a
Appropriate accommodations for https://coronavirus-
children with disabilities with respect download.utah.gov/School/COVID-
to the health and safety policies 19_School_Manual_FINAL.pdf -page 106, 109,
114
USBE School Reopening Planning Handbook:
https://schools.utah.gov/file/5997f53e-85ca-
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.
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.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 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
● 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 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 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 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. 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 the ARP
Act and the requirements relating to the ARP ESSER funds published in the Federal Register and
available at https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-elementary-and-
secondary-school-emergency-relief/ (ARP ESSER requirements) to either: (a) within 30 days of receipt of
the funds, develop and make publicly available on the LEA’s website a plan for the safe return to in-
person instruction and continuity of services, or (b) have developed and made publicly available on the
LEA’s website such a plan that meets statutory requirements before the enactment of the ARP Act,
including:
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 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.
This current list of LEA ARP ESSER plan websites is available at:
https://schools.utah.gov/coronavirus?mid=5499&aid=7
ii.How the SEA will ensure that each LEA plan describes how it will ensure continuity of services including
but not limited to services to address the students’ academic needs, and students’ and staff social,
emotional, mental health, and other needs, which may include student health and food services;
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.
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 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 revises as
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.
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 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 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 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
○ Health: Utah Department of Health, Local Departments of Health,
medical experts, including infectious disease pediatricians
○ Other: Governor’s Office, athletic coordinators and associations,
Legislature
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 SEA response
Universal and correct wearing of Required for 2020-2021 school year by State Public Health
masks Order #2021-2
Physical distancing (e.g., including Common strategies to maximize physical distancing
use of cohorts/podding) 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
Handwashing and respiratory USBE’s Planning Requirements for Reopening required that
etiquette 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
Cleaning and maintaining healthy USBE’s Planning Requirements for Reopening required that
facilities, including improving LEAs develop protocols for implementing an increased
ventilation cleaning and hygiene regimen
Contact tracing in combination with USBE’s Planning Requirements for Reopening required that
isolation and quarantine, in LEAs engage in contact tracing
collaboration with the State, local,
territorial, or Tribal health
departments
Diagnostic and screening testing As of March 2021, LEAs are required to implement testing
as a strategy in response to an outbreak as opposed to soft
closure.
Efforts to provide vaccinations to Educators were among the first to be prioritized for
educators, other staff, and students, if vaccination
eligible
Appropriate accommodations for USBE’s Planning Requirements for Reopening required that
children with disabilities with respect LEAs provide plexiglass, face shields, and/or auxiliary aids
to the health and safety policies for one-on-one close contact to ensure students with
disabilities have equal access to information. Further, the
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 plans
for the use of ARP ESSER funds that are responsive to the needs of students, families, and educators. In
this section, SEAs will describe their plans for consultation and for coordinating the use of ARP ESSER
funds with other resources to meet the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how the SEA engaged in
meaningful consultation with stakeholders, and incorporated input into its plan, including, but not limited
to:
• 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);
• 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:
● 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
● Utah Special Education Advisory Panel
In addition, USBE sought input on the ARP ESSER plan from other state agencies, 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 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.
Stakeholder Group with Representation
Students State Superintendent’s COVID-19 Council
Families State Superintendent’s COVID-19 Council;
USBE’s Advisory Committee on the Equity
of Educational Services for Students; Utah
Parent Teacher Organization, the Utah Parent
Center
Tribes State Superintendent’s COVID-19 Council;
USBE’s Advisory Committee on the Equity
of Educational Services for Students
Civil Rights Organizations Utah Special Education Advisory Panel;
Multicultural Advisory Committee of the
State’s COVID-19 Response
School and District Administrators State Superintendent’s COVID-19 Council;
Utah Special Education Advisory Panel; LEA
Superintendents Advisory Council
Superintendents LEA Superintendents Advisory Council
Charter School Leaders State Superintendent’s COVID-19 Council
Teachers, principals, school leaders, other State Superintendent’s COVID-19 Council
educators, school staff, and their unions
Stakeholders representing the interests of Utah Special Education Advisory Panel
children with disabilities
Stakeholders representing the interests of USBE’s Advisory Committee on the Equity
English learners of Educational Services for Students
Stakeholders representing the interests of United Way Committee on Homelessness;
students experiencing homelessness Utah Homeless Coordinating Council
Stakeholders representing the interests of Division of Child and Family Services;
children and youth in foster care Prevent Child Abuse Utah
Stakeholders representing the interests of Mexican Consulate Committee on Migrant
migratory students Farmworkers; the Department of Workforce
Services Migrant Seasonal Farmworker
Outreach
Stakeholders representing the interests of Juvenile Justice Services
children who are incarcerated
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
● 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 considered at
the Utah State Board of Education meeting on June 3, 2021, in a public meeting.
For a summary of the public input and how we took the input into account, please see the
Appendix, which documents the public comment that was received and the USBE action to
address to comment. This document was presented to the Utah State Board of Education on June
3, 2021 in a public board meeting before the final draft was unanimously voted for approval.
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate Federal COVID-19
pandemic funding and other Federal funding. This description must include:
i. How the SEA and its LEAs 1) are using or have used prior to the submission of this plan and 2) plan to
use following submission of this plan, Federal COVID-19 funding under the Coronavirus Aid, Relief, and
Economic Security (“CARES”) Act and the CRRSA Act to support a safe return to and safely maximize
in-person instruction, sustain these operations safely, and address the disproportionate impact of the
COVID-19 pandemic on individual student groups (including students from low-income families, children
with disabilities, English learners, racial or ethnic minorities, students experiencing homelessness,
children and youth in foster care, and migratory students);
Table C1.
Funding source Prior/current SEA and LEA uses (including funding Planned SEA and LEA uses
amounts, if applicable) (including funding amounts,
if applicable)
ESSER I (CARES All funding awards were determined in alignment with All funds for ESSER I have
Act) federal requirements for distributing ESSER I, or for the been awarded for Utah K-12.
state reserve funds were use cases that were specifically
Most common reported uses
approved in a public Utah State Board of Education meeting
include:
as action items.
- Personal Protective
Equipment (PPE)
ESSER I 90% LEA Subawards using Title I, Part A - Remote Learning
Connectivity (broadband
Distribution:
access, hardware, and
- ESSER I 90% LEA Awards ($61,039,608.00) software
- Professional learning for
SEA Reserve Awards from ESSER I: educators about remote
instruction delivery
- ESSER I LEA Base Award to bring all LEAs to
- Student/family
$21,194 in total ESSER I Awards ($801,915.09) engagement strategies
- Expansion costs for increased students in online (hiring family/student
engagement liaisons,
public charter schools ($3,900,000.00)
training current staff)
- 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 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)
GEER I (CARES Under the Governor’s Emergency Education Relief (GEER) All funds for GEER I have
Act) Fund, Governor Herbert has authority to award emergency been awarded for Utah K-12
assistance as a result of the Novel Coronavirus Disease 2019 to ensure that special
(COVID-19) to local education agencies (LEAs). education and students at risk
of academic failure receive
support to mitigate the
The Utah State Board of Education has determined that unintended consequences of
COVID-19 most significantly impacted those LEAs that the emergency statewide
were required to pivot from face-to-face instruction to transition to remote learning
remote learning in March 2020 when schools were closed in March 2020.
