State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Louisiana
Summary
A Louisiana State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund, on the Department of Education's form issued April 21, 2021 with OMB Number 1810-0754. The cover page carries the printed name of Cade Brumley as the authorized representative with a date of 8.6.21. The plan follows the form's sections, beginning with a description of the State's current status and needs.
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
“State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Louisiana.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-903543a589/
, SHA-256 cabacaf88834ab3cbd0b05586652fda29172f0c14825d9af463eb13e9b840339.Full text
State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
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Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210003
SEA Contact: Quentina Timoll
Telephone: 225.342.9763
Email address: Quentina.timoll@la.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)
Cade Brumley
Signature of Authorized SEA Representative Date:
8.6.21
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A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3
strategies that have been most effective in supporting the needs of students in
your State during the COVID-19 pandemic, especially for students most impacted
by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices to the
Department’s Safer Schools and Campuses Best Practices Clearinghouse so that
they can be shared with other States and LEAs.
i. Prioritizing in-person learning
ii. High-dosage tutoring
iii. Continued focus on school improvement best practices
The Louisiana Department of Education hosts monthly roundtable system leader meetings with
Superintendents, Chief Academic Officers, and other System-level leadership roles. To build
upon the round table experience, the Department will inform LEAs of the opportunity to submit
lessons learned and best practices implemented through the Louisiana State Department of
Education’s newsletter. During the 2020-2021 school year, LDOE also developed a Models of
Excellence initiative that recognizes educational excellence in the state by honoring schools that
serve as a state model in meeting one of the Louisiana Department of Education’s Believe to
Achieve Education Priorities.
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.
i. Unfinished learning
ii. Student engagement and attendance
iii. Infrastructure shortages (broadband, wifi, and connectivity)
*Data related to these top 3 priorities is accessible via the Winter Strong
Start Report.
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),
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iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have
been identified by the SEA (e.g., youth involved in the criminal
justice system, students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years,
students who did not consistently participate in remote instruction
when offered during school building closures, and LGBTQ+
students).
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time, 1 chronic
absenteeism, student engagement, and social-emotional well-being.
Complete the table below, adding rows as necessary, or provide a narrative
description.
Table A1.
Below are the three highest priority needs across all student groups based on an analysis of the
fall and winter Strong Start Survey results.
i. Unfinished learning
ii. Student engagement and attendance
iii. Infrastructure shortages (broadband, wifi, and connectivity)
*All data within the table below is from the February 2021 data collected from school systems
within the state of Louisiana. LDOE collected data relevant to the number of students within
each student group and plans to incorporate the collection of student group data specific to
priority needs within the 2021-2022 school year.
Student Group Students Served
Students from low-income The Louisiana Department of Education has 665,467 total
families students enrolled in K-12 public schools. 52.48% of those
students receive free and reduced lunch. As of February 2021,
there were a total of 481,767 K-12 public 2 ED students. In the
2020-2021 school year, districts throughout the state opened for
on-site instruction and hybrid instruction.
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For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
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Students from each racial or There are a total of 282,287 black students within the state of
ethnic background used by the Louisiana.
State for reporting purposes – There are a total of 289,691 white students within the state of
please add a row for each racial Louisiana.
or ethnic group (e.g., identifying There are a total of 10,806 Asian students within the state of
disparities and focusing on Louisiana.
underserved student groups by
race/ethnicity) There are a total of 57,769 Hispanic students within the state of
Louisiana.
Students by gender – please add a There are a total of 325,224 female students within the state of
row for each gender (e.g., Louisiana.
identifying disparities and There are a total of 340,243 male students within the state of
focusing on underserved student Louisiana.
groups by gender)
English Learners There are a total of 27,005 EL students within the state of
Louisiana.
Children with disabilities There are a total of 84,472 students with disabilities within the
state of Louisiana.
Students experiencing There are a total of 11,336 homeless students within the state of
homelessness Louisiana.
Children and youth in foster care There are a total of 3,115 children and youth students in foster
care within the state of Louisiana.
Migratory students There are a total of 10,954 migratory students within the state
of Louisiana.
Other groups of students Approximately 16,000 students were not engaged in the public
identified by the State (e.g., youth school system based on enrollment counts from 2/1/20 to
involved in the criminal justice 10/1/21. A high percentage of those 16,000 students are from
system, students who have missed grades 3 and below.
the most in-person instruction
during the 2019-2020 and 2020-
2021 school years, students who
did not consistently participate in
remote instruction when offered
during school building closures,
LGBTQ+ students)
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.
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During the 2020-2021 school year, Louisiana remained committed to providing information on
student academic progress to school systems and families.
The Louisiana Department of Education continued to collect CLASS® data through observations
of all publicly funded infant, toddler, and pre-K classrooms statewide. While the Board of
Elementary and Secondary Education provided flexibilities in the number of required
observations as well as the annual publication of Performance Profiles for the 2020-2021 school
year, this data will continue to be useful in identifying the impact of COVID-19 on students’
experiences and identifying the groups of students most impacted by COVID-19. In 2020-2021,
community network-led agencies were expected to complete at least one CLASS® observation
of all publicly funded classrooms, providing teachers and site-level leaders with helpful feedback
to ensure all children experience high-quality interactions. School system leaders, community
network leaders, and state decision makers will be able to use this data to identify the impacts of
COVID-19 and target interventions to ensure all children in Louisiana receive high-quality
interactions in early childhood settings.
In grades K-3, school systems administered a literacy screener to each student within the first 30
days of the school year. This data allowed school systems to begin the year understanding the
impact that spring 2020 closures may have had on individual students. Students’ scores at each
grade level are reported as either “On or Above Benchmark” or “Below Benchmark.” Students
who score “Below Benchmark” are considered “at risk” for reading difficulties according to the
developers of the assessments. Fall 2020 results revealed that 40.4% of kindergarten students,
42.3% of first graders, 48.4% of second graders, and 49.5% of third graders scored “On or
Above Benchmark” for the measured skills. Overall, literacy screening results over the past three
years have declined. This means fewer children are reading on grade level and more children are
identified as “at risk” for reading failure each year. The decline in scores from 2019 to 2020 is in
part a result of the COVID-19 pandemic resulting in a loss of instruction in the spring of
2020. (Fall 2020 Reading Report: School, District, and State Results for Kindergarten through
Grade Three).
LDOE will allocate ESSER III funds to provide literacy screeners to school systems. The
Department will also allocate ESSER III funds on The Science of Reading initiative to improve
literacy scores within the state and decrease the number of students “at risk” for reading
difficulties.
In past years, the literacy screener results were mirrored in Louisiana’s third-grade ELA LEAP
outcomes. Though LEAP scores have increased slightly over the last three years, still fewer than
half of all third graders achieved mastery in reading. In Spring 2019, 46% of third grade students
achieved mastery. Due to the COVID-19 pandemic, the LEAP assessment was not administered
in Spring 2020.
Louisiana administered LEAP assessments in grades 3-8 and high school during Spring 2021.
These annual assessments in English Language Arts, mathematics, social studies, and science
will provide information on which students have met grade-level standards and which students
are struggling to meet grade-level standards. LDOE will use this data to inform decisions on
supporting school systems in the 2021-2022 school year.
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Also of note is the large percentage of school systems that have adopted high-quality
instructional materials. Throughout the 2020-2021 school year, high-quality instructional
materials provided formative assessments that allowed teachers to monitor student progress
throughout the year. Below is a table that contains the percentage of school systems
implementing Tier 1 curriculum in at least one grade band for ELA or math during the 2020-
2021 school year.
Percentage Implementing
School Label
Tier 1 Curriculum
CIR/UIR-A 100%
Non-CIR/UIR/A 81.5%
All school systems 93.5%
As the 2021-2022 school year begins, continued administration of literacy screeners and LEAP
2025 assessments and continued use of high-quality instructional materials will help ensure that
LEAs can identify the extent of the impact of the COVID-19 pandemic on student learning.
During the 2020-2021 school year, the Louisiana Department of Education also supported school
systems in supporting the well-being of all students and educators by recommending social,
emotional, and mental health supports, including mental health screenings upon return to school.
The Department provided access to a mental health screener and additional supports for students
who qualify for trauma support services.
In preparation for the 2020-2021 school year, the Louisiana Department of Education published
guidance for school systems to assist in the development and utilization of Well-Being
Leadership Teams (WBLT) at each site. WLBTs were primarily responsible for identifying and
responding to needs of the school community, curating and distributing resources and supporting
families in crisis. Specifically, this guidance outlined best practices in identifying and
responding to needs as determined by the selection and administration of appropriate screeners,
the implementation of evidence-based, culturally responsive social, emotional and behavioral
interventions within a multi-tiered framework, determining a plan for checking on the general
well-being of staff, and continually assessing the climate and well-being of students and staff
using a survey to monitor school culture and climate.
To assist LEAs in the selection and administration of appropriate screeners, the Department
researched a variety of universal social, emotional, and behavioral screeners. Each screener was
evaluated against criteria in four key areas: the given student population and developmental
appropriateness; personnel needed to administer the screener; feasibility and usability of the
screener; and the time necessary to fully execute each step of the screening process from
preparing to administer the screener to analyzing results and using those results to determine
actionable next steps. Following this review, three screeners were recommended to LEAs: the
Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE); the Social Academic
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and Emotional Behavior Risk Screener (SAEBRS); and the Behavior Assessment System for
Children, Third Edition (BASC-3).
Additionally, the Department published the Louisiana Student Well-Being Vendor Guide to
assist LEAs in supporting the well-being of students by focusing on three critical areas:
prioritizing positive, intentional relationships between and among students, staff and families;
attending to students’ individual needs; and responding to student behavior with appropriate
support.
In terms of prioritizing positive, intentional relationships, the Student Well-Being Vendor Guide
serves to provide LEAs with a vetted list of vendors and resources to build strong, sustaining,
and authentic relationships across a variety of educational communities (e.g. student to student,
staff to staff, staff to student, and staff to families). Regarding increased attention on individual
student needs, the guide provides access to vendors and training in the areas of Tier II and Tier
III evidence-based interventions, universal mental health screeners, and external service
providers. Lastly, the Student Well-Being Vendor Guide prioritizes appropriate responses to
student behavior, including training and materials related to trauma-informed practices,
establishing culturally responsive leadership practices, implementing de-escalation practices, and
ensuring that the proper policies and protocols are in place at school sites to effectively
determine when student behavior should be addressed through increased support versus
disciplinary referrals and/or action.
At the beginning of the 2020-2021 school year, the Louisiana Department of Education collected
data from LEAs on the resources or strategies that would be used to support student well-being,
as well as the mental health screeners that would be administered. During the winter, Louisiana
also collected data from various stakeholders on the successes, challenges, and recommendations
related to student well-being and mental health.
The Department is continuing to prioritize the well-being of students and staff through several
key initiatives, including a one million dollar initiative with Louisiana’s largest healthcare
provider (Ochsner Health) to provide all birth through 12th (B-12) grade public school educators
with access to free virtual teletherapy sessions conducted by qualified mental health
practitioners. Additionally, the Department plans to continue supporting communities of care in
Louisiana’s schools with a renewed focus on, and increased funding support to, expanding
access to qualified school social workers and mental health professionals in LEAs statewide. As
an example, the LDOE is currently working to operationalize an innovative funding “match” in
which the Department will cover 50% of salaries and benefits for school social workers in LEAs
that agree to fund the remaining portion of salaries and benefits for these individuals over the
course of the next three years. Furthermore, in partnership with Louisiana State University, the
Department has offered intensive professional development to a subset of schools and systems
with a history of exclusionary disciplinary practices focused on the integration of academic
instruction and social-emotional learning (SELA). With the use of ESSER funding, the
Department looks forward to expanding these professional development opportunities and
building upon lessons learned in the 2020-2021 school year to implement a tailored, evidence-
based statewide strategy to enhance the social and emotional learning of students and the overall
well-being of Louisiana’s educational communities.
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5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in your
State on:
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.
The Louisiana Department of Education collects various data to support school systems,
students, and families impacted by COVID-19. On an ongoing basis, the Department collects
information from school systems on the modes of instruction being implemented by each
school. This information is collected as often as the modes of instruction change and school
systems submit the changes. Beginning in the 2021-2022 school year, information on modes of
instruction will be regularly collected at the student level and aggregated by student group. The
Department collects student enrollment data from LEAs three times a year; the first collection is
October 1, the second collection is February 1, and the third collection is End of Year. The
Department also collects absence data for each student and student group three times a year.
Beginning in the 2021-2022 school year, daily attendance will be collected by LDOE at the
student level. During the 2020-2021 school year, LDOE consistently collected data from school
systems regarding the digital learning models being offered. This data is accessible through the
Digital Learning Model Schools Dashboard.
The Department is also developing an Emergency Preparedness and Recovery Dashboard, which
will be released prior to the start of the 2021-2022 school year. This dashboard will be updated
with information submitted by each school system’s Emergency Preparedness and Recovery
point of contact. This form will collect information around cybersecurity issues, as well as
disaster recovery. Emergency Preparedness and Recovery points of contact will be asked to
provide specific information based on the event.
ii. The data described in A.5.i.a. and b. using the template in Appendix
A (and to the extent available, the data described in A.5.i.c.) for the
most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
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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.
The Louisiana Department of Education has provided data within Table 1 under Appendix A.
This data is updated frequently based on data received from school systems and is accessible via
the Louisiana Believes website. The data within Table 2 under Appendix A will be gathered in
the 2021-2022 school year.
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.
During the 2020-2021 school year, LDOE consistently collected data from school systems
regarding the digital learning models being offered. This data is accessible through the Digital
Learning Model Schools Dashboard.
According to a survey disseminated in the spring, 95 out of 191 traditional public /public charter
LEAs indicated they are implementing summer learning programs in 2021. Based on data
collected from school systems, 51% of these programs will be offered full day, and 79% will be
offered in person.
The SEA will collect this data for the 2021-2022 school year through the Strong Start Survey
responses being collected through August 2021.
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations
to maximize in-person instruction is essential for student learning and student well-being,
and especially for being able to address the educational inequities that have been worsened
by the COVID-19 pandemic. In this section, SEAs will describe how they will support their
LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
Complete the table below, adding rows as necessary, or provide a
narrative description.
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Table B1.
