North Carolina — State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
This is the North Carolina State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund, dated June 24, 2021, OMB Number 1810-0754, with an expiration date of October 31, 2021. The introduction says the ARP ESSER Fund provides nearly $122 billion to States to support schools in safely reopening and sustaining safe operations while meeting the academic, social, emotional, and mental health needs of students resulting from the COVID-19 pandemic. It says the funding is particularly important for supporting students who have been most severely impacted by the pandemic.
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Cite this document
“North Carolina — State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-cff94efc31/
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North Carolina State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Date: June 24, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
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Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210037
SEA Contact: Dr. LaTricia Townsend
Telephone: 984-236-2786
Email address: latricia.townsend@dpi.nc.gov
By signing this document, I agree to each of the assurances listed in Appendix C and further
assure that:
To the best of my knowledge and belief, all information and data included in this plan are true
and correct.
Chief State School Officer or Authorized Representative (Printed
Name)
Dr. LaTricia Townsend
Signature of Authorized SEA Representative Date:
June 24, 2021
3
A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3
strategies that have been most effective in supporting the needs of students in
your State during the COVID-19 pandemic, especially for students most impacted
by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices to the
Department’s Safer Schools and Campuses Best Practices Clearinghouse so that
they can be shared with other States and LEAs.
The North Carolina State Board of Education (SBE) and NC Department of Public Instruction
(NCDPI), in consultation with the North Carolina Department of Health and Human Services
(NCDHHS), developed Lighting Our Way Forward: North Carolina's Guidebook for Reopening
Public Schools1 in response to the COVID-19 public health crisis. The purpose of this guidance
document was to support NC public schools and communities in developing their plans and
strategies for reopening schools in the 2020-2021 school year. Lighting Our Way Forward:
NC’s Guidebook for Reopening Public Schools provides considerations, recommendations, and
best practices to ensure a safe and successful 2020-2021 school year.
Except for requirements designated by executive orders issued by the Governor’s Office, North
Carolina Department of Health and Human Services, North Carolina General Statutes, and North
Carolina State Board of Education Policy, the guidance and recommendations provided in the
Lighting Our Way Forward were not mandated. Public School Units (PSUs) have the authority
and the flexibility to meet their local needs and be responsive to their communities. As impacts
of the Covid-19 pandemic evolve, the SBE and NCDPI will continue to provide updated
guidance and recommendations to PSUs and schools on navigating the academic, social, and
emotional effects on students and employees.
Per North Carolina state law2 (SL2020-3), each PSU was required to develop a Remote
Instruction Plan3 (Plan) for the 2020-2021 school year and submit its Plan to the SBE no later
than July 20, 2020. The Plan was to provide a framework for delivering remote instruction to all
students within a PSU. Utilizing these frameworks PSUs in North Carolina quickly prepared for
and shifted to one of three phases of learning throughout the state, Plan A (minimal physical
distancing), Plan B (moderate physical distancing), or Plan C (remote learning). In order to
effectively ensure student access to learning opportunities PSUs developed their Plan and where
needed delivered computers and devices to students and/or provided mobile WiFi for homes,
communities, or via school buses. Additionally, PSUs, regardless of plan, focused on the social
and emotional well-being for all students. PSUs provided mental health support and counseling,
1
https://docs.google.com/document/d/1z5Mp2XzOOPkBYN4YvROz4YOyNIF2UoWq9EZfrjvN4x8/edit#heading=h.34h588posesy
2
https://www.ncleg.gov/Sessions/2019/Bills/Senate/PDF/S704v6.pdf
3
https://www.dpi.nc.gov/districts‐schools/districts‐schools‐support/digital‐teaching‐and‐learning/remote‐instruction‐plan
4
intentional SEL activities, and family learning sessions. NCDPI supported PSUs by developing
SEL resources including an SEL Crisis Response website4.
Operating under federal waivers approved by the US Department of Agriculture, NC transitioned
school-based nutrition programs to community-based programs. The flexibility not only reduced
the administrative burden on PSUs but increased access to meals for all children in need. On
average, NC’s School Nutrition Programs provided 250,000 meals per day for students/children
across the state.
Despite the large number of PSUs and students engaged in remote learning, less than 1% of
students were unaccounted for in NC’s public schools5.
Please include, if applicable, how your State will submit and encourage its LEAs to
submit lessons learned and best practices to the Department’s Safer Schools and
Campuses Best Practices Clearinghouse so that they can be shared with other States
and LEAs.
The NC Department of Public Instruction, through the Office of Learning Recovery and
Acceleration (OLR), will conduct a systematic assessment of the various initiatives undertaken
throughout the state and funded through ESSER. The ESSER allocations have provided North
Carolina and states throughout the nation with an opportunity to directly address the impact of the
COVID-19 pandemic with targeted interventions. In looking broadly at the impact of the
pandemic, we recognize that the impact extends beyond academic learning recovery and includes
the social and emotional well-being of children throughout our state. PSU and state-level
initiatives seek to address not only the broad array of impacts, but the disproportionate nature of
the impact on students. As NCDPI identifies “promising practices” in our state, we will first seek
to scale and replicate those programs in a proof-of-concept fashion. With additional testing and
analysis, we intend to identify programs and practices with the greatest potential and impact and
subsequently highlight those programs on our searchable dashboard of Promising Practices in
North Carolina. As the Office of Learning Recovery and Acceleration identifies programs and
practices for inclusion on our dashboard, we will encourage and support LEAs as they submit their
programs to the Department’s Safer Schools and Campuses Best Practices Clearinghouse.
