North Carolina State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
North Carolina's ARP ESSER State Plan lists award number S425U210037 and Alex Charles as authorized representative, with the date 06/16/2023. Its progress section describes the guidebook Lighting Our Way Forward, developed by the State Board of Education and NCDPI with the Department of Health and Human Services for reopening in 2020-2021, and a state law requiring each public school unit to submit a Remote Instruction Plan by July 20, 2020. Its needs section sets priorities for student groups, for example academic recovery and acceleration in math, and addressing social-emotional needs due to social isolation, for children with disabilities. The text ends with the NCDPI statement on GEPA Section 427 compliance.
Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used
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Cite this document
“North Carolina 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-898a569e1d/
, SHA-256 b756ca8ad5e44c7480c7c7e6803030007a3597851e59b774881cd3c1df3106f6.Full text
North Carolina State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
OMB Number: 1810-0754
Expiration Date: October 31, 2021
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the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
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Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210037
SEA Contact: Alex Charles
Telephone: 984-236-2796
Email address: alex.charles@dpi.nc.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)
Alex Charles
Signature of Authorized SEA Representative Date:
06/16/2023
3
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 North Carolina State Board of Education (SBE) and NC Department of Public Instruction
(NCDPI), in consultation with the North Carolina Department of Health and Human Services
(NCDHHS), developed Lighting Our Way Forward: North Carolina's Guidebook for Reopening
Public Schools 1 in response to the COVID-19 public health crisis. The purpose of this guidance
document was to support NC public schools and communities in developing their plans and
strategies for reopening schools in the 2020-2021 school year. Lighting Our Way Forward:
NC’s Guidebook for Reopening Public Schools provides considerations, recommendations, and
best practices to ensure a safe and successful 2020-2021 school year.
Except for requirements designated by executive orders issued by the Governor’s Office, North
Carolina Department of Health and Human Services, North Carolina General Statutes, and North
Carolina State Board of Education Policy, the guidance and recommendations provided in the
Lighting Our Way Forward were not mandated. Public School Units (PSUs) have the authority
and the flexibility to meet their local needs and be responsive to their communities. As impacts
of the Covid-19 pandemic evolve, the SBE and NCDPI will continue to provide updated
guidance and recommendations to PSUs and schools on navigating the academic, social, and
emotional effects on students and employees.
Per North Carolina state law 2 (SL2020-3), each PSU was required to develop a Remote
Instruction Plan 3 (Plan) for the 2020-2021 school year and submit its Plan to the SBE no later
than July 20, 2020. The Plan was to provide a framework for delivering remote instruction to all
students within a PSU. Utilizing these frameworks PSUs in North Carolina quickly prepared for
and shifted to one of three phases of learning throughout the state, Plan A (minimal physical
distancing), Plan B (moderate physical distancing), or Plan C (remote learning). To effectively
ensure student access to learning opportunities PSUs developed their Plan and where needed
delivered computers and devices to students and/or provided mobile WiFi for homes,
communities, or via school buses. Additionally, PSUs, regardless of plan, focused on the social
and emotional well-being for all students. PSUs provided mental health support and counseling,
1
https://docs.google.com/document/d/1z5Mp2XzOOPkBYN4YvROz4YOyNIF2UoWq9EZfrjvN4x8/edit#heading=h.34h588posesy
2
https://www.ncleg.gov/Sessions/2019/Bills/Senate/PDF/S704v6.pdf
3
https://www.dpi.nc.gov/districts-schools/districts-schools-support/digital-teaching-and-learning/remote-instruction-plan
4
intentional SEL activities, and family learning sessions. NCDPI supported PSUs by developing
SEL resources including an SEL Crisis Response website 4.
Operating under federal waivers approved by the US Department of Agriculture, NC transitioned
school-based nutrition programs to community-based programs. The flexibility not only reduced
the administrative burden on PSUs but increased access to meals for all children in need. On
average, NC’s School Nutrition Programs provided 250,000 meals per day for students/children
across the state.
Despite the large number of PSUs and students engaged in remote learning, less than 1% of
students were unaccounted for in NC’s public schools 5.
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 NC Department of Public Instruction, through the Office of Learning Recovery and
Acceleration (OLR), will conduct a systematic assessment of the various initiatives undertaken
throughout the state and funded through ESSER. The ESSER allocations have provided North
Carolina and states throughout the nation with an opportunity to directly address the impact of the
COVID-19 pandemic with targeted interventions. In looking broadly at the impact of the
pandemic, we recognize that the impact extends beyond academic learning recovery and includes
the social and emotional well-being of children throughout our state. PSU and state-level
initiatives seek to address not only the broad array of impacts, but the disproportionate nature of
the impact on students. As NCDPI identifies “promising practices” in our state, we will first seek
to scale and replicate those programs in a proof-of-concept fashion. With additional testing and
analysis, we intend to identify programs and practices with the greatest potential and impact and
subsequently highlight those programs on our searchable dashboard of Promising Practices in
North Carolina. As the Office of Learning Recovery and Acceleration identifies programs and
practices for inclusion on our dashboard, we will encourage and support LEAs as they submit their
programs to the Department’s Safer Schools and Campuses Best Practices Clearinghouse.
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.
4
https://sites.google.com/dpi.nc.gov/ncdpiselremotelearning/home
5
https://www.ncleg.gov/documentsites/committees/JLEOC/Committee%20Meetings/2019-
2020%20Commitee%20Meetings/December%201,%202020/Remote%20Teaching%20and%20Learning.pdf
5
The Office of Learning Recovery is working with units inside NCDPI and external stakeholders
to determine the top issues currently facing students and schools across North Carolina. Based
on our initial work, we have identified three primary issues, some of which are long-standing but
exacerbated by the COVID-19 pandemic. These top issues include:
1. Academic recovery in reading and math 6
2. Addressing the social, emotional health and well-being of children throughout the state
3. Accountability reform
As a state North Carolina, through the State Board of Education and Superintendent of Public
Instruction, have developed the following strategic goals and focus areas:
Strategic Goals
1. Eliminate opportunity gaps by 2025
a. Literacy
b. Student Services
2. Improve school and district performance by 2025
a. Accountability Reform
3. Increase educator preparedness to meet the needs of every student by 2025
a. Human Capital
Guided by our strategic goals and focus areas North Carolina will address our top issues as they
are currently identified. Additional issues will be included and addressed as they are identified.
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
6
https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=10399&MID=8681
6
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, 7 chronic
absenteeism, student engagement, and social-emotional well-being.
i. Students from low-income families,
Students from low-income families were disproportionately impacted by COVID-19, including
access to high quality remote learning due to a lack of “last mile” broadband access. As a result,
the two highest priorities are:
• Recovery from lost instructional time
• Addressing the social-emotional needs due to social isolation.
ii. Students from each racial or ethnic group (e.g., identifying disparities and focusing on
underserved student groups by race or ethnicity),
Students from racial and ethnic groups in North Carolina have historically underperformed their
white peers. These academic opportunity gaps have only widened due to the pandemic. As a
result, the two highest priorities are:
• Recovery from lost instructional time
• Academic acceleration in math and reading
iii. Gender (e.g., identifying disparities and focusing on underserved student groups by gender),
The Office of Learning Recovery is currently working with the Accountability Division at
NCDPI to determine the specific impact on student groups by gender. All students throughout
North Carolina have been negatively impacted by COVID-19 and thus the two highest priorities
for underserved student groups by gender are:
• Addressing the social-emotional needs due to social isolation
• Recovery from lost instructional time
iv. English learners,
7
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.
7
Emerging data suggests greater academic losses for English language learners. Additionally,
initial data suggests English language learners are returning to live instruction at greater
percentages than all students as a whole. Based on this initial data, the three highest priorities for
English language learners are:
• Recovery from lost instructional time
• Acceleration in core academic areas
• Acceleration in English Language proficiency development
v. Children with disabilities (including infants, toddlers, children, and youth with disabilities
eligible under the Individuals with Disabilities Education Act (“IDEA”),
Initial data suggest children with disabilities have seen decreasing rates of proficiency in
mathematics and since the resumption of in-person learning, have returned to live instruction at
rates greater than the population as a whole. At this time, the two highest priorities for children
with disabilities are:
• Academic recovery and acceleration in math
• Addressing the social-emotional needs due to social isolation
vi. Students experiencing homelessness,
Students experiencing homelessness were disproportionately impacted by COVID-19, the impact
included a lack of access to high quality remote learning due to limited broadband access.
Additionally, these students experienced increased social isolation due remote instruction,
pandemic quarantine, and limited access ti their classmates and teachers. As a result, the two
highest priorities are:
• Recovery from lost instructional time
• Addressing the social-emotional needs due to social isolation.
vii. Children and youth in foster care,
Like many students throughout North Carolina were subject to primarily remote-based
instruction for the majority of the academic year. Additionally, these students experienced the
same levels of social isolation as their peers. As a result, the two highest priorities for children
and youth in foster care are:
• Recovery from lost instructional time
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• Addressing the social-emotional needs due to social isolation
viii. Migratory students, and
Migratory students suffered from disruptions in the academic year, losing instructional time, and
managing the social emotional impacts of isolation. Emerging data suggests migratory students
have returned to in-person learning at rates greater than the population as a whole. The two
highest priorities for migratory students are:
• Recovery from lost instructional time
• Addressing the social-emotional needs due to social isolation
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).
North Carolina designates “at-risk” in its general statutes 8. Current estimates suggest roughly
23% of the total population of students fall into the “at risk” category. These students are at-risk
of academic failure, not successfully progressing, or in danger of not graduating. As a result, the
three highest priorities for these students are:
• Recovery from lost instructional time
• Acceleration in core academic areas
• Addressing the social-emotional needs due to social isolation
Table A1.