The Louisiana Department of Education provided reopening guidance to LEAs through Strong
Start 2020. The Department is currently updating the reopening guidance to reflect the most
recent CDC updates and will release updated reopening information. The Louisiana Department
of Education is continuing to work with our partners at the Louisiana Department of Health
(LDH) and Children’s Hospital of New Orleans (CHNOLA) to review the latest CDC guidelines
surrounding school operations. The Strong Start 2020 will sunset on June 30. LDOE is
developing Ready to Achieve!, a new set of operational guidance for K-12 school systems to use
in the 2021-2022 school year. Ready to Achieve! will be provided to school systems and go into
effect on July 1.
The information within the table below is from Strong Start 2020 guidance and reflects some updates
based on the CDC guidance since the original release of Start Strong 2020.
Mitigation strategy SEA response
Universal and Guidance to LEAs includes the following:
correct wearing of • While inside the school facility, all adults and students in grades 3
masks through 12 must wear a face covering to the greatest extent possible and
practical within the local community context.
• While inside the school facility, students in grades pre-K through 2 may
wear a face covering.
Physical distancing Guidance to LEAs includes the following:
(e.g., including use • Younger students who are unable to wear face coverings or maintain a
of cohorts/podding) physical distance from other students or adults should be assigned static
groups. This must include, at a minimum, students in grade 2 or lower.
• The static group composition should be maintained for as long as
possible.
• The composition of a group may change if students are able to maintain a
physical distance of at least three feet from other students and six feet
from adults in a classroom or indoor setting, to the greatest extent
possible.
• If groups convene outdoors, a physical barrier is not required, but each
group must remain separated.
• To the greatest extent possible, schools must limit crowding at entry and
exit points and adhere to maximum group sizes and physical distance
recommendations.
Handwashing and Guidance to LEAs includes the following:
respiratory etiquette • Students must wash or sanitize hands upon arrival at the school at least
every two hours, before and after eating, before and after using outdoor
play equipment, and before exiting the school facility.
• Establish hand hygiene stations at the entrance to the facility so students
can clean their hands before they enter. If a sink with soap and water is
not available, provide hand sanitizer with at least 60% alcohol and
supervise its use.
Cleaning and Guidance to LEAs includes the following:
maintaining healthy • Ensure ventilation systems operate properly and increase circulation of
facilities, including outdoor air as much as possible, for example, by opening windows and
improving doors.
ventilation
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• Do not open windows and doors if doing so poses a safety or health risk
(e.g., risk of falling, triggering asthma symptoms) to children using the
facility. If a school's ventilation system fails, consult with local health
officials about the possible need for school closure.
• Frequently touched surfaces should undergo cleaning with a
commercially available cleaning solution, including EPA-approved
disinfectants or a dilute bleach solution, multiple times throughout
the day at least twice per day. This includes:
o Light switches, doors, benches, banisters and bathroom
fixtures
o Surfaces and objects in libraries, labs, and other settings
where “hands-on” materials and equipment are used
o Student desks, which should be cleaned before and after
each student’s use
• Minimize sharing of materials between students.
• Playground equipment and athletic equipment should be cleaned
daily or as necessary, depending on frequency of use.
Contact tracing in Guidance to LEAs includes the following:
combination with • Students who have COVID-19 should stay home and remain isolated
isolation and until they have recovered and have been determined to no longer be
quarantine, in infectious by their doctor according to CDC’s end of isolation criteria
collaboration with [AS1].
the State, local, • Individuals who were in close contact with the student may be
territorial, or Tribal identified and contacted as part of the Office of Public Health (OPH)
health departments contact tracing process.
• Close contact with a case is defined as a person who was less than
within six feet away from the individual with the student with
COVID-19 for more than 15 minutes or more over a 24 hour period,
as determined by the OPH contact tracing process.
• Close contacts will be asked to stay home and monitor symptoms for
14 days. Options to shorten the duration of quarantine if contacts
remain asymptomatic include:
• If no symptoms develop during quarantine AND they have a
negative antigen or PCR/molecular test collected no earlier than day
5 after their last exposure: they may quarantine for 7 days from their
last contact with a COVID-19 case OR
• If no symptoms develop during quarantine and no testing is done:
they may quarantine for 10 days from their last contact with a
COVID-19 case.
• If quarantine is shortened, daily symptom monitoring and strict
adherence to prevention measures, including social distancing, hand
washing, and especially wearing masks/face coverings should
continue until the full 14 days from the last contact with a COVID-
19 case.
• Because there is an increased risk of post-quarantine transmission
associated with options to shorten quarantine, the 14-day quarantine
period should be used in school settings where masking among
children is not maintained.
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• Close contacts who were previously diagnosed with COVID-19
within the last 90 days and remain asymptomatic do not need to
quarantine.
• Close contacts who are fully vaccinated (i.e., ≥2 weeks following
receipt of the second dose in a 2-dose series, or ≥2 weeks following
receipt of one dose in a single-dose vaccine) at the time of exposure
and remain asymptomatic do not need to quarantine.
Diagnostic and Guidance to LEAs includes the following:
screening testing SCREENING TESTING
• CDC funding is available to support the use of screening testing as a
strategy to identify cases and prevent secondary transmission.
• Screening testing is intended to identify infected people without
symptoms (or before development of symptoms) who may be contagious
so that measures can be taken to prevent further transmission.
• Screening testing supplies or services are available for K-12 students and
staff. For further information, please contact Diné Butler with the
Louisiana Office of Public Health: K-12covidtesting@la.gov.
• Make sure that staff and families know that they (staff) or their children
(families) should not come to school and that they should notify school
officials (e.g., the designated COVID-19 point of contact) if they (staff)
or their child (families) become sick with COVID-19 symptoms, test
positive for COVID-19, or have been exposed to someone with COVID-
19 symptoms or a confirmed or suspected case.
Efforts to provide The LDOE first requested priority vaccine access for educators and staff in a
vaccinations to December 12, 2020 letter to LDH Secretary Dr. Courtney Phillips, copied to
educators, other Louisiana Governor Edwards. This request, one of the first official requests of its
staff, and students, if kind, drew national attention as it included priority access not just for K-12
eligible teachers and staff but for early childcare center workers as well. This letter was
followed by similar requests from advocates across the state of Louisiana. The
Department worked with local school systems to develop vaccine distribution
plans to help ensure equitable access to these voluntary vaccines and vaccine
information. This guidance included identifying the total number of vaccinations
needed for their school system as well as recommending that systems coordinate
with vaccine partners such as a hospital, clinic, pharmacy, Public Health Office or
other entity.
Appropriate Guidance to LEAs includes the following:
accommodations for • Students with disabilities must continue to receive special education and
children with related services in the least restrictive environment.
disabilities with • School systems must factor in any additional service providers who may
respect to the health need to enter the classroom, students who receive services outside the
and safety policies classroom (e.g. resource, APE), and/or students who receive services
through alternate instructional methods.
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;
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The Louisiana Department of Education released school reopening guidance, titled Strong Start
2020, and the Board of Elementary and Secondary Education passed minimum health standards
in the summer of 2020 that required all school systems to develop comprehensive plans that
operationalize health guidelines and allow a quick pivot when the presence of the virus changes
in their communities. Not only did all Louisiana school systems reopen in the fall, but the
LDOE’s School Reopening Dashboard shows that 70% of Louisiana students are benefitting
from daily in-person instruction. Louisiana is among the states leading the way in once again
providing in-person instruction to students. The American Enterprise Institute’s Return to Learn
Tracker currently ranks Louisiana No. 7 in the nation for the highest number of students
participating in face-to-face learning. The Return to Learn Tracker (R2L) is a tool developed by
the American Enterprise Institute's Education Policy Studies department, in partnership with The
College Crisis Initiative (C2i) of Davidson College, that captures how U.S. public school
districts' instructional models change during the COVID-19 pandemic. The tracker conducts
original data collection that examines which schools are offering fully in-person, hybrid, and
fully remote instruction and analyzes instructional status across various district and county
demographics. It categorizes instructional models for about 8,500 school districts nationwide and
regularly monitors how each district changes between categories.
The LDOE provided technical assistance for school systems statewide as they developed
reopening plans based on CDC guidance and Louisiana’s phased reopening guidance. The
LDOE will release updated guidance, titled Ready to Achieve!, for the 2021-2022 school year
with a goal of a safe return to in-person learning to the maximum extent possible. The Louisiana
Department of Education is continuing to work with our partners at the Louisiana Department of
Health (LDH) and Children’s Hospital of New Orleans (CHNOLA) to review the latest CDC
guidelines surrounding school operations. The current BESE school reopening policy, Strong
Start, will sunset on June 30. Ready to Achieve!, a set of operational guidance for K-12 school
systems to use in the 2021-2022 school year will be provided to school systems and go into
effect on July 1.
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 Louisiana Department of Education works closely with the Louisiana Department of Health
to develop guidelines for a safe return to school through the Ready to Achieve! guidance
document for LEAs. These guidelines are being developed by the Louisiana Department of
Health and are based upon current CDC recommendations for safe practices in returning to in-
person learning. LDOE is currently advising LDH on best practices for developing a screening
program for students and faculty members of K-12 campuses. This includes weekly meetings, a
larger workgroup, and communication support. Additionally, the Louisiana Department of
Education has established and maintained a partnership with ThriveKids of Children’s Hospital
of New Orleans (CHNOLA) beginning in May 2020 and continuing throughout the 2021 school
year. The LDOE,with assistance from LDH, provided school systems access to BinaxNOW
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Rapid test kits to aid in mitigation efforts within school communities. To date, over 83,000
testing kits have been provided free of charge to school systems.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
LDOE conducts monthly Town Hall webinars through an established partnership with The
Children’s Hospital of New Orleans. These webinars cover topics related to best practices for a
return to safe in-person learning and are available for parents, educators, administrators, school
nurses, and other community stakeholders. Additionally, the SEA hosts weekly School
Reopening calls for LEAs to have the opportunity to ask questions of medical experts and
receive the most up-to-date guidance on a safe return to in-person learning from the CDC and
other medical entities.
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), 2 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
2
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
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.
An LEA that receives ARP ESSER funds must, within 30 days of receiving the funds, make
publicly available on its website a plan for safe return to in-person instruction and continuity of
services. Each LEA signs the following assurance through eGMS to publicly post their plans and
solicit feedback:
“The LEA that receives ESSER III (ARP ESSER) funds will 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 of in-person instruction and
continuity of services as required in section 2001(i)(1) of the ARP, or (b)
develop and make publicly available on the LEA’s website such a plan that
meets statutory requirements before the enactment of the ARP. As required in
section 2001(i)(2) of the ARP, before making the plan publicly available, the
LEA will seek public comment on the plan and take such comments into account
in the development of the plan."
School systems also meet the 30 day requirement by seeking public comment and updating the
school reopening plans submitted to LDOE in the fall of 2020.
In light of the Governor’s Roadmap to Resilient Louisiana, the Department has issued guidance
pertaining to opening and maintaining public and nonpublic school facilities to serve students in
the 2020-2021 school year. This guidance is relative to operating and maintaining schools in
Phases 1, 2 and 3 of reopening. Since Louisiana’s school facilities first closed in March 2020 in
response to the COVID-19 pandemic, school systems and the Department have worked to ensure
the safety of students and staff was of utmost priority. The Louisiana Department of Education
compiled links to existing system and school reopening plans. The original plans submitted to
LDOE can be accessed here.
Original plans were submitted to LDOE in the fall of 2020 and were reviewed using a rubric that
required systems to identify virtual, hybrid, and in-person student learning plans. These plans
were based on phases related to COVID-19 spread within the state and local community context,
transportation plans based upon minimum health standards for each learning plan,
communication plans for communicating with community stakeholders, and detailed
environmental hygiene plans informed by the most up-to-date CDC guidance.
School systems will be provided with weekly updates from LDH/CDC throughout the 2021-2022
school year via the Office of Career and College Readiness Office hours. School systems will
update Strong Start 2020 plans to reflect the Ready to Achieve 2021-2022 guidance and will
submit a link to their plan to LDOE no later than September 10, 2021. This will give school
systems and local school boards the opportunity to adopt policy and update their plan over the
summer to reflect changes in several groups: Group Sizes, Physical Standards for School Facility
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use, Monitoring of COVID Symptoms, Environmental Cleaning and Personal Hygiene,
Transportation, Hygienic Supplies, Student Programming Determinations and Visitors to School
Facilities. LEAs will be required to submit updated plans every six months with changes
highlighted.
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.
The Louisiana Department of Education implemented several stakeholder engagement and
feedback opportunities throughout the 2020-2021 school year including, but not limited to:
Engagement Structure Participants/ Respondents
School System Leader School system leadership from more than 180 school systems
Monthly Calls (webinars)
Chief Academic Officer Average of 50 Chief Academic Officers participated per month
Round tables (webinars)
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Reopening Office Hours Scheduled weekly
105 participants on average
Superintendents, school system leaders, school leaders, teacher,
school support staff
Scheduled bi-weekly for 2021-2022 school year
Fall Strong Start Survey 191 Total Public LEAs
69 Traditional School Systems
66 Early Childhood Lead Agencies
46 BESE Authorized Charters
69 Orleans Parish
346 BESE Approved Nonpublic Schools
Winter Strong Start 46 focus groups
Survey 216 stakeholders
281 school systems
System leaders, school leaders, teachers, students, and families
Spring Strong Start Phase 1:
Survey School leaders, teachers, other school staff, families, community
members
10,698 total responses
29 nonpublic schools
120 public school systems
93 community members
Phase 2:
School system leaders
This survey is still open and collecting responses.
Early Childhood Survey 10 listening sessions with stakeholders from April 29 to June 4,
2021 - Child care providers; lead agencies; families; Child Care
Resource & Referral agencies; The Tulane Mental Health
Consultation program; Early Childhood Care and Education
Commission and Advisory Council members; and other early
childhood advocates and policymakers, including DCFS and
LDH.