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently facing
students and schools across your State as a result of or in response to the COVID-
19 pandemic including, to the extent possible, data illustrating why these are the
most critical and/or most widespread issues facing schools and students.
4
https://sites.google.com/dpi.nc.gov/ncdpiselremotelearning/home
5
https://www.ncleg.gov/documentsites/committees/JLEOC/Committee%20Meetings/2019‐
2020%20Commitee%20Meetings/December%201,%202020/Remote%20Teaching%20and%20Learning.pdf
5
The Office of Learning Recovery is working with units inside NCDPI and external stakeholders
to determine the top issues currently facing students and schools across North Carolina. Based
on our initial work, we have identified three primary issues, some of which are long-standing but
exacerbated by the COVID-19 pandemic. These top issues include:
1. Academic recovery in reading and math6
2. Addressing the social, emotional health and well-being of children throughout the state
3. Accountability reform
As a state North Carolina, through the State Board of Education and Superintendent of Public
Instruction, have developed the following strategic goals and focus areas:
Strategic Goals
1. Eliminate opportunity gaps by 2025
a. Literacy
b. Student Services
2. Improve school and district performance by 2025
a. Accountability Reform
3. Increase educator preparedness to meet the needs of every student by 2025
a. Human Capital
Guided by our strategic goals and focus areas North Carolina will address our top issues as they
are currently identified. Additional issues will be included and addressed as they are identifed.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have
been identified by the SEA (e.g., youth involved in the criminal
justice system, students who have missed the most in-person
6
https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=10399&MID=8681
6
instruction during the 2019-2020 and 2020-2021 school years,
students who did not consistently participate in remote instruction
when offered during school building closures, and LGBTQ+
students).
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time,7 chronic
absenteeism, student engagement, and social-emotional well-being.
Complete the table below, adding rows as necessary, or provide a narrative
description.
Table A1.
Data Sources are derived from the following statewide assessment administered: Reading – 3rd
Grade Beginning of Year, English II, Math I and Math III
Student group Highest priority needs
Students from low-income families SEL
Fall Tested NC Math 1 – 17 percentage point decrease in
proficiency
Fall Tested NC Math 3 – 11 percentage point decrease in
proficiency
Attendance
Discipline data
Youth Risk Behavior Survey8
Students from each racial or ethnic American SEL
background used by the State for Indian Fall Tested NC Math 1 – 22 percentage
reporting purposes – please add a row point decrease in proficiency
for each racial or ethnic group (e.g., Fall Tested NC Math 3 – 12 percentage
identifying disparities and focusing on point decrease in proficiency
underserved student groups by Fall Tested English II – 11 percentage point
race/ethnicity) decrease in proficiency
Attendance
Discipline data
Youth Risk Behavior Survey
Asian SEL
Fall Tested NC Math 1 – 15 percentage
point decrease in proficiency
Fall Tested NC Math 3 – 7 percentage point
decrease in proficiency
Attendance
Discipline Data
Youth Risk Behavior Survey
Black SEL
7
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
8
7
Student group Highest priority needs
Fall Tested NC Math 1 – 16 percentage
point decrease in proficiency
Fall Tested NC Math 3 – 10 percentage
point decrease in proficiency
Attendance
Discipline Data
Youth Risk Behavior Survey
Hispanic SEL
Fall Tested NC Math 1 – 20 percentage
point decrease in proficiency
Fall Tested NC Math 3 – 12 percentage
point decrease in proficiency
Attendance
Discipline Data
Youth Risk Behavior Survey
Two or SEL
More Races Fall Tested NC Math 1 – 18 percentage
point decrease in proficiency
Fall Tested NC Math 3 – 13 percentage
point decrease in proficiency
Attendance
Discipline Data
Youth Risk Behavior Survey
Students by gender – please add a row SEL
for each gender (e.g., identifying Attendance
disparities and focusing on underserved Academic Data is forthcoming
student groups by gender) Discipline Data
Youth Risk Behavior Survey
English learners SEL
Fall Tested NC Math 1 – 10 percentage point decrease in
proficiency
Fall Tested NC Math 3 – 8 percentage point decrease in
proficiency
Attendance
Discipline Data
Youth Risk Behavior Survey
Children with disabilities SEL
Fall Tested NC Math 1 – 7 percentage point decrease in
proficiency
Fall Tested NC Math 3 – 6 percentage point decrease in
proficiency
Attendance
Discipline Data
Youth Risk Behavior Survey
Students experiencing homelessness SEL
Attendance
8
Student group Highest priority needs
Academic Data is forthcoming
Discipline Data
Youth Risk Behavior Survey
Children and youth in foster care SEL
Attendance
Academic Data is forthcoming
Discipline Data
Youth Risk Behavior Survey
Migratory students SEL
Attendance
Academic Data is forthcoming
Discipline Data
Youth Risk Behavior Survey
Other groups of students identified by Students identified as “at-risk” for academic failure and who
the State (e.g., youth involved in the are not successfully progressing toward grade promotion and
criminal justice system, students who graduation, beginning in kindergarten. 2021 estimates
have missed the most in-person provided by PSUs indicated roughly 23% of students in North
instruction during the 2019-2020 and
Carolina were “at-risk”.