Data Sources are derived from the following statewide assessment administered: Reading – 3rd
Grade Beginning of Year, English II, Math I and Math III
Student group Highest priority needs
Students from low-income families • SEL
• Fall Tested NC Math 1 – 17 percentage point decrease
in proficiency
• Fall Tested NC Math 3 – 11 percentage point decrease
in proficiency
• Attendance
8
General Statue that defines at risk students:
https://www.ncleg.net/enactedlegislation/statutes/html/bysection/chapter_115c/gs_115c-105.41.html
9
Student group Highest priority needs
• Discipline data
• Youth Risk Behavior Survey 9
Students from each racial or ethnic American • SEL
background used by the State for Indian • Fall Tested NC Math 1 – 22 percentage
reporting purposes – please add a point decrease in proficiency
row for each racial or ethnic group • Fall Tested NC Math 3 – 12 percentage
(e.g., identifying disparities and point decrease in proficiency
focusing on underserved student • Fall Tested English II – 11 percentage
groups by race/ethnicity) point decrease in proficiency
• Attendance
• Discipline data
• Youth Risk Behavior Survey
Asian • SEL
• Fall Tested NC Math 1 – 15 percentage
point decrease in proficiency
• Fall Tested NC Math 3 – 7 percentage
point decrease in proficiency
• Attendance
• Discipline Data
• Youth Risk Behavior Survey
Black • SEL
• Fall Tested NC Math 1 – 16 percentage
point decrease in proficiency
• Fall Tested NC Math 3 – 10 percentage
point decrease in proficiency
• Attendance
• Discipline Data
• Youth Risk Behavior Survey
Hispanic • SEL
• Fall Tested NC Math 1 – 20 percentage
point decrease in proficiency
• Fall Tested NC Math 3 – 12 percentage
point decrease in proficiency
• Attendance
• Discipline Data
• Youth Risk Behavior Survey
Two or • SEL
More • Fall Tested NC Math 1 – 18 percentage
Races point decrease in proficiency
9
Youth Behavior Risk Survey Link: https://sites.google.com/dpi.nc.gov/nchealthyschools/nc-healthy-schools-
data/yrbs
10
Student group Highest priority needs
• Fall Tested NC Math 3 – 13 percentage
point decrease in proficiency
• Attendance
• Discipline Data
• Youth Risk Behavior Survey
Students by gender – please add a • SEL
row for each gender (e.g., • Attendance
identifying disparities and focusing • Academic Data is forthcoming
on underserved student groups by • Discipline Data
gender) • Youth Risk Behavior Survey
English learners • SEL
• ACCESS Assessment
• Fall Tested NC Math 1 – 10 percentage point decrease
in proficiency
• Fall Tested NC Math 3 – 8 percentage point decrease
in proficiency
• Attendance
• Discipline Data
• Youth Risk Behavior Survey
Children with disabilities • SEL
• Fall Tested NC Math 1 – 7 percentage point decrease
in proficiency (Include EXTEND Assessment)
• Fall Tested NC Math 3 – 6 percentage point decrease
in proficiency (Include EXTEND Assessment)
• Attendance
• Discipline Data
• Youth Risk Behavior Survey
Students experiencing homelessness • SEL
• Attendance
• Academic Data is forthcoming
• Discipline Data
• Youth Risk Behavior Survey
Children and youth in foster care • SEL
• Attendance
• Academic Data is forthcoming
• Discipline Data
• Youth Risk Behavior Survey
Migratory students • SEL
• Attendance
• Academic Data is forthcoming
• Discipline Data
• Youth Risk Behavior Survey
11
Student group Highest priority needs
Other groups of students identified Students identified as “at-risk” for academic failure and who
by the State (e.g., youth involved in are not successfully progressing toward grade promotion and
the criminal justice system, students graduation, beginning in kindergarten. 2021 estimates
who have missed the most in-person provided by PSUs indicated roughly 23% of students in North
instruction during the 2019-2020 and Carolina were “at-risk”.
2020-2021 school years, students
who did not consistently participate
in remote instruction when offered
during school building closures,
LGBTQ+ students)
Incarcerated Students • SEL
• Attendance
• Academic Data is forthcoming
• Discipline Data
• Youth Risk Behavior Survey
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.
To assist PSUs in identifying the extent of the impact of COVID-19 on student learning and
wellbeing, NCDPI is currently working with a third-party contractor who will provide an impact
analysis of COVID-19 on public school units, students and families of the State (“Impact
Analysis”). The Impact Analysis will include a baseline analysis that leverages analytics
provided as part of the current contract for district/school/teacher value-added reporting and
student projections. The baseline analysis will assess student performance and learning loss by
comparing students’ pre-pandemic expected performance with their post pandemic actual
performance in the 2020-21 school year. More specifically, the baseline analysis uses student
projections to the 2020-21 school year, which represents their pre-pandemic expected
performance based on the average schooling experience, and then compares these projections to
students’ actual performance on the 2020-21 statewide assessments. A negative difference
indicates that students did not perform as expected based on their pre-pandemic learning
trajectories, and this information will be aggregated by subject, grade, district, school and/or
different student groups to identify whether certain student groups experienced bigger changes in
expected performance than other student groups. The Impact Analysis will incorporate additional
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data variables to investigate student performance and learning loss by geographic region,
urbanicity and education delivery based on what is captured and provided by the State (in person,
virtual, device access, internet connectivity, etc.). The Impact Analysis will also analyze group-
level achievement trends over time to assess COVID’s impact on student learning. More
specifically, student-level reports will be updated so that it is easier for educators to see how
students’ trajectories changed since COVID-19 disrupted student learning and how students’
recovery has progressed over time in future years. There will also be reports that summarize
information about the extent to which students exceed or fall short of their pre-pandemic
expectations and the proportion of students in different categories of learning loss. The SBE and
NCDPI will invest in a competency-based education platform to support accountability reform,
track student performance over time and develop remediation and acceleration strategies for
students. The implemented tool must address the individual needs of each learner and be capable
of presenting a path towards gap-closure or recovery. Additionally, the tool must provide
sufficient data and informational awareness for PSUs and NCDPI to satisfy reporting
requirements.
The North Carolina General Assembly has appropriated $9,000,000 of the state reserve to fulfill
this requirement in the following manner:
($9,000,000 to contract with a third-party entity for a period of up to three years for a new
software platform, in response to the COVID-19 pandemic, to evaluate and improve student
learning and performance and to provide students with an individualized roadmap for improving
learning and performance.
5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in your
State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model); and/or
full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction; and
c. Attendance: Student attendance for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction.
ii. The data described in A.5.i.a. and b. using the template in Appendix
A (and to the extent available, the data described in A.5.i.c.) for the
most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
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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.
iii. To the extent available, a description of the planned operational
status and mode of instruction for the State and its LEAs for Summer
2021 and for the 2021-2022 school year.
As of June 2021, NCDPI provides disaggregated student enrollment data for each mode of
instruction on its website. This data dates back to August 2020 and will be updated on a monthly
basis until all PSUs return to full-time, in-person instruction or June 21, 2022, whichever date
comes later.
Based on existing NC law, enacted on March 11, 2021, PSUs in North Carolina are required to
offer in-person instruction.
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:
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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;
To support PSUs in safely returning to in-person instruction and sustaining safe operation, the
NCDPI developed Lighting Our Way Forward: North Carolina’s Guidebook for Reopening
Public Schools 10. This guide is regularly updated as changes are made to the Strong Schools NC
Public Health Toolkit 11. The guide includes each of the following mitigation strategies:
1. Universal and correct wearing of masks (p.29)
2. Physical Distancing (p.24)
3. Handwashing and respiratory etiquette (p.32)
4. Cleaning and maintaining healthy facilities, including improving ventilation (p.63)
5. Contact tracing (Strong Schools NC Toolkit)
6. Diagnostic and screening testing (p.35; Strong Schools NC Toolkit)
7. Appropriate accommodations for children with disabilities with respect to the health and
safety policies (p.167)
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;
North Carolina law 12 enacted on May 4, 2020 required all PSUs to develop Remote Instruction
Plans 13 with the intended purpose of providing a detailed framework for quality remote learning.
North Carolina law 14 enacted on March 11, 2021 required all PSUs to provide access to in-
person learning for all students.
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
The North Carolina Department of Health and Human Services provides regular and ongoing
updates to the NC State Board of Education.
10
https://docs.google.com/document/d/1z5Mp2XzOOPkBYN4YvROz4YOyNIF2UoWq9EZfrjvN4x8/edit#heading=h.e4zxnmabnlya
11
https://covid19.ncdhhs.gov/media/164/open
12
https://www.ncleg.gov/Sessions/2019/Bills/Senate/PDF/S704v6.pdf
13
https://www.dpi.nc.gov/districts-schools/districts-schools-support/digital-teaching-and-learning/remote-instruction-plan
14
https://www.ncleg.gov/Sessions/2021/Bills/Senate/PDF/S220v4.pdf
15
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
Due to the ongoing and evolving nature of the COVID-19 pandemic, NCDPI will continue
provide guidance, professional learning and technical assistance to PSUs as needed.
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;
ii. How the SEA will ensure that each LEA plan describes how it will
ensure continuity of services including but not limited to services to
address the students’ academic needs, and students’ and staff social,
emotional, mental health, and other needs, which may include
student health and food services;
iii. How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER
grant period (i.e., through September 30, 2023), 15 and revises as
appropriate, its plan, and how the SEA will ensure that the LEA
seeks public input, and takes such input into account on (1) whether
revisions are necessary and, if so, (2) the revisions to the plan; and
iv. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of
the most up-to-date CDC guidance listed in table B1 and its LEAs’
needs for support and technical assistance to implement strategies
consistent, to the greatest extent practicable, with relevant CDC
guidance.
Each PSU must complete an assurance statement in their ARP ESSER application that they 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
15
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.