Administered a survey from May 6 to May 28, 2021, to collect
feedback and input on the state’s ARPA plan, and more than 470
early childhood stakeholders responded -Child Care Provider or
Director, Teacher, Lead Agency Contact, Mental Health
Consultant, Child Care Support Personnel, Family
Digital Learning Survey 286 total responses
158 parish/city LEAs and charter schools (note: charters counted
individually not by CMO)
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128 nonpublic schools
School systems collected information and data from
District/School Technology Staff, District/School Data Managers,
School Administrators, Teachers, and Families (parents and
students) to complete the survey
Office Hour Calls for Office Hours
Targeted Support Data Coordinator Office Hours
(webinars) Early Childhood Lead Agencies Office Hours
Monthly Calls CLSD CIR/UIR-A TA Office Hours
Education Technology Office Hours
Assessment and Accountability Office Hours
Monthly Calls
Literacy Monthly Call
Nutrition Support Monthly Call
Federal Support and Grantee Relations Monthly Call
Data Coordinator Monthly Call
Legislative and Policy Support Monthly Call
Assessment and Accountability Monthly Call
Nonpublic Monthly Call
Student Well-Being Monthly Call
Education Technology Monthly Call
System Leaders Monthly Call
Charter Authorizers Monthly Call
BESE Authorized Charter School Monthly Call
SPED Leader Monthly Call
Career and College Readiness Monthly Call
System Leaders Roundtable
AE Leadership Community of Practice
Academic Content and Educator Development Monthly Call
Teacher Leader Summit 2,116 teachers, principals, school system leaders, teacher
preparation faculty
Virtual Teacher Leader 1,848 teachers, principals, school system leaders, teacher
Summit (webinar) preparation faculty
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Targeted Focus Group Stand for Children
Engagements CABL
Louisiana Association of School Superintendents Officers and
Regional Chairs
Louisiana Association of Principals Board of Directors
Louisiana Federation Teachers
APEL
New School New Orleans
New Schools Baton Rouge
Ed Rising
Students of the Year
BESE/ Legislators
Within the engagements outlined above, school system leaders, school leaders, students,
educators, community members, advocates, and other organizations represented the following
groups:
• Tribes
• Students with disabilities
• English Learners
• Homeless children
• Children in foster care
• Migratory children
• Children who are incarcerated
• Overage populations
With the release of the ARP ESSER funds and plan, LDOE was able to use our stakeholder
feedback and input to shape the plan. This outcome has been shared with stakeholders and our
Board of Elementary and Secondary Education (BESE) throughout April and May.
Although this plan is being submitted to meet the deadline required by ED, LDOE’s stakeholder
engagement approaches are on-going and will continue throughout the 2021-2022 school year.
LDOE made three commitments to our stakeholders:
1. Our investments must have a collective impact - from the state to classrooms.
2. Our planning must be outcomes, strategic and priorities-based.
3. We must be transparent and accountable for how funds are used.
In this spirit, we view our stakeholders as essential partners in this critical, multi-year work.
To support school systems in preparing for the 2020-2021 school year in response to the
COVID-19 pandemic, the Louisiana Department of Education released the Strong Start 2020
plan. This plan supported school systems by ensuring a strong start for every student and having
a continuous education plan that was aligned to the school system plan submitted via Super App.
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The Strong Start Plan provided systems with Strong Start Planning Priorities designed to support
school systems as they planned for a strong start to the 2020-2021 academic year. The priorities
within the plan focus on actions that address unfinished learning from the 2019-2020 school
year, set the foundation for continuous learning in 2020-2021, and prepare for school facility
closures and modified operations.
Within the Strong Start plan, the Department also released the Strong Start 2020 Implementation
Survey. Data collected from the surveys is used to capture school system plans aligned to Strong
Start 2020, understand the experiences of Louisiana students and educators, inform decisions
about supports needed for school systems, and enable the Department to share this information
with various stakeholders.
Surveys were completed by school system leadership or early childhood agencies, but several
school system leaders of the following work streams were involved in the survey completion:
• Early Childhood
• Assessment
• Special Education
• English Learners
• Operations
• Academics
• Professional Development
• High School
• Counseling
• Human Resources
• Finance or Grants Management
• Technology
• Homeless children
• Children in foster care
• Migratory children
• Children who are incarcerated
The initial survey was released in the summer of 2020 and data was collected and developed into
the Fall Strong Start Implementation Report. A second survey was released in the winter and
data was collected and developed into the Strong Start Implementation Winter 2021 Update
Report. LDOE is currently releasing Phase 1 of the Spring Strong Start Survey and will be
releasing Phase 2 in June 2021. Data from the Spring Strong Start Survey will be developed into
a report and will be released in August 2021.
In addition to the Strong Start Survey series, the Louisiana Department of Education, in
partnership with the Region 14 Comprehensive Center Network, conducted focus groups as a
portion of the Winter Strong Start Survey. The focus groups included various stakeholders such
as educators, parents, and students across public, charter, and nonpublic school systems within
the state. Stakeholders within the focus groups provided input on five key issues identified by the
Department through the Fall Strong Start Survey as well as other collaborative opportunities with
school systems. The five issues identified were: Core Academics – Learning Gaps, Mental
22
Health and Well-being, Virtual Learning, Transition Between Different Learning Modes, and
Communication. Through the focus groups, the Department was able to gather feedback to
address these five issues in planning for the highest impact uses of ARP ESSER funds.
The Louisiana Department of Education invited superintendents and charter leaders to participate
in a monthly Reopening Roundtable virtual series for the 2020-2021 school year and will
continue the series for the 2021-2022 school year. Every month, a panel of superintendents and
school leaders shared their experiences reopening and operating schools during the health crisis.
Along with the panel discussion, each session included a Q&A. This series helped to facilitate
discussions of best practices and served as a support agency during these uncertain times.
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);
Complete the table below or provide a narrative description.
Table C1.
Funding source Prior/current SEA and LEA uses (including funding Planned SEA and
amounts, if applicable) LEA uses (including
funding amounts, if
applicable)
ESSER I (CARES LDOE released ESSER I formula allocations May 1
Act) through the Strong Start 2020 in eGMS application. All See the ESSER I
school systems completed continuous education plans Formula LEA Uses
that provided standards-aligned instruction using high- of Funds table
quality curriculum during modified operations, below.
including provisions for:
• 1:1 device and internet access, including assistive
technology for students with disabilities.
• A strategic communications plan to connect with
every student on a daily basis, provide weekly feedback
on students’ work, and communicate the family’s role
in supporting their child’s continuous learning.
• Versatile delivery methods for instruction, related
services, and professional development.
23
• Adaptive staffing models that enable feedback on
students’ work and frequent communication with
students and families.
• Flexible and opportunistic calendars and school
schedules that maximize learning opportunities in a
dynamic public health context.
LEAs were eligible to use ESSER incentive funds to
support key Strong Start 2020 academic planning
priorities to address anticipated challenges to delivering
instruction remotely. The below information
summarizes eligible expenditures for Strong Start 2020
ESSER incentive funds:
• Core Curriculum - Funded requests at up to $36 per
student
• Non-Core Curriculum - Funded software licenses
required for curriculum for individual
students and funded subscriptions to online course and
content providers for CTE and non-core curriculum
materials required for the transition to virtual learning
• Graduation Preparation Providers - Eligible requests
funded from $2,500 - $10,000 based on size of school
system
• Assistive Technology - Funded 25% of eligible
requests
• Direct Service Providers - Funded a flat rate of $3,000
for eligible requests
• Core Curriculum Professional Development Partners -
Funded $5,000 - $15,000 based on size of school
system
• Staffing Plan Partners - Funded eligible requests
according to guidance
GEER I (CARES
Act) LDOE released school systems’ individual GEER
allocations on Friday, July 10, 2020. The award
amounts were provided in advance of the release of the
allocation amounts through eGMS to facilitate quick
access for ordering devices and internet
connectivity. The GEER application was released
through eGMS Friday, July 17, 2020. The governor
determined the $50 million in funds will be allocated
between postsecondary and K-12 education to include
$35 million for K-12 education with $32.3 million for
devices and internet connectivity and $2.7 million for a
social and emotional learning curriculum available to
both public and nonpublic schools. The $32 million for
K -12 education advanced the goal of attaining a 1:1
device ratio and meeting internet connectivity needs of
school systems. School systems and schools will be
blending their local, state, and federal revenues with the
new ESSER – Formula grant, ESSER – Competitive
24
grant, and GEER grant funds to support remaining
needs.
ESSER II LDOE released 50% of ESSER II formula allocations in LDOE will release
(CRRSA Act) March 2021. The Department is still accepting 50% of ESSER II
applications from school systems for these funds. formula and ESSER II
LDOE released the Achieve! Planning Guidance. The incentive allocations in
Department is reviewing applications from school September 2021.
systems based on the allowabilities as well as the high-
impact investment initiatives released within the
guidance. See the Planned SEA
Uses for ESSER II
State-Level Funds
table below.
GEER II (CRRSA LDOE released the GEER II (GEER EANS) program
Act) application on March 5, 2021 via the linked webinar
with additional guidance resources for non-public
schools. Generally, allowable uses under EANS relate
to:
● Safely reopening schools
● Continuing instruction
● Addressing learning loss
● Supporting educational technology
● Reimbursing for certain COVID-19-related costs.
The Department is reviewing applications from non-
public school based on the allowabilities as well as the
high-impact investment initiatives released within the
guidance.
SEA Use - The CRRSA Act provided $22,985,320 to
supplement the Governor’s Emergency Education
Relief Fund (GEER II Fund). The Governor approved a
$22 million joint budget for K-12 and Higher Ed. K-12
funding will support: increasing access to ACT
vouchers, reengaging chronically absent students,
addressing learning loss through literacy PD, providing
Educator tele-therapy for adult mental well-being, and
investing in the establishment and sustainability of the
Office of Broadband.
ACT Vouchers: $2,000,000 - To allow present year
sophomores & seniors an additional opportunity to test,
qualify for Dual Enrollment & TOPS;
Student Re-engagement: $1,000,000 - To staff
coordinators to re-engage absent students in the
educational system;
Literacy Loss Professional Development: $1,000,000
- Training for educators across the state (open to Pre-K-
12 & higher ed) to support best practices in academic
recovery, phonics, and intervention;
25
Educator Health Coaches: $1,000,000 - To staff
health coaches for B-12 staff for mental, emotional,
wellness needs;
Dual Enrollment Portal, Fast Forward Program
Evaluation, and LOSFA & FASFA Campaign:
$850,000 - To support efforts to expand college credits
earned by high school students and outreach regarding
federal and state financial aid and academic preparation.
(Board of Regents as Fiscal Agents/LDE as
collaborating partners)
Prior/Current Uses of ESSER I and GEER I Funds
The chart below represents the ESSER I Formula funding allocated to the LEAs. Column A
represents the categories in which funding was budgeted by the LEAs in the Prior Year (PY
and Current Year (CY). Column C represents the amounts expended/obligated by the LEAs as
indicated on the LEAs’ last submitted Periodic Expenditure Report.
ESSER I Formula LEA Uses of Funds
CY + PY Total Budgeted CY + PY Expended CY + PY Remaining
Funding
Indirect cost $35,795,572.00 $24,552,407.00 $11,243,165.00
Compensatory education for $1,045,000.00 $610,528.00 $434,472.00
students with disabilities
Core subject curricular $25,473,014.00 $20,798,964.00 $4,674,050.00
supplements/materials for
continuous learning
Early childhood - expanding $365,190.00 $317,869.00 $47,321.00
seats and related costs
English learner supports $482,211.00 $356,092.00 $126,119.00
Expanded learning time - $4,228,646.00 $3,452,486.00 $776,160.00
summer school, early start
Feeding $2,370,537.00 $2,057,877.00 $312,660.00
High school supports - IGPs and $184,833.00 $48,600.00 $136,233.00
graduate transitions
Individual student supports - $5,927,734.00 $3,552,960.00 $2,374,774.00
diagnostics, learning plans,
tutoring
26
Non-core/CTE $1,199,931.00 $781,883.00 $418,048.00
supplements/materials for
continuous learning
Nonpublic administration cost $272,495.00 $3,722.00 $268,773.00
Nonpublic student devices for $3,291,566.00 $2,860,238.00 $431,328.00
nonpublic school students
Other nonpublic school $5,834,343.00 $4,134,142.00 $1,700,201.00
equitable services
Nonpublic student connectivity $1,899,544.00 $390,070.00 $1,509,474.00
- internet access, phone access
Operations - response and $8,007,631.00 $3,812,475.00 $4,195,156.00
preparedness activities
Other allowable expense $18,495,884.00 $8,739,953.00 $9,755,931.00
Professional development for $6,104,545.00 $2,902,156.00 $3,202,389.00
workforce talent
Sanitation - training and $17,422,464.00 $11,717,601.00 $5,704,863.00
supplies
Social, emotional, and mental $4,188,192.00 $2,364,304.00 $1,823,888.00
health screeners and supports
SWDs - access to curriculum, $4,897,485.00 $2,033,231.00 $2,864,254.00
related services, assistive
technology
Adaptive staffing plans $18,153,716.00 $9,512,541.00 $8,641,175.00
Student devices - hardware $77,928,450.00 $63,614,032.00 $14,314,418.00
(laptops, tablets), software, tech
support
Other subgroup supports - $434,338.00 $52,859.00 $381,479.00
homeless, foster care, etc.
Student connectivity - internet $13,916,318.00 $9,226,267.00 $4,690,051.00
access, phone access
$257,919,639.00* $177,893,257.00 $80,026,382.00
*The information is pulled from eGMS based on the last approved budget detail and last approved PER. If an
application is in review that has additional funding in the budget detail, that amount will not be reflected until the
application receives final approval.
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The chart below represents the ESSER I State Level funding allocated to the LEAs. Column
A represents the categories in which funding was budgeted by the LEAs. Column C
represents the amounts expended/obligated by the LEAs as indicated on the LEAs’ last
submitted Periodic Expenditure Report.
ESSER I State-Level Uses of Funds Allocated to LEAs
Report Totals Total Budgeted Expended Remaining Funding
Indirect cost $3,614,227.00 $2,202,167.00 $1,412,060.00
Compensatory education for students with $157,061.00 $23,200.00 $133,861.00
disabilities
Core subject curricular $11,840,879.00 $7,329,450.00 $4,511,429.00
supplements/materials for continuous
learning
Early childhood - expanding seats and $115,297.00 $84,926.00 $30,371.00
related costs
English learner supports $98,867.00 $37,986.00 $60,881.00
High school supports - IGPs and graduate $1,003,186.00 $667,555.00 $335,631.00
transitions
Non-core/CTE supplements/materials for $2,534,514.00 $1,271,976.00 $1,262,538.00
continuous learning
Nonpublic administration cost $14,430.00 $26,443.00 ($12,013.00)
Other nonpublic school equitable services $812,693.00 $433,820.00 $378,873.00
Professional development for workforce $2,381,805.00 $1,101,531.00 $1,280,274.00
talent
SWDs - access to curriculum, related $2,536,513.00 $1,675,368.00 $861,145.00
services, assistive technology
Adaptive staffing plan supports $318,951.00 $129,919.00 $189,032.00
Strong Start tutoring $608,551.00 $5,153.00 $603,398.00
$26,036,974.00 $14,989,494.00 $11,047,480.00
The chart below represents the GEER I funding allocated to the LEAs. Column A represents
the categories in which funding was budgeted by the LEAs. Column C represents the amounts
expended/obligated by the LEAs as indicated on the LEAs’ last submitted Periodic
Expenditure Report.
