ARP ESSER State Plan — New Mexico Public Education Department

Summary

This is New Mexico's State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund, completed on the Department of Education template issued April 21, 2021. The cover page lists Kurt Steinhaus as SEA contact and Louie Torrez as an additional SEA contact. The plan names a statewide Learning Management System and the Engage NM project among its most effective strategies. It reports initial data that 20,000 out of 250,000 students lacked connectivity, and 8% of 11th grade students met or exceeded the mathematics standards in school year 2018-2019. It says educator vacancies hover between 550 and 700 given a 22,000 member workforce.

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

Full text

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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-
Expiration Date:

Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-XXXX. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
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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 (S425U210023):
SEA Contact: Kurt Steinhaus
Telephone: 505-660-8849

Email address: Kurt.Steinhaus@state.nm.us

Additional SEA Contact: Louie Torrez
Telephone: 505-699-2054

Email address: Louie.Torrez@state.nm.us

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)
Kurt Steinhaus, Ed.D.

Signature of Authorized SEA Representative Date:

DocuSigned by:

burt Steivleaus 9/3/2021

BCCDO059DF7D24D8...

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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.

The top three strategies that have been most effective in supporting the needs of
students during the pandemic include:

1. Providing holistic guidance for remote, hybrid, and moving back to full,
in-person instruction. Guidance developed by the New Mexico Public
Education Department included academic support, a Toolkit for managing
structures and supports for COVID-safe practices, and community and
family engagement.

2. Providing real-time support for students most at-risk during the pandemic
including developing a comprehensive project called Engage NM with
Graduation Alliance. The project worked to identify students who were
disengaged or needed intense, tiered interventions including an individual
academic coach and counselor. In addition, NMPED provided robust
guidance for students and families that experience homelessness (see
attachment) during the pandemic, which was highlighted by the US
Department of Education Best Practices Clearinghouse to Highlight
Innovative Practices for Reopening Schools and Campuses.

3. Setting up a statewide Learning Management System (LMS) that provided
free access and complete, 24 hr. customer service to families, students,
and educators. The LMS system allowed the state to highlight the
importance of High Quality Instructional Materials and provided a forum
for connectivity among educators and a warehouse for professional
learning. It was a quick, effective tool for supporting educators to navigate
a completely virtual model of instruction.

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.

The first issue students and schools face in response to the pandemic is access to
technology. NMPED recently asked LEAs across the state to complete an
assessment survey to locate specific tool and connectivity needs. Initial data
suggests that 20,000 out of 250,000 students lacked connectivity, or a 1:12 ratio.
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Conversely, only 1 in 25 students have limited access to technological tools and
computers. If students, families, and educators continue to have limited to no
technology and connectivity, there are large implications for remote instruction
and accelerated learning for the coming school year. Education systems have been
shaped by technology whether students return to full, in-person instruction or not.

The second critical issue facing New Mexico students and schools for the
incoming school year will be learning gaps in critical content areas. While we are
concerned with reading, and are focusing largely on early literacy, we are heavily
concerned with mathematics. Our most recent data for mathematics is from school
year 2018-2019 (see attachment) where data shows a mere 8% of 11th grade
students met or exceeded the standards via the summative assessments. Likewise,
at key school years for 7th and 8th grade, only 19.5% of students met or exceeded
the standards. The highest percentage of meeting standards was at 3rd grade with
32%. This is a significant issue without a pandemic. Given our state trend data in
tandem with the national trends we are seeing about potential learning gaps in
mathematics, we foresee mathematics education as a critical issue facing the state.

The third critical issue facing New Mexico is the educator workforce crisis -- the
state crucially needs educators in all areas. Educator vacancies in the state already
hover between 550 and 700 given a 22,000 member workforce. Another reading
of this is that between 10-20 schools in New Mexico out of 840 total schools have
no, fully-licensed, professional educators in place. If national retirement trends
impact New Mexico, and current patterns for vacancy continue without a lack of
concerted efforts on pipeline development, schools and districts will be struggling
to provide adequate instruction for years to come.

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:
1. Students from low-income families,

ll. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),

iil. 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,

Viil. Migratory students, and
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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,' chronic
absenteeism, student engagement, and social-emotional well-being.

Complete the table below, adding rows as necessary, or provide a narrative

description.

Table Al.

Student group

Highest priority needs

families

Students from low-income

Given the high chronic absenteeism rates for all
students, the two priorities for students from low-
income families are student engagement and social
emotional well-being. The data show that at least one-
quarter of all students across the state K-12 were
chronically absent during school year 2020-21.

Low-Income Students’ Chronic Absenteeism rate in
school year 202021: 30.87%

Students from each racial

by the State for reporting
purposes — please add a
row for each racial or
ethnic group (e.g.,

focusing on underserved
student groups by
race/ethnicity)

or ethnic background used

identifying disparities and

Given the high chronic absenteeism rates for all
student racial/ethnic groups below, the two priorities
for all groups are student engagement and social
emotional well-being. The data show that at least one-
quarter of all students across the state K-12 were
chronically absent during school year 2020-21.

Caucasian Students’ Chronic Absenteeism rate in
school year 2020-21: 27.09%

Black Students’ Chronic Absenteeism rate in
school year 2020-21: 33.64%

Hispanic Students’ Chronic Absenteeism rate in
school year 2020-21: 29.45%

1 For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.

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American Indian Students’ Chronic Absenteeism
rate in school year 2020-21: 32.26%

Native Hawaiian or Other Pacific Islander
Students’ Chronic Absenteeism rate in school year
2020-21: 30.28%

Asian Students’ Chronic Absenteeism rate in
school year 2020-21: 24.13%

Students by gender —
please add a row for each
gender (e.g., identifying

by gender)

disparities and focusing on
underserved student groups

Given the high chronic absenteeism rates for all
students, the two priorities for both female and male
students are student engagement and social emotional
well-being. The data show that at least one-quarter of
all students across the state K-12 were chronically
absent during school year 2020-21.

Female Students’ Chronic Absenteeism rate in
school year 2020-21: 26.26%

Male Students’ Chronic Absenteeism rate in
school year 2020-21: 29.56%.

To address both genders, we will prioritize their
social emotional needs through the
implementation of our newly launched NM SEL
Framework.

English learners

Screening for potential English Learners. Support for
all LEAs and charter schools on screening potential
Kindergarten ELs so that we ensure appropriate
identification in order to provide eligible services.

Professional Development and Learning. Training for
LEAs on the EL identification process throughout the
summer and school year. Also, professional learning
for educators on providing both integrated English
Language Development (ELD) support within content
area courses/blocks and designated ELD to focus on
speaking, reading, writing and listening skills, and
strong focus on language production (speaking and
writing) that doesn’t typically occur during integrated
ELD where content is the focus.

Technology. One on one technology for language
support for all students that are ELs, including those
served in Bilingual Program (BMEP) students.

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EL Students’ Chronic Absenteeism rate in school year
2020-21: 35.72%

Children with disabilities

Given the high chronic absenteeism rates for all
students, the two priorities for students with
disabilities are student engagement and social
emotional well-being. The data show that at least one-
quarter of all students across the state K-12 were
chronically absent during school year 2020-21.

Students with Disabilities Chronic Absenteeism
rate: 32.39%

Students experiencing
homelessness

Chronic absenteeism — High mobility and
absenteeism go hand-in-hand for students
experiencing homelessness. Many LEAs report
that their students are moving so frequently
throughout this pandemic that it is often difficult
to keep track of them. Students experiencing
homelessness miss school for a variety of reasons.
Sometimes, lack of transportation, family
caretaking responsibilities, lack of sleep due to
unpredictable housing arrangements, and chronic
physical and mental health issues become barriers
to their education. The survey results above show
that our students experiencing homelessness are
in survival mode at this time, making school less

of a priority.

Student engagement - Many students and their
families may not self-identify as homeless or
understand that living doubled-up may qualify
them for additional services, so LEAs are
encouraged to ensure that systems are in place to
identify returning McKinney-Vento students, as
well as students who are newly experiencing
homelessness as a result of COVID. The survey
results demonstrate that it is almost impossible to
stay engaged in school if students do not have
access to the internet, laptops, homework
assistance, food and other basic necessities.

Social-emotional well-being - The survey
revealed that the pandemic has negatively
impacted the emotional and mental health needs
of our students experiencing homelessness.
Homeless Liaisons report that they are seeing an
increase in anxiety, depression, and toxic stress

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related to food/housing/financial insecurity,
overcrowded and/or substandard housing, living
with an abusive/mentally ill/addicted person(s),
illness or death of a loved one, caretaker
responsibilities for other members of the
household). These additional stressors are likely
impacting their academic achievement,
attendance, engagement and overall well-being.

We have not disaggregated Chronic Absenteeism
rates in school year 202021 for students in this
subgroup.