16
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. The application and the appropriate notification must be completed
no later than September 30, 2021. Also, PSUs must identify adopted policies and a description of
any such policies; 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; periodically review the PSU plan, no
less frequently than every six months for the duration of the ARP ESSER grant period (i.e.,
through September 30, 2023), 16 and revises as appropriate after seeking public input; and
information about LEA implementation, to the greatest extent practicable, of each element of the
most up-to-date CDC guidance listed in the narrative from 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:
i. students;
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
v. school and district administrators (including special education
administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff, and
their unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
16
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.
17
NCDPI developed and presented the ARP ESSER draft template to the North Carolina State
Board of Education, the body which represents North Carolina public education stakeholders.
The draft template was posted for public comment for 30 days prior to the submission to the US
Department of Education. Over the course of the 30-day period, we received 230 comments
categorized as follows with the relative percentages of each:
1. Technical Correction (<1%)
2. Support (<1%)
3. Question (<1%)
4. Rejection of Funding (1%)
5. Third Party Solicitation (1%)
6. Social Emotional Learning (1.7%)
7. General Commentary (6.5%)
8. Critical Race Theory (88%)*
*It is important to note that Critical Race Theory is not mentioned in the ARP ESSER State Plan
Template.
Those comments were reviewed and taken into consideration prior to the presentation of the final
draft version of the ARP ESSER plan to the NC State Board of Education. The posting of draft
plan to the NCDPI website was advertised via press release. In addition to the public posting of
the plan, the opportunity to comment on the plan was offered to the following groups the ESSA -
required Committee of Practitioners (COP) which contains a wide range of stakeholders from
across the state (parents, teachers, school-, and district-level administrators), NC LEA Federal
Programs Directors, NC Superintendents, the NC Accountability Advisory Group, and State
Advisory Council on American Indian Education.
A series of stakeholder engagement sessions were held in July and August to gather insights and
suggestions to ensure the needs of all students were being met. Most of the suggestions will be
able to be addressed during the implementation phase. Information from each of stakeholder
listening sessions is provided by group:
• Students experiencing homelessness [Session attendees were in agreement with the
priorities set forth in the plan. The group is working to create and vet the ARP Homeless
Plan for ARP HCY-I and II which will provide much needed support these students.]
• Students in foster care [Session attendees highlight SEL support as the top priority.
During implementation, a focus must be on intentionally ensuring these students have
access to credit recovery and credit by demonstrated mastery. There was also a request to
explore data systems as it relates DHHS and County DSS agencies to allow for more
concise tracking.]
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• Incarcerated students [Session attendees highlighted their disappointment with students
from this category not receiving ESSER I and II as they only receive Title I, D.
Consultation with NC State Board of Education will ensue to determine if unbudgeted
SEA reserve funds can be used to ensure students within this population have a share of
the funds. Stakeholders suggested support for technology, professional development for
staff for academic and social-emotional support, remediation, competency-based
assessment tool, and additional personnel to support the socio-emotional well-being of
students.]
• Exceptional Children [This stakeholder group raised the fact that some our EC students
who are served on the EXTENDED Curriculum often cannot access academic or SEL
content because of their cognitive abilities. We will need to ensure that we remediation
and acceleration support offered from the state level accommodates EC children with
varying needs. The final point raised was about the focus on literacy and not on math.
The group recommend exploring the use of Math Foundations.]
• English Language Learners [This group suggested the addition of a priority area-
Acceleration in English Language Development and the use of the ACCESS assessment
be paired with other statewide assessment to measure progress. Additionally, there should
be consideration in the development of credit recovery and credit by demonstrated
mastery options. They recommended a series of best practices such as clear barrier
methods (sneeze guards, clear masks) so that students can see mouth formation during
language instruction, high dosage tutoring, and increasing the number of staff supporting
students.]
• Migratory Students [Those supporting Migrant Education suggested the addition of
resources for transportation, tutoring, SEL modules, internet connectivity, and additional
compensation to staff. Additionally, it was suggested that support be provided for older
migratory students in the area of college applications and FAFSA completion as well as
job and life-skill development for those in the Out-of-School Youth (OSY) category.]
• Students (NC Superintendent’s Advisory Council Representative) [The student
representative highlighted the need to have SEL support and an adequate number of
teachers for face-to-face and online instruction so that both students and teachers feel
supported.]
• Civil Rights: NC National Association for the Advancement of Colored People
(NAACP) [The representative for the NC NAACP suggested resources and supports be
provided to parents to assist students’ learning and socio-emotional recovery, support for
students and staff who must quarantine due to Covid-19, and hiring additional staff (e.g.,
teachers, social workers, psychologists, school nurses, and community liaisons). The
organization provided a written resolution that outlined a series of suggestions including
ensuring all students would be provided with digital tools (e.g., devices and hotspots for
broadband connectivity) in the event virtual learning becomes necessary in the future.]
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• Teacher Advocacy Group: North Carolina Association for Educators (NCAE) [The
stakeholders in this session were in support of focusing on academic recovery due to loss
instructional time and increased support for mental health services. They strongly
suggested gathering additional feedback during the implementation phase of ARP
ESSER. They provided a model of how sessions can be conducted.]
Information from the sessions is included as an attachment and has been used to update this plan.
Some suggestions will be used in the development of a wider Learning Recovery Plan mentioned
below. Going forward, additional sessions will be held to garner information about ARP
implementation progress from a wider audience during a series of Town Hall meetings as
recommend by NCAE and NAACP.
Additionally, the development of a formal ARP
ESSER Advisory Group 17was recommended and approved by the NC State Board of
Education on November 11, 2021. The ARP ESSER Advisory Group will convene on regular
intervals and provide suggestions to improve to the implementation and further development of
the ARP ESSER State Plan. Members will be appointed and will represent each of
the aforementioned stakeholder groups.
ARP Advisory Committee Membership:
Stakeholders that include advocates/stakeholders for children with disabilities, English
learners, homeless children, children in foster care, migratory children, incarcerated
children, or other underserved children (x9):
• Dr. Sheronda Fleming, Director, North Carolina Center for Afterschool Programs,
o Term: 3 years
• John L. S. Simpkins, JD LLM, President, MDC (Manpower Development Corporation)
o Term: 2 years
• Ginny Fogg, Supervising Attorney of the Education Team, Disability Rights of NC
o Term: 3 years
• Crystal M. Grant, JD, MSW, Clinical Professor of Law, Director, Duke Children’s Law
Clinic
o Term: 2 years
• Lisa E. Phillips, State Coordinator for the Education of Homeless Children and Youth,
The SERVE Center at the University of North Carolina Greensboro
o Term: 3 years
• Charlotte ‘Nadja’ Trez, Executive Director of Learning and Language Acquisition,
Charlotte-Mecklenburg Schools
o Term: 2 years
• Sara E. Bigley, State Coordinator State Education Agency (SEA) Foster Care Point of
Contact (POC)
o Term: 3 years
• LuAnne Llewellyn, Federal Program Director, Surry County Schools
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https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=10399&MID=9855
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o Term: 3 years
• Adam R. Johnson, Director of Education, NC Juvenile Justice Schools
o Term: 2 years
Teachers selected from traditional public schools, charter schools, or career and technical
educators (x4):
• Maureen Stover, M. A., Ed., Cumberland International Early College High School,
Teacher of the Year 2020
o Term: 2 years
• Eugenia M. Floyd, Mary Scroggs Elementary School in Chapel Hill-Carrboro City
Schools, Teacher of the Year 2021
o Term: 3 years
• Jenny L. Watson, CFCS, CFLE, Family and Consumer Sciences Teacher & FCCLA
Advisor, Southeast Middle School
o Term: 2 years
• Margaret McLaughlin-Howard, Kindergarten Teacher, Healthy Start Academy
o Term: 3 years
Principals or other school leaders (x2):
• Dr. Denise A. Tillery, Principal, Heritage Elementary School, Wake County Public
School System
o Term: 2 years
• Dr. Michelle D. White, Principal, Chowan Middle School, Edenton-Chowan Schools
Principal of the Year
o Term: 3 years
Superintendents (x2):
• Dr. Andrew G. Houlihan, Ed.D., Superintendent, Union County Schools
o Term: 2 years
• Dr. Valerie Bridges, Ed.D., Superintendent, Edgecombe County Schools
o Term: 3 years
Parents, including one parent of a child with disabilities (x4):
• Jeremy C. Wallace, Parent, Charlotte-Mecklenburg Schools
o Term: 2 Years
• Tenita Philyaw-Rogers, Parent, Durham Public Schools
o Term: 2 years
• Lucia Riley, Parent, Wake County Public School System
o Term: 3 years
• David L. N. Dean, Parent, Chapel Hill-Carrboro City Schools
o Term: 3 years
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Students (x2):
• Catherine Oxendine, President, North Carolina Association of Student Councils
(NCASC)
o Term: 2 years
• Simran Fitzpatrick, Founder, President, Triangle Writers Studio
o Term: 2 years
Members of local school boards (x2):
• Brenda Stephens, Local Board Advisor to the North Carolina School Board Association
(NCSBA)
o Term: 3 years
• Lucy M. Edwards, Northampton County Board of Education
o Term: 2 years
Members from Civil Rights and educational unions or organizations (x4):
• Tamika Walker Kelly, President of NCAE
o Term: 2 years
• Amy E. Marshall, Executive Director, President Founder, K-12 Educator & College
Adjunct, Carolina Teachers Alliance
o Term: 2 years
• Billy S. Medlin, Executive Director, Professional Educators of North Carolina (PENC)
o Term: 3 years
• Dr. Terrance Ruth, M.S., Ph.D., NC NAACP
o Term: 3 years
Representative of the Charter Schools Advisory Board (x1):
• Dr. Terry Stoops, Ph.D., Director of the Center for Effective Education, John Locke
Foundation
o Term: 2 years
Charter school leaders (x2):
• Stephen Gay, Executive Director, Bradford Preparatory School
o Term: 3 years
• Sandeep Aggarwal, Assistant Director and Dean of Business, Technology, and Cultural
Affairs, Sallie B. Howard School
o Term: 2 years
Member of the State Advisory Council on Indian Education (SAICE) (x1):
• Tina Lance, Sappony Tribe, Sappony Youth Camp, Homecoming and
Annual Sappony Stew, Sappony Youth with Financial Aid for Higher Education
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o Term: 3 years
After final approval of the ARP ESSER State Plan, NCDPI developed a Learning Recovery State
Plan (most recent version included as an attachment). This plan includes initiatives developed
with ESSER I and ESSER II funds, how those funds were spent and the results of the programs.