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GEER I LEA Uses of Funds
Total Budgeted Expended Remaining Funding
Indirect cost $4,533,483.00 $2,784,845.00 $1,748,638.00
Nonpublic administration cost $6,469.00 $0.00 $6,469.00
Nonpublic student devices for nonpublic $715,838.00 $480,964.00 $234,874.00
school students
Nonpublic student connectivity - internet $166,021.00 $4,631.00 $161,390.00
access, phone access
Student devices - hardware (laptops, $19,984,607.00 $13,531,476.00 $6,453,131.00
tablets), software, tech support
Student connectivity - internet access, $6,831,780.00 $4,574,087.00 $2,257,693.00
phone access
$32,238,198.00 $21,376,003.00 $10,862,195.00
Planned SEA Uses for ESSER II State-Level Funds
Of the total 9.5% state-level portion of ESSER II, the LDOE is planning to spend the funds in
alignment with our Believe to Achieve Educational Priorities to support both state-level activities
and incentive allocations to LEAs. Below is a high-level summary of the proposed plans.
Believe to Achieve Proposed Priority Work* ESSER II
Educational
Priorities
Career, College, • Student Engagement & • ACT and Pre-ACT $4,600,000
Service Ready Attendance • Redesign High School
• Dropout Prevention
• Electronic Individual Graduation
Plan
Equitable, Inclusive • New School Choice Pandemic • Diverse Learners Leadership $11,600,000
Learning Experiences Response Funding Development
• Alternative Ed Curriculum • Learning Recovery for
Support English Learners
• School Social Work Expansion • Special Education Redesign
• Educator Mental/Behavioral
Health
Quality Teaching & • Social Studies Standards and • Arts $9,700,000
Learning Curriculum PD • High-Quality Tutoring
• ELA Guidebook Accessibility Vouchers
• Accelerate • Quality Assessments
• Summer Enrichment • Literacy Screeners
• After School Programming • Statewide Data Systems
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Effective Educator • Recruitment and Retention • Content Leader Growth $39,400,000
Workforce Models • Science of Reading
• New Teacher Supports • Regional Literacy
• Pre-Educator Pathway Coordinators
• Intersession PD Models • English Learner Teacher
• PD on Instructional Strategies Certification
• PD Platform (LMS) • Special Education
Certification
• CLASS Certification
Strong Systems and • Staffing and Scheduling • Medicaid Utilization $27,700,000
Structures Guidance • LEA Technical Assistance
• Reimagine School Systems • Broadband
• Balanced Calendar Pilots • Communications
• Parent and Family Engagement Improvements
• Strategic Planning • PPE and Sanitization
• Strategic Budget Planning and • Board Member PD
Management
• Human Capital Strategy
TOTAL $93,500,000
*LDOE is still engaging with stakeholders to get input and feedback on the initiatives and the
specific work the funds will support.
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.
LDOE released ESSER I Funds in Spring 2020. LDOE will release estimated ESSER II
allocations to school systems in two action periods in order to:
• Support strategic and coordinated response efforts through 2024, and
• Ensure school systems are spending their ESSER I first.
ESSER I Funds ESSER II Funds
Formula Formula
Formula Incentive
Action 1 (50%) Action 2 (50%)
Released in eGMS April 2020 June 2020 March 2021 September 2021
LEA
Allocations Unallocated
Date Amount Expended/ Amount Date to be
Allocated Obligated Allocated
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ESSER I May 1, 2020 $258,797,539 $177,893,257
Formula
ESSER I State June 19, $26,316,773
Level 2020
GEER I July 16, $32,308,003 $21,376,003
2020
ESSER II March 31, $469,848,403 $ - $574,258,697 September 2021
Formula 2021
SEA
State Reservation Allocated to State-Level Expended/
LEAs Activities Obligated
ESSER I State $27,263,116 $26,316,773 $ 946,343 $ 946,343
Level
ESSER II State $110,211,341 TBD TBD
Level*
*Proposed activities outlined in table above.
LDOE is forming a stakeholder engagement group of federal program directors, business
managers, and CFOs to outline the funding and budgeting timelines for the remaining ESSER II
and III allocation and planning cycles.
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. 3
3
Please note that the needs of students experiencing homelessness must be addressed (along with the other groups
disproportionately impacted by the COVID-19 pandemic) through the use of the ARP ESSER SEA reservations and
the required LEA reservation for the academic impact of lost instructional time; the funding provided to support the
needs of students experiencing homelessness by section 2001(b)(1) of the ARP Act is in addition to the supports and
services provided with ARP ESSER funds.
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The table below specifies how the SEA is utilizing other federal funding sources to support the
needs of students across the state.
Funds How they are being used
Education Stabilization Real-time Early Access to Literacy (REAL) provides individualized support
Fund Rethinking for students in grades pre-K through 3 to make progress in their literacy
Education Models development. REAL provides devices, connectivity, and tutoring services to
(ESF-REM). eligible students in these grades.
The REAL Program is funded by a federal grant, Education Stabilization
Fund Rethinking Education Models (ESF-REM). The grant provides
approximately $17 million total to Louisiana over the course of three years to
improve early literacy outcomes across the state.
School systems receive funding to establish literacy tutoring microgrant
accounts for eligible students. Families can browse services in the LDOE
Tutoring Service Provider Guide.
IDEA (state-level) Strong Start Compensatory Services are services offered to students to
address lack of progress or skills lost due to extended school facility closures.
Strong Start compensatory services address the impact school closures had
on students’ progress towards goals outlined in the students’ IEPs or IAPs.
These services are in addition to the special education and related services
necessary to provide students FAPE as documented in their IEP or IAP.
The Louisiana Department of Education awarded $1.2 million in competitive
funding to school systems to support the cost of providing compensatory
services to students with disabilities.
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
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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 Summer 2021, 95 out of 165 school systems indicated they were implementing summer
learning programs. Based on data collected from school systems, 51% of these programs will be
offered full day, and 79% will be offered in person. Within the summer learning programs,
school systems have access to Accelerate, a K-12 just-in-time tutoring initiative released by
LDOE. To support school systems with summer learning, LDOE released ELA and Math
Summer Learning Accelerate guidance. The purpose of Accelerate is to provide an equal-access,
just-in-time tutoring model that is focused on identifying, celebrating, and building upon the
assets students bring to the learning experience. An acceleration approach addresses unfinished
learning in an equitable way. Acceleration means connecting unfinished learning in the context
of new learning, integrating new information and the needed prior knowledge. The model has
three pillars: intentional structures, effective instruction, and high-quality materials. In addition
to the guidance released, LDOE will continue to release tutoring lessons in ELA and math and
implementation support such as webinars.
The LDOE has identified a cohort of eight school systems that will implement Accelerate as
intended. This cohort will be tracked through various measurements to show progress and impact
on student learning. This cohort will receive additional support and funding to help implement
the strategy effectively. Based on the impact of Accelerate within the cohort, LDOE will
continue to improve the Accelerate resources and support based on feedback from school
systems within the cohort.
LDOE will track funds for the 5% instructional loss reserve separately in a consolidated
application. LDOE will allocate funds through a discretionary grant process. To ensure students
most impacted by the pandemic are prioritized, funding decisions will be based on a several
factors, including:
• LEA application submission and request
• LEA school and student performance data
• 2020-2021 Learning mode information as reported by LEAs and schools
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
The Louisiana Department of Education has provided EB Guidance to school systems on
selecting evidence-based interventions to support the academic and mental health of students
who were disproportionately impacted by COVID-19. The Louisiana Department of Education
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will analyze summative assessment data from Spring 2021, as well as historical data for student
groups to gather more information on students who have been most impacted. School systems
will use diagnostic assessments and high-quality, curriculum-embedded assessments to
determine areas of unfinished learning that need to be addressed in tutoring groups. Furthermore,
school systems will use high-quality instructional materials to intervene and address student
needs.
LDOE will track funds for the 5% instructional loss reserve separately in a consolidated
application. LDOE will allocate funds through a discretionary grant process. To ensure students
most impacted by the pandemic are prioritized, funding decisions will be based on a several
factors, including:
• LEA application submission and request
• LEA school and student performance data
• 2020-2021 Learning mode information as reported by LEAs and schools
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and 2)
students who did not consistently participate in remote instruction
when offered during school building closures.
The Louisiana Department of Education is creating a Child Welfare and Attendance position to
serve within the Office of College and Career Readiness. The agency staff member within this
position will be responsible for leading, managing, and implementing various elements of the
Child Welfare and Attendance (CWA) programs across the state. This position will also serve as
the subject matter authority on matters of Child Welfare and Attendance, developing programs
that include multi-agency and multi-level coordination and direction.
LDOE is supporting school systems in implementing the evidence-based practice of a Dropout
Early Warning System. School systems within the state of Louisiana will have the opportunity to
install the Dropout Early Warning System for the 2022-2023 school year to address problems
with student attendance, discipline, achievement scores, and dropout rates. By allowing school
systems the opportunity to implement an effective system, LDOE will support systems in
increasing overall student performance. The timeline for planning and implementation is as
follows:
• Planning year – 2021-2022
• Newsletter entries – June/July 2022
• Informational webinar – July 2022
• Release request for funds – August 2022
• Reconcile all funding requests – August 2022
• Release funding – September 2022
Furthermore, the Louisiana Department of Education is partnering with Louisiana State
University to re-engage students who have missed in-person instruction or have been disengaged
in remote instruction. This partnership will create a statewide cross-sector partnership with the
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LSU-Social Research and Evaluation Center to address the approximately 16,731 students
dropping from school enrollments. The purpose of this partnership is to locate LDOE students
who have not been attending school during the 2020-2021 school year and re-enroll and track
Pre-K-12 students for the 2021-2022 school year. Specific goals and objectives include the
following:
• LSU Social Research and Evaluation Center will establish a statewide cross sector
partnership to promote good school attendance practices for Pre-K-12 students and
schools.
• Assist in validating and assisting local school systems in identifying students in the
February 1, 2021 student count but not in the October 1, 2020 student count.
• Hire 16 attendance specialists (contracted through LSU SREC).
• Each specialist is to be responsible for locating approximately 1,000 students and
assisting in the re-enrollment of eligible students in their local school systems.
• Among students who have not exited the LDOE system, re-enroll students that are not
attending school (not moved out of state, not enrolled in other schools, or not enrolled
in a home study program).
• Re-introduce students and families that are currently enrolled in other school models
(e.g., virtual, private schools, home study) to their local neighborhood school as an
option to return.
LSU-Social Research and Evaluation Center will provide LDOE with various key deliverables,
including:
• Monthly membership roll of the Louisiana Attendance Alliance Initiative and schedule
monthly/quarterly meetings.
• Student tracking program in compliance with all Louisiana student data privacy laws.
The data will be stored in a real time data system monitored by LSU for specialists to
update and track efforts.
• Monthly aggregate status report that will be in compliance with student data privacy
laws.
• Summary of practices and local contacts that promoted student re-engagement.
• Summary of challenges students and families faced while engaging with their local
LEAs.
At the conclusion of this partnership, LSU-Social Research and Evaluation Center will develop a
comprehensive final report that includes:
• List of student Louisiana Secure IDs by school system with validated exit codes.
• List of student Louisiana Secure IDs who are eligible to re-enroll in their LEA schools
by school and grade.
• List of student Louisiana Secure IDs RE-ENROLLED by LEA, school, and grade by
December 1, 2021.
• Summary of practices and local contacts that promoted student re-engagement.
• Summary of challenges students and families faced while engaging with their local
LEAs.
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LDOE will track funds for the 5% instructional loss reserve separately in a consolidated
application. LDOE will allocate funds through a discretionary grant process. To ensure students
most impacted by the pandemic are prioritized, funding decisions will be based on a several
factors, including:
• LEA application submission and request
• LEA school and student performance data
• 2020-2021 Learning mode information as reported by LEAs and schools
• LEA school enrollment, attendance, and drop out information
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;
To support school systems with planning and budgeting for the use of ESSER III Evidence-
Based funds, the Louisiana Department of Education developed EB Guidance, which includes
general information regarding U.S. Department of Education (ED) requirements relevant to the
ESSER III funds for evidence-based interventions, as well as resources to support school systems
with determining interventions that would support their students.
Louisiana released approved Clearinghouses with Initiatives to support school systems with
budgeting evidence-based funds. School systems can fund initiatives released by the Louisiana
Department of Education through the Achieve! Priorities-Based Planning Guide for School
Systems and therefore are not required to provide research to LDOE relevant to the level of
evidence of the intervention. Additionally, a school system can select an evidence-based
educational intervention or social-emotional intervention accessible through the following
clearinghouses: What Works Clearinghouse, Promising Practices Network, Blueprints for
Healthy Youth Development, and Social Programs That Work. If a school system plans to
budget ESSER III evidence-based funds for interventions not from the clearinghouse websites or
the initiatives listed within the Achieve! Priorities-Based Planning Guide for School Systems, the
school system is required to upload research evidence to the Louisiana Department of
Education.
It is important for school systems to strategically plan for the implementation of evidence-based
interventions. School system plans should address communication of the intervention to
stakeholders, professional development for teachers and leaders, guidance for implementation of
the intervention at the school level, and progress monitoring expectations to determine the
impact on student outcomes. The Department will gather information from school systems on the
36
implementation and impact of the evidence-based interventions through future surveys and focus
groups.
LDOE is also awarding incentive funds to support LEAs in implementing evidence-based
initiatives to address the disproportionate impact of COVD-19 on student groups. Information
relevant to these evidence-based programs is within the table below.
Summer Enrichment Allocation Opportunities:
Key Initiative Description How these programs will address the
Initiative disproportionate impact of COVID-
19 on student groups
Accelerate Accelerate is designed to support To effectively address and prevent
school systems implementing tutoring unfinished learning, students must be
at scale as a core function in order to provided with extra time to learn
achieve significant results for all through equal-access tutoring.
students. Accelerate is a just-in-time tutoring
model that is focused on identifying,
celebrating, and building upon the
assets students bring to the learning
experience. An acceleration approach
addresses unfinished learning in an
equitable way. Acceleration means
connecting unfinished learning in the
context of new learning, integrating
new information and the needed prior
knowledge.