Children and youth in
foster care

1. Ensure student’s social/emotional needs
are met. Students in foster care have often
already experienced trauma and loss. The
COVID-19 crisis compounds these issues and
adds social isolation challenges. Many
Students in foster care were receiving
social/emotional support from counselors and
other service providers as part of their regular
school day. It is critical to ensure these
supports continue while schools are closed,
either through virtual school connections or
finding new outside-of-school service
providers to support the child in foster care.
Even students in foster care who had not
previously needed social/emotional support
may require help during this time.

2. Encourage school engagement. Students in
foster care often struggle to engage in their
school community and education. This can be
for many reasons, such as past trauma,
frequent school moves, unmet educational
needs, mental health issues, or distrust of
teachers and peers. The COVID-19 pandemic
can lead students in foster care to further
disengage from school if efforts aren’t made to
keep them connected. The goal is to find
motivational strategies that help the student
want to learn and continue in school.

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Migratory students

During COVID-19, migratory students
experienced lack of consistency and educational
continuity which included changes from remote to
in-person learning. During the revision of the New
Mexico Comprehensive Needs Assessment, the
following priorities were identified.

1. We are concerned that migratory students
are achieving proficiency scores on state
assessments in English Language Arts (ELA)
at a lower rate than non-migratory students.

- 21.1% of migratory students are proficient on
the ELA state assessment compared to 31.6% of
non-migratory students. 56% of migratory
students did not make gains on local reading
assessments in 2019-20.

2. We are concerned that migratory students
are achieving proficiency scores on all
assessments including State assessments in
mathematics at a lower rate than non-
migratory students.

- 12.8% of migratory students are proficient on
the math state assessment compared to 22.1% of
non-migratory students. 55% of migratory
students did not make gains on local math
assessments in 2019-20.

Other groups of students
identified by the State
(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, LGBTQ+
students)

Given the high chronic absenteeism rates for all
students, the two priorities for students from these
subgroups are student engagement and social
emotional well-being. The data show that at least one-
quarter of all students across the state K-12 were
chronically absent during school year 2020-21.

We have not disaggregated Chronic Absenteeism rates
in school year 202021 for students in these subgroups.

Youth involved in the criminal justice system: PED
will reach out to LEAs with current Title I, Part D,
Neglected and Delinquent programs to provide
technical assistance and ensure the LEAs are
addressing student engagement and social emotional

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well-being. PED will also remind all LEAs of the
specific needs of these students.

Students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021
school years: NMPED will continue to contract with
Graduation Alliance to bolster the project we began in
the spring of 2020, Engage NM. The project provides
a personal academic coach and counselor to support
students struggling with engagement and/or chronic
absenteeism. Students are locally identified and the
project tracks success and interventions. Students who
missed the most in-person instruction and were largely
disengaged during 2020-21 will be identified for
automatic tiered support moving into 2021-22.

Students who did not consistently participate in remote
instruction when offered during school building
closures: NMPED will continue to contract with
Graduation Alliance to bolster the project we began in
the spring of 2020, Engage NM. The project provides
a personal academic coach and counselor to support
students struggling with engagement and/or chronic
absenteeism. Students are locally identified and the
project tracks success and interventions. Students who
missed the most in-person instruction and were largely
disengaged during 2020-21 will be identified for
automatic tiered support moving into 2021-22.

LGBTQ+ Students: PED is currently working on
guidance for LEAs in supporting transgender students’
mental health and equitable access to academic and
SEL supports.

4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA

will support its LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being, including identifying the
groups of students most impacted by the pandemic. Where possible, please
identify the data sources the SEA will suggest its LEAs use in thoughtfully
diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.

NMPED has contracted to work with the National Center for Assessment to
immediately look at interim assessment data results. The Center for Assessment
will work with NMPED to examine relationships in school performance pre- and
post-COVID using interim assessment data across two to three school years
(ideally, from 2018-19 through 2020-21). The Center for Assessment will
determine representation of vendor-provided interim data by subject, grade and, if

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possible, subgroup. Specifically, the total numbers of students (and subgroups
when possible) tested will be compared against the total number of students
enrolled by subject/grade-level at a state, district, and school-level. We will use
any school-level data available on school-based learning approaches (i.e., online,
hybrid, in-person) and test conditions (e.g., remote vs. in-person testing) to
contextualize results and clarify limitations related to the reasonableness of
inferences drawn from results.

The collaboration will allow us to analyze data from three interim assessment
vendors to compare school- and subgroup-level performance in pre- and post-
COVID achievement and growth results. We specifically focusing on the three
interim assessment vendors most widely used across the state (Curriculum
Associates, NWEA, and Renaissance Learning), as we provided guidance and
strong recommendations that LEAs continue to assess students even during
remote instruction for SY 20-21.

Separate analyses will be conducted for each interim assessment. The following
key analyses will help us discuss strategies, as well as address funding and policy
decisions with LEAs:

e To examine performance, annual Fall/Winter performance results in 2018-
19 and 2019-20 will establish a baseline for comparing pre-COVID
performance to post-COVID performance in 2020-21 for each grade and
subject (e.g., comparing Winter 2019 results to Winter 2020 results across
grade 3-8).

e Comparisons will reflect different cohorts of students. We will identify
schools that demonstrated similar or significantly better performance
during COVID, as compared to pre-COVID performance and/or growth.

In summary, this analysis will allow us to identify groups of students most
impacted academically by the pandemic and the loss of instructional time. We
will then use statewide summative assessments to continue to examine long term
trends as best possible.

In relation to mental health, New Mexico PED has provided guidance and training
to LEAs on how to identify those students most at risk as well as how to provide
support at the school and district level. For example, the NM SEL Framework
(see attachment) includes an assessment rubric as a way for schools to get
building-level data.

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:

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il.

lll.

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 status of the mode of instruction as of April 5 across all LEAs is

full-time, in-person learning.

PED collects Student and Teacher Accountability data from the

LEAs on a quarterly basis. This data includes student enrollment

within the student groups identified in A.3.i-vi1i, student

demographic data and attendance data whoever, not within the
student groups identified in A.3.1-vii1. This data is collected from all

LEAs which includes all public schools and charter schools on a

quarterly basis at the 40th school year day, the 80th day, the 120th

day and the end of the school year. The data is stored in PED’s
student longitudinal data warehouse. Attendance data is not collected
at the SEA level.

The data described in A.5.i.a.and b. using the template in Appendix

A (and to the extent available, the data described in A.5.i.c.) for the

most recent time period available. Please note that this data can be

submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The

Department will periodically review data listed in A.5.1 on SEA

websites.

The data described in A.5.1.a and b is provided with the application
submission using Appendix A, Table 2 for the 80th day of School Year 20-
21. This data will be published to the NM PED public website by June 21,
2021. The data published to the public website will be updated quarterly
when PED collects the data from the LEAs on the 40th day, the 80th day,
the 120th day and the last school day of each school year.

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 regular school year, all New Mexico LEAs will be

offering in-person instruction for all students and families seeking that
option. All LEAs will be expected to open fully for in-person learning for
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both summer programming as well as next school year. NMPED has
provided guidance to all LEAs in the form of a Roadmap (see attachment)
towards returning to school. Through a consortium of school districts and
charter schools offering virtual school programs, NMPED will support
families and students seeking to continue remote learning in SY 2021-22.
LEAs have flexibility in the manner in which they conduct their optional
summer programs, but the Public Education Department is not aware of any
districts or schools that offer optional summer programs that are not offering

those programs in person.

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:

1. 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.

Table B1.

Mitigation strategy

SEA response

Universal and correct wearing of masks

The PED has released, and
updated, guidance as
necessary to require masks
be worn on school
campuses and at school-
sponsored events. Students
and staff are required to
wear multi-layered masks
while on campus, during
transit, and at school-
sponsored events with
exceptions for when:

1) eating or drinking,

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2) there is a short, outside,
mask break in groups of 5:1
during which students are
socially distanced,

3) when staff are alone with
the door closed in a
classroom or office, and

4) when staff are in small
groups outside (without
students).

Mask exemptions may be
granted to students by an
IEP team or a 504 team if
the school can continue to
provide in-person services
safely to the student and the
rest of the school
community.

Walkthroughs by PED staff,
contractors, or local
officials were required
prior to full re-opening to
ensure the safety of the
campus, which includes
print notifications for
COVID-safe practices,
including mask wearing.

The PED hosts a hotline for
constituents to notify the
agency of instances in
which schools are not
following COVID-safe
practices required by the
PED, including the
requirement to wear multi-
layered masks over the
nose and mouth. The PED
has hired investigators to
investigate credible
complaints.

Physical distancing (e.g., including use
of cohorts/podding)

The PED has released, and
updated, guidance as
necessary to require social
distancing on school
campuses and at school-
sponsored events. Students

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and staff are required to
maintain six-feet of
distance from other
individuals while on
campus, during transit, and
at school-sponsored events
to the extent possible.

For overnight field trips, no
sharing of sleeping
quarters is allowed, but for
members of the same

household.

Walkthroughs by PED staff,
contractors, or local
officials were required
prior to full re-opening to
ensure the safety of the
campus, which includes
review of seating
arrangements to ensure
that 6-foot social distancing
is implemented to the extent
possible.