2020-2021 school years, students who
did not consistently participate in
remote instruction when offered during
school building closures, LGBTQ+
students)
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA
will support its LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being, including identifying the
groups of students most impacted by the pandemic. Where possible, please
identify the data sources the SEA will suggest its LEAs use in thoughtfully
diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.
To assist PSUs in identifying the extent of the impact of COVID-19 on student learning and
wellbeing, NCDPI is currently working with a third-party contractor who will provide an impact
analysis of COVID-19 on public school units, students and families of the State (“Impact
Analysis”). The Impact Analysis will include a baseline analysis that leverages analytics
provided as part of the current contract for district/school/teacher value-added reporting and
student projections. The baseline analysis will assess student performance and learning loss by
comparing students’ pre-pandemic expected performance with their post pandemic actual
performance in the 2020-21 school year. More specifically, the baseline analysis uses student
projections to the 2020-21 school year, which represents their pre-pandemic expected
performance based on the average schooling experience, and then compares these projections to
students’ actual performance on the 2020-21 statewide assessments. A negative difference
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indicates that students did not perform as expected based on their pre-pandemic learning
trajectories, and this information will be aggregated by subject, grade, district, school and/or
different student groups to identify whether certain student groups experienced bigger changes in
expected performance than other student groups. The Impact Analysis will incorporate additional
data variables to investigate student performance and learning loss by geographic region,
urbanicity and education delivery based on what is captured and provided by the State (in person,
virtual, device access, internet connectivity, etc.). The Impact Analysis will also analyze group-
level achievement trends over time to assess COVID’s impact on student learning. More
specifically, student-level reports will be updated so that it is easier for educators to see how
students’ trajectories changed since COVID-19 disrupted student learning and how students’
recovery has progressed over time in future years. There will also be reports that summarize
information about the extent to which students exceed or fall short of their pre-pandemic
expectations and the proportion of students in different categories of learning loss.
Additionally, the SBE and NCDPI will strategically invest in a variety of diagnostic assessments
beginning in Spring 2022. Prior to determining diagnostics NCDPI will conduct a needs
assessment based on the results of available preexisting benchmark data. Recommendations for
diagnostics will be made based on the needs assessment and pending appropriation of the
agency’s holdback funding.
The results of these diagnostic assessments will be used to determine academic and social-
emotional needs of students and specifically those groups of students most impacted by the
pandemic. The SBE and NCDPI will also invest in a competency-based education platform to
support accountability reform, track student performance over time and develop remediation and
acceleration strategies for students.
5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in your
State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model); and/or
full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction; and
c. Attendance: Student attendance for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction.
ii. The data described in A.5.i.a. and b. using the template in Appendix
A (and to the extent available, the data described in A.5.i.c.) for the
10
most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The
Department will periodically review data listed in A.5.i on SEA
websites.
iii. To the extent available, a description of the planned operational
status and mode of instruction for the State and its LEAs for Summer
2021 and for the 2021-2022 school year.
NCDPI will, on its website, provide disaggregated student enrollment data for each mode of
instruction no later than June 21, 2021. This data will be date back to August 2020 and will be
updated on a monthly basis until all PSUs return to full-time, in-person instruction or June 21,
2022, whichever date comes later.
Based on existing NC law, enacted on March 11, 2021, PSUs in North Carolina are required to
offer in-person instruction.
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations
to maximize in-person instruction is essential for student learning and student well-being,
and especially for being able to address the educational inequities that have been worsened
by the COVID-19 pandemic. In this section, SEAs will describe how they will support their
LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
To support PSUs in safely returning to in-person instruction and sustaining safe operation, the
NCDPI developed Lighting Our Way Forward: North Carolina’s Guidebook for Reopening
Public Schools9. This guide is regularly updated as changes are made to the Strong Schools NC
Public Health Toolkit10. The guide includes each of the following mitigation strategies:
1. Universal and correct wearing of masks (p.29)
2. Physical Distancing (p.24)
9
https://docs.google.com/document/d/1z5Mp2XzOOPkBYN4YvROz4YOyNIF2UoWq9EZfrjvN4x8/edit#heading=h.e4zxnmabnlya
10
https://covid19.ncdhhs.gov/media/164/open
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3. Handwashing and respiratory etiquette (p.32)
4. Cleaning and maintaining healthy facilities, including improving ventilation (p.63)
5. Contact tracing (Strong Schools NC Toolkit)
6. Diagnostic and screening testing (p.35; Strong Schools NC Toolkit)
7. Appropriate accommodations for children with disabilities with respect to the health and
safety policies (p.167)
ii. Any Statewide plans, policies, estimated timelines, and specific
milestones related to reopening and operation of school facilities,
including any mechanisms the SEA will use to track, monitor, or
enforce their implementation;
North Carolina law11 enacted on May 4, 2020 required all PSUs to develop Remote Instruction
Plans12 with the intended purpose of providing a detailed framework for quality remote learning.