High- LDOE has developed a vendor guide To effectively support students and
Quality for high-quality tutoring and provide families with more intensive needs by
Tutoring allocations to school systems for identifying and providing access to
families to access vouchers for high quality tutoring vendors, so that
additional support. Vouchers will be they receive additional support other
disseminated on a reimbursement basis. than tutoring offered during the
school day.
Community Identify, expand, and recover Due to many of the restrictions in
Service App community service opportunities lost place during 2020-2021 academic
due to the pandemic in order to earn the year students were limited in attaining
certification. Funds will be allocated to community service hours. Many
school systems, allowing them to easily schools utilized a paper-based system
track student community service hours. for collecting and verifying
Schools use the Community Service community service. As students were
District/School Tracking Form to not physically in the schools to
summarize each student's efforts and submit these forms, community
house at the local level. service wasn’t as prevalent. To
37
enhance the current process, schools
can utilize a volunteer management
system that collects and manages
student community service hours in a
paperless efficient way.
The Louisiana Department of Education will evaluate each of the funding opportunities annually.
This annual evaluation will require funded recipients to evaluate funded programs and share
evaluation results with the Department.
LDOE has developed an internal set-aside and incentive spending planning document to allocate
maximum funding totals based on the spending requirements of ARP ESSER funds received.
Similar to all other federal awards LDOE receives, the SEA will ensure ARP ESSER funds will
only be used for the designated purpose of summer learning and enrichment. The use of these
funds and associated information will be tracked within the state fiscal accounting system.
LDOE is also developing ESSER III Incentive fund protocols which will include:
• School systems receive a School System Planning Guide that articulates the use of the
funds according to the agency's priorities. This would include the guidelines on how the
1% would be utilized according to ED's guidance for EB summer enrichment programs
addressing the needs of each subgroup of students as warranted,
• School Systems will budget the funds in alignment with the priorities that represent their
plans for summer learning and enrichment
• The SEA has program monitoring and fiscal accountability protocols in place to ensure
the funds are utilized appropriately.
LDOE will track funds for the 1% summer learning reserve separately in a consolidated
application. LDOE will allocate funds through a discretionary grant process. To ensure students
most impacted by the pandemic are prioritized, funding decisions will be based on a several
factors, including:
• LEA application submission and request
• LEA school and student performance data
• 2020-2021 Learning mode information as reported by LEAs and schools
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
Of the total amount allocated to an LEA from the State’s ARP ESSER III award, LEAs must
reserve at least 20% of funds to address learning loss through the implementation of evidence-
based interventions for:
38
• Meeting students’ social, emotional, mental, and physical health and academic needs,
including through meeting basic student needs, reengaging students, and providing access
to a safe and inclusive learning environment;
• Addressing the impact of COVID-19 on students’ opportunity to learn, including closing
the digital divide, implementing strategies for accelerating learning, effectively using
data, and addressing resource inequities.
• Supporting educator and staff well-being and stability, including by stabilizing a diverse
and qualified educator workforce.
School systems should implement evidence-based and practitioner-informed strategies to
respond to students’ social, emotional, and academic needs and address the disproportionate
impact of COVID-19 on underrepresented student subgroups (each major racial and ethnic
group, children from low-income families, children with disabilities, English learners, migrant
students, students experiencing homelessness, and children and youth in foster care). The
Louisiana Department of Education will analyze summative assessment data from Spring 2021
as well as historical data for student groups to identify which students are most in need of
intervention or enrichment programs.
LDOE will use the data from the Spring 2021 assessments to ensure selected evidence-based
interventions address the disproportionate impact of COVID-19 on student subgroups identified
in the American Rescue Plan by addressing the impact of lost instructional time, summer
learning and enrichment, and afterschool programs. These will be prioritized that contain
accountability systems and measurable outcomes.
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.
Approximately 16,000 students have not attended school from the end of the 2019-2020
academic year to the 2020-2021 academic year. The SEA has established a partnership with the
Social Research and Evaluation Center (SREC) at Louisiana State University to establish a
statewide cross-sector partnership to promote good school attendance practices for Pre-K-12
students and schools. This partnership will also assist LEAs with identifying students who were
enrolled in school on February 1, 2020, but not enrolled on October 1, 2020. A cadre of SREC
attendance specialists will assist the LEAs who opt-in to this program with re-enrollment of
eligible students (those who have not exited the LDOE system) in the LEA.
The Louisiana Department of Education is creating a Child Welfare and Attendance position to
serve within the Office of College and Career Readiness. The agency staff member in this
position will be responsible for leading, managing, and implementing various elements of the
Child Welfare and Attendance (CWA) programs across the state. This staff member will also
serve as the subject matter authority on matters of Child Welfare and Attendance, developing
programs that include multi-agency and multi-level coordination and direction.
39
LDOE will track funds for the 1% summer learning reserve separately in a consolidated
application. LDOE will allocate funds through a discretionary grant process. To ensure students
most impacted by the pandemic are prioritized, funding decisions will be based on a several
factors, including:
• LEA application submission and request
• LEA school and student performance data
• 2020-2021 Learning mode information as reported by LEAs and schools
• LEA school enrollment, attendance, and drop out information
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;
In order for ARP ESSER funding to be allocated to after school programs, school systems must
identify the evidence-based intervention that will be implemented in the after school program.
School systems are submitting research evidence to support their selected evidence-based
interventions through the budget application system. LEAs are required to progress monitor data
from the evidence-based intervention in order to evaluate its impact on students. The Department
will gather information from school systems on the implementation and impact of the evidence-
based interventions through future surveys and focus groups. From the feedback received from
the focus groups and surveys, LDOE will analyze evidence-based implementation data of
successful programs and school systems to highlight the programs and systems as Models of
Excellence.
After School Programming Allocation Opportunities:
Key Initiative Initiative Description How these programs will address the
disproportionate impact of COVID-19
on student groups
After School Allocations to school systems to These programs will address the
Programming implement after school disproportionate impact of COVID-19 on
programming that includes the student groups by: providing broader
following components: access to after school programming,
1. Elective opportunities rebuilding meaningful and intentional
2. Tutoring relationships with students and families
3. Mentorship through mentoring, assisting students’
LDOE will create a vendor guide transition back to in-person learning,
of partners for school systems to addressing gaps in learning through one-
40
choose from who have met a set on-one or small group focused
of criteria including instruction, engaging students in
demonstrating evidence of enrichment activities to foster meaningful
success serving students, experiences.
particularly those who are
disproportionately impacted.
The Louisiana Department of Education will evaluate each of the funding opportunities annually.
This annual evaluation will require funded recipients to evaluate funded programs and share
evaluation results with the Department.
LDOE has developed an internal set-aside and incentive spending planning document to allocate
maximum funding totals based on the spending requirements of ARP ESSER funds received.
Similar to all other federal awards LDOE receives, the SEA will ensure ARP ESSER funds will
only be used for the designated purpose of comprehensive afterschool programs. The use of
these funds and associated information will be tracked within the state accounting system.
LDOE is also developing ESSER III Incentive fund protocols which will include:
• School systems receive a School System Planning Guide that articulates the use of the
funds according to the agency's priorities. This would include the guidelines on how the
1% would be utilized according to ED's guidance for after school programs addressing
the needs of each subgroup of students as warranted,
• School Systems budget the funds in alignment with the priorities that represent their
plans for after school programming
• The SEA has monitoring protocols along with fiscal accountability protocols in place to
ensure the funds are utilized appropriately.
LDOE will track funds for the 1% after school programming reserve separately in a consolidated
application. LDOE will allocate funds through a discretionary grant process. To ensure students
most impacted by the pandemic are prioritized, funding decisions will be based on a several
factors, including:
• LEA application submission and request
• LEA school and student performance data
• 2020-2021 Learning mode information as reported by LEAs and schools
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
The Louisiana Department of Education is guiding school systems to select evidence-based
interventions that address the student groups most impacted by COVID-19. To support school
systems with determining which groups of students are disproportionately impacted, LDOE will
41
continue to collect data through focus groups and surveys that are targeted at a variety of
stakeholders. The Department will also update the current Learning Model Dashboard to collect
data by student groups within each school system.
LDOE will track funds for the 1% after school programming reserve separately in a consolidated
application. LDOE will allocate funds through a discretionary grant process. To ensure students
most impacted by the pandemic are prioritized, funding decisions will be based on a several
factors, including:
• LEA application submission and request
• LEA school and student performance data
• 2020-2021 Learning mode information as reported by LEAs and schools
iii. the extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years; and 2) students
who did not consistently participate in remote instruction when
offered during school building closures.
The Louisiana Department of Education is creating a Child Welfare and Attendance position to
serve within the Office of College and Career Readiness. The agency staff member within this
position will be responsible for leading, managing, and implementing various elements of the
Child Welfare and Attendance (CWA) programs across the state. This position will also serve as
the subject matter authority on matters of Child Welfare and Attendance, developing programs
that include multi-agency and multi-level coordination and direction.
Also, school systems within the state of Louisiana will have the opportunity to install a Dropout
Early Warning System that addresses problems with student attendance, discipline, achievement
scores, and dropout rates. By allowing school systems the opportunity to implement an effective
system, LDOE will support systems in increasing overall student performance.
Furthermore, the Louisiana Department of Education is partnering with Louisiana State
University to re-engage students who have missed in-person instruction or have been disengaged
in remote instruction. This partnership will create a statewide cross-sector partnership with the
LSU-Social Research and Evaluation Center to address the approximately 16,731 students
dropping from school enrollments. The purpose of this partnership is to locate LDOE students
who have not been attending school during the 2020-2021 school year and re-enroll and track
Pre-K-12 students for the 2021-2022 school year. Specific goals and objectives include the
following:
• LSU Social Research and Evaluation Center will establish a statewide cross sector
partnership to promote good school attendance practices for Pre-K-12 students and schools.
• Assist in validating and assisting local school systems in identifying students in the
February 1, 2021 student count but not in the October 1, 2020 student count.
• Hire 16 attendance specialists (contracted through LSU SREC).
• Each specialist is to be responsible for locating approximately 1,000 students and assisting
in the re-enrollment of eligible students in their local school systems.
42
• Among students who have not exited the LDOE system, re-enroll students that are not
attending school (not moved out of state, not enrolled in other schools, or not enrolled in a
home study program).
• Re-introduce students and families that are currently enrolled in other school models (e.g.,
virtual, private schools, home study) to their local neighborhood school as an option to
return.
LSU-Social Research and Evaluation Center will provide LDOE with various key deliverables,
including:
• Monthly membership roll of the Louisiana Attendance Alliance Initiative and schedule
monthly/quarterly meetings.
• Student tracking program in compliance with all Louisiana student data privacy laws. The
data will be stored in a real time data system monitored by LSU for specialists to update
and track efforts.
• Monthly aggregate status report that will be in compliance with student data privacy laws.
• Summary of practices and local contacts that promoted student re-engagement.
• Summary of challenges students and families faced while engaging with their local LEAs.
At the conclusion of this partnership, LSU-Social Research and Evaluation Center will develop a
comprehensive final report that includes:
• List of student Louisiana Secure IDs by school system with validated exit codes.
• List of student Louisiana Secure IDs who are eligible to re-enroll in their LEA schools by
school and grade.
• List of student Louisiana Secure IDs RE-ENROLLED by LEA, school, and grade by
December 1, 2021.
• Summary of practices and local contacts that promoted student re-engagement.
• Summary of challenges students and families faced while engaging with their local LEAs.
LDOE will use the data from the Spring 2021 assessments to ensure selected evidence-based
interventions address the disproportionate impact of COVID-19 on student subgroups identified
in the American Rescue Plan.
LDOE will track funds for the 1% after school programming reserve separately in a consolidated
application. LDOE will allocate funds through a discretionary grant process. To ensure students
most impacted by the pandemic are prioritized, funding decisions will be based on a several
factors, including:
• LEA application submission and request
• LEA school and student performance data
• LEA school enrollment, attendance, and drop out information
• 2020-2021 Learning mode information as reported by LEAs and schools
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
43
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.
The Louisiana Department of Education will not reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19 pandemic.
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied
by a focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the
pandemic. In this section, SEAs will describe how they will support their LEAs in
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these
objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will
require its LEAs to include in LEA plans consistent with the ARP ESSER
requirements for the use of ARP ESSER funds, how the SEA will require such
plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be
within no later than 90 days after receiving its ARP ESSER allocation). The LEA
plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement
prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning;
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
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
44
homelessness, children and youth in foster care, and migratory
students.
The Louisiana Department of Education is releasing all remaining formula funding to school
systems by August 12, 2021. LDOE is requiring all LEAs to submit a plan for how they will use
their ESSER funds by September 30, 2021. These plans will be reviewed, and if necessary,
provided to the LEA for adjustments. Once approved, these plans will be publicly accessible on a
separate portal containing budget and plan implementation information. This portal is still being
built and will have multiple phases of development over the next several months. Additionally,
we will host regional collaborative meetings with school systems to build strong multi-year
budgets and plans.
The Louisiana Department of Education is requiring LEA to attest to the following in their
applications for ARP ESSER funds:
1. LEA Signed Assurances within eGMS
1. Posting of LEA Plans on the LEA’s website that articulates Continuity of
Services for students in accordance with ARP Section 2001(i)(1) By April 15,
2021, ; and also requiring LEA plan updates every six months with public
comments 39
2. Use of ARP ESSER Funds, ARP Section 2001(e)
LEA plans must include the following four components regarding how ARP ESSER funds will
be used to:
1. Create and maintain healthy, safe learning environments
2. Implement evidence-based interventions to address lost instructional time
3. Monitor and evaluate the impact of evidence-based interventions
4. Support staff and student well-being
The LDOE has designed the LEA’s application for ARP funding in a manner that will capture
all components of the LEA’s plan regarding how the funds will be used to address the needs of
all students, including student’s academic, social and emotional, and mental health needs. There
is specific coding in the budgets for LEAs to identify each use of funds.
As a part of the LDOE‘s protocols to ensure transparency regarding the LEA’s use of funds,
there will be reports posted on the LDOE’s website capturing how LEA ARP funds are being
used to align with each of their plans and budget applications.