The PED hosts a hotline for
constituents to notify the
agency of instances in
which schools are not

following COVID-safe

practices required by the
PED, including the
requirement to maintain
six-foot social distancing to
the extent possible. The
PED has hired
investigators to investigate
credible complaints.

Handwashing and respiratory etiquette

The PED has released
guidance requiring schools
to implement COVID-safe
practices including
handwashing and
respiratory etiquette. The
guidance includes
requirements to:

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* Teach and reinforce good
hygiene measures such as
handwashing, covering
coughs, and appropriate
use of face coverings.

* Provide hand soap and
hand sanitizer with at least
60% alcohol, paper towels,
and no-touch trash cans in
all bathrooms, classrooms,
and frequently trafficked
areas. Ensure hand
sanitizer has no methanol.
* Post signage in
classrooms, hallways, and
entrances to communicate
how to stop the spread of
COVID-19.

* Clean/disinfect frequently
touched surfaces at least
daily and shared objects
after each use.

Walkthroughs by PED staff,
contractors, or local
officials were required
prior to full re-opening to
ensure campus safety,
which included reviewing
the availability of
handwashing stations, hand
sanitizer and the posting of
signage to encourage
COVID-safe practices.

The PED hosts a hotline for
constituents to notify the
agency of instances in
which schools are not
following COVID-safe
practices required by the
PED, including the
requirement to provide
stocked hand-washing
stations or hand sanitizer.
The PED has hired
investigators to investigate
credible complaints.

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Cleaning and maintaining healthy
facilities, including improving
ventilation

The PED has released
guidance requiring schools
to provide safe facilities for
students and staff with
specific requirements and
guidance to:

* Clean/disinfect frequently
touched surfaces at least
daily and shared objects
after each use.
*Clean/disinfect playground
equipment regularly

*Wait 24 hours after an
infectious individual was in
a space, then deep clean
the space

*Use a MERV-13 or better
filter in the school’s HVAC
system or use the best filter
allowed by the HVAC
system and implement other
mitigation strategies such
as opening windows and
doors to promote increased
airflow

keep activities, such as
eating or drinking, that can
be completed safely and
effectively outdoors,
outdoors.

Walkthroughs by PED staff,
contractors, or local
officials were required
prior to full re-opening to
ensure campus safety,
which included reviewing
compliance with MERV-13
air filtration or using
supplemental mitigation
strategies.

The PED hosts a hotline for
constituents to notify the
agency of instances in
which schools are not
following COVID-safe
practices required by the
PED, including the
requirement to provide

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MERV-13 or better air
filtration or to use the best
filter allowed by the HVAC
system and implement other
mitigation strategies. The
PED has hired
investigators to investigate
credible complaints.

Contact tracing in combination with
isolation and quarantine, in collaboration
with the State, local, territorial, or Tribal
health departments

The PED has released, and
updated, guidance as
necessary to require
reporting of positive cases
to both the PED and the
New Mexico Environment
Department and to require
schools perform contact
tracing when there are
COVID-19 infectious-
while-on-campus cases.

The PED has worked
closely with the New
Mexico Department of
Health (DOH) to provide
schools with detailed
contact tracing guidance,
as well as guidance on the
requirement of positive
individuals to self-isolate
and for close contacts to
self-quarantine.

The PED requires that all
public and private schools
provide a point of contact
for COVID-19 reporting
and contact tracing. These
points of contact are
required to report
infectious-while-on-campus
cases, along with their
close contacts, within four
hours of being notified of
the positive case.

The PED has developed a
robust web form for schools
to report infectious while

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on campus cases and also
supports school reporting
with a hotline that is
available during and after
business hours and on
weekends.

The reporting system,
which includes close
contacts, is integrated into
the DOH database for
follow-up with contact
tracers.

The PED hosts a hotline for
constituents to notify the
agency of instances in
which schools are not
following COVID-safe
practices required by the
PED, including the
requirement to perform
contact tracing and to
report infectious-while-on-
campus cases. The PED
has hired investigators to
investigate credible
complaints.

Diagnostic and screening testing

The PED has released, and
updated, guidance as
necessary to require and
recommend screening

testing and diagnostic
testing for COVID-19.

Current screening testing
requirements include:

° Weekly staff screening
testing at 5%

*Weekly student testing
goal of 1% (student testing
is voluntary for the
students)

*Activity participant/athlete
weekly testing goal of 10%
(student testing is voluntary
for the students)

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Those who have tested
positive for COVID-19 in
the last 90 days along with
those who have provided
evidence of being fully
vaccinated are not required
to participate in screening
testing.

Diagnostic testing is
currently recommended for
unvaccinated students and
staff who have not tested
positive in the last 90 days
and who have been a close
contact of an infectious
COVID-19 individual.
Diagnostic testing does not
shorten the quarantine
period.

Diagnostic testing is
currently recommended for
unvaccinated students and
staff who have not tested
positive in the last 90 days
and who are displaying
COVID-19 symptoms. A
negative test for a
symptomatic individual
who has not been a close
contact and who is
displaying mild, non-
specific COVID-19
symptoms may reduce the
self-isolation period.

No students or staff
members pay for diagnostic
or screening COVID-19
tests. The PED provides
several options for testing
including at-home/at-
school VAULT testing,
Curative testing sites,
Public Health Office testing
sites or school-based
BinaxNOW antigen testing.

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The PED hosts a hotline for
constituents to notify the
agency of instances in
which schools are not
following COVID-safe
practices required by the
PED, including screening
testing. The PED has hired
investigators to investigate
credible complaints.

Efforts to provide vaccinations to
educators, other staff, and students, if
eligible

New Mexico prioritized
vaccinations for school
staff members in March
2021 prior to requiring
schools fully reopen in
April 2021.

All school staff members
who wanted to be
vaccinated received at least
a first dose by the first week
of April.

The PED has incentivized
vaccination by exempting
students and staff who are
fully vaccinated from
participation in screening
testing.

The PED worked with the
DOB and the Governor’s
office to promote student
vaccination week May 3rd -
May Sth during which time
students were prioritized
for first-shot vaccinations.

Schools have also been
encouraged to host onsite
vaccination events
facilitated through the
DOH if the school can
organize at least 25
individuals to be
vaccinated.

Additional incentives for
encouraging student and

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staff vaccinations are under
consideration.

Appropriate accommodations for
children with disabilities with respect to
the health and safety policies

504 teams and IEP teams
have the express authority
to exempt students with
disabilities from health and
safety policies provided
that the teams can account
for the health and safety of
the student being exempted
as well as for the health
and safety of the school
community. If appropriate
services cannot be provided
safely at school, then
services must be provided
in an alternate location.

il. 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;

Plans and policies for re-opening schools and for the operation of school facilities are contained
in the COVID-19 Response Toolkit which is included as an attachment. Timelines and

milestones for reopening are included in the attached documents.

iil. 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 PED has worked with Federal officials through implementation of a supplemental CDC
healthy schools grant that supports implementation of best practices related to interrupting
transmission of the COVID-19 virus in schools. The PED has also worked extensively with the
New Mexico Department of Health (DOH) and the Governor’s Medical Advisory Team to
develop and implement guidance and requirements for COVID-safe practices in schools. There
are daily meetings between the two state agencies. The DOH has supported screening testing in
schools through providing guidance, managing contracts with vendors, and helping to train
school personnel on how to provide COVID-19 antigen tests and how to report the results. The
PED and DOH are currently developing a plan for how to use the state’s $63 million federal

grant to best support school testing.

Iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.

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The PED has provide numerous trainings related to implementing

COVID-safe practices, reporting positive cases, and performing contact
tracing. Additionally, for most of the 2020/2021 school year there were
weekly technical assistance calls with superintendents that included
additional support and clarifications related to implementing COVID-safe
practices, reporting and contact tracing. (see attachment)

Upcoming trainings provided in collaboration with the DOH will
include trainings on:

1) Screening testing requirements for 21/22 and how to achieve
them,

2) Changes to the COVID-Response Toolkit for 21/22 and how to
implement the changes, and

3) Implementing a school-based BinaxNOW testing program

Additional trainings will be provided as:

1) the status of the PED’s application for an additional year of the
supplemental CDC healthy schools grant is announced;

2) the plan on implementing the state’s $63 million grant to support
screening testing 1s schools is finalized; and

3) changes and needs arise.

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:

1.

il.

lil.

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;

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;

How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER

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grant period (i.e., through September 30, 2023),” and revises as
appropriate, its plan, and how the SEA will ensure that the LEA
seeks public input, and takes such input into account on (1) whether
revisions are necessary and, if so, (2) the revisions to the plan; and
iV. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of
the most up-to-date CDC guidance listed in table B1 and its LEAs’
needs for support and technical assistance to implement strategies
consistent, to the greatest extent practicable, with relevant CDC
guidance.
In the ARP ESSER III Interim Award memo issued on May 24, 2021, included as
attachment B2 ARP ESSER III Planning Awards Memo , PED listed the requirement for
LEAs to post their Reentry Plans by June 24, 2021. Within the ARP ESSER III
Application, each LEA must post the link to its plan on the LEA’s website. Existing plans
have been reviewed and approved by PED. In the memo, PED included this text: “During
the period of the ARP ESSER award established in section 2001(a) of the ARP Act (i.e.,
until September 30, 2023), an LEA must comply with section 2001(1)(2) of the ARP Act.
(See Federal Register :: American Rescue Plan Act Elementary and Secondary School Emergency
Relief Fund).” PED will provide ongoing training on this requirement and will monitor
LEAs to ensure compliance.