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 transition to remote learning.
($29,189,663.00)
ESSER II (CRRSA All funding awards were determined in alignment with LEAs plan to spend majority
Act) federal requirements for distributing ESSER II, or for the of ESSER II fund on:
state reserve were use cases that were specifically approved
● Addressing accelerated
in a public Utah State Board of Education meeting as action learning for students
items. ● Purchasing educational
technology
ESSER II 90% LEA Subawards using Title I, Part A
● Implementing summer
Distribution: learning and
- ESSER I 90% LEA Awards ($246,664,516.00) supplemental afterschool
activities
SEA Reserve Awards from ESSER II:
Utah State Law requires the
- ESSER II LEA Base Award to bring all LEAs to State Board of Education to
$84,777 in total ESSER II Awards ($2,942,744.22) reduce state funding
allocations to an LEA if the
- Demonstrated Competency Assessment: Next
LEA expends Coronavirus
Generation Project to expand and enhance the
Relief funds for capital
resources we have available related to demonstrated
improvement projects (2021
competency assessments. Given the credits
General Session SB 1 and HB
attempted vs. earned data after 2nd semester of the
2).
2020-2021 school year, it is clearly evident that we
have an increasing number of students who are at Current remaining SEA
risk of not having adequate credits to graduate on Reserve (including state
time due to COVID-19. By adapting the administrative fund):
competency assessment route, we can provide
$0
additional opportunities for students to earn credits
that align to their personalized needs. ($250,000)
- Transforming Accountability to Support
Personalized Competency 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
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 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)
- Scrible Contract (2-year statewide extension for K-
12) is to be able to continue to provide this digital
tool to support ELA and Social Studies learning for
all Utah K-12 schools ($1,500,000)
- The Utah Schools Information Management System
(USIMS) is a current project to update the
foundational data systems for our K-12 education in
Utah. This project is focused on redesigning the
current system that uses dated code that isn’t readily
compatible with current technology. This has
become a barrier to the agency to be able to be able
to respond to community needs such as adding new
data fields, producing real-time visualizations, and
integrating with local LEA system. The current
project will allow the agency to be more efficient
with time and resources. COVID-19 placed
unforeseen and untenable pressure on the data and
technology infrastructure for public education in
Utah. As leaders at the local and state level weigh
tough decisions during the COVID-19 crisis, the
system will need to prioritize data. From state
leaders to those closest to students, no one should
make decisions in the dark—especially during this
unprecedented and unpredictable crisis. To ensure
accuracy and reliability of the Utah K-12 data and,
ultimately, the accuracy and reliability in the use of
ESSER state funds we need funding to modernize
our data and technology through the USIMS
project.($8,098,039)
- Utah DonorsChoose K-12 Teachers: USBE would
partner with DonorsChoose to equip public school
teachers with the materials they need to respond to
COVID-19 during the ongoing pandemic. This
partnership follows an existing model that was
launched by Hawaii and Nevada, which allows for
teachers to make requests for classroom projects
that are in response to COVID-19. The project
proposes funding at least 12,000 individual Utah
teachers with classroom teaching supplies of up to
$1,000 per teacher project. ($12,000,000)
- Building Capacity: Utah Principals Supervisor
Academy: The Utah Principal Supervisor Academy
is a year-long, cohort-based professional learning
opportunity to build capacity for leaders. The
Academy is designed to support multiple cohorts
across the duration of available funding. It will
provide opportunities for principal supervisors to
develop the knowledge, skills, and strategies they
need to provide personalized, job-embedded
professional learning and coaching to principals.
This ultimately builds capacity for school leaders
across the state of Utah. Specifically, the 200
participating principal supervisors will learn how to
support principals to effectively respond to the
negative impacts of COVID-19 through the
development and implementation of carefully
selected, evidence-based leadership practices that
result in positive outcomes for leaders, teachers, and
students. ($785,223)
- Braille Embossers: USIMAC (Utah State
Instructional Materials Access Center) would
oversee the dispersal of braille embossers to LEA’s
throughout the state of Utah. The braille embosser
company will provide training for staff,
troubleshooting and maintenance agreements.
Software and supplies would need to be purchased
to accompany the embosser machine. USIMAC had
a significantly higher demand for printing teacher
generated materials during COVID-19. Most
Teachers of visually impaired (TVI) students order
materials in the spring to have them printed for the
upcoming school year. Due to the unique
circumstances arising from COVID-19 immediate
access was needed to generate teacher content. With
the continuation of quarantines, COVID-19 illness
as well as the possibility of school wide closures
TVIs have an on-going need to make education
materials available for student who are visually
impaired or blind and still meeting their IEPs
(Individual Education Plans) goals. ($900,000)
State Administrative Fund:
- State Administrative costs ($339,162)
- Digital Access and Education Program Coordinator
is to provide a 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. ($300,000)
GEER II (CRRSA Under the Governor’s Emergency Education Relief (GEER) All funds for GEER II have
Act) Fund, Governor Spencer Cox has authority to award been awarded for Utah K-12
emergency assistance as a result of the Novel Coronavirus to ensure that all LEAs
Disease 2019 (COVID-19) to local education agencies receive support to mitigate the
(LEAs). ($11,880,168) unintended consequences of
the emergency statewide
transition to remote learning
In addition, the Governor’s Office directed USBE to in March 2020 and
subaward GEER II funding to support increase student comprehensive supports to
access to the University of Utah Reading Clinic (UURC) to respond to COVID-19.
address additional needs for early student literacy.
($1,321,574)
i.To what extent ESSER I and ESSER II funds have been awarded to LEAs and, if funds have not yet been
made available to LEAs, when they will be. In addition, please provide any available information on the
total dollar amounts of ESSER I and ESSER II funds that have been obligated but not expended by the
SEA and its LEAs, including whether the SEA is able to track LEA obligations.
ii.The Utah State Board of Education has successfully awarded the LEA funding for 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.
iii.As of April 21, 2021, the Utah Grants Management System has shown the following obligations
and reimbursement values by ESSER award.