LDOE will verify that all components of the ARP ESSER application have been provided by
each LEA. The Louisiana Department of Education will continue to support LEAs through
webinars, help desk email responses, and phone calls when necessary.
Furthermore, LEAs are required to sign assurances for ESSER I, ESSER II, and ESSER
III within eGMS as part of the application process. These assurances are below.
Assurances for ESSER I applications:
PROGRAMMATIC, FISCAL, AND REPORTING ASSURANCES
45
1. The LEA will use ESSER Formula funds for activities allowable under section 18003(d)
of Division B of the CARES Act. (See Appendix A.) Note: The U.S. Department of
Education generally does not consider the following to be an allowable use of ESSER
funds, under any part of 18003: 1) subsidizing or offsetting executive salaries and
benefits of individuals who are not employees of the LEAs or 2) expenditures related to
state or local teacher or faculty unions or associations.
2. The LEA will provide equitable services to students and teachers in non-public schools
as required under 18005 of Division B of the CARES Act. The LEA will maintain
control of funds for the services and assistance provided to a non-public school under the
ESSER Fund and have title to materials, equipment, and property purchased with ESSER
funds. Services provided to a non-public school with ESSER funds will be provided by
the LEA directly, or through contract with another public or private entity.
3. The LEA will, to the greatest extent practicable, continue to compensate its employees
and contractors during the period of any disruptions or closures related to COVID-19 in
compliance with Section 18006 of Division B of the CARES Act. In addition, the LEA
will continue to pay employees and contractors to the greatest extent practicable based on
the unique financial circumstances of the entity. CARES Act funds generally will not be
used for bonuses, merit pay, or similar expenditures, unless related to disruptions or
closures resulting from COVID-19.
4. The LEA will comply with all reporting requirements, including those in Section
1501l(b)(2) of Division B of the CARES Act, and any others required by the Louisiana
Department of Education in order to comply with federal reporting requirements. Note:
The U.S. Department of Education notified States that it may require additional reporting
in the future, which may include: the methodology LEAs will use to provide services or
assistance to students and staff in both public and non-public schools and the uses of
funds by the LEAs or other entities and demonstration of their compliance with Section
18003(d), such as any use of funds addressing the digital divide, including securing
access to home-based connectivity and remote-use devices, related issues in supporting
remote learning for all students, including disadvantaged populations.
5. The LEA will cooperate with any examination of records with respect to such funds by
making records available for inspection, production, and examination, and authorized
individuals available for interview and examination, upon the request of (i) the U.S.
Department of Education and/or its Inspector General; (ii) any other federal agency,
commission, or department in the lawful exercise of its jurisdiction and authority; and
(iii) the Louisiana Department of Education.
OTHER ASSURANCES AND CERTIFICATIONS
1. The LEA will comply with all applicable assurances in OMB Standard Forms 424B and
D (Assurances for Non-Construction and Construction Programs), including the
assurances relating to the legal authority to apply for assistance; access to records;
conflict of interest; merit systems; nondiscrimination; Hatch Act provisions; labor
standards; flood hazards; historic preservation; protection of human subjects; animal
welfare; lead-based paint; Single Audit Act; and the general agreement to comply with all
applicable Federal laws, executive orders and regulations.
2. The LEA certifies, to the best of its knowledge and belief, that:
46
a. No Federal appropriated funds have been paid or will be paid, by or on behalf of
the undersigned, to any person for influencing or attempting to influence an
officer or employee of an agency, a Member of Congress, an officer or employee
of Congress, or an employee of a Member of Congress in connection with the
awarding of any Federal contract, the making of any Federal grant, the making of
any Federal loan, the entering into of any cooperative agreement, and the
extension, continuation, renewal, amendment, or modification of any Federal
contract, grant, loan, or cooperative agreement.
b. If any funds other than Federal appropriated funds have been paid or will be paid
to any person for influencing or attempting to influence an officer or employee of
any agency, a Member of Congress, an officer or employee of Congress, or an
employee of a Member of Congress in connection with this Federal contract,
grant, loan, or cooperative agreement, the LEA will complete and submit
Standard Form-LLL, "Disclosure Form to Report Lobbying," in accordance with
its instructions.
c. The LEA will include the language of this certification in the award documents
for all subawards at all tiers (including subcontracts, subgrants, and contracts
under grants, loans, and cooperative agreements) and ensure that all subrecipients
shall certify and disclose accordingly.
3. The LEA will comply with the Uniform Administrative Requirements, Cost Principles,
and Audit Requirements for Federal Awards (Uniform Guidance) requirements in
Subpart D-Post Federal Award Requirements (2 CFR§§200.300-345) and Subpart E-Cost
Principles (2 CFR§§200.400-475) to ensure that LEAs, including charter schools that are
LEAs, are using ESSER funds for purposes that are reasonable, necessary, and allocable
under the CARES Act.
4. The LEA will comply with the provisions of all applicable acts, regulations and
assurances; the following provisions of Education Department General Administrative
Regulations (EDGAR) 34 CFR parts 76, 77, 81, 82, 84, 97, 98, and 99; the OMB
Guidelines to Agencies on Government wide Debarment and Suspension (Non
procurement) in 2 CFR part 180, as adopted and amended as regulations of the
Department in 2 CFR part 3485; and the Uniform Guidance in 2 CFR part 200, as
adopted and amended as regulations of the Department in 2 CFR part 3474.
Assurances for ESSER II applications:
PROGRAMMATIC, FISCAL, AND REPORTING ASSURANCES
1. The LEA will use ESSER II Formula funds for activities allowable under section 313(d)
of Division M of the CRRSA Act. The U.S. Department of Education generally does not
consider the following to be an allowable use of ESSER II funds, under any part of
section 313: Subsidizing or offsetting executive salaries and benefits of individuals who
are not employees of the LEAs or Expenditures related to state or local teacher or faculty
unions or associations.
2. An LEA that receives ESSER II funds under this grant is not required to provide
equitable services to non-public school students and teachers with the ESSER II funding.
3. The LEA will, to the greatest extent practicable, continue to compensate its employees
and contractors during the period of any disruptions or closures related to COVID-19 in
compliance with section 315 of Division M or the CRRSA Act. In addition, the LEA will
47
continue to pay employees and contractors to the greatest extent practicable based on the
unique financial circumstances of the entity. ESSER II funds generally will not be used
for bonuses, merit pay, or similar expenditures, unless related to disruptions or closures
resulting from COVID-19.
4. The LEA will comply with all reporting requirements, including those in section 15011
of the CARES Act and section 313(f) of Division M of the CRRSA Act and any others
required by the Louisiana Department of Education in order to comply with federal
reporting requirements. Note: The U.S. Department of Education notified States that the
report must provide a detailed accounting of the use of funds, including how funds are
used to measure and address learning loss among students disproportionately affected by
coronavirus and school closures, including low-income students, children with
disabilities, English learners, racial and ethnic minorities, students experiencing
homelessness, and children and youth in foster care. The Secretary of the U.S.
Department of Education may require additional reporting in the future. (See also 2 CFR
200.328-200.329).
5. Records pertaining to the ESSER II award under 2 C.F.R § 200.334 and 34 C.F.R. §
76.730, including financial records related to use of grant funds, will be retained
separately from the LEA's ESSER I funds. Every subrecipient of ESSER II funds will
cooperate with any examination of records with respect to such funds by making records
available for inspection, production, and examination, and authorized individuals
available for interview and examination, upon the request of (i) the U.S. Department of
Education and/or its Inspector General; or (ii) any other federal agency, commission, or
department in the lawful exercise of its jurisdiction and authority; and (iii) the Louisiana
Department of Education.
OTHER ASSURANCES AND CERTIFICATIONS
1. The LEA will comply with all applicable assurances in OMB Standard Forms 424B and
D (Assurances for Non-Construction and Construction Programs), including the
assurances relating to the legal authority to apply for assistance; access to records;
conflict of interest; merit systems; nondiscrimination; Hatch Act provisions; labor
standards; flood hazards; historic preservation; protection of human subjects; animal
welfare; lead-based paint; Single Audit Act; and the general agreement to comply with all
applicable Federal laws, executive orders and regulations.
2. The LEA certifies, to the best of its knowledge and belief, that: No Federal appropriated
funds have been paid or will be paid, by or on behalf of the undersigned. to any person
for influencing or attempting to influence an officer or employee of an agency, a Member
of Congress, an officer or employee of Congress, or an employee of a Member of
Congress in connection with the awarding of any Federal contract, the making of any
Federal grant, the making of any Federal loan, the entering into of any cooperative
agreement, and the extension, continuation, renewal, amendment, or modification of any
Federal contract, grant, loan, or cooperative agreement.
a. If any funds other than Federal appropriated funds have been paid or will be paid
to any person for influencing or attempting to influence an officer or employee of
any agency, a Member of Congress, an officer or employee of Congress, or an
employee of a Member of Congress in connection with this Federal contract,
grant, loan, or cooperative agreement, the LEA will complete and submit
48
Standard Form-LLL, "Disclosure Form to Report Lobbying,"in accordance with
its instructions.
b. The LEA will include the language of this certification in the award documents
for all subawards at all tiers (including subcontracts, subgrants, and contracts
under grants, loans, and cooperative agreements) and ensure that all subrecipients
shall certify and disclose accordingly.
3. The LEA will comply with the Uniform Administrative Requirements, Cost Principles,
and Audit Requirements for Federal Awards (Uniform Guidance) requirements in
Subpart 0.-Post Federal Award Requirements (2 CFR §§200.300-345) and Subpart E--
Cost Principles (2 CFR§§200.400-475) to ensure that LEAs, including charter schools
that are LEAs, are using ESSER II funds for purposes that are reasonable, necessary, and
allocable under the CARES Act.
4. The LEA will comply with the provisions of all applicable acts, regulations and
assurances; the following provisions of Education Department General Administrative
Regulations (EDGAR) 34 CFR parts 76, 77, 81,82, 84, 97, 98, and 99;the OMB
Guidelines to Agencies on Governmentwide Debarment and Suspension (Non-
procurement) in 2 CFR part 180, as adopted and amended as regulations of the
Department in 2 CFR part 3485; and the Uniform Guidance in 2 CFR part 200, as
adopted and amended as regulations of the Department in 2 CFR part 3474.
Assurances for ESSER III applications:
1. The LEA will use ESSER III (ARP ESSER) funds for activities allowable under section
2001(e) of the ARP.
2. The LEA will reserve not less than 20 percent of its total ESSER III (ARP ESSER)
allocation to address learning loss through the implementation of evidence-based
interventions, such as summer learning or summer enrichment, extended day,
comprehensive afterschool programs, extended school year programs, or other evidence-
based interventions, and ensure that such interventions respond to students’ academic,
social, and emotional needs and address the disproportionate impact of COVID-19 on
student subgroups (each major racial and ethnic group, children from low-income
families, children with disabilities, English learners, gender, migrant students, students
experiencing homelessness, and children and youth in foster care).
3. The LEA that receives ESSER III (ARP ESSER) funds will 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 of in-person instruction and continuity of
services as required in section 2001(i)(1) of the ARP, or
b. develop and make publicly available on the LEA’s website such a plan that meets
statutory requirements before the enactment of the ARP. As required in section
2001(i)(2) of the ARP, before making the plan publicly available, the LEA will
seek public comment on the plan and take such comments into account in the
development of the plan.
4. The LEA will comply with all reporting requirements at such time and in such manner,
and containing such information as the Secretary of the U.S. Department of Education
and the Louisiana Department of Education may reasonably require. Note: The U.S.
Department of Education notified states that reporting may include information on
matters such as:
49
a. how the LEA is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the
CDC guidance related to addressing COVID-19 in schools;
b. overall plans and policies related to 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;
c. data on each school’s mode of instruction (remote, hybrid, in-person) and
conditions;
d. 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;
e. LEA uses of funds to sustain and support access to early childhood education
programs;
f. impacts and outcomes (disaggregated by student subgroup) through use of ESSER
III (ARP ESSER) funding (e.g., quantitative and qualitative results of ESSER III
(ARP ESSER) funding, including on personnel, student learning, and budgeting at
the school and district level);
g. student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
h. requirements under the Federal Financial Accountability Transparency Act
(FFATA); and
i. additional reporting requirements as may be necessary to ensure accountability
and transparency of ESSER III (ARP ESSER) funds.
5. Records pertaining to the ESSER III (ARP ESSER) award under 2 C.F.R. § 200.334 and 34
C.F.R. §76.730, including financial records related to use of grant funds, will be retained
separately from other grant funds, including funds that an LEA receives under the
Coronavirus Aid, Relief, and Economic Security Act (CARES Act) and the Coronavirus
Response and Relief Supplemental Appropriations Act, 2021 (CRRSA Act). Every
subrecipient of ESSER III (ARP ESSER) funds will cooperate with any examination of
records with respect to such funds by making records available for inspection, production,
and examination, and authorized individuals available for interview and examination, upon
the request of (i) the Department and/or its Inspector General; or (ii) any other federal
agency, commission, or department in the lawful exercise of its jurisdiction and authority;
and (iii) the Louisiana Department of Education.
6. The LEA will comply with all applicable assurances in OMB Standard Forms 424B and D
(Assurances for Non-Construction and Construction Programs), including the assurances
relating to the legal authority to apply for assistance; access to records; conflict of interest;
merit systems; nondiscrimination; Hatch Act provisions; labor standards; flood hazards;
historic preservation; protection of human subjects; animal welfare; lead-based paint; Single
Audit Act; and the general agreement to comply with all applicable Federal laws, executive
orders and regulations.
7. The LEA certifies, to the best of its knowledge and belief, that:
a. No Federal appropriated funds have been paid or will be paid, by or on behalf of the
undersigned, to any person for influencing or attempting to influence an officer or
employee of an agency, a Member of Congress, an officer or employee of Congress,
50
or an employee of a Member of Congress in connection with the awarding of any
Federal contract, the making of any Federal grant, the making of any Federal loan, the
entering into of any cooperative agreement, and the extension, continuation, renewal,
amendment, or modification of any Federal contract, grant, loan, or cooperative
agreement.
b. If any funds other than Federal appropriated funds have been paid or will be paid to
any person for influencing or attempting to influence an officer or employee of any
agency, a Member of Congress, an officer or employee of Congress, or an employee
of a Member of Congress in connection with this Federal contract, grant, loan, or
cooperative agreement, the LEA will complete and submit Standard Form-LLL,
“Disclosure Form to Report Lobbying,” in accordance with its instructions.
c. The LEA will include the language of this certification in the award documents for all
subawards at all tiers (including subcontracts, subgrants, and contracts under grants,
loans, and cooperative agreements) and ensure that all subrecipients shall certify and
disclose accordingly.