The PED will update guidance as necessary per CDC updates. Onsite visits by PED staff,
contractors, or local officials will be conducted to provide support and ensure
compliance. The PED hosts a hotline for constituents to notify the agency of instances in
which schools are not following COVID-safe practices required by the PED, including
screening testing. The PED has hired investigators to investigate credible complaints.

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:

1. students;
il. families;
lil. Tribes (if applicable);
IV. civil rights organizations (including disability rights organizations);

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.

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Vv. school and district administrators (including special education
administrators);
Vi. superintendents;
Vii. charter school leaders (if applicable);
Vili. 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.
Throughout the COVID-19 pandemic, the New Mexico Public Education
Department (NMPED) has engaged in continuous feedback loops with essential
stakeholders. In addition to the many teams who interact with NUPED
stakeholders on a regular basis as a means to informing and iterating on their
work, the office of strategic outreach, which consists of our communications and
community engagement teams, is tasked with ensuring a two-way line of
communication between the agency and its constituents. Outreach includes a
variety of communication channels and engagement programs that seek to
promote diversity and inclusion in all agency initiatives. For example, the
Secretary’s Community Advisory Council, a diverse cohort of nearly 75 teachers,
family members, and civic leaders from across the state has shared community
input and advised the NMPED executive on communication, connectivity,
academic acceleration, facilities improvements, staffing, safety protocols,
transportation, and other COVID-related matters.

Further, the NM Secretary of Education has engaged in parent, teacher, and
student focus groups, school-based listening sessions, statewide town hall
discussions, and other stakeholder engagement opportunities wherein student,
school staff and family feedback on COVID remediation and relief was offered.

Throughout the 2020-2021 school year, the NM Secretary of Education visited 28
schools across the state. In each instance, he conducted informational interviews
with students, staff, educators, and school leaders, asking them about their
experiences during the pandemic. From these conversations, the Secretary was
able to glean key trends across community needs, hopes and dream. For example,
many stakeholders mentioned the need for increased connectivity (whether
through distribution of devices, tech literacy support for families, or securing
reliable internet services), supports for which are reflected in the state’s plan. In
addition, teachers, students, and families expressed a shared concern for
children’s well-being. In direct response, the agency issued a statewide
framework for Social-Emotional Learning (SEL), launched SEL grants for LEAs,
and issued guidance for increasing the number of counselors, supports, and
resources available at schools and districts.

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Other engagement and feedback opportunities included:

New Mexico Civic Council Participation

The agency’s civic engagement coordinator attends weekly civic council meetings
with 500 business and community stakeholders from across the state. These
stakeholders represent a variety of organizations that intersect with public
schools, such as non-profits, charter schools, higher education, small businesses,
the United Way, juvenile detention programs, and public health entities. Some
emergent themes from these feedback discussions include school safety, the needs
for increased childcare, technology access, curriculum and instruction to mitigate
lost in-person learning time, student and staff well-being, and increased supports
for community collaboration and partnership in support of students, families and
educators. These concerns were shared with the executive leadership at NNMPED
and are reflected throughout the agency’s plans to utilize federal funds.

Focus Groups

In collaboration with the community engagement and communications teams, the
Secretary of Education conducted a series of virtual listening sessions (or focus
groups) with students, family members, and teachers in the beginning of SY20-
21. The team collected high-level feedback, analyzed trends, and provided a
summary of the concerns and questions shared to the NMPED executive
leadership team. Many of the issues raised in these discussions are reflected in
the NMPED ARP proposal (e.g. technology access, extended learning
opportunities, summer enrichment, social-emotional wellness, and ongoing
professional development).

Weekly Leader Calls

Throughout the 2020-2021 School Year, NMPED conducted weekly leader calls
with superintendents, charter school leaders, and tribal education directors. These
served as an opportunity to share critical updates while also receiving essential
feedback from district and school leadership around their experiences and needs.
This direct line of communication promoted relationship building between the
executive and deeply informed the state’s plan to allocate and utilize federal
funding.

Regional Meetings

In the Spring of 2021, the community engagement team hosted a series of virtual
meetings with the intention of providing information and receiving feedback from
the diverse regions of New Mexico. In each of these five regional convenings, the
team hosted breakout discussions, asking participants to identify funding needs
and opportunities within their districts. NMPED staff then facilitated a debrief of
this information with the Secretary present; the Secretary was able to ask probing
questions and follow-up for additional clarity. These exchanges informed many
areas of the plan to leverage federal funds, including support for tech access and
infrastructure,

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Equity Councils

As a result of the landmark legal ruling in the Martinez & Yazzie Consolidated
Lawsuit, NMPED has not only a moral, but a legal imperative to address
educational inequities in New Mexico at a systems and local level. One resulting
strategy is the implementation of an Equity Council at every LEA. The Equity
Council must include representation of each student group identified in the
lawsuit (Native American students, students with disabilities, English language
learners, and economically-disadvantaged students). As such, the ECs serve as a
critical vehicle for community input and feedback. NMPED holds regular
meetings with EC leaders to provide guidance and also receive feedback on how
the state may better and continually support this work across LEAs. Themes and
feedback elevated by EC leads have informed the planning for federal funding
and are reflected herein.

Union Consultation & Collaboration

The Secretary and other NMPED leaders met with union leaders representing the
National Education Association, the American Federation of Teachers, and the
Albuquerque Teachers Federation to gather their feedback on how the state could
best utilize American Rescue Plan Act Funds. Feedback from the unions included
a desire for spending on professional development to build educator capacity.
Areas of emphasis for the unions included social and emotional learning, grading
for equity, project-based learning, and home visit training. The unions also
advocated for supports for teacher residency programs and teacher recruitment
programs such as educators rising.

The NM Assistant Secretary of Indian Education and the Indian Education
Department have conducted weekly calls with Tribal Education Directors,
engaged in informal consultation regarding the impact of COVID-19 on the
educational experiences of Native American students and families, and conducted
visits to districts who serve high populations of Native American students.

Ultimately, the NMPED offered a presentation on the agency’s priorities for
federal funding to the Secretary’s Community Advisory Council and asked
participants to complete a feedback survey. The presentation was recorded and
shared electronically, along with the feedback survey, with the following entities:

e Parents Reaching Out (a NM-based student disability rights’ advocacy
organization)

New Mexico Tribal Education Directors

The NM Hispanic Education Advisory Council

The NM Indian Education Advisory Council

The NM Multicultural and Bilingual Education Advisory Council
Superintendents, Charter Directors, and School Leaders

The NMPED Civic Council

The NMPED Family Cabinet

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New Mexico Teacher Leader Network (NMTLN)
School Counselors

Community Schools Network

The Office of African American Affairs

Homeless Liaisons and McKinney Vento Coordinators
Foster Care Point of Contacts

The community feedback survey, distributed to diverse stakeholder groups and
constituencies, soliciting input on the agency’s plans for federal funds was
administered over the course of three weeks. The majority of respondents
indicated they were educators or family members of public school students, with
nearly 8% reporting a tribal affiliation, 20% noting their role as advocates, and
2% students. To note, advocates included those who serve in a professional or
personal capacity to promote the needs and interests of students with disabilities,
migrant students, language learners, those experiencing housing instability, and
more.

Overall, 70% of respondents felt the state’s plan for investing federal funds in
public education would have a significant and sustainable positive impact. While
47% of respondents agreed that the plan met the needs of their community, 32%
reported a neutral level of agreement. In addition, 61% of respondents were
supportive of the state’s plan for allocating and spending ARPA funds, with only
4% in strong disagreement. A detailed summary of the survey data is available as
an attachment titled, C.1 SEA Consultation NM ARPA Community Input Survey.

In addition to the community feedback survey, a separate survey was sent out to
seek input specifically from Foster Care point of contacts across the state, and a
listening session for families of students in foster care was hosted by the PED. As
a result of the survey, over 80% of Foster Care point of contacts understand how
the funds can be used to support students in foster care. 70% of respondents were
in agreement that the state’s plan is clear and meets the needs of students in foster
care, and that the state’s plan also adequately considered the needs of children and
youth in foster care, and 25% were in neutral level of agreement. When asked for
priorities to be ranked for children and youth in foster care, social and emotional
support was ranked the top priority, followed closely by educational supports and
health supports.