Award Title Total Award Value Amount % Of Total
Reimbursed* Award
Requested for
(January 26, 2022)
Reimbursement
ESSER 90% $61,039,608 $59,347,436 97%
ESSER SEA Reserve LEA $801,915 $717,685 89.5%
Base
GEER I $29,189,663 $21,301,406 73%
ESSER II 90% $246,664,516 $73,700,252 29%
ESSER II SEA Reserve $2,942,744 $742,046 25.2%
Base
GEER II $11,880,168 $206,490 1.7%
ARP ESSER 90% $554,336,114 $8,794,758 1.6%
ARP ESSER SEA Reserve $7,196,265 $27,200 >1%
Base
iii. In supporting LEAs as they plan for the safe return to and continuity of in-person instruction and for
meeting the academic, social, emotional, and mental health needs of students resulting from the COVID-
19 pandemic, the extent to which the SEA is also using other Federal funding sources including but not
limited to under the Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA, Workforce
Innovation and Opportunity Act (“WIOA”), funding for child nutrition services, and McKinney-Vento
Homeless Assistance Act, and the funds to support the needs of students experiencing homelessness
provided by section 2001(b)(1) of the ARP Act. 6
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,
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.
provide services to support LEAs. In addition, USBE partners with other state agencies and
community organizations 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 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 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 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.
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.
● 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 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 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 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 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.
● 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.
● 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
○ 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 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, SEAs will
describe their evidence-based strategies for these resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the funds it reserves
under section 2001(f)(1) of the ARP Act (totaling not less than 5 percent of the State’s total allocation of
ARP ESSER funds) on evidence-based interventions to address the academic impact of lost instructional
time by supporting the implementation of evidence-based interventions, such as summer learning or
summer enrichment, extended day, comprehensive afterschool programs, or extended school year
programs, and ensure that such interventions respond to students’ academic, social, emotional, and
mental health needs. The description must include:
i. A description of the evidence-based interventions (e.g., providing intensive or high-dosage tutoring,
accelerating learning) the SEA has selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are working;
The Utah State Board of Education (USBE) and the National Center for the Improvement of
Educational Assessment (Center for Assessment) conducted a comprehensive set of studies to help
understand the effects of pandemic-related disruptions on students’ academic performance during the
2020-2021 academic year. The purposes of these studies were to:
• document overall trends in participation and achievement,
• identify districts, 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.
This comprehensive report, Exploring the Effects of the COVID-19 Pandemic on Student
Achievement in Utah, was published in October 2021 and describes the methods and analyses
used, summarizes the results, and outlines conclusions and recommendations from the study. This
report was presented to the Utah State Board of Education during the November 2021 study
session during an open and public Board meeting.
Highlights of the Study
Briefly, fewer students participated in the 2021 compared to the 2019 assessments and this drop was
substantial for historically underperforming groups of students. Further, student performance was
notably lower in 2021 compared to 2019. This was true across all grades, subject areas, and student
groups, with the declines slightly larger in mathematics compared to ELA. Additional details are
presented below. Importantly, the pandemic effects documented here is likely an underestimate of the
true pandemic effects because it is based only on students who participated in 2020-2021. This
speaks to the necessity of helping all students in Utah with learning recovery going forward. It also
highlights the urgency of identifying the missing students and providing targeted support to these and
other traditionally lower-performing student groups to prevent them from falling into an academic
spiral.
Table 1 compares the overall participation rates of Utah assessments in 2018-2019, the most recent
test administration before the pandemic disruptions, and 2020-2021. We also calculated and
compared the participation rates of each assessment for disaggregated student groups.
Table 1: Participation Rates for Utah Assessments
Utah Assessments 2018-2019 2020-2021
(more information available on our website on each of
the Utah assessments listed below)
Assessment of Performance toward 99% 90%
Proficiency in Languages (AAPPL)
The Utah State Board of Education has
contracted with LTI to provide the
ACTFL/AAPPL assessment to schools
participating in the Utah State Board of
Education Dual Language Immersion program.
Acadience 94% 92%
The Utah State Board of Education administers
Acadience to assess early literacy in grades K-3
ACT 94% 87%
The Utah State Board of Education supports
statewide ACT test administration of Grade 11
students
KEEP 99% 97%
Utah's Kindergarten Entry and Exit Profile
(KEEP) is intended to inform various
stakeholders, such as parents, teachers, and
leadership, on the academic and social-
emotional development of entering and exiting
kindergarten students.
RISE (ELA/Math) 96% / 95% 91% / 91%
The RISE assessment is a computer adaptive
criterion referenced assessment system that
includes summative tests for English Language
Arts (ELAs), Mathematics, Science, and Writing.
The summative tests are scheduled to be
delivered to students in grades 3-8.
Utah Aspire Plus (ELA/Math) 94% / 94% 84% / 84%
The Utah Aspire Plus assessment is a hybrid of
ACT Aspire and Utah Core test items. It is a
computer delivered, fixed form end-of-grade-
level high school assessment for students in 9
and 10. Utah Aspire Plus includes four subtests:
reading, English, mathematics, and science.
WIDA ACCESS 2.0 for ELs 85% 79%
Utah is a member state of the WIDA Consortium.
WIDA advances academic language development
and academic achievement for children and
youth who are culturally and linguistically
diverse through high quality WIDA English
Language Development (ELD) standards,
assessments, research, and professional learning
for educators. Utah uses the WIDA Screener for
and WIDA Screener Online (Grades 1-12)
identify English Learners (ELs). ACCESS for
English Language Learners (ELLs) is given to
all EL students during the annual testing window
to measure proficiency and growth toward
academic language proficiency in English.
Tables 2 and 3 summarize the Observed and Fair Trend Adjusted average scale scores for the RISE
and Utah Aspire Plus assessments administered in 2020-2021 respectively. The tables also show the
estimated pandemic effects and what they represented in terms of the expected performance level
change for each assessment.
Figures 3 and 4 compare the number of missing students with the number of participating students
for RISE and Utah Aspire Plus respectively. Consistent with the general findings about 2020-2021
participation rates (see Table 1), there were comparatively more missing students in high school
(Utah Aspire Plus) than in grades 3-8 (RISE).
After a study of this information, USBE will use the funds it reserves under section 2001(f)(1) of the ARP
Act to address the academic impact of lost instructional time.
USBE will utilize evidence-based practices meeting Every Student Succeeds Act (ESSA) criteria for
evidence-based interventions listed below. 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 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”).