North Carolina law13 enacted on March 11, 2021 required all PSUs to provide access to in-
person learning for all students.
iii. To what extent the SEA and its LEAs consult with Federal, State,
and local health officials. This description should include, if
available, whether the SEA and its LEAs have received support for
screening testing from their State or local health department based
on funding awarded by the CDC; and
The North Carolina Department of Health and Human Services provides regular and ongoing
updates to the NC State Board of Education.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
Due to the ongoing and evolving nature of the COVID-19 pandemic, NCDPI will continue
provide guidance, professional learning and technical assistance to PSUs as needed.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe
how the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
requirements in section 2001(i) of the ARP Act and the requirements relating to
the ARP ESSER funds published in the Federal Register and available at
https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements)
to either: (a) within 30 days of receipt of the funds, develop and make publicly
available on the LEA’s website a plan for the safe return to in-person instruction
and continuity of services, or (b) have developed and made publicly available on
11
https://www.ncleg.gov/Sessions/2019/Bills/Senate/PDF/S704v6.pdf
12
https://www.dpi.nc.gov/districts‐schools/districts‐schools‐support/digital‐teaching‐and‐learning/remote‐instruction‐plan
13
https://www.ncleg.gov/Sessions/2021/Bills/Senate/PDF/S220v4.pdf
12
the LEA’s website such a plan that meets statutory requirements before the
enactment of the ARP Act, including:
i. How the SEA will ensure that each LEA plan includes, or will be
modified to include, the extent to which it has adopted policies and a
description of any such policies on each of the strategies listed in
table B1;
ii. How the SEA will ensure that each LEA plan describes how it will
ensure continuity of services including but not limited to services to
address the students’ academic needs, and students’ and staff social,
emotional, mental health, and other needs, which may include
student health and food services;
iii. How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER
grant period (i.e., through September 30, 2023),14 and revises as
appropriate, its plan, and how the SEA will ensure that the LEA
seeks public input, and takes such input into account on (1) whether
revisions are necessary and, if so, (2) the revisions to the plan; and
iv. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of
the most up-to-date CDC guidance listed in table B1 and its LEAs’
needs for support and technical assistance to implement strategies
consistent, to the greatest extent practicable, with relevant CDC
guidance.
Each PSU must complete an assurance statement in their ARP ESSER application that they meet
the requirements in section 2001(i) of the ARP Act and the requirements relating to the ARP
ESSER funds published in the Federal Register and available at
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. Also, PSUs must identify adopted policies and a description of any
such policies; ensure continuity of services including but not limited to services to address the
students’ academic needs, and students’ and staff social, emotional, mental health, and other
needs, which may include student health and food services; periodically review the PSU plan, no
less frequently than every six months for the duration of the ARP ESSER grant period (i.e.,
through September 30, 2023),15 and revises as appropriate after seeking public input; and
14
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.
15
ARP ESSER funds are subject to the Tydings amendment in section 421(b) of the General Education Provisions
Act, 20 U.S.C. 1225(b), and are therefore available to SEAs and LEAs for obligation through September 30, 2024.
Review and revisions of these plans, if necessary, are not required during the Tydings period.
13
information about LEA implementation, to the greatest extent practicable, of each element of the
most up-to-date CDC guidance listed in the narrative from B1.
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to meet
the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how
the SEA engaged in meaningful consultation with stakeholders, and incorporated
input into its plan, including, but not limited to:
i. students;
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
v. school and district administrators (including special education
administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff, and
their unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate
Federal COVID-19 pandemic funding and other Federal funding. This description
must include:
i. How the SEA and its LEAs 1) are using or have used prior to the
submission of this plan and 2) plan to use following submission of
this plan, Federal COVID-19 funding under the Coronavirus Aid,
Relief, and Economic Security (“CARES”) Act and the CRRSA Act
to support a safe return to and safely maximize in-person instruction,
sustain these operations safely, and address the disproportionate
impact of the COVID-19 pandemic on individual student groups
(including students from low-income families, children with
disabilities, English learners, racial or ethnic minorities, students
14
experiencing homelessness, children and youth in foster care, and
migratory students);
ii.
ESSER I (CARES Act)
District and Regional Support Leadership/Instructional Coaches (LC/IC) Coaches will
provide support to school leaders and teachers as they implement remote learning. ICs
will provide support regionally as part of the Regional Support Structure and focus on
teachers at the 64 low- performing schools that are located in the 8 low-performing
districts and also assist in the development of regional professional development. These
coaches will partner with the Curriculum & Instruction division to aid in the
implementation of the North Carolina Standard Course of Study at NCDPI.