In reflecting on engagement efforts over the course of the COVID-19 pandemic,
NMPED is aware of the barriers, challenges, and gaps in communication. Our
most recent community survey indicates there is still work to do in ensuring all
stakeholders are represented in the feedback conversation, especially those most
directly impacted by historical and current inequities. We look forward to
launching community visits as our schools re-open this August to foster those
relationships, [re-]build trust where needed, and continue to learn from those most
directly impacted by our work — our students. This Fall NMPED will re-launch
our student advisory council in an effort to center student experiences and voice

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in the ongoing iterations to our strategic plan and aligned programming. In

addition, the engagement team will embark on a series of listening and learning
community visits to assess and address current barriers to communication and

engagement. Finally, NMPED is committed to deepening family and community
engagement at the local level — our schools and districts deserve support and
resources that will bolster relationships, ensure co-creation of goals and strategies

across LEAs, and result in stronger partnerships and better outcomes for all New

Mexican children.

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:

1.

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 Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)

ESSER I(CARES | Tech Equipment; PD | Tech Equipment; PD

Act) for Distance Ed.; for Distance Ed.;

Mental Health; Low
Income Students;
Students
w/Disabilities;
English Learners;
Native American
Students; Other
Minority Students;
Homeless/Foster;
Summer/After-
School; School
Leaders’ Needs for

Mental Health; Low
Income Students;
Students
w/Disabilities;
English Learners;
Native American
Students; Other
Minority Students;
Homeless/Foster;
Summer/After-
School; School
Leaders’ Needs for

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Continued

Operation; CTE;
Adult Ed; Family
Literacy; COVID

Continued

Operation; CTE;
Adult Ed; Family
Literacy; COVID

Collaboration; Collaboration;
COVID COVID
Procedures/Systems; | Procedures/Systems;

Training on COVID;
PPE, Supplies, and
Sanitization; COVID
Closure Planning;
Continuity Activities
and PPE; Other
ESEA Activities; Air
Filtration; Software,

Training on COVID;
PPE, Supplies, and
Sanitization; COVID
Closure Planning;
Continuity Activities
and PPE; Other
ESEA Activities; and
Air Filtration;

Professional Software,
Development, and Professional
Instructional Development, and
Coaching for Online | Instructional
Learning; Support for | Coaching for Online
Tribally Controlled Learning; Support for
Schools and Tribally Controlled
Departments of Ed; Schools and
Statewide LMS. Departments of Ed;
Statewide LMS.
GEER I (CARES Student connectivity; | Internet Connectivity
Act) Improving Air
Quality (Air
Filtration); Support
for Tribally
Controlled Schools
and Departments of
Ed;
PPE, Building
Sanitization and
Cleaning Supplies.
ESSER II (CRRSA | All allowable uses All allowable uses
Act) under CRSSA Act, under CRSSA Act,
Section 313 (d). Section 313 (d) and
Retention Stipends;
Sick Leave; SEL; Air
Filtration.
GEER II(CRRSA_ | Digital Devices and | Digital Devices and
Act) Connectivity, Air Connectivity; Air
Filtration. Filtration.
1. 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

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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.

LEAs received access to ESSER I funds May 14, 2020. LEAs
received final Awards April 28, 2021.

LEAs received access to ESSER II funds February 2, 2021.

100% of ESSER I funds have been obligated.

See attached documents for 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. The SEA is able to track LEA
obligations.

ill. 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.>

NMPED’s School-Based Mental Health Grant Program received a five-year, $10 million ($2
million/year) grant from USDE’s School-Based Mental Health Grant Program to support the
PED’s Expanding Opportunities Project. The Expanding Opportunities Project has five program
activities:

1. Loan Repayment for School-Based Mental Health (SBMH) Providers in Selected
Local Educational Agencies (LEAs).

2. Increased Pay for SBMH Providers in Selected LEAs

3. Stipends for Trainee SBMH Providers in Selected LEAs.
4. Advanced Licensure Assistance for SBMH Providers.

5. Professional Community Facilitation.

NMPED is also collaborating with our sister state agencies like Human Services Division to
revise our state Medicaid plan to allow LEAs to be able to get rembursed from Medicaid for
general education students who qualify for services.

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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D. Maximizing State-Level Funds to Support Students

The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.

1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
respond to students’ academic, social, emotional, and mental health needs. The
description must include:

1. 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;

NMPED will use $22 Million in funds to support a suite of supports

(see attachment) grounded in accelerated learning. Funds will

provide customized professional learning opportunities aligned to

Acceleration and Multi Layered Systems of Support in three focused

areas:

a. Providing professional development to Districts/Charters which
supports equitable access to grade level standards through a
learning acceleration lens at the universal instruction level (core
instruction).

b. Providing a suite of tutoring supports which guides schools in
utilizing targeted and intensive interventions with a focus on high
dosage tutoring.

c. Providing infrastructure as a dashboard for tracking high dosage
tutoring efforts and supporting a continuous review cycle
regarding tutoring efforts.

il. 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.3.1.-viii.
When possible, please indicate which data sources the SEA will use
to determine the impact of lost instructional time; and
All interventions specifically address the impact of at-risk students in
New Mexico by prioritizing Title I districts and schools with the
suite of supports described above. Likewise, around 70% of the

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ill.

students in New Mexico can be described as at-risk, and as such,
broad funding and interventions truly targets the majority of the
students in the state. NMPED will continue to request that LEAs use
consistent interim assessments to measure growth through the
summer and school year 2021-22. Students in K-2 will be required to
use a statewide interim in reading and math and students in grades 3-
8 will be provided the state interim assessment at no cost.

In addition, NMPED will be contracting with a vendor to create a
dashboard for high dosage tutoring to support LEAs with tracking
targeted instruction. NMPED has also invested in supporting
Mastery Connect, an assessment tool that can be used at the
classroom level and is available to all educators in order to better
support individualized instruction and just-in-time supports.
Primarily, NMPED will use the results from an analysis completed
by the Center for Assessment. Our contract with Center for
Assessment will allow us to analyze data from three interim
assessment vendors to compare school- and subgroup-level
performance in pre- and post-COVID achievement and growth
results. We specifically focusing on the three interim assessment
vendors most widely used across the state (Curriculum Associates,
NWEA, and Renaissance Learning. This work will allow us to
identify groups of students most impacted academically by the
pandemic and the loss of instructional time and will be complete in
July of 2021, important for recommendations and funding priorities
to target groups of students most in need of interventions by the
beginning of school year 2021-2022. In addition, ongoing, state-
mandated assessments short-cycle assessments will inform work into
the school year.

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.

NMPED will use funds to contract with a vendor to continue
statewide work on a project we began in the spring of 2020, Engage
NM. The project provides a personal academic coach and counselor
to support students struggling with engagement and/or chronic
absenteeism. Students are locally identified and the project tracks
success and interventions.

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 | percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including

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those that begin in Summer 2021, and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must

include:
1.

il.

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;

At $6 Million, NMPED has set up a joint program with local
municipalities to provide summer internships for students. The
program is evidence-based, using research on best practices for
work-based learning, including connecting job experience to labor-
market information and internship placements that reflect the state,
regional and local economic data regarding specific, in-demand
workforce opportunities. Further, each program requires an adult
coordinator that supports the students, collaborates with the local
employers, and implements internship protocols. This program
specifically targets teen students as we have seen an alarming trend
in New Mexico where several youth are struggling to re-engage with
school due to moving into the workforce during the pandemic. This
program is designed to support economic recovery, the social and
emotional resilience of youth, and develop student agency. It is also
designed to re-engage youth to return to school for 2021-22. At $3.8
million, NMPED will provide grants to districts and partner
organizations to provide summer programming that is designed to
facilitate enrichment activities focused on one of five targeted areas:
1) STEM programs, 2)outdoor, environmental education programs,
3) museum-based, arts, or cultural programs, 4)at-risk youth and
teen-oriented programs, 5) land-based, agricultural, or CTE type
programs. A requirement of these programs will be to re-engage
youth and provide strong SEL support so that students are socially,
emotionally, and academically better prepared to begin school in
August.

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.--vill.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and

The purpose of the Summer Internship Program is to support New
Mexico communities in the cost of internships for current high
school students who work at placements in tribal, county, or
municipal government. The primary requirement of the grants is for
the awardee to encourage at-risk students to participate using explicit
engagement strategies. Similar to above, most counties or

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ill.

municipalities in New Mexico have large, if not overwhelming
populations of at-risk students and identification is less of an issue.
All grantees of the summer internship program target large at-risk
populations by demographic representation. The awards target
municipalities with student populations at over 80% low
socioeconomic status.

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.

At $3 Million, NMPED will continue to contract with Graduation
Alliance to bolster the project we began in the spring of 2020,
Engage NM. The project provides a personal academic coach and
counselor to support students struggling with engagement and/or
chronic absenteeism. Students are locally identified and the project
tracks success and interventions. Students who missed the most in-
person instruction and were largely disengaged during 2020-21 will
be identified for automatic tiered support moving into 2021-22. This
program is designed to address the impact of the pandemic on
Juniors and Seniors. According to state data, several students
struggled in returning to school in-person because they went to work
and were responsible for contributing family income. This program
is designed to bridge school and workforce for this particular subset
of students, identified through the Engage NM program.