We have highlighted the projects, evidence-base, and data that will be collected to inform interventions in
alignment with the U.S. Department of Education reporting requirements in the table below:
Name of Project Description and Evidence-Base Measures
and Total ARP
ESSER Funding
Committed on
evidence-based
interventions to
address the
academic impact
of lost
instructional time
In order to address the learning disruption that is evident in our
K-3 Professional - Utah Acadience
statewide K-3 Literacy data (Acadience Reading), this project
Literacy Project - Literacy Proficiency
includes a statewide LETRS implementation plan including K-3
$11,900,000 Data in grades K-3
teachers, literacy coaches, school administrators, and school
(Beginning of Year,
psychologists. This plan will include training that is required for
Middle of Year, and
LEAs who will be invited based on their local data. Specifically,
End of Year)
LEAs who have at least 4 demographics groups that are not
- LETRS pre and post
surpassing at least 60% growth will be invited to partake in this
unit teacher learning
opportunity. Using this equity criteria, these funds will serve
assessments to
approximately 8000 educators and 155,000 students. This project is
evaluate educator
similar to the work done in the state of Mississippi and other states
knowledge gained
who have increased NAEP scores. For more information on the MS
outcomes, click here. This project would include training all K-3
teachers and literacy coaches from those LEAs invited across the
state on LETRS (Units 1-8-3rd edition) while also completing the
loop by providing training for the school level administrators and
school psychologists on LETRS for Administrators to ensure
knowledge gained from the ongoing LETRS training is expected and
inspected in the K-3 classroom. This includes additional
implementation resources that would be provided by USBE staff
such as a planning template, non-negotiables to ensure successful
implementation, a checklist for classroom observations, and a bridge
to practice expectations for teachers. More information about the
evidence-based for this program and approach can be found here:
https://ies.ed.gov/ncee/wwc/Docs/QuickReview/pdr_rev0309.pdf
Evidence-based Practices:
With LETRS, decades of research translates best practice into
everyday classroom success, including a systematic approach to
building oral and written language to improve reading instruction,
along with:
● Detailed Reporting for Accountability
● Bridge to Practice Exercises
● Embedded Video Modeling of Instruction
This model of professional learning aligns with the UT Professional
Learning standards. By providing LETRS training throughout the
state, learning communities will be embedded in each school to form
collective responsibility. LETRS for Administrators will train and
develop the capacity of school leaders and psychologists to continue
to support the learning and practice of the teachers in their schools.
Numerous resources will be provided during the online coursework
along with the in-person training to advance student learning. The
professional learning outcomes can be measured primarily through
pre and post data along with student outcomes once implementation
is complete. This experience promotes learning design and
implementation that aligns with improving practices and sustained
support for educators through coaches and leaders who are expecting
and inspecting the knowledge and skills learned. This professional
learning includes a blended learning model of online coursework,
bridge the practice exercises, and in-person training.
Early Learning The intent of this project is to expand and enhance resources we have - Utah Acadience
Coaches for Rural available to support PreK-3 teachers in rural school districts and Literacy Proficiency
Utah - $2,400,000 charters in Utah. Through previous state legislation, Utah was able Data in grades K-3
to support early learning coach positions in the four Regional (Beginning of Year,
Educational Service Agencies (RESA) which provide regional Middle of Year, and
support to Utah’s rural school districts. Given the number of teachers End of Year)
they serve, the state early learning coaches are insufficient to support - KEEP data for
educators in applying their professional learning and advancing their Kindergarten on the
practice, especially noting the supports required for the above academic and social-
LETRS project. This project would add an additional early learning emotional
coaches to support educators in the four regional educational service development of
agency regions. This would provide 2-3 coaches per RESA and is entering and exiting
based on the number of teachers in each region. kindergarten students
- Quantitative and
These early learning coaches will collaborate with their local qualitative measures
communities and be used to support district and charter efforts in on implementation,
improving early learning instruction to achieve greater student such as number of
learning outcomes. Coaches will provide professional learning teachers engaged and
opportunities to PreK-3 teachers, provide on the job support in feedback on
implementing what the teachers have learned in their professional coaching
learning sessions (increases effectiveness of professional learning
from 5% to 95%), and support teachers in using the tools they have
available to them to advance early learning. These coaches will be
provided with support by USBE staff to ensure they have adequate
knowledge and skills to serve in a coaching role. Furthermore,
having these coaches will provide educators with additional
assistance in attending to the acceleration needs of their early
learners with effective instructional practices that positively impact
student learning.
The purpose of this pilot is to provide refugee youth up to the age of
Pilot Program to - Number of credits
23, an opportunity to complete their credit requirements to graduate
Supplement earned
high school in a classroom with other refugee students, where
Refugee Education - Pilot student
students are familiar with other refugee services. Classwork will be
- $900,000 graduation rate
provided at the Utah Refugee Center or an affiliated location for
- Quantitative and
those who age out without graduating, and other services for refugee
qualitative measures
students enrolled in K-12 schools. Supplemental services in career
on implementation,
guidance and ESL coordination will also be provided.
such as student
The pilot is a partnership between Utah State Board of Education -
engagement and
Adult Education, Utah State Board of Education - Title III Refugee
advancement toward
and Immigrant Programs, Salt Lake City School District - Horizonte
the individualized
Instruction and Training Center, and Department of Workforce
programs.
Services (DWS) Refugee Services.
In order to create and maintain engagement, motivation, and
persistence for refugee students who were unable to complete high
school within the traditional timeframe, the program will focus on
providing personalized, competency-based education based on
the Personalized Competency Based
Learning framework. Instruction will be based on the College and
Career Readiness Standards for Adult Education and the English
Language Proficiency Standards for Adult Education. Students will
develop strategic individualized plans for graduation, postsecondary
education, and careers. These individualized plans will be used to
provide opportunities to engage in contextualized instruction within
career pathways. Workforce preparation and training opportunities
will be integrated with basic skills instruction through bridge
programs (see Recommendation 2 from Designing and Delivering
Career Pathways at Community Colleges: A Practice Guide for
Educators). Students will be given appropriate social and emotional
support through access to social workers and faculty trained in
trauma-informed practices. The Department of Workforce Services
will also be part of the project, allowing access to other resources
such as food, clothing, transportation, etc. Liaisons will provided to
help students build cultural understanding and promote student
success. The program will be structured in such a way that students
are viewed holistically and receive help that meets more than their
academic needs, promoting continued engagement leading to
secondary graduation and postsecondary enrollment.
“Family Engagement is a full, equal, and equitable partnership
Family - Number of home
among families, educators and community partners to promote
Engagement visits conducted
children’s learning and development from birth through college and
Program - - Student attendance
career.” – Ann Henderson and Judy Carson
$3,000,000 data
- Student proficiency
The Utah State Board of Education State ARP ESSER plan noted the
and growth data from
following need to address missing or disengaged students in K-12 as
state assessments.
a priority state response. This project builds upon existing
community efforts and seeks to compensate educator teams with
resources to reflect their time and effort to engage families and
reengage students to improve learning outcomes.
ULEAD has conducted research on this effort, which is documented
as a state exemplar: https://schools.utah.gov/file/39a6c1db-5464-
4a0f-9ffa-1e7cc5d763af
This project would seek to increase the resources that are provided to
LEAs and educators to support existing family engagement efforts in
Utah K-12. By sponsoring family engagement with additional
resources, schools are able to develop and support relationships
between families and the school community. The improved
relationship creates channels for communication and partnership that
are foundational to student success.