Learning Management Platform Standardization NCDPI will provide infrastructure
support for digital content delivery by assisting districts with the cost of attaining a
Learning Management System (LMS). ($3,500,000)
Instructional Support Partnership Expand partnerships to provide broadcast/passive
educational content for home consumption and to provide non-digital instructional
support. DPI and UNC-TV, the local affiliate of Public Broadcast Service (PBS) piloted a
partnership beginning March 30, with positive response. Funds would be needed to
continue the programming. ($1,000,000)
Connectivity Exploration This pilot will explore how to expand internet connectivity in
remote areas of the state. This will enable digital remote learning in the future to areas
that do not have the necessary broadband access. This "proof of concept" project will be
led in the hopes of finding innovative ways to close the connectivity gap. ($250,000)
Video Lessons NCDPI will contract with regional/state teachers of the year, English
language learner (ELL) teacher representatives, and exceptional children (EC) teacher
representatives to record video lessons for use by other schools/teachers and for possible
inclusion into digital curricula platforms. ($100,000)
Blended Learning Support The Friday Institute will provide online teacher professional
development that addresses research-based approaches to blended learning. ($75,000)
External Evaluation An external evaluation will be conducted to provide an overview of
the implementation and impact of the NC CARES Act Funding. A contract will be put in
place with one of our external partners from NC State Friday Institute or UNC
Greensboro SERVE Center. ($200,000)
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Digital Curriculum Resources Funding will be used to improve access to quality K-8
packaged curricula to enhance the ability of schools to offer blended learning. Funding to
PSUs to purchase a 1-year subscription to high quality, standards aligned digital
curriculum packages selected by PSUs. ($10,800,000)
Instructional Support Reserve Funding for Exceptional Children Funding will provide
instructional support to students and provide ongoing growth toward learning targets. A
standards aligned diagnostic tool which is adaptive with individualized learning pathways
to promote growth for K-12 grade students will be created. ($10,000,000)
Grant Program for Childcare During Remote Instruction Public school units may
partner with community organizations to provide supervised care for K‐8 students
without at‐home supervision available on remote learning days. ($4,471,200)
Funds for Charter Schools Allotments will be made to the ineligible, waived, and
underfunded charter schools to ensure all PSUs in NC have access to CARES Act funds.
($2,226,662)
Professional Development for K-12 Teachers Funding will provide professional
development for NC Educators as they build their capacity for high-quality culturally
relevant virtual and remote teaching and learning. Specifically, a four-week
asynchronous, facilitated course focused on teaching online and creating content for
online instruction. ($325,000)
Professional Development for K-12 school Leaders Funding will provide professional
development for NC leaders as they build their capacity for high-quality culturally
relevant instruction to navigate remote instruction and teacher support. Specifically, a
series of professional development opportunities (four weeks total) will be created to
provide leader-specific training on supporting teachers in remote instruction. ($322,941)
GEER I (CARES Act)
Specialized Instructional Support Personnel for COVID-19 Response for Student
Health Funding will allow for employing or contracting with specialized instructional
support personnel to provide physical and mental health support services for students in
response to COVID-19, including remote and in-person services. For this allotment, the
term “specialized instructional support personnel” shall refer to school counselors, school
nurses, school psychologists, school social workers, and “school nurse extenders,” such
as a licensed practical nurse (LPN) or certified nurse assistant (CNA) working under the
16
direction of a registered nurse (RN), as defined by the NC Department of Health and
Human Services. ($40,000,000)
Supplemental Instructional Services for Academic Needs Funds will be provide to allow
supplemental instructional services to support the academic needs of at-risk students,
students in poverty and students with disabilities through additional in-school
instructional support. Services may include employing or contracting with instructional
personnel, such as certified teachers or teacher assistants; paying stipends for NC
Education Corps members; providing tutoring services or after school programming; or
purchasing instructional resources, curriculum materials, or devices. No more than 10
percent of allotted funds may be used for purchasing instructional resources, curriculum
materials, or devices. ($20,000,000)
ESSER II (CRRSA Act)
Funds for Charter Schools To provide a minimum allocation of $180 to each PSU in the
State Aid. ($10,000,000)
School Health Support Personnel Funding for contracted services for school health
support personnel to provide additional physical and mental health support services for
students. school counselors, school nurses, school psychologists, and school social
workers. ($10,000,000)
Child Nutrition Grants Funding to provide grants to PSUs to expand child nutrition
services. ($10,000,000)
Extended Learning and Integrated Student Supports (ELISS) Funding for high-quality,
independently validated extended learning and integrated student support service
programs for at-risk students whose learning has been negatively affected by COVID-19
impacts. ($15,000,000)
In-Person Summer Instructional Programming Funding to support in-person
instructional programs to address learning loss and provide enrichment activities in the
summer. ($66,046,144)
Summer Competency Based Assessment (CBA) Funding for Competency Based
Assessments for Pre and Post Summer Extension programs. ($8,200,000)
North Carolina New Teacher Support Program Funding will be used to expand the
North Carolina New Teacher Support Program administered by the UNC Board of
Governors (1,000,000)
NC Kids Digital Library Project Funding will support the NC State Library for the
Children through the NC Department of Natural and Cultural Resources ($500,000)
17
Support for the NC School of the Deaf and Blind Funding will provide expanded
opportunities to support school nutrition, cleaning and sanitizing, learning resources for
students in these residential schools. ($500,000)
COVID-19 Impacts Research NCDPI will contract with a third-party research group to
collect, analyze, and report data related to the overall impacts of COVID-19. ($500,000)
Analysis of COVID-19 Infection Metrics NCDPI will contract with Duke University to
collect and analyze data related to COVID-19 spread among students and staff
participating in in-person learning. ($500,000)
Go Outside Grant NCDPI will partner with the NC Wildlife Resources Commission to
expand the Outdoor Heritage Advisory Council's NC Schools Go Outside grant program
to expand experiential learning opportunities. Field trips and outdoor experiences will
enable students the opportunity to explore and learn in hands-on environments.