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 | 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;

NM PED will provide a Request for Application (RFA) to community-based organizations
across the state that implement evidence-based programs to students. An example is the
Community Schools model, which utilizes the Extended Learning Time and Opportunities pillar
as part of its implementation strategy. NM PED will also use these funds to provide paid
internships for high school students. NMPED will support evidence-based comprehensive
afterschool programs that use research and evidence-based practices to provide educational and

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related activities that will complement and enhance academic performance, achievement,
postsecondary and workforce preparation, and positive youth development. For example,
NMPED will fund programs that use active and hands-on learning experiences and discovery,
team building skills, listening, and resolving differences where youth ownership and choice are
encouraged to make learning relevant. NMPED will also fund programs that support mastery that
use explicit sequencing of skills and that encourage exploring careers and college options.

NM PED will evaluate the impact of these programs by comparing the chronic absenteeism rates
for participating students in school year 2020-21 as compared to school year 2021-22.

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.3.1.-viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of comprehensive afterschool
programming; and

NM PED will prioritize the allocation of these funds to those LEAs that do not have schools
participating in the 21st Century Learning Community program. Additionally, the funds used for
after school programming in community schools may be used for modified programming where
the after school program is implemented at the local homeless shelter as appropriate. The paid
internship program for high school students will prioritize students who are homeless, highly
mobile, and migrant. NM PED will use end-of-year data from school year 2020-21 to prioritize
funding for those LEAs serving the highest percentage of homeless and migrant students, as well
as students who are in foster care.

11. 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.

NM PED will utilize its end-of-year chronic absenteeism rates from school year 2020-21 as one
data point of prioritization for these funds. We will then compare these chronic absenteeism rates
to school year 2021-22 as a way to evaluate impact of these programs.

4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staffs 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 anticipated use of ARP funds to build SEA and LEA capacity to ensure
students’ and staff’s healthy and safety are contracted implementation teams to
support contact tracing, site certification and rapid response, PPE purchases and
distribution, COVID-Compliant investigators and communication support,
support for employees working from home and air filtration systems for
employees working on site. Anticipated use of funds to meet students’ academic,

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social, emotional, and mental health needs will include stakeholder surveys which
will guide 360 surveys, Meyers-Briggs, TKI, Psychological safety, change
management, immunity to change, and continuous change improvement
processes.

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:

1. 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;

il. 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;

iil. 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
homelessness, children and youth in foster care, and migratory
students.

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The ARP ESSER IU application requires LEA to post their ARP ESSER III
Applications (plans) no later than August 24, 2021. This is also the due date for
the application.

The application indicates required compliance with CDC and includes both a
checkbox to indicate agreement with this requirement and a link to CDC.

The application separates 20% of the LEA’s award and requires a description of
the LEA’s intended use of funds in compliance with the requirements of this
reservation.

The application lists the allowable uses in section 2001(e)(2) of the ARP Act and
requires LEAs to provide narratives for all uses for which they budget funds.

PED will require LEAs’ narratives to indicate how their proposed interventions
will address the academic, social, emotional, and mental health needs of all
students and particularly subgroups of students disproportionately impacted by
the COVID-19.

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:
1. students;
il. families;
ill. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and

their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:

1. Tribes;
il. civil rights organizations (including disability rights organizations);
and
lil. 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.
LEAs are required to indicate, in the ARP ESSER III application, their meeting
dates with specific stakeholder groups. This requirement is listed in the Award

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Memo and the Assurances for the ARP ESSER III application. PED will
emphasize this requirement in the training it will provide to LEAs.

3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER
funds. The description must include:

1.

ll.

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;

The Student, School and Family Support Bureau (SSFS) will support
LEAs by providing training via Zoom and by phone.

SSFS will review ARP ESSER III applications and will approve
such as meet the requirements above.

SSFS will monitor programmatic and fiscal issues via desktop
reviews by requiring a detailed expenditure report every time an
LEA submits a request for reimbursement (RFR). Staff will compare
funded activities and other expenditures against ESSER III allowable
costs and the LEA’s approved application. SSFS and Fiscal Grants
Management (FGM) staff will request additional documentation
regarding individual purchases when necessary.

Onsite monitoring will be conducted per the prevailing Public Health
Order. If in-person visits are not possible, PED will conduct the
activities below via Zoom or other platform.

Onsite monitoring activities will include interviews with district
staff. PED staff will review inventory lists and tracking documents
for devices and equipment purchased with ESSER III funds.

PED will develop the means by which to collect evidence of the
effectiveness of interventions employed.

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.3.1.-vili; and

The ARP ESSER III application contains a dropdown menu for
student subgroups. During training, PED will explicitly state the
requirement for funds to be used to address the disproportionate
impact of COVID-19 on these students. PED will monitor for
consistency between the ARP ESSER III application and
implementation.

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lil. 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.

PED will provide training to LEAs and will require LEAs to provide
specific answers to questions based on 111. a-c.

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:

1. Allocating funding both to schools and for districtwide activities
based on student need, and
il. 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.

New Mexico Public Education Department is working diligently to support Local Education Agencies
with finding impactful, innovative ways to expend ARP ESSER funds with a laser focus on equity. One
of the primary methods in place to support LEAs is modeling. PED has worked collaboratively with LEA
and community leaders to identify and prioritize students’ needs one of which is closing the digital divide.

There are several factors associated with providing equitable access to connectivity sources and to devices
necessary to facilitate and participate in virtual and traditional learning. PED has taken the lead on the
following to provide specific examples for LEAs to follow in their work to support equitable access:

e Providing solar generators as an additional source of power in areas where the current
infrastructure is inadequate

e Purchasing and providing technology tools at no cost to eligible schools and families

e Purchasing and providing more access to internet connectivity through hotspots

PED is also leading the way, in partnership with LEAs and community agencies, to create conditions that
allow for additional instructional time for students in response to potential loss of learning time. With
support from the state legislature, funding is available for schools to participate in Kindergarten —grade 5
programs, extended learning time programs and programs geared towards Kinder-12 (pilot program) full
districts. Programs can be facilitated in the traditional school setting, through project-based learning,
learning from the land initiatives, in partnership with community agencies and using other innovative
methods identified by school leaders that best support student participants. LEAs can work with PED
staff in thought partnership to think creatively on how to design and fund programs as needed.

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Other initiatives in place and encouraged by NMPED as the State Education Agency include the
following as additional ways to expend ARP ESSER funds to support equity in education:

e Student participation in summer internships
Ongoing nutrition programs to keep students fed

e Identification of unaccounted for students to make sure all students are safe and receiving all
available services

e Focused guidance, with strong encouragement, to think more creatively regarding discipline to
decrease out of school time for all students (1.e. restorative practices)

e Providing supplemental funding via mini SEL (Social Emotional Learning) grants

Another high priority piece of this work surrounds the state-wide implementation of equity councils. The
NMPED is committed to the work of providing resources and guidance to districts and charters through
an “accountability with support” model. This means that the NMPED is building the foundation for
equitable spending and allocation of resources through the work of the Equity Councils as advisories to
school boards, superintendents, charter school executive directors, and governing bodies through the data
collected in the Martinez and Yazzie Readiness Assessment.

For many students, going from a traditional classroom to learning from home can be a real challenge.
New Mexico’s Public Education Department has partnered with Graduation Alliance to provide an extra
layer of support for students and families who might be struggling with these changes. Students who
choose to participate in the program will get an academic coach to work with them to answer questions,
connect them with resources, and develop a plan to get on track and finish the school year strong.
Graduation Alliance is reaching out to students through phone calls, emails, text messages and more to
get students started. There is no cost for the student. ENGAGE New Mexico is completely free to
students.

Through modeling, guidance and partnerships NMPED is supporting LEAs as much as needed to foster
innovative spending of ARP ESSER funds in our state-wide effort to provide a quality, equitable
education for all of New Mexico’s students.

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:

1. 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.

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Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.

Table F1.

Area Data on shortages Narrative

and needs description
Special educators In school year 2020- | Special Education
and related service | 2/ 41.8% of LEAs teachers are the most
personnel and reported a need for pressing need for the
paraprofessionals Special Education state.

Teachers, related

services providers,

and

paraprofessionals
Bilingual educators In school year 2020- | Bilingual educators

21 23.3% of LEAs
reported a need for
bilingual and TESOL
endorsed teachers.

are needed,
particularly in rural
spaces across New
Mexico and along the
southern border.

English as a second
language educators

In school year 2020-
21 23.3% of LEAs
reported a need for
bilingual and TESOL
endorsed teachers.

Educators that are
endorsed in TESOL
are critical to the
success of all
students in New
Mexico, particularly
with both a heavy
Spanish-speaking
population as well as
a concentrated effort
among tribal
communities to

support language
revitalization.
STEM educators In school year 2020- | STEM educators --
21 39.5% of LEAs most especially math
reported a need for and computer science

21 9.3% of LEAs

STEM teachers. teachers -- are
critically needed in
all areas of the state.