Additionally, the Office of Learning Recovery will provide recommended programs and status
updates on each of those initiatives as they become available.
In line with our comprehensive approach to recovery, the Office of Learning Recovery and
Acceleration has developed an expansive Logic Model 18 and Research and Evaluation Plan 19.
Our plan is focused on 3 critical research and evaluation questions:
1. Implementation: How were state-funded learning recovery and acceleration strategies
implemented? What were the most promising local learning recovery and acceleration practices?
What are the costs associated with the strategies?
2. Impact: What were the near- and longer-term outcomes of the state and local learning recovery
and acceleration strategies on students, educators, and families by subgroup and contextual
variables?
3. Improvement: What strategies should be considered for continuation, expansion, and targeting
of the programs? What is our ROI/Cost-Benefit?
Figure A. OLR Logic Model – How Successful Implementation leads to Achieving Outcomes
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https://simbli.eboardsolutions.com/meetings/TempFolder/Meetings/1121_SLA_New%20Business_Learning%20Re
covery%20Res%20and%20Eval%20Plan_PPT_Attach%202_282752aptsls2wc2gg5og54y4fi0f0.pdf
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https://simbli.eboardsolutions.com/meetings/TempFolder/Meetings/1121_SLA_New%20Business_Learning%20Re
covery%20Res%20and%20Eval%20Plan_Attach%201_282632aptsls2wc2gg5og54y4fi0f0.pdf
23
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Additionally, the Office of Learning Recovery hired an ARP Program Administrator to serve as
an agency resource on planning for, and implementing, ARP-funded interventions. The ARP
Program Administrator is responsible for connecting with, collaborating, and supporting PSUs
state-wide as they build and modify their ESSER III plans. This position provides data-backed
guidance and recommendations on programs and resources that algin to the ESSER III
mandatory 20% Learning Loss set-aside. This position assists PSUs with program design,
implementation, and technical assistance.
This position manages, in partnership with OLR staff, ARP Learning Cohorts. Learning Cohorts
are assigned based on multiple variables, one of which is ESSER III allocations, and provide
opportunities for PSUs to collaborate with similar PSUs across the state. These cohorts will
focus on the development of initiatives aimed at learning recovery and acceleration. The ARP
Program Administrator will host quarterly learning modules with learning outcomes connected
to recovery and acceleration. This position will also host, in partnership with SEA staff, the
annual one-day ARP Convenings: Using Data to Drive Local Recovery Practices and Plans for
school and district leadership.
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Module 1
o Continuing convening conversations around Triage, Transition, and
Transformation
Use of PATHS Tool
Use of ESSER Half-time tool
Module 1 Learning Objectives
o Participants will utilize evidence-based strategies to make informed decisions to
address ESSER use appropriately, and equitably.
o Participants will data mine to identify disparities amongst various populations and
address solutions to remove barriers.
o Participants will identify evidence-based strategies to support the unique needs of
their district(s).
Module 2
o Remediation? Nope, ACCELERATION!!!
Guest subject matter expert / speaker on the topic of accelerated learning
Think, Pair, Share dialogue among PSUs
Module 2 Learning Objectives
o Participants will have the ability to identify a plan that supports the needs of
various populations of their students by using data that reflects the picture of
learning loss in their district.
o Participants will be able to assess and evaluate their approach(es) to addressing
learning loss in their districts with flexibility and support.
o Participants will diagnose their current practices and design an action plan that
addresses various populations of students with an equity mindset.
Module 3
o How do you monitor progress and keep moving forward?
Guest speaker on the topic of progress monitoring
Think, Pair, Share dialogue among PSUs
Module 3 Learning Objectives
o Participants will be able to assess their PSU internal practices and process(es) to
determine if they are inclusive, equitable and culturally responsive.
o Participants will be able to provide feedback to PSUs about their outreach efforts
that enhance access for their various populations of students (or students with the
highest need).
o Participants will be able to design processes through feedback from their thought
partners to gain a deeper understanding of the needs of their various student
populations.
Module 4
o Reflection of 2022-23 and the path into Summer
Think, Pair, Share dialogue among PSUs
Module 4 Learning Objectives
o Participants will be able to identify and assess various populations of students
who need to be re-engaged with their school community and need SEL support.
o Participants will be able to develop an action plan that addresses barriers to
student learning with an equity mindset.
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o Participants will be able to use data to determine evidence-based practices that
support populations with the highest needs so that they can eliminate barriers to
their success.
Each module will begin with a brief pre-quiz on current level of understanding and a post quiz to
check for understanding of topic as well as feedback on the event.
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);
ESSER I (CARES Act)
• District and Regional Support Leadership/Instructional Coaches (LC/IC) Coaches will
provide support to school leaders and teachers as they implement remote learning. ICs
will provide support regionally as part of the Regional Support Structure and focus on
teachers at the 64 low- performing schools that are located in the 8 low-performing
districts and also assist in the development of regional professional development. These
coaches will partner with the Curriculum & Instruction division to aid in the
implementation of the North Carolina Standard Course of Study at NCDPI.
• Learning Management Platform Standardization NCDPI will provide infrastructure
support for digital content delivery by assisting districts with the cost of attaining a
Learning Management System (LMS). ($3,500,000)
• Instructional Support Partnership Expand partnerships to provide broadcast/passive
educational content for home consumption and to provide non-digital instructional
support. DPI and UNC-TV, the local affiliate of Public Broadcast Service (PBS) piloted
a partnership beginning March 30, with positive response. Funds would be needed to
continue the programming. ($1,000,000)
27
• Connectivity Exploration This pilot will explore how to expand internet connectivity in
remote areas of the state. This will enable digital remote learning in the future to areas
that do not have the necessary broadband access. This "proof of concept" project will be
led in the hopes of finding innovative ways to close the connectivity gap. ($250,000)
• Video Lessons NCDPI will contract with regional/state teachers of the year, English
language learner (ELL) teacher representatives, and exceptional children (EC) teacher
representatives to record video lessons for use by other schools/teachers and for possible
inclusion into digital curricula platforms. ($100,000)
• Blended Learning Support The Friday Institute will provide online teacher professional
development that addresses research-based approaches to blended learning. ($75,000)
• External Evaluation An external evaluation will be conducted to provide an overview
of the implementation and impact of the NC CARES Act Funding. A contract will be
put in place with one of our external partners from NC State Friday Institute or UNC
Greensboro SERVE Center. ($200,000)
• Digital Curriculum Resources Funding will be used to improve access to quality K-8
packaged curricula to enhance the ability of schools to offer blended learning. Funding
to PSUs to purchase a 1-year subscription to high quality, standards aligned digital
curriculum packages selected by PSUs. ($10,800,000)
• Instructional Support Reserve Funding for Exceptional Children Funding will provide
instructional support to students and provide ongoing growth toward learning targets. A
standards aligned diagnostic tool which is adaptive with individualized learning
pathways to promote growth for K-12 grade students will be created. ($10,000,000)
• Grant Program for Childcare During Remote Instruction Public school units may
partner with community organizations to provide supervised care for K‐8 students
without at‐home supervision available on remote learning days. ($4,471,200)
• Funds for Charter Schools Allotments will be made to the ineligible, waived, and
underfunded charter schools to ensure all PSUs in NC have access to CARES Act funds.
($2,226,662)
• Professional Development for K-12 Teachers Funding will provide professional
development for NC Educators as they build their capacity for high-quality culturally
relevant virtual and remote teaching and learning. Specifically, a four-week
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asynchronous, facilitated course focused on teaching online and creating content for
online instruction. ($325,000)
• Professional Development for K-12 school Leaders Funding will provide
professional development for NC leaders as they build their capacity for high-quality
culturally relevant instruction to navigate remote instruction and teacher support.