($1,200,000)
Cybersecurity Enhancement for PSUs Funding will be used to contract with a third-
party entity to implement a statewide cybersecurity program to improve the cybersecurity
infrastructure of the public schools. ($9,000,00)
Statewide Assessment System Cybersecurity Improvement NCDPI will contract with
Accenture to expand the cybersecurity capabilities within the state’s assessment system.
($1,000,000)
Expanding the Teacher Literacy Instruction Capacity Funding will be used to contract
with Voyager Sopris Learning to provide Language Essentials for Teachers of Reading
and Spelling (LETRS) training for teachers ($12,000,000)
GEER II (CRRSA Act)
Emergency Assistance to Non-public Schools (EANS) Program (Governor’s Office)
($84,000,000)
iii. To what extent ESSER I and ESSER II funds have been awarded to
LEAs and, if funds have not yet been made available to LEAs, when
they will be. In addition, please provide any available information on
the total dollar amounts of ESSER I and ESSER II funds that have
been obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
All ESSER I funds have been awarded to LEAs. ESSER II LEA applications are being processed
at this time with all applications and awards to occur prior to September 30, 2021. The SEA will
track all obligated expenditures through the SEA’s financial reporting system.
18
iv. 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.16
Funds from ESSER I and II SEA reserve were earmarked to support all students’ SEL needs.
The special fund source allows PSUs to secure contracted services for school health support
personnel to provide additional physical and mental health support services for students.
Allowable personnel include school counselors, school nurses, school psychologists, and school
social workers.
Additionally, McKinney-Vento funds have been disseminated to PSUs through a Summer 2021
Mini Grant program.
Mandatory summer in-person learning opportunities will be provided for students who are at-risk
academically. ESSER II funding was made available to each LEA to purchase competency-based
assessment tools to gauge students’ initial skill level and track their progress.
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
16
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.
19
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
ii. How the evidence-based interventions will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to determine the impact of lost instructional time; and
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and 2)
students who did not consistently participate in remote instruction
when offered during school building closures.
NCDPI will allocate additional funds to PSUs to support COVID-19 related needs, including in-
person instruction programs to address learning loss and provide enrichment activities during the
traditional academic year and afterschool. The allocation of grants shall be prioritized to PSUs
based on need, as demonstrated by the expenditure of existing federal funding received for
COVID-19 related impacts.
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the
SEA will use the funds it reserves under section 2001(f)(2) of the ARP Act
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including
those that begin in Summer 2021, and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs that address the
academic, social, emotional, and mental health needs of students
(e.g., providing intensive or high-dosage tutoring, accelerating
learning) the SEA has selected, and the extent to which the SEA will
evaluate the impact of those programs;
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.--viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
20
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and 2)
students who did not consistently participate in remote instruction
when offered during school building closures
On April 29, 2021 the North Carolina General Assembly passed SL2021-717 School Extension
and Recovery. The law required LEAs to implement a school extension and enrichment program
for at-risk students as defined in NC General Statute18. The law requires the NC DPI to develop
a report on the outcomes of the program to be presented to the Joint Legislative Education
Oversight Committee. The Office of Learning Recovery and Acceleration will develop and
deliver the report in January 2022. In addition to the student performance outcomes, the OLR
will also identify best practices and programs implemented that address academic, social,
emotional and mental health needs of students. These practices and programs will be included in
a set of recommended guidelines to direct future school extension and enrichment programs.
NCDPI will also develop a grant program to expand and/or scale initiatives developed as part of
the school extension program.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those programs;
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of comprehensive afterschool
programming; and
iii. the extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years; and 2) students
who did not consistently participate in remote instruction when
offered during school building closures.
17
https://ncleg.gov/EnactedLegislation/SessionLaws/HTML/2021‐2022/SL2021‐7.html
18
https://www.ncleg.net/enactedlegislation/statutes/html/bysection/chapter_115c/gs_115c‐105.41.html
21
NCDPI will allocate funding to PSUs to support COVID-19 related needs, including in-person
instruction programs to address learning loss and provide enrichment activities during the
traditional academic year afterschool. NCDPI will also provide funds to PSUs who partner with
afterschool programs delivered by community agencies and non-profits.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staff’s health and safety; to meet students’ academic, social, emotional, and
mental health needs; and to use ARP ESSER funds to implement evidence-based
interventions.
NCDPI has proposed the development of a flexible spending account to address the needs of the
department, in consultation with the State Board of Education, and PSUs as needs arise that
might be identified as an emergency need.
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied
by a focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the
pandemic. In this section, SEAs will describe how they will support their LEAs in
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these
objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will
require its LEAs to include in LEA plans consistent with the ARP ESSER
requirements for the use of ARP ESSER funds, how the SEA will require such
plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be
within no later than 90 days after receiving its ARP ESSER allocation). The LEA
plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement
prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning;
ii. How the LEA will use the funds it reserves under section 2001(e)(1)
of the ARP Act (totaling not less than 20 percent of the LEA’s total
allocation of ARP ESSER funds) to address the academic impact of
lost instructional time through the implementation of evidence-based
interventions, such as summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended
school year programs;
iii. How the LEA will spend its remaining ARP ESSER funds consistent
with section 2001(e)(2) of the ARP Act; and
22
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.
v.