CTE educators In school year 2020-_ | As high school

21 9.3% of LEAs redesign and CTE

reported a need for becomes a larger

CTE teachers. emphasis in New
Mexico, so will the
demand for CTE
educators increase.

Early childhood In school year 2020-_ | The state has
educators

committed to moving

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reported a need for
early childhood

teachers.

towards universal
early childhood
education. With this
follows a concerted
effort to increase
available, and highly
qualified, early
childhood educators.

School counselors

In school year 2020-
21 17.0% of all LEAs
and 69% of all
charters had no
school counselors on

staff.

NMPED received a
five-year, $10
million ($2
million/year) grant
from USDE’s
School-Based
Mental Health
Grant Program to
support the PED’s
Expanding
Opportunities
Project. The
Expanding
Opportunities
Project will provide
loan repayment,
increased pay and
advanced licensure
for school-based
mental health
providers, as well
as stipends for
trainees. NMPED is
also working with
the Human Services
Division to revise
our state’s
Medicaid plan,
which will allow
LEAs to be
reimbursed by
Medicaid for
mental health
services provided to
general ed. students
who qualify
beginning in FY23.

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Social workers

In school year 2020-
21 22.0% of all LEAs
and 25.0% of all
charters had no
social worker on

staff.

NMPED received a
five-year, $10
million ($2
million/year) grant
from USDE’s
School-Based
Mental Health
Grant Program to
support the PED’s
Expanding
Opportunities
Project. The
Expanding
Opportunities
Project will provide
loan repayment,
increased pay and
advanced licensure
for school-based
mental health
providers, as well
as stipends for
trainees. NMPED is
also working with
the Human Services
Division to revise
our state’s
Medicaid plan,
which will allow
LEAs to be
reimbursed by
Medicaid for
mental health
services provided to
general ed. students

who qualify
beginning in FY23.
Nurses In school year 2020-
21 10.0% of all LEAs | NMPED received a
and 75.0% of all five-year, $10
charters had no million ($2
nurses on staff. million/year) grant
from USDE’s

School-Based

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Mental Health
Grant Program to
support the PED’s
Expanding
Opportunities
Project. The
Expanding
Opportunities
Project will provide
loan repayment,
increased pay and
advanced licensure
for school-based
mental health
providers, as well
as stipends for
trainees. NMPED is
also working with
the Human Services
Division to revise
our state’s
Medicaid plan,
which will allow
LEAs to be
reimbursed by
Medicaid for
mental health
services provided to
general ed. students

who qualify
beginning in FY23.
School psychologists | In school year 2020-
21 31.0% of all LEAs | NMPED received a
and 83.0% of all five-year, $10
charters had no million ($2
school psychologists million/year) grant
on staff. from USDE’s
School-Based
Mental Health

Grant Program to
support the PED’s
Expanding
Opportunities
Project. The
Expanding

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il.

Opportunities
Project will provide
loan repayment,
increased pay and
advanced licensure
for school-based
mental health
providers, as well
as stipends for
trainees. NMPED is
also working with
the Human Services
Division to revise
our state’s
Medicaid plan,
which will allow
LEAs to be
reimbursed by
Medicaid for
mental health
services provided to
general ed. students
who qualify
beginning in FY23.

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 the general retention of educators across the entire state,
NMPED has worked with the Governor’s office and Legislature to
provide consistent funding towards professional development and
mentorship, consistently at $11 Million each year. In addition, $1
Million in CRRSA funding has been allocated to support teacher
recruitment efforts including a statewide recruitment tool and a
marketing campaign. Over $20 Million is identified for Professional
development that supports each of the categories of educators above,
including support for culturally relevant instruction, early literacy,
accelerated learning, MLSS, and grants to support SEL professional
development for all LEAs.

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ill.

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).
NMPED will do three things to address anticipated gaps in certified
educators and expand the pipeline. Primarily, New Mexico has provided
an increase in state funding via the unit value at $5 Million to support
LEAs with increased budget towards hiring. Secondly, NMPED is
investing in teacher recruitment as described above. Third, in support of
long-term impact towards developing the pipeline and increasing educator
diversity within the state, NMPED is investing just under $40 Million in a
program designed to support “Educator Fellows.” ( see attachment) This
program is targeted at young adults or other adults looking for
employment. The objective for the Educator Fellows project is to create a
temporary workforce, or job corps, that support teachers in their
classrooms. This is based on the recognition that educational assistants are
vital to student success; collectively, more adults are able to better serve
students with just-in-time remediation or targeted small-group instruction.
The project will also provide an experiential entree into the education
profession with funding and established, clear pathways for advancement.

NMPED will fund 500 fellows through initial boot camp-style training and
then place them in elementary classrooms across the state. This program
aims to likewise support accelerated learning practices that will require
agile instruction, effectively using small group instruction and targeted,
high-dosage tutoring. This requires additional adults. NMPED will then
continue to fund course work for these fellows, as they move towards
Associates, Bachelors, or teaching certificates. NMPED will also fund
coaches, a project coordinator, an evaluation of the program, and provide
training for the cooperating teachers.

2. Staffing to Support Student Needs: Describe the extent to which the SEA has

ensured, 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).

PED will provide the following four key strategies to support LEAs with support
staff. 1) NMPED received a large, US Department of Education grant to support
the development of behavioral health specialists in schools. A core component of
the work of this grant is to develop licensure pathways and support adult

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pathways in careers oriented around counseling, social work, and mental or
behavioral health. 2) NMPED is working to expand Medicaid access to school-
based health clinics and districts so that behavioral health is funded at a more
adequate level, and adults who serve students in this space are adequately paid,
incentivizing the work in and with LEAs. 3) NMPED has increased general
funding to the LEAs with the past legislative session at $5 Million, hoping to
support increased hiring of support staff. 4) NMPED is aggressively working on
expanding licensure waivers and access to credentials. (For instance, a student
success advisor who typically is credentialed to support attendance and truancy
might be issued a waiver to work as a counselor. They would be supported to
pursue professional development, micro credentials, or course work towards a full
degree).

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:

1. Student learning, including the academic impact of lost instructional

time during the COVID-19 pandemic;

il. 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);

iil. 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);

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v. Participation in programs funded by ARP ESSER resources (e.g.,
summer and afterschool programs); and
V1. Other reporting requirements reasonably required by the Secretary

(please refer to Appendix B of this template; final requirements will
be issued separately).

PED collects student, teacher, courses and school data quarterly from the LEA's
Student Information Systems (SIS) and stores it in our Student Accountability
Longitudinal Data warehouse system on a quarterly basis. PED will be expanding
its data collection capacity to include assessment data and financial data at the
school level through the expansion of ED-FI data model.

PED is currently partnering with the Center for Assessment to understand the
impact of the COVID-19 pandemic on instructional time and student learning.
Results from this study should be completed by fall 2021. PED will likely engage
in follow-up studies to further understand impacts of the pandemic on student
learning to complement this initial study.

As part of New Mexico’s Comprehensive State Plan under ESSA, data on student
attendance, chronic absenteeism, access to high-quality educators, student and
parent satisfaction with their schools, and participation in advanced coursework is
already collected by PED. We will continue to collect this information moving
forward, and PED plans to incorporate additional data points around school
staffing and other opportunity to learn measures in future years. Data on each of
these measures is and will continue to be reported publicly on the New Mexico
Vistas website (newmexicoschools.com) at the school, district and state levels.

Comparable fiscal data at the school level is addressed through the PED Online
Statewide Financial Information website currently under development. The public
website will allow transparency to the public for school level financial
information. The website is scheduled to go live with 5 pilot districts on
December 31, 2021. The remaining LEA’s will begin submitting financial data,
by school level beginning with their FY23 Operating Budgets, this will be
published on the website July 2022.

Additionally, the PED will include in the 40th day data collection for SY 21-22 an
new section called Digital Equity Data Collection for all NM public teachers and
students. This new data collection will identify student and teacher needs for
digital devices and internet connectivity.

The PED will expand its capacity for reporting and analysis of data collected from
the LEAs by implementing a new data analytics and visualization platform as well
as hiring new staff with skills in business intelligence analysis and data
publishing.

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By standardizing on the ED-FI data model for additional data families such as
financials, assessments and digital equity, capacity for LEA collection is
improved by leveraging automated data collection process supported by most
commercial vendors in use by the LEAs.

NMPED will encourage LEAs to track personnel expenditures and in this way,
keep track of jobs created and retained. Internal to the agency, the SEA will use
funds to support between 20 and 30 individuals to support programs and fiscal
oversight in relation to the ARP funding. We will track and monitor job creation
and retention accordingly and within typical HR structures.

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.