Specifically, a series of professional development opportunities (four weeks total) will
be created to provide leader-specific training on supporting teachers in remote
instruction. ($322,941)
GEER I (CARES Act)
• Specialized Instructional Support Personnel for COVID-19 Response for Student
Health Funding will allow for employing or contracting with specialized instructional
support personnel to provide physical and mental health support services for students in
response to COVID-19, including remote and in-person services. For this allotment, the
term “specialized instructional support personnel” shall refer to school counselors,
school nurses, school psychologists, school social workers, and “school nurse
extenders,” such as a licensed practical nurse (LPN) or certified nurse assistant (CNA)
working under the direction of a registered nurse (RN), as defined by the NC
Department of Health and Human Services. ($40,000,000)
• Supplemental Instructional Services for Academic Needs Funds will be provide to
allow supplemental instructional services to support the academic needs of at-risk
students, students in poverty and students with disabilities through additional in-school
instructional support. Services may include employing or contracting with instructional
personnel, such as certified teachers or teacher assistants; paying stipends for NC
Education Corps members; providing tutoring services or after school programming; or
purchasing instructional resources, curriculum materials, or devices. No more than 10
percent of allotted funds may be used for purchasing instructional resources, curriculum
materials, or devices. ($20,000,000)
ESSER II (CRRSA Act)
• Funds for Charter Schools To provide a minimum allocation of $180 to each PSU in the
State Aid. ($10,000,000)
• School Health Support Personnel Funding for contracted services for school health
support personnel to provide additional physical and mental health support services for
students. school counselors, school nurses, school psychologists, and school social
workers. ($10,000,000)
• Child Nutrition Grants Funding to provide grants to PSUs to expand child nutrition
services. ($10,000,000)
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• Extended Learning and Integrated Student Supports (ELISS) Funding for high-quality,
independently validated extended learning and integrated student support service
programs for at-risk students whose learning has been negatively affected by COVID-19
impacts. ($15,000,000)
• In-Person Summer Instructional Programming Funding to support in-person
instructional programs to address learning loss and provide enrichment activities in the
summer. ($66,046,144)
• Summer Competency Based Assessment (CBA) Funding for Competency Based
Assessments for Pre and Post Summer Extension programs. ($8,200,000)
• North Carolina New Teacher Support Program Funding will be used to expand the
North Carolina New Teacher Support Program administered by the UNC Board of
Governors (1,000,000)
• NC Kids Digital Library Project Funding will support the NC State Library for the
Children through the NC Department of Natural and Cultural Resources ($500,000)
• Support for the NC School of the Deaf and Blind Funding will provide expanded
opportunities to support school nutrition, cleaning and sanitizing, learning resources for
students in these residential schools. ($500,000)
• COVID-19 Impacts Research NCDPI will contract with a third-party research group to
collect, analyze, and report data related to the overall impacts of COVID-19. ($500,000)
• Analysis of COVID-19 Infection Metrics NCDPI will contract with Duke University to
collect and analyze data related to COVID-19 spread among students and staff
participating in in-person learning. ($500,000)
• Go Outside Grant NCDPI will partner with the NC Wildlife Resources Commission to
expand the Outdoor Heritage Advisory Council's NC Schools Go Outside grant program
to expand experiential learning opportunities. Field trips and outdoor experiences will
enable students the opportunity to explore and learn in hands-on environments.
($1,200,000)
• Cybersecurity Enhancement for PSUs Funding will be used to contract with a third-
party entity to implement a statewide cybersecurity program to improve the cybersecurity
infrastructure of the public schools. ($9,000,00)
• Statewide Assessment System Cybersecurity Improvement NCDPI will contract with
Accenture to expand the cybersecurity capabilities within the state’s assessment system.
($1,000,000)
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• Expanding the Teacher Literacy Instruction Capacity Funding will be used to contract
with Voyager Sopris Learning to provide Language Essentials for Teachers of Reading
and Spelling (LETRS) training for teachers ($12,000,000)
GEER II (CRRSA Act)
• Emergency Assistance to Non-public Schools (EANS) Program (Governor’s Office)
($84,000,000)
ii. To what extent ESSER I and ESSER II funds have been awarded to
LEAs and, if funds have not yet been made available to LEAs, when
they will be. In addition, please provide any available information on
the total dollar amounts of ESSER I and ESSER II funds that have
been obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
All ESSER I funds have been awarded to LEAs. ESSER II LEA applications are being processed
at this time with all applications and awards to occur prior to September 30, 2021. The SEA will
track all obligated expenditures through the SEA’s financial reporting system.
iii. In supporting LEAs as they plan for the safe return to and continuity
of in-person instruction and for meeting the academic, social,
emotional, and mental health needs of students resulting from the
COVID-19 pandemic, the extent to which the SEA is also using
other Federal funding sources including but not limited to under the
Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for
child nutrition services, and McKinney-Vento Homeless Assistance
Act, and the funds to support the needs of students experiencing
homelessness provided by section 2001(b)(1) of the ARP Act. 22
Funds from ESSER I and II SEA reserve were earmarked to support all students’ SEL needs.
The special fund source allows PSUs to secure contracted services for school health support
personnel to provide additional physical and mental health support services for students.
Allowable personnel include school counselors, school nurses, school psychologists, and school
social workers.
Additionally, McKinney-Vento funds have been disseminated to PSUs through a Summer 2021
Mini Grant program.
22
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.
31
Mandatory summer in-person learning opportunities will be provided for students who are at-risk
academically. ESSER II funding was made available to each LEA to purchase competency-based
assessment tools to gauge students’ initial skill level and track their progress.
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;
In North Carolina, all funds are appropriated by the NC General Assembly. NCDP maintained
its ARP ESSER plan as a draft. On November 18, 2021 the NC General Assembly passed the
state budget which included the ESSER III state reserve 23.
Descriptions of the funds distributed to Public School Units is detailed in the Covid Allotment
Policy Manual 24 (PRC 181-206).
Within the NC General Assembly appropriation of the state reserve, the following initiatives
have been funded as evidenced-based interventions. The Office of Learning Recovery and
Acceleration has hired a research director and two additional researchers in order to establish an
overall research and analysis program as well as evaluate the impact of particular
initiatives 25. Additionally, the OLR will partner with external researchers and evaluators to
23
https://www.ncleg.gov/Sessions/2021/Bills/Senate/PDF/S105v8.pdf
24
https://www.dpi.nc.gov/media/15787/download?attachment
25
https://collaboratory.unc.edu/news/2022/10/13/dpi-and-nc-collaboratory-address-covids-impact-on-student-
learning/
32
assess the implementation and impact of each funded initiative by weaving research and
evaluation requirements throughout the grant and contract process.
Initiative Amount Description
North $13,500,000 Support for high-dosage and other evidence-based tutoring
Carolina initiatives
Education
Corps
[Section
7.27.(a)(7)]
Gaggle $5,000,000 Gaggle.Net, Inc., for technology to mitigate cyberbullying,
monitor student internet activity, and assist with suicide
7.27(a)(22): prevention services.
Gaggle.net
(PRC 193)
Competency $9,000,000 A new software platform, in response to the COVID-19
Based pandemic, to evaluate and improve student learning and
Education performance and to provide students with an individualized
Platform
roadmap for improving learning and performance. (11)
7.27(a)(10): $200,000 to est
CBE
Platform
Social - $16,000,000 To mitigate cyberbullying, monitor student internet activity
Emotional and classroom educational devices, assist with suicide
Support prevention services
Cyberbullying
Mitigation
7.27(a)(21):
Program to
mitigate
cyberbullying,
monitor
student
internet
activity and
classroom
educational
devices, assist
33
with suicide
prevention
services
(PRC 192)
The $8,000,000 The Innovation Project to create the North Carolina High-
Innovation Tech Learning Accelerator, an initiative to provide a
Project network of place-based learning hubs for students with
rigorous and experiential pathways for jobs in the
[7.27(a)(12): technology industry. The initiative shall offer summer
The immersion and out-of-school options, in addition to other
Innovation student supports in a core program.
Project]
NC Preschool $500,000 Training, consultation, and ongoing support for NC
Pyramid Preschool Pyramid Model
Model Competitive grant with priority given to low-performing
schools and public school units affected by COVID-19 that
[7.27(a)(8): receive low-wealth supplemental funding
Support for
NC Preschool The competitive grant process opened on April 1, 2022 and
Pyramid closed on April 29, 2022. LEAs were provided with a
Model memo announcement, a project introduction, and assurances
(PRC 190)]
as well as the opportunity to participate in two office hours
sessions. Individual technical assistance was provided upon
request. Six LEAs submitted an application. A review team
comprised of Office of Early Learning (OEL), Integrated
Academic and Behavior Systems, (IABS) and Exceptional
Children Division (EC) staff reviewed and scored the
applications based on the competitive priorities set forth in
legislation (LEAs with low performing schools and LEAs
receiving low-wealth supplemental funding), a DPI
established priority of Preschool Pyramid Model
implementation as well as LEA readiness factors. All funds
must be expended by September 30, 2024. Based on
application scores, LEA input and state implementation
capacity the review team proposes that all six LEAs receive
an award based on the following plan:
Cohort 1 Cohort 2
Implementation 2022- Exploration 2022-2023 |
2023
34
Implementation 2023-
2024
Region 7: Caldwell County Region 3: Chatham County
Schools123 Schools1R
Region 3: Johnston County Region 3: Vance County
Schools123 Schools12R
Region 1: Pitt County Region 3: Wake County
Schools12R Schools13
1
LEA has low performing schools
2
Receives low-wealth funding
3
Preschool Pyramid Model implementation site
R
Preschool Pyramid Model readiness planning
Beginnings $1,000,000 Outreach to and support of North Carolina families affected
for Parents of by COVID-19
Children Who
Are Deaf or
Hard of
Hearing, Inc.
[7.27(a)(17):
Beginnings
for Parents of
Children who
are Deaf or
Hard of
Hearing, Inc ]
Voyager $37,500,000 Teacher and principal professional development for
Sopris implementing the Science of Reading
Learning
[7.27(a)(5):
Voyager
Sopris
Learning]
Schools that $970,000 To develop or purchase a statewide, online platform that
Lead allows teachers to (i) share student performance
improvement methods across the State in response to
35
[7.27(a)(10): learning loss resulting from the COVID-19 pandemic and
Schools that (ii) support the Schools That Lead Program
Lead]
[7.27(a)(19):
Schools that
Lead
evaluation]
Communities $3,900,000 To expand services and provide for the extension of nine-
in Schools month contracts for its employees for the purpose of
providing assistance and enrichment activities over the
[7.27(a)(20): summers for students in kindergarten through grade 12
Communities experiencing learning loss and negative impacts from
in Schools] COVID-19.
Hospitality $400,000 For career and technical education (CTE) programs to
Sector career provide options for students outside traditional classroom
development instruction during the COVID-19 pandemic. Awarded as
PRC 194 grants to nationally certified programs in CTE with a focus
on developing critical skills necessary for students to
[7.27(a)(23) succeed in the hospitality sector. Grant recipients shall use
Hospitality the funds to support instructor and student training and
CTE testing in public school units and increase the State's skilled
programs] workforce in the hospitality sectors.