8. An LEA will include in its local application a description of how the LEA will comply
with the requirements of section 427 of GEPA (20 U.S.C.1228a). The description must
include information on the steps the LEA proposes to take to permit students, teachers,
and other program beneficiaries to overcome barriers (including barriers based on gender,
race, color, national origin, disability, and age) that impede equal access to, or
participation in, the program.
9. The LEA will comply with the Uniform Administrative Requirements, Cost Principles,
and Audit Requirements for Federal Awards (Uniform Guidance) requirements in
Subpart D—Post Federal Award Requirements (2 CFR§§200.300-345) and Subpart E—
Cost Principles (2 CFR §§200.400-475) to ensure that LEAs, including charter schools
that are LEAs, are using ESSER III (ARP ESSER) funds for purposes that are reasonable,
necessary, and allocable under the ARP.
10. The LEA will comply with the provisions of all applicable acts, regulations and
assurances; the following provisions of Education Department General Administrative
Regulations (EDGAR) 34 CFR parts 76, 77, 81, 82, 84, 97, 98, and 99; the OMB
Guidelines to Agencies on Government wide Debarment and Suspension (Non-
procurement) in 2 CFR part 180, as adopted and amended as regulations of the
Department in 2 CFR part 3485; and the Uniform Guidance in 2 CFR part 200, as
adopted and amended as regulations of the Department in 2 CFR part 3474.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP ESSER
funds, ensure that, consistent with the ARP ESSER requirements], its LEAs engage in
meaningful consultation with stakeholders, including, but not limited to:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
51
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.
The Louisiana Department of Education informed LEAs that they must allow for public
comment and feedback on the school reopening plan. LDOE has specified that school systems
should allow for more than one way in which school systems allow for the public to provide
comments. For example, a school system may include an opportunity for public comment during
a school board meeting; however, the Department recommends school systems also provide
another means through which the public can submit feedback. This may include capturing
feedback through a collection form on the LEA website.
Furthermore, LDOE has engaged with various stakeholders, including students, parents,
teachers, system leaders, and school leaders. These engagements hosted by LDOE include the
following:
• Stakeholder calls in January 2021 and February 2021
• System leader calls throughout the 2020-2021 school year
• Roundtable discussions with school superintendents and Chief Academic Officers
• Newsletters released throughout the 2020-2021 school year
• Surveys collected and focus group conducted
LDOE plans to continue engaging with various stakeholders during the summer and 2021-2022
school year. The Department will continue to require LEAs to engage in meaningful consultation
with stakeholders and will include this requirement within the assurances signed by each LEA in
completing the application for ARP ESSER funds.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER funds.
The description must include:
i. How the SEA will support and monitor its LEAs’ implementation of
evidence-based interventions that respond to students’ academic,
social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs – including
the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
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To support school systems with selecting evidence-based interventions that respond to the
academic, social, emotional, and mental health needs of students, the Louisiana Department of
Education has released approved Clearinghouses with Initiatives to support school systems with
budgeting evidence-based funds. School systems can fund initiatives released by the Louisiana
Department of Education through the Achieve! Priorities-Based Planning Guide for School
Systems and therefore are not required to provide research to LDOE relevant to the level of
evidence of the intervention. Additionally, a school system can select an evidence-based
educational intervention or social-emotional intervention through the following clearinghouses:
What Works Clearinghouse, Promising Practices Network, Blueprints for Healthy Youth
Development, and Social Programs That Work. If a school system plans to budget ESSER III
evidence-based funds for interventions not from the clearinghouse websites or the initiatives
listed within the Achieve! Priorities-Based Planning Guide for School Systems, the school
system is required to submit research evidence to the Louisiana Department of Education.
LDOE is reviewing all submitted research and determining approval of the ESSER III EB funds
based on the research evidence uploaded within the school system’s application. Also, the
Louisiana Department of Education is requiring LEAs to track and monitor the impact of the
evidence-based interventions on students’ academic, social, emotional, and mental health. This
data will be maintained at the LEA level and provided to the Department when requested. The
Department will gather information from school systems on the implementation and impact of
the evidence-based interventions through future surveys and focus groups. From the feedback
received from the focus groups and surveys, LDOE will analyze evidence-based implementation
data of successful programs and school systems to highlight the programs and systems as Models
of Excellence.
The Division of Statewide Monitoring has collaborated with Federal Program staff to develop
ESSER monitoring protocols that coincide with federal guidance. Beginning in the 2021-2022
school year, these new protocols will be implemented in conjunction with the risk-based
monitoring process. Monitoring staff have provided informational sessions for LEAs during the
spring and summer to prepare them for the upcoming monitoring of these activities.
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
To support school systems with planning for and budgeting for ESSER funds, the Louisiana
Department of Education released the Strong Start 2020 and Achieve! Priorities-Based Planning
Guide for School Systems. This guidance includes initiatives and resources for school systems to
implement to support various student groups. Once school system applications are received, all
applications are reviewed by LDOE to ensure they are aligned to the Department’s Educational
Priorities as well as the ESSER allowabilities.
LDOE will support LEAs in addressing the disproportionate impact of COVID-19 pandemic on
student groups through webinars, department newsletters, phone calls, emails, and EdLink. The
Louisiana Department of Education will monitor progress of the student groups through the
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state-wide data system which includes data collected from LEAS and the LEA ARP ESSER Plan
for Use of Funds.
The Division of Statewide Monitoring has collaborated with Federal Program staff to develop
ESSER monitoring protocols that coincide with federal guidance. Beginning in the 2021-2022
school year, these new protocols will be implemented in conjunction with the risk-based
monitoring process. Monitoring staff have provided informational sessions for LEAs during the
spring and summer to prepare them for the upcoming monitoring of these activities.
iii. How the SEA will support and monitor its LEAs in using ARP
ESSER funds to identify, reengage, and support students most likely
to have experienced the impact of lost instructional time on student
learning, such as:
a. Students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote
instruction when offered during school building closures; and
c. Students most at-risk of dropping out of school.
Based on data received from school systems, approximately 16,000 students have not attended
school from the end of the 2019-2020 academic year to the 2020-2021 academic year. The
Louisiana Department of Education is partnering with Louisiana State University to form the
LSU Attendance Alliance. This alliance was developed as a result of COVID-19 and the
difficulties school systems faced with addressing students dropping from school enrollments,
which is proving to be a continuous challenge for many school systems throughout the state.
Through this partnership, LSU-SREC will provide systems attendance specialists that promote
good attendance practices to address attendance concerns for all students.
The Department is also employing an agency specific lead within a new Child Welfare and
Attendance position to serve within the Office of College and Career Readiness. The agency
staff member within this position will be responsible for leading, managing, and implementing
various elements of the Child Welfare and Attendance (CWA) programs across the state. This
staff member will support and monitor school systems throughout the state of Louisiana.
4. Describe the extent to which the SEA will support its LEAs in implementing additional
strategies for taking educational equity into account in expending ARP ESSER funds,
including but not limited to:
i. Allocating funding both to schools and for districtwide activities
based on student need, and
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.
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Louisiana school systems are supported by the Department to develop multi-year plans
that prioritize equity and accelerate opportunities for students with the greatest needs,
specifically students and families living in deep poverty, students with disabilities, English
learners, migrant students, students experiencing homelessness, and children in foster care. The
Department has provided guidance to school systems on analyzing data to determine current
needs at individual schools as well as across the district. School systems have updated reopening
plans in preparation for the 2021-2022 school year that are focused on in-person instruction.
The Louisiana Department of Education has also provided guidance to school systems to support
student behavior and discipline. Research shows that students with chronic behavior problems
face significant challenges in the classroom. To support school systems with ensuring their
students are academically successful, LDOE has provided guidance to school systems on
supporting the social and emotional well-being of students. This guidance includes:
• Multi-Tiered System of Supports: Effective behavior systems should be a critical
component of every school system and school. The Department is focused on providing
the support and resources needed to implement a tiered system of responses for student
behavior and supports.
• Behavioral Intervention: The Department is committed to enhancing school climate and
improving behavioral intervention practices in schools. School systems and schools
should prioritize utilization of evidence-based behavioral interventions to ensure students
have access to Tier 2 and/or Tier 3 supports to manage behavioral challenges.
• Social-Emotional Learning: School systems should implement and prioritize evidence-
based social-emotional learning to support individual student growth and promote a
healthy school climate and culture.
The Department labels schools as struggling with a UIR-D (Urgent Intervention Required for
Discipline) label if the out-of-school suspension rate is more than two times the national average
for the past three years (Two times the national average equals 5.2% for grades Pre-K-4 and
20.2% for grades 5-12). In order to shed this status, a school system must have an out-of-school
suspension rate that is less than twice the national average for two consecutive years.
To support school systems in creating and maintaining a positive and supportive learning
environment for all students, the Department released resources within the Achieve! Priorities-
Based Planning Guide for School Systems specific to hiring social workers to support students’
mental health, Compensatory Services Guidance for Students with Disabilities, Louisiana
Student Well-Being Vendor Guide, and Employee Assistance Programs. These resources,
amongst others within the Achieve! Priorities-Based Planning Guide for School Systems, serve
as informational references and tools for school systems to utilize in creating a positive and
supportive learning environment.
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F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support
students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of
educators, education administration personnel, and other school
personnel involved in safely reopening schools, and the extent to
which they vary by region/type of school district and/or groups of
educators (e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early
childhood educators). Cite specific data on shortages and needs
where available.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
The table below contains two data points from LDOE:
1. The number and percent of classes taught by out-of-field and uncertified teachers over
the last three years (2018-2019, 2019-2020, 2020-2021) for each subgroup.
2. The number of educators in each subgroup reported in PEP over the last three years
(2018-2019, 2019-2020, 2020-2021) and the rate of change.
Table F1.
Area Data on shortages and needs
Special educators Percent of special education classes in the 2020-2021 academic year
and related service taught by out-of-field and uncertified teachers: 17%
personnel and
paraprofessionals Percent of special education classes in the 2020-2021 academic year
taught by out-of-field teachers: 11%
Average rate of change (from 2018-2019 through 2020-2021 academic
years) of special educators and related service personnel and
paraprofessionals: +10.9%
Bilingual educators Percent of world language classes in the 2020-2021 academic year
taught by out-of-field and uncertified teachers: 40%
Percent of world language classes in the 2020-2021 academic year
taught by out-of-field teachers: 12%
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Average rate of change (from 2018-2019 through 2020-2021 academic
years) of bilingual educators: -0.7%
English as a second Percent of English as a second language classes in the 2020-2021
language educators academic year taught by out-of-field and uncertified teachers: 43%
Percent of English as a second language classes in the 2020-2021
academic year taught by out-of-field teachers: 9%
Average rate of change (from 2018-2019 through 2020-2021 academic
years) of English as a second language educators: -5.5%
STEM educators Percent of STEM classes in the 2020-2021 academic year taught by
out-of-field and uncertified teachers: 23%
Percent of STEM classes in the 2020-2021 academic year taught by
out-of-field teachers: 11%
Average rate of change (from 2018-2019 through 2020-2021 academic
years) of STEM educators: +5.4%
CTE educators Percent of CTE classes in the 2020-2021 academic year taught by out-
of-field and uncertified teachers: 35%
Percent of CTE classes in the 2020-2021 academic year taught by out-
of-field teachers: 13%
Average rate of change (from 2018-2019 through 2020-2021 academic
years) of CTE educators: 41.5%
Early childhood
educators School # of Teachers # of Teachers # of Teachers Total #
Year with “Yes” with “No” with re- Teachers
Certification Certification certification
2020 3431 2163 123 5594
2019 4111 2550 163 6661
2018 3946 2463 170 6409
School counselors Average rate of change (from 2018-2019 through 2020-2021 academic
years) of school counselors: -5.3%
Social workers Average rate of change (from 2018-2019 through 2020-2021 academic
years) of social workers:-2.4%
Nurses Average rate of change (from 2018-2019 through 2020-2021 academic
years) of nurses: -20%
School psychologists Average rate of change (from 2018-2019 through 2020-2021 academic
years) of school psychologists: -6.5%
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ii. Describe how the SEA will assist its LEAs in identifying the most
urgent areas of shortages or potential shortages, with 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.
To support LEAs with avoiding layoffs and potential shortages in the most urgent areas, the
Louisiana Department of Education developed Achieve! Compensation Guidance. This guidance
provides school systems with role- and demand-based compensation examples to guide school
system planning when addressing students', faculties', and staffs' educational and well-being
needs that were triggered by the COVID-19 pandemic. It also includes a list of potential teacher
leader roles and types of models, descriptions, and examples to consider when implementing
additional compensation models, including career pathways for teachers, demand-based
compensation, and one-time stipends.
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).
The SEA plans to use ESSER set-aside to invest in strengthening the educator pipeline while
addressing the academic, social, and emotional needs of students. Those investments include
launching new work and expanding current work as follows:
• New teacher supports: Provide monthly mentoring for all first year teachers.
• Pre-educator pathways: The ultimate mission of the Louisiana Pre-Educator Pathway is
to cultivate highly skilled educators by guiding young people on a path to becoming
accomplished teachers, beginning in high school and extending through college and into
the profession. Through high-quality curriculum focusing on anti-bias instruction,
classroom culture, professional collaboration, understanding assessments, and authentic
engagement, the pathway aims to address workforce needs related to the recruitment and
retention of teachers of color while expanding Grow Your Own initiatives across the state
of Louisiana.
• Content Leader Expansion: The teaching profession remains relatively flat with a dearth
of leadership opportunities between classroom teaching and principalships. For some
educators who want to remain in the classroom, this can mean limited options to grow
and take on additional responsibility. In turn, educators who do wish to become
principals don’t always have the opportunity to build the necessary knowledge and skill
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in a scaffolded way over time. The Content Leader role is an important step in the
leadership pipeline for talented local educators. Content Leaders are local educators who
have the knowledge, skills, and concrete resources to provide high-quality, content-rich,
and curriculum-specific professional development to new and current teachers in their
districts.