Please see attachment titled, G.2 Monitoring and Internal Controls
Monitor ARP ESSER

The SEA’s current capacity to monitor ARP ESSER is through the
application process, budget building and requests for reimbursement (RfR). The
SEA created the application on a web-based platform, thus making it readily
available for both the LEA and SEA to review and adjust. Through the
application the SEA has a clear understanding and assurance that ARP ESSER
funds are being used correctly and are in compliance. Included is a blank copy of
the application to show how this tool supports the monitoring of this grant. Once
the application is complete the LEA submits a budget that the SEA reviews and
compares for alignment to the application. If there is a misalignment, the SEA
discusses with the LEA the need to revise the application and/or the budget. The
last step of currently monitoring the ARP ESSER funds is through the RfRs from
the LEA. The review of the actual expenditures completes the monitoring for
compliance.

Increase capacity and address foreseeable gaps in capacity

The SEA has added 3 full time equivalents (FTEs) and is in the process of
adding 8 more FTEs to support the fiscal responsibilities of the state and meet the
needs of the LEAs. These positions will be distributed among program,
flowthrough, budget and reporting. It was clearly evident through the rollout of
the CARES funding that additional staff were needed to sustain the additional
influx of funds. The foreseeable gaps that were identified included LEA technical
assistance support, grant management support, coordination of state level

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activities and transparent reporting of use of funds. The SEA will also utilize
contractors, if needed, to provide additional capacity.

How SEA will provide LEAs with TA in areas of greatest need

The SEA has created a team of leaders from around the state to support
LEAs. This support will include providing an ESSER allowable use of funds
guidance document, tracking liquidation trajectory of funds, providing exemplars
for use of funds, creating cohorts of LEAs where ideas are exchanged and
discussed, and one to one support for distinctive local needs. One primary
indicator that a LEA is in need of this support will be the percentage of at-risk
student groups. Another indicator will be if funds are being liquidated in a
timely manner.

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Appendix A: School Operating Status and Instructional Mode Data Template

Indicate the date or time period represented by the following data.

In March, the Public Education Department informed all LEAs that they were expected to begin offering
in-person learning opportunities for all students choosing that option, and to continue to allow students
choosing to remain online to participate in online programming. As such, all schools and districts in New
Mexico offered full-time in-person instruction to all students as well as online only programming. All
schools had a mix of some students in person and some students online.

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.

Add or change rows as needed

Number of
schools

All schools

Offered to all
students

Offered to
some
students

Not offered

Remote or
online only

0

School
buildings
open with
both
remote/online
and in-person
instruction
(hybrid)

School
buildings
open with
full-time in-
person
instruction

840

840

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

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In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?

Add or change rows as needed

races, not
Hispanic

Number of Total Remote or Both Full-time in-
students enrollment online only remote/onlin | person
e and in- instruction
person
instruction
(hybrid)
Students from | 138573 0 0 138573
low-income
families
White, not 66466 0 0 66466
Hispanic
Black or 5698 0 0 5698
African
American, not
Hispanic
Hispanic, of 199280 0 0 199280
any race
Asian, not 3736 0 0 3736
Hispanic
American 32597 0 0 32597
Indian or
Alaskan
Native, not
Hispanic
Native 407 0 0 407
Hawaiian or
Pacific
Islander, not
Hispanic
Two or more | 7021 0 0 7021

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Race/Ethnicit | 0 0 0 0
y information
not available

English 49396 0 49396
learners

Children with | 54583 0 0 54583
disabilities

Students 5874 0 0 5874
experiencing
homelessness

Children and | 2873 0 0 2873
youth in
foster care

Migratory 1312 0 0 1312
students

Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)

As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure
that its LEAs comply with, all reporting requirements at such time and in such manner and
containing such information as the Secretary may reasonably require, including on matters such
as:

e 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;

e 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;

e Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;

e 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;

e SEA and LEA uses of funds to sustain and support access to early childhood education
programs;

e 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);

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e Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;

e Requirements under the Federal Financial Accountability Transparency Act (““FFATA”);
and

e Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.

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Appendix C: Assurances

By signing this document, the SEA assures all of the following:

The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under the ARP
ESSER program or activity based on race, color, national origin, which includes a
person’s limited English proficiency or English learner status and a person’s actual or
perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-
discrimination obligations arise under Federal civil rights laws, including but not limited
to Title VI of the Civil Rights Act of 1964, Title [X 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 (1.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 (1.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
students from low-income families, students from racial or ethnic groups, gender, English
learners, children with disabilities, students experiencing homelessness, children and

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youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and

e 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/COVID plan).

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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
about a new provision in the Department of
Education’s General Education Provisions
Act ("GEPA") that applies to applicants for
new grant awards under Department
programs. This provision is Section 427 of
GEPA, enacted as part of the Improving
America's Schools Act of 1994 (Public Law
(P.L.) 103-382).

To Whom Does This Provision Apply?

Section 427 of GEPA affects applicants for
new grant awards under this program. ALL
APPLICANTS FOR NEW AWARDS
MUST INCLUDE INFORMATION IN
THEIR APPLICATIONS TO ADDRESS
THIS NEW PROVISION IN ORDER TO
RECEIVE FUNDING UNDER THIS
PROGRAM.

(if this program is a State-formula grant
program, a State needs to provide this
description only for projects or activities that
it carries out with funds reserved for State-
level uses. In addition, local school districts
or other eligible applicants that apply to the
State for funding need to provide this
description in their applications to the State
for funding. The State would be responsible
for ensuring that the school district or other
local entity has submitted a sufficient section
427 statement as described below.)

What Does This Provision Require?

Section 427 requires each applicant for funds
(other than an individual person) to include in
its application a description of the steps the
applicant proposes to take to ensure equitable

access to, and participation in, its Federally-
assisted program for students, teachers, and
other program beneficiaries with special
needs. This provision allows applicants
discretion in developing the required
description. The statute highlights six types
of barriers that can impede equitable access
or participation: gender, race, national origin,
color, disability, or age. Based on local
circumstances, you should determine
whether these or other barriers may prevent
your students, teachers, etc. from such access
to, or participation in, the Federally-funded
project or activity. The description in your
application of steps to be taken to overcome
these barriers need not be lengthy; you may
provide a clear and succinct description of
how you plan to address those barriers that
are applicable to your circumstances. In
addition, the information may be provided in
a single narrative, or, if appropriate, may be
discussed in connection with related topics in
the application.

Section 427 is not intended to duplicate the
requirements of civil rights statutes, but
rather to ensure that, in designing their
projects, applicants for Federal funds address
equity concerns that may affect the ability of
certain potential beneficiaries to fully
participate in the project and to achieve high
standards. Consistent with program
requirements and its approved application, an
applicant may use the Federal funds awarded
to it to eliminate barriers it identifies.

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What are Examples of How an Applicant
Might Satisfy the Requirement of This
Provision?

The following examples may help illustrate
how an applicant may comply with Section
427.

(1) An applicant that proposes to carry
out an adult literacy project serving,
among others, adults with limited English
proficiency, might describe in_ its
application how it intends to distribute a
brochure about the proposed project to
such potential participants in their native
language.

(2) An applicant that proposes to develop
instructional materials for classroom use
might describe how it will make the
materials available on audio tape or in
braille for students who are blind.

(3) An applicant that proposes to carry
out a model science program for
secondary students and is concerned that
girls may be less likely than boys to enroll
in the course, might indicate how it
intends to conduct "outreach" efforts to
girls, to encourage their enrollment.

(4) An applicant that proposes a project to
increase school safety might describe the
special efforts it will take to address
concerns of lesbian, gay, bisexual, and
transgender students, and efforts to reach
out to and involve the families of LGBT
students.

We recognize that many applicants may
already be implementing effective steps to
ensure equity of access and participation in
their grant programs, and we appreciate your
cooperation in responding to _ the
requirements of this provision.

The following steps will be carried out by the
New Mexico Public Education Department
(PED) with the intent to reduce and eliminate
access barriers based on gender, race,
national origin, color, disability and age to
maximize participation for students, teachers

and program beneficiaries. 1. Require local
education agencies to provide a description
of how the LEA will address barriers which
may impede equitable access or participation
in the LEA’s federal programs. 2. Post
information materials, schedules of events
and program assessments on the internet
which enable assistive computer devices to
interpret materials for the user. 3. Host
professional development activities in
American with Disabilities Act (ADA)
accessible and compliant facilities. 4.
Develop and administer pre-participation
surveys to target attendees for workshops and
trainings to solicit access requirements such
as interpreters. 5. Offer multi-lingual services
for consumers and others as needed and
appropriate. 6. Require training in the area of
Civil Rights for all PED employees on an
annual basis. 7. Offer training to all PED
employees on cultural competencies. 8. Hire,
recruit and involve individuals from social
and ethnic minority groups, multi-lingual
individuals, consumers and individuals with
disabilities to plan, implement and evaluate
program services, to the greatest extent
possible. 9. Provide an agency level Title IX
Coordinator and website for employees,
students, parents and families on how to
access assistance. 10. Require school districts
to designate a Title IX Coordinator and
provide annual assurances. 11. Provide
resources, reviews and personnel as part of
the state’s Methods of Administration for
those secondary and post-secondary entities
offering Career Technical Education

60
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benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
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