Failure Free $2,500,000 To establish a program entitled "Failure Free Reading" to
Reading support middle school students in authorized public schools
PRC 197 who read below grade level. The program shall use rigorous
data assessment of student success to support middle school
[7.27(a)(26): students who continue to struggle with reading, including
Establish a students who suffered learning loss due to the COVID-19
program pandemic. The Department shall create an application for
called “failure funds and make the application available to authorized
free reading”] public schools prior to January 15, 2022. Local
superintendents in public school units with authorized
public schools may apply for a portion of the funds at a rate
of two hundred fifty dollars ($250.00) per student. The
following public schools are authorized to participate in the
program:
a. Alpha Academy. b. Catawba Rosenwald Education
Center in Catawba County Schools. c. Coats-Erwin
Middle in Harnett County Schools. d. Community
Public Charter. e. Community School of Davidson. f.
Conway Middle in Northampton County Schools. g.
Dunn Middle in Harnett County Schools. h. Enfield
Middle S.T.E.A.M. Academy in Halifax County
36
Schools. i. Grandview Middle in Hickory City
Schools. j. Harnett Central Middle in Harnett County
Schools. k. Harry M. Arndt Middle School in Catawba
County Schools. l. Jacobs Fork Middle in Catawba
County Schools. m. Lake Norman Charter. n. Maiden
Middle School in Catawba County Schools. o. Mill
Creek Middle School in Catawba County Schools. p.
Newton-Conover Middle in Newton-Conover City
Schools. q. Reaching All Minds Academy. r. River
Bend Middle in Catawba County Schools. s. Rocky
Mount Prep. t. Success Institute Charter. u. United
Community. v. VERITAS Community. w. Weldon
Middle in Weldon City Schools. x. William R. Davie
Middle S.T.E.M. Academy in Halifax County
Schools.
The schools listed were selected by the NC General
Assembly and specified as eligible to administer this
program in their schools to combat literacy concerns among
middle school students. School Report Cards for most
schools listed reflect a school grade of C-F with a few
school scoring higher.
NC Museum $500,000 Transfer to the North Carolina Museum of Art to establish
of Art NCMAKids to mitigate learning loss by providing digital
learning experiences
[7.27(a)(27:
NC Museum
of Art,
NCMA Kids
Program]
Afterschool $1,600,000 To establish the Educational and Competitive After-School
Robotics Robotics Grant Program (Program) during the 2021-2023
program fiscal biennium. The purpose of the Program shall be to (i)
promote evidence-based, after-school programs for robotics
[7.27(a)(31): education and competition, (ii) motivate students to pursue
After-School education and career opportunities in science, technology,
Robotics engineering, and mathematics while building critical life
Grant and work-related skills, and (iii) reengage students and
Program remediate learning loss resulting from the COVID-19
(PRC 201)] pandemic.
Betabox $2,042,000 To mitigate learning loss in the areas of science,
technology, engineering, and mathematics by providing
[7.27(a)(33): students in public school units with experiences,
Betabox]
37
curriculum, instructional coaching, hands-on equipment,
and other needed resources.
Plasma $2,500,000 To promote access to innovative digital and personalized
Games learning solutions for high school students that bridge the
[7.27(a)(25): gap between chemistry and physical science curricula and
Plasma
career and technical education (CTE) career pathways.
Games
(PRC 196)]
Office of $2,500,000 Provide support for Learning Recovery Across NC
Learning
Recovery
Staff
[7.27(a)(15):
OLR staff ]
Locate $13,500,000 Establish a grant program, in response to the COVID-19
Missing pandemic, to allocate funds to public school units to
Students to identify and locate missing students.
ensure they
attend/reenroll PSUs participating in this initiative will be able to use third-
party entities to provide technology or outside personnel to
[7.27(a)(13):
identify and locate missing students. Information about the
Identify and
locate missing program can be found in the allotment policy for the
students program.
(PRC 191)]
https://www.dpi.nc.gov/documents/fbs/allotments/covid-
apm-manual-october-2022pdf/download?attachment
Professional $100,000,000 Teachers and instructional support personnel who
Development participate in one or more trainings between March 12,
Participation 2020, and January 1, 2022, that address the mitigation of
(PRC 203)
COVID-19 in public schools, learning loss resulting from
[7.27(a)(34): the COVID-19 pandemic, or virtual instruction needed
$1,000 bonus because of the COVID-19 pandemic.
for qualifying
state-funded
teachers]
38
ii. How the evidence-based interventions will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii. When
possible, please indicate which data sources the SEA will use to determine
the impact of lost instructional time; and
As grant programs are developed NCDPI will establish priorities for inclusion including the
expectation that interventions be utilized for students identified as having been most significantly
impacted by COVID-19. Data sources will include annual value-added achievement data as well
as locally sourced data.
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.
To assist PSUs in identifying the extent of the impact of COVID-19 on student learning and
wellbeing, NCDPI is currently working with a third-party contractor who will provide an impact
analysis of COVID-19 on public school units, students and families of the State (“Impact
Analysis”).
The Impact Analysis includes a baseline analysis that leverages analytics provided as part of the
current contract for district/school/teacher value-added reporting and student projections. The
baseline analysis assesses student performance and learning loss by comparing students’ pre-
pandemic expected performance with their post pandemic actual performance in the 2020-21
school year. More specifically, the baseline analysis uses student projections to the 2020-21
school year, which represents their pre-pandemic expected performance based on the average
schooling experience, and then compares these projections to students’ actual performance on
the 2020-21 statewide assessments. A negative difference indicates that students did not perform
as expected based on their pre-pandemic learning trajectories, and this information will be
aggregated by subject, grade, district, school and/or different student groups to identify whether
certain student groups experienced bigger changes in expected performance than other student
groups. The Impact Analysis incorporates additional data variables to investigate student
performance and learning loss by geographic region, urbanicity and education delivery based on
what is captured and provided by the State (in person, virtual, device access, internet
connectivity, etc.).
39
The Impact Analysis also analyzes group-level achievement trends over time to assess COVID’s
impact on student learning. More specifically, student-level reports will be updated so that it is
easier for educators to see how students’ trajectories changed since COVID-19 disrupted student
learning and how students’ recovery has progressed over time in future years. There are reports
that summarize information about the extent to which students exceed or fall short of their pre-
pandemic expectations and the proportion of students in different categories of learning loss.
Deliverables:
State-Level Technical Report:
• The Impact Analysis includes a technical report, which provides a description of the
methods used to assess student performance and learning loss.
• SAS provided student-level and aggregated files to the NCDPI.
• SAS delivered results in electronic format via a secure file transfer protocol account to
individual LEAs.
• As needed, SAS will contribute content to State Board of
Education presentation and summary, as well as Joint Legislative Education Oversight
Committee presentation and reports.
School and District-Level Dashboards:
• The Impact Analysis also includes enhancements to the EVAAS web application so that
educators with authorized access can view reports that highlight learning loss and
recovery trends. More specifically, student-level reports will be updated so that it is
easier for educators to see how students’ trajectories changed since COVID-19 disrupted
student learning and how students’ recovery has progressed over time in future years.
• There also be additional reports that summarize information about the extent to which
students exceed or fall short of their pre-pandemic expectations and the proportion of
students in different categories of learning loss.
Research Questions:
Assuming sufficient data exists and is available for analysis, the research questions include for
the following assessments, student characteristics and contextual factors:
1. To what extent do actual and pre-pandemic projected student
performance results vary by subgroup and contextual factors?
2. How do any observed differences compare to historical trends?
Administration Student Grades Student characteristi Contextual factors
Window Performance cs of interest
Outcome
Variables*
Actual End-of-grade 3rd-8th Race/Ethnicity: District:
performance for math, reading White
2020-21 and science SBE Region
compared to Low Wealth Designation
40
predicted End-of-course 9th-12th American Urbanicity
performance ba Biology, Indian/Alaskan ARP Funding Level
sed on all English II, Native Low Performing
previous years of Math 1, and Asian Tier Designation
performance Math 3 Black
9th-12th Hispanic/Latino School:
ACT, AP, Native Hawaiian or School Grade (A-F)
PSAT and Pacific Islander Predominately
SAT Two or More Races White/Minority Predominatel
Sex: y EDS/non-EDS
Female Rural/Urban
Male Mode: In-person;
Other: Blended; Remote
Academically or Device Access
Intellectually Gifted Internet connectivity
Chronically absent
English Learners
Students with
Disabilities
Economically
Disadvantaged
Justice-involved
students
Military connected
Students
Experiencing
Homelessness
Students in Foster
Care
At-risk as defined by
general statute
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the
SEA will use the funds it reserves under section 2001(f)(2) of the ARP Act
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including
those that begin in Summer 2021, and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs that address the
academic, social, emotional, and mental health needs of students
(e.g., providing intensive or high-dosage tutoring, accelerating
learning) the SEA has selected, and the extent to which the SEA will
evaluate the impact of those programs;
41
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
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
On April 29, 2021, the North Carolina General Assembly passed SL2021-7 26 School Extension
and Recovery. The law required LEAs to implement a school extension and enrichment program
for at-risk students as defined in NC General Statute 27. The law requires the NC DPI to develop
a report on the outcomes of the program to be presented to the Joint Legislative Education
Oversight Committee. The Office of Learning Recovery and Acceleration will develop and
deliver the report in January 2022. In addition to the student performance outcomes, the OLR
will also identify best practices and programs implemented that address academic, social,
emotional and mental health needs of students. These practices and programs will be included in
a set of recommended guidelines to direct future school extension and enrichment programs.
NCDPI will also develop a grant program to expand and/or scale initiatives developed as part of
the school extension program.