During the application for ESSER funds, PSU indicate how they will utilize funds in accordance
to the allowable uses including COVID-19 prevention strategies and academic support. The
application was configured to require PSUs to allocate a minimum of 20% to learning recovery
efforts. A description of the activities were provided in the application and further elaborated
upon in a required summer learning plan provided to the Office of Early Learning for approval
before the implementation of programming in summer 2021. PSUs will undergo programmatic
and fiscal monitoring to ensure compliance with allowable fund use over the course of the grant
period. The SEA will also provide technical assistance as needed.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations);
and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
PSUs were required to post their ESSER II plans for a minimum 30-day comment period.
23
The SEA will host a series of public engagement events with a broad range of stakeholders to
ensure students interests are attended to.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER
funds. The description must include:
i. How the SEA will support and monitor its LEAs’ implementation of
evidence-based interventions that respond to students’ academic,
social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs – including
the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
ii. How the SEA will support and monitor its LEAs in specifically
addressing the disproportionate impact of the COVID-19 pandemic
on certain groups of students, including each of the student groups
listed in question A.3.i.-viii; and
iii. How the SEA will support and monitor its LEAs in using ARP
ESSER funds to identify, reengage, and support students most likely
to have experienced the impact of lost instructional time on student
learning, such as:
a. Students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote
instruction when offered during school building closures; and
c. Students most at-risk of dropping out of school.
The Office of Learning Recovery will work with District and Regional Support Teams19 to
support and monitor implementation of evidence-based interventions. The OLR will be
responsible for data collection and analysis of PSU-based interventions and in conjunction with
the Associate Superintendent of Innovation at NCDPI will identify the most effective
interventions employed. The OLR research team will work with existing data collection and
analysis units within NCDPI support and monitor PSUs as they work to mitigate the
disproportionate impact of COVID-19 on students. Data collection and analysis will include
academic indicators, social-emotional indicators, and instructional time indicators including
chronic absenteeism.
4. Describe the extent to which the SEA will support its LEAs in implementing
additional strategies for taking educational equity into account in expending ARP
ESSER funds, including but not limited to:
i. Allocating funding both to schools and for districtwide activities
based on student need, and
ii. Implementing an equitable and inclusive return to in-person
instruction. An inclusive return to in-person instruction includes, but
is not limited to, establishing policies and practices that avoid the
19
https://www.dpi.nc.gov/districts‐schools/districts‐schools‐support/district‐and‐regional‐support
24
over-use of exclusionary discipline measures (including in- and out-
of-school suspensions) and creating a positive and supportive
learning environment for all students.
NCDPI and the SBE are committed to educational equity in North Carolina20. The North
Carolina SBE has defined educational equity as follows:
“Educational Equity” is the belief and practice of ensuring that every
student is treated in a fair and just manner, providing the necessary allocation of resources for
the success of every student, and eliminating discriminatory barriers to full participation and
opportunities for every student.
The OLR will work directly with the Deputy Superintendent of Equity at NCDPI and the SBE to
ensure initiatives funded with ARP ESSER funds are allocated based on student need.
Additionally, ESSER funds will be included as we address equitable and inclusive return to in-
person instruction. These strategies and initiatives are directly linked to the SBE Strategic Plan
Goal I21.
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support
students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of
educators, education administration personnel, and other school
personnel involved in safely reopening schools, and the extent to
which they vary by region/type of school district and/or groups of
educators (e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early
childhood educators). Cite specific data on shortages and needs
where available.
NCDPI provides an annual report on the “State of the Teaching Profession in North Carolina”22.
The report provides attrition and mobility data to the SBE and PSUs. Some of the key findings
of the report are as follows:
Generally, NC teachers remain in the classroom, the overall state attrition rate for 2019-
2020 was 7.53%
20
https://drive.google.com/drive/folders/1sZlSKF0AkOtY1WJDDJJHuNJ61h4pa1lt
21
https://simbli.eboardsolutions.com/StrategicPlan/PlanDetail.aspx?S=10399&PID=487%20
22
https://www.dpi.nc.gov/media/10536/download
25
Prior year reports have consistently shown, those who remain teaching in NC public
schools demonstrate greater effectiveness (as measured by EVAAS index scores) than
those how leave
Hard to staff subjects (teacher shortages) include:
o K-5 – Core Subjects
o 6-8 – Math, Exceptional Children, Science
o 9-12 – Exceptional Children, Math, CTE
ii. Describe how the SEA will assist its LEAs in identifying the most
urgent areas of shortages or potential shortages, with particular plans
for individual LEAs facing the most significant needs (e.g., by
avoiding layoffs, providing high-quality professional learning
opportunities, and addressing the impact of stress or trauma on
educators). Include a description of how other Federal COVID-19
funding (e.g., ESSER and GEER funds under the CARES Act and
CRRSA Act) have already been used to avoid layoffs during the
COVID-19 pandemic.
Each PSU completed a local needs assessment identifying the most urgent shortages. PSUs have
the flexibility to identify and add positions as necessary. NCDPI will continue to provide an
analysis of the shortage and potential shortage areas in the annual state of the profession report.
NCDPI provides regular and ongoing professional development to PSUs including online
options such as research-based approaches to blended learning, provided by The Friday Institute.