The USBE currently provides limited funding to LEAs for parent
engagement through existing Title I federal funding. Due to the
limited resources, current program expenses are limited to
compensate $30/person for urban home visit and $50/person for
home visits to remote locations (noting travel time). This project
would seek to increase the resources to $60/person for urban home
visits and $100/person for remote location home visits for the
upcoming 2022-23 school year. This funding directly goes to support
the educators and school leaders that participate in home visits to
compensate them for their time.
Proposed Rate/Visit Total Total Cost
Number of
Visits
$60/person for urban Up to $3,000,000
home visits 50,000
($30 –existing funding & family
$30 from state ESSER engagement
funds) visits
$100/person for home
visits to remote locations
($50/person from existing
funding & $50 from state
ESSER funds)
The USBE supports LEAs with existing training for school staff and
resources for family engagement. The following graphic
demonstrates the five non-negotiables of family engagement:
The Department of Education released a document regarding the
importance of family engagement and school partnerships. Home
visits with families build trust and respect between school and home
and are linked to school improvement (Sheldon & Jung, 2015).
Family Engagement is also linked to reduced drop-out rates, higher
graduation rates, reduced absenteeism, increased student
achievement, better social skills, and more (Flamboyan Foundation,
2021).
This request provides scholarships to paraprofessionals and licensure
Special Education - Number of credits
candidates to incentivize and increase the return on investment (ROI)
Teacher Shortage earned
of individuals interested in becoming Utah special education
Pilot - $1,465,000 - Special Education
teachers. This funding is needed to address the current shortage of
Teacher graduation
qualified Utah special education teachers available for LEAs and
rate (credential
address learning loss for this population in response to COVID-19.
earned)
- Student proficiency
By increasing the available pool of highly qualified, licensed special
and growth data from
education teachers, this business case will assist LEAs in providing
state assessments for
continuous personalized professional learning for LEA staff, provide
special education
equitable access to highly effective teachers, increase the supply of
students receiving
transformational school leaders, and build the capacity of educators
instruction from
to meet students’ mental, emotional, and social needs.
teachers engaged in
pilot program
Tuition scholarships to teacher training programs at IHEs as chosen
by individual students)
1. 100 students (undergraduate degree + initial license), $5,000
per student, per year for 2 years = $1,000,000
2. 30 students (graduate degree + initial license), $7,750 per
student, per year for 2 years = $465,000
All areas of the state will benefit. General and special education staff
from universities across the participated in the development of this
request and are supportive of the project and working with the
candidates that will receive the scholarships. Staff from large,
medium, and small local education agencies (LEAs) also participated
and anticipate profiting from the licensed teachers that are produced
from the scholarships.
This request was co-developed by a stakeholder group of USBE
special education and teaching and learning staff, LEA special
education and general education staff, Utah Institutes of Higher
Education (IHEs) faculty in both general and special education
programs. The institutes of higher education provide training on
evidence-based practices to be able to improve instruction and
student learning for this specific student population. The project was
reviewed at a state-wide meeting with all LEA special education
directors and the feedback received was incorporated into the project.
To address learning loss and accelerate learning in the state of Utah,
Digital Teaching - Student proficiency and
we propose the following plan to help more schools learn best growth data from state
and Learning Jump
practices in using digital tools. Through a rigorous planning and assessments for LEAs
Start - $2,635,477
application process, schools who are not already currently participating in DTL
participating in the Digital Teaching and Learning (DTL) program , - Increased number of
will be provided with targeted professional learning opportunities, students with access to
resources, and funding to support them in establishing a vision for digital device
the effective use of technology to achieve their identified student - Increased number of
learning outcomes. To qualify for funding, these schools will be students with access to
broadband at home
required to create a plan grounded in evidence-based strategies for
- Increased number of
the following key areas of educational technology implementation: educators with Utah
(1) curriculum, instruction, and assessment, (2) use of space and educational technology
time, (3) robust infrastructure, (4) data and privacy, (5) community endorsement
partnerships, (6) personalized professional learning, and (7) budget
and resources. Utah is investing in a foundation that supports the
learning needs of each student and provides flexibility for learners
that may be impacted by COVID-19. This request is supported by
federal use cases in ESSER and will improve the opportunity for
addressing accelerated learning and learning loss. To learn more
about the plans already in place for districts and charter schools
currently participating in the statewide DTL grant program, please
visit https://dtlutah.org. This project will allow even more Utah
LEAs to join the existing DTL community, thus serving even more
Utah students in allowing them to have access to additional
educational technology resources and educators who are skilled in
effectively leveraging technology tools to support student learning.
In summer 2021, USBE put out a call for applications to the K-12
Afterschool Award State Required Outcomes:
field to create partnerships for afterschool and/or summer learning
Expansion for Utah
awards. These initial awards were in alignment with the American • Expansion of
K-12 - $8,495,973
Rescue Plan ESSER (ARP ESSER) state requirement to award at operations (additional
least 1% of the total federal award to support: hours and weeks)
-Evidenced-based summer enrichment programs supported by this
-Evidenced-based comprehensive after school programs funding
More information and a copy of the application requirements can be • Number of targeted
found on our website at: students in need who
https://schools.utah.gov/coronavirus?mid=5499&aid=8 were served with
additional funding
In October 2021, the USBE awarded the required funding to support (unduplicated/distinct
a subset of the applicants. It was noted that many of the applicants students served
had applied for both summer and afterschool funding. However, the count)
agency was only able to award 12 awards in afterschool before the
• Quality Self-
available funding was exhausted.
Assessment Tool
from the Utah
This request would extend awards to those Utah applicants who
Afterschool Network
received summer funding, but they did not receive afterschool
(UAN)
funding as requested. This would allow the partnerships to offer
opportunities for continuous learning with evidence-based practices • End of grant award
for K-12 students and families to address learning needs due to observation for
COVID-19. quality summer and
afterschool programs
from the UAN (at the
This is an already existing grant program that has existing
conclusion of the
projects pending award. It would not require additional work or
program)
application from our Utah K-12 LEA partners.
Organization Specific
The pending applications for afterschool include the LEA’s or
Outcomes:
CBO’s plan to implement evidence-based activities to serve students
targeted for support, the specific needs of the community, and • A measure for reducing
alignment with other federal and state funds. Applicants included a learning loss related to
description of the academic, social, emotional, and mental health coronavirus pandemic
activities utilizing evidence-based curriculum or practices meeting for students served
Every Student Succeeds Act (ESSA) criteria for evidence-based (including list above)
interventions listed below: • A measure to build
relationships between
• Has research from studies using a well-implemented
LEAs and CBOs
experimental or quasi-experimental design (meets ESSA
through the School
Tier1 or 2 evidence) Alignment Rubric from
• Has research showing promising evidence from a well- the UAN
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 included consultation and alignment with the LEA(s)
and local school(s) attended by most students. All funded programs
operate a minimum of six weeks (can be non-consecutive) during the
summer months and a total of 20 hours per week to support needs
due to COVID-19 for students impacted by the pandemic. All
applicants have described how they will meet both organization and
state outcomes listed in the measure column.