Description Amount Initiative
Summer $36,017,804 Held in a reserve by the Department to be allocated to
Learning public school units as grants to support COVID-19 related
needs during the summer, including in-person instruction to
PRC 188 address learning loss and provide enrichment activities.
[7.27(a)(3): Update Fall 2022: These funds were allotted via PRC 188.
Summer The Summer Career Accelerator grant program is a
Enrichment] continuation of PRC 177 (funded in ESSER II) and will
help to continue to fund high-quality, evidence-based
learning and workforce aligned summer programs for
students deemed “at-risk” or those the PSU identify as
having been disproportionately impacted by the COVID-19
pandemic. The program will respond to the academic,
social, emotional, and mental health needs of students in
grades 6-12. The Office of Learning Recovery and
Acceleration developed a policy, approved by the NC State
Board of Education at their March 2022 meeting, for
workforce-aligned programs for grades 6-12. The programs
26
https://ncleg.gov/EnactedLegislation/SessionLaws/HTML/2021-2022/SL2021-7.html
27
https://www.ncleg.net/enactedlegislation/statutes/html/bysection/chapter_115c/gs_115c-105.41.html
42
are required to include at least two industry partners,
academically align to the community’s workforce demands.
The Office of Learning Recovery and Acceleration
reviewed grant proposals to ensure alignment to State
Board Policy and workforce demands.
As seen in the grant documents, school districts must
determine which students to serve based on school-level
data available to ensure those most disproportionately
impacted by COVID-19. Grant information is below:
https://www.dpi.nc.gov/districts-schools/operation-
polaris/office-learning-recovery-acceleration/summer-
career-accelerator-2-prc-188
Allotment Policy:
https://www.dpi.nc.gov/media/14179/download?attachment
State Reserve Summary:
https://www.dpi.nc.gov/media/15356/download?attachment
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those programs;
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
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.
43
NCDPI used data from the lost instructional time impact analysis to determine that middle grades
math was the most impacted. The Office of Learning Recovery and Acceleration developed a
policy, approved by the NC State Board of Education at their March 2022 meeting, for middle
grades math enrichment. This program will focus on the math standards for grades 4-8. hasThe
Office of Learning Recovery and Acceleration reviewed grant proposals to ensure the use of
evidence-based programs.
Data has been made available to PSUs, including student performance and lost instructional time
as it becomes available to ensure programs are directed at students most in need of additional
programming.
Initiative Amount Description
Before and $36,017,804 Held in a reserve by the Department to be allocated to public
After school school units as grants to support COVID-19 related needs
enrichment during the instructional year, including after-school and before-
school programs that incorporate supplemental in-person
PRC 189 instruction to address learning loss and provide enrichment
activities.
[7.27(a)(4):
Instructional Update Fall 2022: This grant program was administered via
year programs PRC 189. Funds are provided to school districts based on an
including ADM formula. The Math Enrichment grant program will help
before and
fund high-quality, evidence-based in-person math enrichment,
after school]
tutoring and interventions for students deemed “at-risk” or those
the PSU identify as having been disproportionately impacted by
the COVID-19 pandemic in grades 4-8. These academic-year
programs will take place before school or after school and will
respond to the academic, social, emotional, and mental health
needs of students.
As seen in the grant documents, school districts must determine
which students to serve based on school-level data available to
ensure those most disproportionately impacted by COVID-19.
Grant information is below:
https://www.dpi.nc.gov/districts-schools/operation-
polaris/office-learning-recovery-acceleration/math-enrichment-
programs-prc-189
Allotment Policy:
44
https://www.dpi.nc.gov/media/14179/download?attachment
State Reserve Summary:
https://www.dpi.nc.gov/media/15356/download?attachment
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.
Two broad categories for emergency needs were student support and educator workforce
support. In the category of student support, the NC General Assembly allocated funds to ensure
that students needing to complete Drivers Education training could be serviced.
Initiative Amount Description
7.27 (a)(30): $400, 000 Support for driver education programs and aid in
Driver reducing a backlog of student applicants due to the
Education COVID-19 pandemic.
(PRC 205)
PSUs could apply to participate in the initiative as
specified in the allotment policy.
https://www.dpi.nc.gov/documents/fbs/allotments/covid-
apm-manual-october-2022pdf/download?attachment
In the category of educator workforce support, the following intiatives were funded:
Initiative Amount Description
Coaching and $18,000,000 Provide coaching support and professional
Professional development for principals and school improvement
Development leadership teams in local school administrative units.
Funds shall be used
[7.27 (a)(24): (i) to design and implement a leadership institute for
Design and principals employed in qualifying public schools and
implementation (ii) to provide grants to local school administrative
45
of a leadership units in which a majority of the public schools are
institute for qualifying public schools for flexible improvement
principals and and intervention options approved by the Department
grants to PSUs to address negative impacts of COVID-19. Up to two
for million dollars ($2,000,000) of these funds may be
implementation used for 20 time-limited or full-time equivalent
(PRC 195)] positions for the Department to support the activities
set forth in this subdivision. For the purposes of this
subdivision, a qualifying public school is a school
meeting the following criteria:
a. For the most recent year for which data are
available, has a school performance score in the
lowest-performing five percent (5%) of all schools.
b. Receives funds under Part A of Title I of the
Elementary and Secondary Education Act of 1965, as
amended.
c. Is governed by a local board of education.
d. Is not one of the following types of schools:
1. An alternative school.
2. A cooperative innovative high school.
3. A school that was in its first or second year of
operation in the previous school year.
4. A newcomers school.
For the purposes of this subdivision, a newcomers
school is a school in which at least ninety percent
(90%) of its students are enrolled for no more than
one year on the basis of their status as recently
arrived English language learners.
Support for $1,200,000 Establish a grant program during the 2021-2023
National Board fiscal biennium for qualifying public school units to
Certification improve teacher quality and mitigate learning loss,
by reimbursing teachers for the cost of the
[7.27(a)(28): participation fee for National Board for Professional
Reimburse Teaching Standards (NBPTS) certification
teachers for
NBPTS
certification
(PRC 198)]
School $1,700,000 Establish the School Psychologists Grant Program
Psychologists (Program) in response to the COVID-19 pandemic to
[7.27(a)(29): improve the safety, mental health, and well-being of
School students by providing grants to public school units to
Psychologists recruit school psychologists.
Grant Program
46
(PRC 204)]
Lastly, the NC General Assembly included the following stipulation regarding funds not
encumbered by the various fund sources that comprise the state reserve.
If, on March 15, 2022, there are any funds that are unencumbered from the
reserve of funds pursuant to subsection (f) of section 2001 of ARPA, those funds
shall be reallocated as follows, in order of priority: a. To offset any shortfall in
the funds allocated pursuant to subdivision (34) of this subsection for bonuses
related to COVID-19 training for teachers and instructional support personnel in
public schools. b. To be used for expenditures on or after March 15, 2022, to meet
additional needs of the elementary and secondary schools of the State within
federal law and guidelines, as determined by the State Board of Education
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.
5. 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;
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;
iii. How the LEA will spend its remaining ARP ESSER funds consistent
with section 2001(e)(2) of the ARP Act; and
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
47
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 NCDPI application process requires PSUs to complete a needs assessment (Part A) and data
(Part B) analysis to determine the potential areas to which funds from ARP ESSER should be
directed. After the completion of the required needs assessment, PSUs outline the appropriate
strategies to implement and determine outcome measures. PSUs indicate how they will utilize
funds in accordance to allowable uses including COVID-19 prevention strategies as well as
academic and socio-emotional support. The ARP ESSER application was configured to require
PSUs to allocate a minimum of 20% to learning recovery efforts. Using funds in this manner
continues initiatives begun with ESSER II aimed at addressing learning loss. A NC legislative
mandate required LEAs (charter school participation was optional) to provide a 2021 summer
learning program to address learning loss. The ESSER II application captured basic information
about the summer program to be implemented and was further elaborated upon in a required
summer learning plan provided to the Office of Early Learning for approval before the
implementation of programming in summer 2021.
For ARP ESSER, PSUs must provide information about how will implement strategies to
mitigate learning loss (Part C). Subgrantees must detail how they will meet the needs of students
who have been disproportionately impacted due to COVID-19 including low-income students,
children with disabilities, English Learners, racial and ethnic minorities, students experiencing
homelessness, and children and youth in foster care.
NCDPI staff members evaluate plans provided in applications as part of the official review
process and offer feedback to strengthen plans as necessary. As part of the application process,
one of the assurances that LEAs must sign is that they will provide their plan to public by posting
it on their website within 30 days of receiving funds. All applications must be received no later
than September 30, 2021. Fiscal and programmatic monitoring conducted by NCDPI will ensure
LEAs meet the timeline for posting their plans, spend according to allowable use categories,
implement specified strategies for all students especially those disproportionately impacted by
COVID-19, and meet or exceed LEA-determined outcomes as specified in their plans. The SEA
will also provide technical assistance as needed.
6. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
i. students;
ii. families;
48
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations);
and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
PSUs were required to post their ESSER II plans for a minimum 30-day comment period. PSUs
will be provided Technical Assistance as requested about best practices for seeking public
engagement.
Technical Assistance was provided to LEAs during the application process to ensure there was a
clear understanding about the need to solicit and allow feedback on the ARP ESSER LEA Plan.
During LEA programmatic monitoring, evidence for compliance with the requirement of a
feedback loop with stakeholders will be assessed.
7. 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;
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
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;
49
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.
The Office of Learning Recovery will work with District and Regional Support Teams 28 to
support and monitor implementation of evidence-based interventions. The OLR will be
responsible for data collection and analysis of PSU-based interventions and in conjunction with
the Associate Superintendent of Innovation at NCDPI will identify the most effective
interventions employed. The OLR research team will work with existing data collection and
analysis units within NCDPI support and monitor PSUs as they work to mitigate the
disproportionate impact of COVID-19 on students. Data collection and analysis will include
academic indicators, social-emotional indicators, and instructional time indicators including
chronic absenteeism.