• Mentor Teacher: LDOE policy requires that all candidates pursuing teacher certification
complete a year-long residency supported by a credentialed mentor teacher. This year-
long residency allows pre-service teachers to be ready day one upon completion of their
teacher preparation program. All year-long residents are supported by credentialed
mentors. Mentors must complete a rigorous training and assessment series in order to
qualify as a certified mentor. This mentor credentialing process ensures that those serving
in the role of a mentor have the skills and knowledge needed to effectively support and
develop beginning teachers.
To ensure a cadre of highly trained mentors across the state LDOE offered state-wide
mentor training for three years. There are now twenty-nine BESE approved mentor
training programs operating across the state. LDOE currently provides funding to
Comprehensive Intervention Required (CIR) and Urgent Intervention Required for
Academics (UIR-A) schools to ensure these schools have a trained mentor on their
campuses through Strong Start.
• LDOE offers funding to support CIR and UIR-A schools in having trained
Content Leaders. Content Leaders complete a rigorous training and complete an
assessment series that signals that they are prepared to support other teachers with
implementing high quality instruction. Content leaders provide professional
development on high quality instructional materials and practices and assist with
lesson and unit planning.
• In 2020-2021, LDOE provided funding to support school systems in piloting
Grow Your Own programs. These pilot programs will allow districts to offer
aspiring educators high school courses that can earn them college credit and a pre-
educator pathway credential. Programs such as these are instrumental in
encouraging high school students to choose a career in education.
• LDOE provides feedback to teacher preparation programs through the preparation
provider accountability system. This accountability system measures the extent to
which preparation providers are meeting educator workforce needs, identifying
how their graduates are impacting student achievement, and defining the strengths
and areas for improvement in their program experience.
• LDOE makes the results of the teacher preparation accountability system public
through the publication of performance profiles,
2. Staffing to Support Student Needs: Describe the extent to which the SEA has
developed or will develop strategies and will support its LEAs in increasing
student access to key support staff within school buildings, including school
counselors, special education personnel, nurses, social workers, and psychologists
(e.g. hiring additional personnel or freeing up these staff to focus on providing
services to students).
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LDOE released Staffing and Scheduling Best Practices Guidance that provides systems and
school leaders best practices, staffing and scheduling models, cautions and tips for
implementation, and information on ongoing implementation support. In addition, LDOE is
providing implementation support for this initiative at no cost, which includes three Best Practice
webinars; three Job Alike Support Sessions for counselors and counselor leadership, school
leaders, diverse learners leadership, and system academic leadership; and six Q&A sessions. The
Technical Support Series is provided to systems at a reduced cost and includes three half-day
workshops and individual coaching support. This guidance and support will help systems
strategically plan for staffing models and practices that will support literacy, acceleration, diverse
learner support, and social-emotional learning.
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
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
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vi. Other reporting requirements reasonably required by the Secretary
(please refer to Appendix B of this template; final requirements will
be issued separately).
The Louisiana Department of Education collects CLASS® data through observations of all
publicly funded infant, toddler, and pre-K classrooms statewide. In grades K-3, school systems
administer a literacy screener to each student within the first 30 days of the school year.
Louisiana administers LEAP assessments in grades 3-8 and high school during spring semesters.
These annual assessments in English Language Arts, mathematics, social studies, and science
provide information on which students have met grade-level standards and which students are
struggling to meet grade-level standards. The Department will continue to collect student
learning data through initiatives such as Accelerate, which includes high-quality assessments
aligned to high-quality instructional materials.
LDOE collects absentee and discipline data from each school system, as well as advanced
placement data through the Student Transcript System. The Louisiana Department of Education
will continue to collect the student absentee, disciple, and advanced placement data in the 2021-
2022 school year. Furthermore, LDOE is supporting school systems in implementing the
evidence-based practice of a Dropout Early Warning System. School systems within the state of
Louisiana will have the opportunity to install the Dropout Early Warning System for the 2022-
2023 school year to address problems with student attendance, discipline, achievement scores,
and dropout rates.
During the 2021-2022 school year, the Louisiana Department of Education will continue to
gather data from school systems on educator jobs retained by type through the workforce data
collection. LDOE will also collect participation data specific to programs funded with ARP
ESSER funds, as well as any other indicators required by the Secretary of ED.
In August, LDOE will release a fiscal dashboard that reports how school systems are budgeting
and spending their money. The dashboard will include data at the SEA and LEA level:
• Total allocated, budgeted, spent, remaining (by fund source - GEER I, ESSER I, II, & III)
• Total budgeted and expended by EIC alpha codes (ex. CRCL) (by fund source - GEER I,
GEER II & III EANS, ESSER I, II, & III)
• Total budgeted and expended by priority (by fund source - ESSER II & III, GEER II &
III EANS)
Capacity to collect data on the reporting requirements will be ensured by continuing to use,
develop, and refine existing data collection processes at the SEA and LEA levels. Through
coordination with its vendor/developer for the electronic grants management system (eGMS), the
LDOE had previously developed a data collection tool for LEAs to report ESSER I/CARES
expenditures. As reporting requirements for ARPA are made available, the LDOE will refine this
tool to capture LEA self-reported data. The LDOE will also coordinate internally with
appropriate divisions to assure that required financial, accountability, demographic, and
pandemic-response related data is made available to meet ARPA reporting requirements.
Additionally, LDOE assigned staff will attend and participate in ED sponsored training and
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outreach activities related to the reporting requirements. The LDOE’s strategy to collect data
from its LEAs begins with LEA agreement to comply with all reporting requirements as part of
the assurances associated with ESSER III/ARPA funding. Additionally, the reporting data
collection tool within the eGMS application is a required component of the overall grant process.
The data collection tool is released in a limited-time frame that requires timely response on the
part of the LEA. LEA data is first reviewed via the system consistency check process that
activates system process halts, such as the completion of grant amendments and reimbursement
requests, until all data is submitted. Comprehensive outreach about reporting requirements is
accomplished through the Federal Support and Grantee Relations (FSGR) monthly call,
announcements contained in the State Superintendent’s weekly newsletter, accurate and timely
responses to LDOE Grants Help Desk inquiries, and coordination with the LDOE Equitable
Inclusion and Opportunities (EIO) Office to assist in disseminating reporting information to LEA
Charter School operators. All the described processes and actions are designed to ensure that
high-quality data is collected and reported in compliance with ARPA requirements.
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.
ARP ESSER
Monitoring Plan
The Louisiana Department of Education (LDOE) will engage in the following procedures as it
relates to fiscal and program monitoring of funds received from the ARP ESSER funds. From
the date of receipt, any subrecipient of ARP ESSER funds will have an implementation period
prior to being monitored by the state education agency. LDOE will implement an initial phase
of ARP ESSER monitoring during year one of activity implementation until funds have been
depleted.
A combination of fiscal and program risks will serve as part of LDOE’s ARP ESSER
monitoring. The following risk factors will determine which school systems are selected for
monitoring after the first year of implementation:
1. The LEA received and expended ARP ESSER funds.
2. The LEA was selected for monitoring in one or more other federally funded
programs during the same fiscal year.
3. The LEA’s fiscal risk assessment according to the Internal Controls guide.
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Subrecipients not targeted for monitoring through the above risk factors will be monitored on a
cycle within 18 months of receipt of funds. In addition, each subrecipient must hire an
independent firm to conduct a single audit after the first of implementation. The subrecipient
will then have 30 days after the audit results are available to provide a copy of those results to
the state internal auditor. The Department’s audit resolution team will then initiate our standard
audit resolution procedures, which will result in a closure or notice of action. Full resolution will
occur within six months if a notice of action is issued.
Evidence of the following components will be evaluated during ESSER monitoring:
• Activities authorized by the ESEA, IDEA, and other federal programs;
• Results of the ARP ESSER funding needs assessment;
• Implementation of program expenditures, such as technology, materials and supplies,
contracts for professional services, summer and after school programs, and other relevant
expenditures;
• Allowable expenditures aligned to key priorities.
The Department will develop and utilize a standard monitoring protocol specifically for ARP
ESSER. The monitoring protocol will:
• Identify key areas being monitored;
• List examples of supporting documentation the school system may provide as evidence of
effective implementation;
• Confirm a determination of compliance on the part of the state monitor.
o If a LEA has no findings of non-compliance, a notice of closure will be generated.
o If there are findings of non-compliance, the LEA will be required to participate in
the agency’s corrective action process.
All ESSER monitoring will be conducted via a desk audit unless otherwise required.
The Louisiana Department of Education has an ongoing internal controls process for federal
grant programs. This process includes pre-award controls, on-going controls, and post-award
controls.
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Data as of 5/11/2021 as reported by school systems.
Table 1
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
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Add or change rows as needed
The table below contains data on the number of schools throughout the state of Louisiana
offering each mode of instruction.
Mode of Instruction Number of Schools
Combination 100% In Person and 100% Virtual 909
100% In Person 157
Combination of 100% In Person, 100% Hybrid, and 100% Virtual 127
Combination 100% Virtual and 100% Hybrid 69
100% Virtual 61
100% Hybrid 2
Combination 100% In Person and 100% Hybrid 1
Note: Data is as of 5/11/2021 as reported by school systems. School systems reported one mode
of instruction (from the options above) per school. Offerings were not collected - only the mode
of instruction currently in use was reported. School systems that did not report modes of
instruction are not included in these counts.
Grade Level In Person Count Hybrid Count Virtual Count
Pre-K 27349 843 2875
K 45877 1593 6597
1 46118 1601 8222
2 44175 1545 8268
3 42987 1661 8313
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4 42520 1661 8883
5 40799 2987 9557
6 39624 4914 11067
7 38473 5964 12425
8 37466 6905 12521
9 34890 9887 13366
10 31397 8833 14190
11 27989 8139 13973
12 25890 7705 12716
Note: Data is as of 5/11/2021 as reported by school systems. School systems reported student
counts in aggregate for each of the three modes of instruction provided above. Offerings were
not collected - only aggregate counts of mode of instruction currently in use by grade were
reported. School systems that did not report modes of instruction by grade are not included in
these counts.
To the extent data are available, please complete the above table for 1) all schools in the State,
and 2) separately for each instructional level (e.g., pre-kindergarten/elementary schools, middle
schools, high schools).
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
The Louisiana Department of Education (LDOE) has total enrollment data within the table
below. LDOE is collecting the remote or online-only data, both remote/online and in-person
instruction, and full-time in-person instruction in the 2021-2022 school year.
Add or change rows as needed
Number of students Total enrollment
Students from low-income families 481,767
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White, not Hispanic 289,691
Black or African American, not Hispanic 282,287
Hispanic, of any race 57,769
Asian, not Hispanic 10,806
American Indian or Alaskan Native, not Hispanic 4,000
Native Hawaiian or Pacific Islander, not Hispanic 548
Two or more races, not Hispanic 20,366
Race/Ethnicity information not available N/A
English learners 27,005
Children with disabilities 84,472
Students experiencing homelessness 11,336
Children and youth in foster care 3,115
Migratory students 10,954
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;
66
• 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.
67
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
68
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
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Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you other program beneficiaries with special
about a new provision in the Department of needs. This provision allows applicants
Educations General Education Provisions discretion in developing the required
Act ("GEPA") that applies to applicants for description. The statute highlights six types
new grant awards under Department of barriers that can impede equitable access
programs. This provision is Section 427 of or participation: gender, race, national origin,
GEPA, enacted as part of the Improving color, disability, or age. Based on local
America's Schools Act of 1994 (Public Law circumstances, you should determine
(P.L.) 103-382). whether these or other barriers may prevent
your students, teachers, etc. from such access
To Whom Does This Provision Apply? to, or participation in, the Federally-funded
project or activity. The description in your
Section 427 of GEPA affects applicants for
application of steps to be taken to overcome
new grant awards under this program. ALL
these barriers need not be lengthy; you may
APPLICANTS FOR NEW AWARDS
provide a clear and succinct description of
MUST INCLUDE INFORMATION IN
how you plan to address those barriers that
THEIR APPLICATIONS TO ADDRESS
are applicable to your circumstances. In
THIS NEW PROVISION IN ORDER TO
addition, the information may be provided in
RECEIVE FUNDING UNDER THIS
a single narrative, or, if appropriate, may be
PROGRAM.
discussed in connection with related topics in
(If this program is a State-formula grant the application.
program, a State needs to provide this
Section 427 is not intended to duplicate the
description only for projects or activities that
requirements of civil rights statutes, but
it carries out with funds reserved for State-
rather to ensure that, in designing their
level uses. In addition, local school districts
projects, applicants for Federal funds address
or other eligible applicants that apply to the
equity concerns that may affect the ability of
State for funding need to provide this
certain potential beneficiaries to fully
description in their applications to the State
participate in the project and to achieve high
for funding. The State would be responsible
standards. Consistent with program
for ensuring that the school district or other
requirements and its approved application, an
local entity has submitted a sufficient section
applicant may use the Federal funds awarded
427 statement as described below.)
to it to eliminate barriers it identifies.
What Does This Provision Require?
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
70
What are Examples of How an Applicant equitable access to high quality programs and
Might Satisfy the Requirement of This instruction to all students. LDOE will comply
Provision? with all provisions of Section 427 of the
Improving America’s Schools Act. In the
The following examples may help illustrate application process, LEAs provide a
how an applicant may comply with Section narrative addressing GEPA requirements.
427. The LEA’s narrative must align with Section
427 of GEPA providing how they will ensure
(1) An applicant that proposes to carry
that students, teachers and other beneficiaries
out an adult literacy project serving,
with special needs will have equitable access
among others, adults with limited English
to, and participation in, grant-funded
proficiency, might describe in its
activities.
application how it intends to distribute a
brochure about the proposed project to
such potential participants in their native
language.
(2) An applicant that proposes to develop
instructional materials for classroom use
might describe how it will make the
materials available on audio tape or in
braille for students who are blind.
(3) An applicant that proposes to carry
out a model science program for
secondary students and is concerned that
girls may be less likely than boys to enroll
in the course, might indicate how it
intends to conduct "outreach" efforts to
girls, to encourage their enrollment.
(4) An applicant that proposes a project to
increase school safety might describe the
special efforts it will take to address
concerns of lesbian, gay, bisexual, and
transgender students, and efforts to reach
out to and involve the families of LGBT
students.
We recognize that many applicants may
already be implementing effective steps to
ensure equity of access and participation in
their grant programs, and we appreciate your
cooperation in responding to the
requirements of this provision.
The Louisiana Department of Education is
currently taking several steps to provide
71
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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