Funds will be distributed via reimbursement through the electronic
Utah Grants management system for eligible expenses. 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.
TOTAL: $30,796,450
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 were considered by the Utah State Board of Education in the following public meetings
where they were discussed and approved:
- November 5, 2021
- December 2, 2021
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
USBE disaggregated data from the following sources was used to identify disproportionate impacts of
COVID-19 on the student groups identified in QA.3 (i-viii):
● Statewide assessment data (grades 3-10)
● Acadience assessment data (grades K-3)
● Graduation rates
● WIDA ACCESS Assessment (students learning English)
The full details of this analysis can be found in the full report Exploring the Effects of the COVID-19
Pandemic on Student Achievement in Utah in Appendix B.
USBE used these outcomes from this analysis to identify highest priority needs that USBE is uniquely
positioned to address, through focus groups and advisory councils. The following table demonstrates how
each project is designed to address the disproportionate impact of COVID-19 on certain groups of
students.
Name of Project to Student Groups to be Served Data sources the
address the USBE will use to
academic impact of determine the impact
lost instructional of lost instructional
time time
The LEAs selected for the K-3 Professional Literacy project will be
K-3 Professional - Utah Acadience
based on data from the available Utah Acadience literacy
Literacy Project - Literacy Proficiency
proficiency outcomes in grades K-3 averaged since the pandemic
$11,900,000 Data in grades K-3
began in March 2020. The state will select the 90 lowest
(Beginning of Year,
performing LEAs the engage their communities in this work. By
Middle of Year, and
using current student proficiency data for literacy to identify
End of Year)
teachers, this project will serve the communities with the greatest
student learning needs for early literacy.
Early Learning This project will serve rural students across the state of Utah, - Utah Acadience
Coaches for Rural including, but not limited to the school districts that serve the Literacy Proficiency
Utah - $2,400,000 majority of our Native American student populations in Utah. Data in grades K-3
(Beginning of Year,
Middle of Year, and
End of Year)
- KEEP data for
Kindergarten on the
academic and social-
emotional
development of
entering and exiting
kindergarten students
The pilot will serve refugee youth up to the age of 23, an
Pilot Program to - Number of credits
opportunity to complete their credit requirements to graduate high
Supplement Refugee earned
school in a classroom with other refugee students, where students
Education - - Pilot student
are familiar with other refugee services. Classwork will be provided
$900,000 graduation rate
at the Utah Refugee Center or an affiliated location for those who
age out without graduating, and other services for refugee students
enrolled in K-12 schools. Supplemental services in career guidance
and ESL coordination will also be provided.
Family Engagement - Number of home
The Utah State Board of Education State ARP ESSER plan noted
Program - visits conducted
the following need to address missing or disengaged students in K-
$3,000,000 - Student attendance
12 as a priority state response. This project builds upon existing
data
community efforts and seeks to compensate educator teams with
- Student proficiency
resources to reflect their time and effort to engage families and
and growth data from
reengage students to improve learning outcomes.
state assessments.
The funding to support home visits will be directed toward LEAs
that demonstrated the highest number of “missing students” during
the COVID-19 pandemic, as well as the LEAs that demonstrated
the greatest loss of student proficiency and growth on state
assessments. This will allow the state to provide the resources to
address student learning for those communities that are most in
need.
This project will specifically seek to address student learning
Special Education - Number of Credits
impacts for special education students across the state of Utah.
Teacher Shortage earned
Pilot - $1,465,000 - Special Education
Teacher graduation
rate (credential
earned)
- Student proficiency
and growth data from
state assessments for
special education
students receiving
instruction from
teachers engaged in
pilot program
This project will specifically serve LEAs that do not participate in
Digital Teaching and - Student proficiency and
the existing state Digital Teaching and Learning program. These growth data from state
Learning Jump Start
LEAs do not have access to comprehensive resources to provide assessments for LEAs
- $2,635,477
technology and broadband to students and families to respond to participating in DTL
COVID-19. This resource is being targeted to those LEAs to - Increased number of
address the lack of access for these students. educators with Utah
educational technology
endorsement
Afterschool Award To address the disproportionate impact of the COVID-19 pandemic State Required Outcomes:
Expansion for Utah on underserved students, USBE held a competitive grant process • Expansion of
K-12 - $8,495,973 for ARP ESSER’s required State set-aside funds, with operations (additional
programming to begin in Summer 2021. The grant was open to both
hours and weeks)
LEAs and CBOs to implement accessible summer enrichment
supported by this
programs focusing on evidence-based practices (utilizing ESSA
funding
evidence criteria) to support students’ academic, social, emotional,
and mental health needs to address unfinished learning and a • Number of targeted
targeted plan to serve students listed below: students in need who
were served with
● Students from economically disadvantaged
additional funding
households;
(unduplicated/distinct
● Students from traditionally underserved students served
communities; count)
• Quality Self-
● Students with disabilities; Assessment Tool
from the Utah
● Students identified as needing academic support;
Afterschool Network
● Students experiencing homelessness; (UAN)
• End of grant award
● Students in foster care; observation for
● Students who are English Learners; quality summer and
afterschool programs
● Students who have been impacted by COVID-19; from the UAN (at the
conclusion of the
● Students who missed the most in person
program)
instruction for 2019-2020 and 2020-2021 school
years; Organization Specific
Outcomes:
● Students who did not consistently participate in
• A measure for reducing
remote instruction when offered during school learning loss related to
building closures; coronavirus pandemic
● Students with families engaged in migratory for students served
(including list above)
agricultural work; and
• A measure to build
● Students from refugee backgrounds relationships between
LEAs and CBOs
through the School
Alignment Rubric from
the UAN
TOTAL: $30,796,450
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.
The Utah State Board of Education has selected multiple projects that are described above to identify and
engage the students who have missed the most in-person instruction during the 2019-2020 and 2020-2021
school years, as well as project that are designed to address students who did consistently participate in
remote instruction when offered during building closures.
K-3 Professional Literacy Project – This project is designed to improve early literacy student learning
outcomes. The Utah State Board of Education noted in our comprehensive application that we had a large
reduction in the number of students attending Kindergarten during the pandemic. This program was
selected to address the literacy instruction needs those early learners that missed in-person instruction or
did not consistently participate in remote instruction when offered during school building closures.
Pilot Program to Supplement Refugee Education – This project was designed to identify and engage
students who have relocated to Utah from another country as refugees. The Utah State Board of
Education has noted that these students are more likely to have had disruption in their access to learning
during the course of the pandemic.
Family Engagement Program – The project is specifically designed to support our local education
agencies with home visits to reengage students and their families. Applicants for this funding will utilize
LEA attendance data from the local student information systems (SIS), local benchmarks assessments,
and students in need of credit recovery to identify students.