8. Describe the extent to which the SEA will support its LEAs in implementing
additional strategies for taking educational equity into account in expending ARP
ESSER funds, including but not limited to:
i. Allocating funding both to schools and for districtwide activities
based on student need, and
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.
NCDPI and the SBE are committed to educational equity in North Carolina 29. The North
Carolina SBE has defined educational equity as follows:
“Educational Equity” is the belief and practice of ensuring that every
student is treated in a fair and just manner, providing the necessary allocation of resources for
the success of every student, and eliminating discriminatory barriers to full participation and
opportunities for every student.
The OLR will work directly with the Deputy Superintendent of Equity at NCDPI and the SBE to
ensure initiatives funded with ARP ESSER funds are allocated based on student need.
Additionally, ESSER funds will be included as we address equitable and inclusive return to in-
person instruction. These strategies and initiatives are directly linked to the SBE Strategic Plan
Goal I 30.
28
https://www.dpi.nc.gov/districts-schools/districts-schools-support/district-and-regional-support
29
https://drive.google.com/drive/folders/1sZlSKF0AkOtY1WJDDJJHuNJ61h4pa1lt
30
https://simbli.eboardsolutions.com/StrategicPlan/PlanDetail.aspx?S=10399&PID=487%20
50
E. 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.
NCDPI provides an annual report on the “State of the Teaching Profession in North Carolina” 31.
The report provides attrition and mobility data to the SBE and PSUs. Some of the key findings
of the report are as follows:
• Generally, NC teachers remain in the classroom, the overall state attrition rate for 2019-
2020 was 7.53%
• Prior year reports have consistently shown, those who remain teaching in NC public
schools demonstrate greater effectiveness (as measured by EVAAS index scores) than
those how leave
• Hard to staff subjects (teacher shortages) include:
o K-5 – Core Subjects
o 6-8 – Math, Exceptional Children, Science
o 9-12 – Exceptional Children, Math, CTE
ii. 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.
Each PSU completed a local needs assessment identifying the most urgent shortages. PSUs have
the flexibility to identify and add positions as necessary. NCDPI will continue to provide an
analysis of the shortage and potential shortage areas in the annual state of the profession report.
31
https://www.dpi.nc.gov/media/10536/download
51
NCDPI provides regular and ongoing professional development to PSUs including online
options such as research-based approaches to blended learning, provided by The Friday Institute.
Additionally, NCDPI will offer coaching support and professional development to Districts,
Principals and School Improvement Leadership Teams. This initiative is described above in D.4.
To design and implement a leadership institute for current principals in LPS. To support a grant
opportunity for Low Performing Districts to apply for funding for creative and flexible
improvement options (much like the Renewal District).
iii. Describe the actions the SEA will take to fill anticipated gaps in
certified teachers for the start of the 2021-2022 school year and to
what extent the SEA will further support its LEAs in expanding the
educator pipeline and educator diversity while addressing the
immediate needs of students disproportionately impacted by the
pandemic (e.g., recruiting teaching candidates to provide high-
dosage tutoring or implementing residencies for teacher candidates).
There are several initiatives in North Carolina to address gaps in certified teachers statewide.
These initiatives include the work of the North Carolina Human Capital Roundtable, the Drive
Task Force, NC Stride Task Force and a new recruitment website.
In 2018 the North Carolina Human Capital Roundtable was established 32. The purpose of the
Roundtable is “to develop recommendations to help increase the quality, quantity and diversity
of teacher candidates and prepare them to be licensed, hired, supported and retained as highly
effective educators in North Carolina schools”. In 2021, the vision and principals were sent from
the SBE to the Professional Educator Preparation and Standards Commission (PEPSC) for
review and the establishment of a formal recommendation 33
The Drive Task Force was established in 2019 by executive order and is focused on recruitment,
retention, development and support of educators of color in NC 34. The NC Stride Task Force
brought together a wide-ranging group of stakeholders to address recruitment and retention of
educators through a series of policy recommendations 35.
Finally, North Carolina developed a new teacher recruitment website
https://northcarolina.teach.org/ and a proposal is in place to coordinate recruitment efforts within
the NCDPI.
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
32
https://www.sreb.org/north-carolina-education-human-capital-roundtable
33
https://www.dpi.nc.gov/educators/educator-preparation/professional-educator-preparation-and-standards-commission
34
https://governor.nc.gov/issues/education/drive-task-force
35
http://www.bestnc.org/ncstride/
52
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).
Several PSU – local health agency partnerships exist throughout North Carolina. In these
programs health care institutions are providing nursing and mental health support to students in
schools via telemedicine. NCDPI will assist with coordinating services, assisting in the
development of a statewide model and assessment of the impact on students and families.
F. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
i. Student learning, including the academic impact of lost instructional
time during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and
participation in advanced coursework; access to technology,
including educator access to professional development on the
effective use of technology; access to high-quality educators; access
to school counselors, social workers, nurses, and school
psychologists; and results from student, parent, and/or educator
surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil
expenditures at the LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g.,
summer and afterschool programs); and
53
vi. Other reporting requirements reasonably required by the Secretary
(please refer to Appendix B of this template; final requirements will
be issued separately).
vii.
Data will be collected from existing data sources where possible. Academic achievement will be
measured through our statewide assessment system. Additional information will be garnered
through ESSER-funded competency-based assessment tools. Where metrics do not exist, we plan
to create systems to collect the necessary data. Funding has been earmarked to contract with a
research firm to collect and analyze data about COVID-19 impacts. Fiscal data will be pulled
from our existing financial systems. Data will be analyzed by fund source and use. Maintenance
of Employment and Equity metrics will be provided through the NC Office of Budget
Management. Lastly, student outcomes (e.g., attendance, behavior, achievement, etc.) will be
tracked for students who participate in extended learning opportunities (e.g., summer and
afterschool).
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 monitoring and internal controls processes outlined in the ESSER I Monitoring and Internal
Controls Plan created for ESSER I will be updated to reflect ESSER as a whole (I, II, and III).
Our Federal Program Monitoring and Support is tasked with conducting programmatic
monitoring; while the Monitoring and Compliance Section is tasked with completing fiscal
monitoring. NCDPI has incorporated ESSER monitoring into its existing structures and is in the
process of hiring additional staff to support monitoring efforts.
54
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
NCDPI has prepared a data dashboard to offer metrics about school operating status and mode of
instruction. This information may be found at:
https://www.dpi.nc.gov/districts-schools/federal-program-monitoring/elementary-and-secondary-
schools-emergency-relief-esser#esser-compliance
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.
55
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
56
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).
57
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you about a new provision in the Department of
Educations General Education Provisions Act ("GEPA") that applies to applicants for new grant
awards under Department programs. This provision is Section 427 of GEPA, enacted as part of
the Improving America's Schools Act of 1994 (Public Law (P.L.) 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for new grant awards under this program. ALL
APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR
APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE
FUNDING UNDER THIS PROGRAM.
(If this program is a State-formula grant program, a State needs to provide this description only
for projects or activities that it carries out with funds reserved for State-level uses. In addition,
local school districts or other eligible applicants that apply to the State for funding need to provide
this description in their applications to the State for funding. The State would be responsible for
ensuring that the school district or other local entity has submitted a sufficient section 427
statement as described below.)
What Does This Provision Require?
Section 427 requires each applicant for funds (other than an individual person) to include in its
application a description of the steps the applicant proposes to take to ensure equitable access to,
and participation in, its Federally-assisted program for students, teachers, and other program
beneficiaries with special needs. This provision allows applicants discretion in developing the
required description. The statute highlights six types of barriers that can impede equitable access
or participation: gender, race, national origin, color, disability, or age. Based on local
circumstances, you should determine whether these or other barriers may prevent your students,
teachers, etc. from such access to, or participation in, the Federally-funded project or activity. The
description in your application of steps to be taken to overcome these barriers need not be lengthy;
you may provide a clear and succinct description of how you plan to address those barriers that
are applicable to your circumstances. In addition, the information may be provided in a single
narrative, or, if appropriate, may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure
that, in designing their projects, applicants for Federal funds address equity concerns that may
affect the ability of certain potential beneficiaries to fully participate in the project and to achieve
high standards. Consistent with program requirements and its approved application, an applicant
may use the Federal funds awarded to it to eliminate barriers it identifies.
58
What are Examples of How an Applicant Might Satisfy the Requirement of This
Provision?
The following examples may help illustrate how an applicant may comply with Section 427.
(1) An applicant that proposes to carry out an adult literacy project serving, among others,
adults with limited English proficiency, might describe in its application how it intends to
distribute a brochure about the proposed project to such potential participants in their native
language.
(2) An applicant that proposes to develop instructional materials for classroom use might
describe how it will make the materials available on audio tape or in braille for students who
are blind.
(3) An applicant that proposes to carry out a model science program for secondary students
and is concerned that girls may be less likely than boys to enroll in the course, might indicate
how it intends to conduct "outreach" efforts to girls, to encourage their enrollment.
(4) An applicant that proposes a project to increase school safety might describe the special
efforts it will take to address concerns of lesbian, gay, bisexual, and transgender students, and
efforts to reach out to and involve the families of LGBT students.
We recognize that many applicants may already be implementing effective steps to ensure equity
of access and participation in their grant programs, and we appreciate your cooperation in
responding to the requirements of this provision.
NCDPI LEA ESSER grant application contains an assurance about General Education
Provisions Act (GEPA) Section 427 compliance. Applicants must attest that they will adhere to
the requirement outlined in GEPA. The assurance reads, “Comply with the requirements of
section 442 (20 U.S.C. 1232e) and section 427 (20 U.S.C. 1228a) of the General Education
Provisions Act (GEPA).”
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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