Digital Teaching and Learning Jump Start - This project will specifically serve LEAs that do not
participate in the existing state Digital Teaching and Learning program. These LEAs do not have access
to comprehensive resources to provide technology and broadband to students and families to respond to
COVID-19. By providing specific resources to these schools, it allows for another mechanism to support
students with engagement in digital learning opportunities if the school building is closed.
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 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. A description of the evidence-based programs that address the academic, social, emotional, and mental
health needs of students (e.g., providing intensive or high-dosage tutoring, accelerating learning) the SEA
has selected, and the extent to which the SEA will evaluate the impact of those programs;
The 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 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
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.
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)
● 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 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, 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 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 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;
● 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.
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 these data requests through our data request form.
USBE has included our ARP ESSER Afterschool and Summer Learning Application, including
gap analysis tool, as an appendix to the full plan. This document describes how USBE will
require evidence-based summer learning, including a rubric for evaluation. These documents
provide clear criteria and a process for awarding the funds to LEAs ensuring that the summer
programming implemented by LEAs with these funds will address, the disproportionate impact
of COVID-19 on student groups listed in question A.3, which are called out specifically in the
application.
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 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 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)
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
part 3 mirror each other.
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, 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)
● 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.
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
● 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)
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 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 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.
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:
● 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.
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.
USBE has included our ARP ESSER Afterschool and Summer Learning Application, including
gap analysis tool, as an appendix to the full plan. This document describes how USBE will
require evidence-based summer learning, including a rubric for evaluation. These documents
provide clear criteria and a process for awarding the funds to LEAs ensuring that the summer
programming implemented by LEAs with these funds will address, the disproportionate impact
of COVID-19 on student groups listed in question A.3, which are called out specifically in the
application.
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 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.
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
The Department recognizes that the safe return to in-person instruction must be accompanied by a focus
on meeting students’ academic, social, emotional, and mental health needs, and by addressing the
opportunity gaps that existed before – and were exacerbated by – the pandemic. In this section, SEAs will
describe how they will support their LEAs in developing high-quality plans for LEAs’ use of ARP ESSER
funds to achieve these objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will require its LEAs to include in
LEA plans consistent with the ARP ESSER requirements for the use of ARP ESSER funds, how the SEA
will require such plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be within no later than 90
days after receiving its ARP ESSER allocation). The LEA plans must include, at a minimum:
• i. The extent to which and how the funds will be used to implement prevention and mitigation strategies
that are, to the greatest extent practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning.
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 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 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- Timeframe for Estimated Data Source for Baseline Target for
based Implementation Total Measuring Effect (ex. Measure measured effect
Activity Budget for Attendance, from 2018- at conclusion of
Description Activity Acadience, RISE, 2019 or activity
ACT Aspire, local 2019-2020
measure, etc.) (as
applicable)
- Disaggregated
by specific
student
subgroups
<LEA
Response>
• 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 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, 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 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
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.
USBE 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 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. These elements are included in assurances document for the ARP ESSER LEA plan
template and have been addressed in technical support training provided to the field.
Additionally, the LEA provides USBE a link to their public website where this plan is posted
upon submission.
Due to the state of Utah’s requirements associated with accepting the ARP ESSER award, USBE
was unable to release the application until June 15, 2021 to the field. USBE has put a due date of
August 20, 2021 on LEA plan submission. Applications are generally reviewed within 2-3
business days of receipt. The Utah State Board of Education has made all ARP ESSER LEA
awards available, and has links to the plans posted on our website:
https://schools.utah.gov/coronavirus?mid=5499&aid=7
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP ESSER funds, ensure that,
consistent with the ARP ESSER requirements], its LEAs engage in meaningful consultation with
stakeholders, including, but not limited to:
• 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;
● 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
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.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER funds. The description
must include:
i. How the SEA will support and monitor its LEAs’ implementation of evidence-based interventions that
respond to students’ academic, social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school
year programs – including the extent to which the SEA will collect evidence of the effectiveness of
interventions employed;
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.
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 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. How the SEA will support and monitor its LEAs in specifically addressing the disproportionate impact
of the COVID-19 pandemic on certain groups of students, including each of the student groups listed in
question A.3.i.-viii; and
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, 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 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:
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 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
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.
From May through December 2021, USBE conducted 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.
After these research findings are published, USBE has disseminated 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. The full study
can be found on our website: https://schools.utah.gov/coronavirus?mid=4985&aid=3
To monitor the use of ARP ESSER funds to support impacted students, USBE will:
● 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
● 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 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
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
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
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.
● 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. 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.
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
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
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
mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of educators, education administration
personnel, and other school personnel involved in safely reopening schools, and the extent to which they
vary by region/type of school district and/or groups of educators (e.g., special educators and related
services personnel and paraprofessionals; bilingual or English as a second language educators; science,
technology, engineering, and math (“STEM”) educators; career and technical education (“CTE”)
educators; early childhood educators). Cite specific data on shortages and needs where available.
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 Year Percentage of all Educators Percentage of Educators
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 90.3% 92.0%
2021 92.6% 93.3%
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. 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.
Table F2. Current Utah Data Teacher Shortages and Needs for May 2021
Area Data on shortages and needs Narrative description
Special educators, including 6.5% of special education *Special education has
preschool educators are not qualified. been an area with
historical shortages in
Utah.
STEM educators 4.6% of STEM educators are not *The percentage of
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 counselors are not
qualified.
Social Workers 24% of social workers lack the
proper credentials.
School psychologists 12% of School Psychologists are
not qualified.
Elementary School Educators 4% of elementary teachers are not * This percentage of
qualified. unqualified educators
may reflect LEAS
consciously trying to
decrease class size and
adding virtual options
during COVID.
Fine Arts, World Languages These areas all have between 5-
and Health/Physical Education 8% of the total educators not
qualified.
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.
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
● Supporting paid endorsement coursework for educators in STEM fields
● Providing teacher incentives in our greatest shortage areas (e.g., Math, Special
Education, Science)
● 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
● 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
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
● 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
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 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. Describe the actions the SEA will take to fill anticipated gaps in certified teachers for the start of the
2021-2022 school year and to what extent the SEA will further support its LEAs in expanding the
educator pipeline and educator diversity while addressing the immediate needs of students
disproportionately impacted by the pandemic (e.g., recruiting teaching candidates to provide high-dosage
tutoring or implementing residencies for teacher candidates).
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., 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
● 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).
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 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 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 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 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.
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 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 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).
The integration of SafeUT 7 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 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.
7
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.
Utah LEAs have communicated that there is an increased need for all these key personnel 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 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).
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their impact on the
Nation’s education system is a fundamental responsibility of Federal, State, and local government. In this
section, SEAs will describe how they are building capacity at the SEA and LEA levels to ensure high-
quality data collection and reporting and to safeguard funds for their intended purposes.
• 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:
• 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);
• 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).
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 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 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-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.
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. 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
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 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.
• 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 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 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, 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 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.
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 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 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. 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.
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).
● 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 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.
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:
● 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 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.
● 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.
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 All schools Offered to Offered to Not offered
all some
students students
Remote or online 1055 70 0 985
only
School buildings 1055 650 0 405
open with both
remote/online and
in-person
instruction (hybrid)
School buildings 1055 335 0 720
open with 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?
Number of Total Remote or Both Full-time in-
students enrollment online only remote/online person instruction
and in-person
instruction
(hybrid)
Students
from low-
income
families 194,658 18,644 121,409 54,605
White, not
Hispanic 487,529 29,224 335,395 122,910
Black or
African
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 6,682 1,841 3,512 1,329
Native
Hawaiian or
Pacific
Islander, not
Hispanic 10,746 1,637 7,660 1,449
Two or
more races,
not Hispanic 20,795 1,691 15,158 3,946
English
learners 59,626 7,734 39,965 11,927
Children
with
disabilities 82,287 5,897 54,985 21,405
Students
experiencin
g
homelessnes
s 9,263 1,230 6,538 1,495
Children
and youth in
foster care 1,227 27 877 323
Migratory Information not available at time of reporting.
students
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure that its
LEAs comply with, all reporting requirements at such time and in such manner and containing such
information as the Secretary may reasonably require, including on matters such as:
● How the State is developing strategies and implementing public health protocols including, to the
greatest extent practicable, policies and plans in line with the CDC guidance related to
mitigating COVID-19 in schools;
● Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and maximize
in-person instruction time, and advance equity and inclusivity in participation in in-person
instruction;
● Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
● SEA and LEA uses of funds to meet students’ social, emotional, and academic needs, including
through summer enrichment programming and other evidence-based interventions, and how they
advance equity for underserved students;
● SEA and LEA uses of funds to sustain and support access to early childhood education programs;
● Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER funding
(e.g., quantitative and qualitative results of ARP ESSER funding, including on personnel, student
learning, and budgeting at the school and district level);
● Student data (disaggregated by student subgroup) related to how the COVID-19 pandemic has
affected instruction and learning;
● Requirements under the Federal Financial Accountability Transparency Act (“FFATA”); and
● Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
● The SEA will conduct all its operations so that no person shall be excluded from participation in,
be denied the benefits of, or be subject to discrimination under the ARP ESSER program or
activity based on race, color, national origin, which includes a person’s limited English
proficiency or English learner status and a person’s actual or perceived shared ancestry or
ethnic characteristics; sex; age; or disability. These non-discrimination obligations arise under
Federal civil rights laws, including but not limited to Title VI of the Civil Rights Act of 1964, Title
IX of the Education Amendments Act of 1972, section 504 of the Rehabilitation Act of 1973, and
the Age Discrimination Act of 1975. In addition, the SEA must comply with all regulations,
guidelines, and standards issued by the Department under any of these statutes;
● The SEA will comply with all ARP Act and other ARP ESSER requirements and all requirements
of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the ARP Act,
absent a waiver by the Secretary pursuant to section 2004(a)(2) of the ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the ARP Act,
and ensuring its LEAs comply with the maintenance of equity provision in section
2004(c) of the ARP Act (please note that the Department will provide additional
guidance on maintenance of equity shortly);
● The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner and, to the
extent practicable, not later than 60 days after the SEA receives ARP ESSER funds (i.e., 60 days
from the date the SEA receives each portion of its ARP ESSER funds). An SEA that is not able to
allocate such funds within 60 days because it is not practicable (e.g., because of pre-existing
State board approval requirements) will provide an explanation to the Department within 30 days
of receiving each portion of its ARP ESSER funds (submitted via email to your Program Officer
at [State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov)), including a description of specific
actions the SEA is taking to provide ARP ESSER funds to LEAs in an expedited and timely
manner and the SEA’s expected timeline for doing so;
● The SEA will implement evidence-based interventions as required under section 2001(f) of the
ARP Act and ensure its LEAs implement evidence-based interventions, as required by section
2001(e)(1) of the ARP Act;
● The SEA will address the disproportionate impact of the COVID-19 pandemic on underserved
students (i.e., students from low-income families, students from racial or ethnic groups (e.g.,
identifying disparities and focusing on underserved student groups by race or ethnicity), gender
(e.g., identifying disparities and focusing on underserved student groups by gender), English
learners, children with disabilities, students experiencing homelessness, children and youth in
foster care, and migratory students), as required under section 2001(f) of the ARP Act, and
ensure its LEAs address the disproportionate impact of the COVID-19 pandemic on underserved
students (i.e., students from low-income families, students from racial or ethnic groups, gender,
English learners, children with disabilities, students experiencing homelessness, children and
youth in foster care, and migratory students), as required by section 2001(e)(1) of the ARP Act;
and
● The SEA will provide to the Department: (1) the URL(s) where the public can readily find data on
school operating status and (2) the URL(s) for the SEA and/or LEA websites where the public can
find the LEA plans for a) the safe return to in-person instruction and continuity of services
required under section 2001(i) of the ARP Act, and b) use of ARP ESSER funds. SEAs should
consider ensuring a standardized URL format in all cases (e.g., xxx.gov/COVIDplan).
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
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
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
addition, local school districts or other eligible concerns that may affect the ability of certain
applicants that apply to the State for funding need potential beneficiaries to fully participate in the
to provide this description in their applications to project and to achieve high standards.
the State for funding. The State would be Consistent with program requirements and its
responsible for ensuring that the school district approved application, an applicant may use the
or other local entity has submitted a sufficient Federal funds awarded to it to eliminate barriers
section 427 statement as described below.) it identifies.
What Does This Provision Require? What are Examples of How an Applicant
Section 427 requires each applicant for funds Might Satisfy the Requirement of This
(other than an individual person) to include in its Provision?
application a description of the steps the The following examples may help illustrate how
applicant proposes to take to ensure equitable an applicant may comply with Section 427.
access to, and participation in, its Federally-
(1) An applicant that proposes to carry out an
assisted program for students, teachers, and
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
distribute a brochure about the proposed
project to such potential participants in their
native language.
(2) An applicant that proposes to develop
instructional materials for classroom use
might describe how it will make the materials
available on audio tape or in braille for
students who are blind.
(3) An applicant that proposes to carry out a
model science program for secondary
students and is concerned that girls may be
less likely than boys to enroll in the course,
might indicate how it intends to conduct
"outreach" efforts to girls, to encourage their
enrollment.
(4) An applicant that proposes a project to
increase school safety might describe the
special efforts it will take to address concerns
of lesbian, gay, bisexual, and transgender
students, and efforts to reach out to and
involve the families of LGBT students.
We recognize that many applicants may already
be implementing effective steps to ensure equity
of access and participation in their grant
programs, and we appreciate your cooperation in
responding to the requirements of this provision.
The Utah State Board of Education has included
our GEPA Statement in our attached appendices.
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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