Additionally, NCDPI will offer coaching support and professional development to Districts,
Principals and School Improvement Leadership Teams. To design and implement a leadership
institute for current principals in LPS. To support a grant opportunity for Low Performing
Districts to apply for funding for creative and flexible improvement options (much like the
Renewal District).
iii. Describe the actions the SEA will take to fill anticipated gaps in
certified teachers for the start of the 2021-2022 school year and to
what extent the SEA will further support its LEAs in expanding the
educator pipeline and educator diversity while addressing the
immediate needs of students disproportionately impacted by the
pandemic (e.g., recruiting teaching candidates to provide high-
dosage tutoring or implementing residencies for teacher candidates).
There are several initiatives in North Carolina to address gaps in certified teachers statewide.
These initiatives include the work of the North Carolina Human Capital Roundtable, the Drive
Task Force, NC Stride Task Force and a new recruitment website.
26
In 2018 the North Carolina Human Capital Roundtable was established23. The purpose of the
Roundtable is “to develop recommendations to help increase the quality, quantity and diversity
of teacher candidates and prepare them to be licensed, hired, supported and retained as highly
effective educators in North Carolina schools”. In 2021, the vision and principals were sent
from the SBE to the Professional Educator Preparation and Standards Commission (PEPSC) for
review and the establishment of a formal recommendation24.
The Drive Task Force was established in 2019 by executive order and is focused on recruitment,
retention, development and support of educators of color in NC25. The NC Stride Task Force
brought together a wide-ranging group of stakeholders to address recruitment and retention of
educators through a series of policy recommendations26.
Finally, North Carolina developed a new teacher recruitment website
https://northcarolina.teach.org/ and a proposal is in place to coordinate recruitment efforts within the
NCDPI.
2. Staffing to Support Student Needs: Describe the extent to which the SEA has
developed or will develop strategies and will support its LEAs in increasing
student access to key support staff within school buildings, including school
counselors, special education personnel, nurses, social workers, and psychologists
(e.g. hiring additional personnel or freeing up these staff to focus on providing
services to students).
Several PSU – local health agency partnerships exist throughout North Carolina. In these
programs health care institutions are providing nursing and mental health support to students in
schools via telemedicine. NCDPI will assist with coordinating services, assisting in the
development of a statewide model and assessment of the impact on students and families.
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
23
https://www.sreb.org/north‐carolina‐education‐human‐capital‐roundtable
24
https://www.dpi.nc.gov/educators/educator‐preparation/professional‐educator‐preparation‐and‐standards‐
commission
25
https://governor.nc.gov/issues/education/drive‐task‐force
26
http://www.bestnc.org/ncstride/
27
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
i. Student learning, including the academic impact of lost instructional
time during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and
participation in advanced coursework; access to technology,
including educator access to professional development on the
effective use of technology; access to high-quality educators; access
to school counselors, social workers, nurses, and school
psychologists; and results from student, parent, and/or educator
surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil
expenditures at the LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g.,
summer and afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary
(please refer to Appendix B of this template; final requirements will
be issued separately).
vii.
Data will be collected from existing data sources where possible. Academic achievement will be
measured through our statewide assessment system. Additional information will be garnered
through ESSER-funded competency-based assessment tools. Where metrics do not exist, we plan
to create systems to collect the necessary data. Funding has been earmarked to contract with a
research firm to collect and analyze data about COVID-19 impacts. Fiscal data will be pulled
from our existing financial systems. Data will be analyzed by fund source and use. Maintenance
of Employment and Equity metrics will be provided through the NC Office of Budget
Management. Lastly, student outcomes (e.g., attendance, behavior, achievement, etc.) will be
tracked for students who participate in extended learning opportunities (e.g., summer and
afterschool).
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
(e.g., by updating the SEA’s plan for monitoring funds and internal controls under
the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and
abuse; conducting random audits; or other tools). In this response, please describe
the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will
provide its LEAs with technical assistance in the anticipated areas of greatest
need.
28
The monitoring and internal controls processes outlined in the ESSER I Monitoring and Internal
Controls Plan created for ESSER I will be updated to reflect ESSER as a whole (I, II, and III).
Our Federal Program Monitoring and Support is tasked with conducting programmatic
monitoring; while the Monitoring and Compliance Section is tasked with completing fiscal
monitoring. NCDPI has incorporated ESSER monitoring into its existing structures and is in the
process of hiring additional staff to support monitoring efforts.
29
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
NCDPI has prepared a data dashboard to offer metrics about school operating status and mode of
instruction. This information may be found at:
https://www.dpi.nc.gov/districts-schools/federal-program-monitoring/elementary-and-secondary-
schools-emergency-relief-esser#esser-compliance
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure
that its LEAs comply with, all reporting requirements at such time and in such manner and
containing such information as the Secretary may reasonably require, including on matters such
as:
How the State is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the CDC
guidance related to mitigating COVID-19 in schools;
Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and
maximize in-person instruction time, and advance equity and inclusivity in participation
in in-person instruction;
Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
SEA and LEA uses of funds to meet students’ social, emotional, and academic needs,
including through summer enrichment programming and other evidence-based
interventions, and how they advance equity for underserved students;
SEA and LEA uses of funds to sustain and support access to early childhood education
programs;
Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER
funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on
personnel, student learning, and budgeting at the school and district level);
Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
Requirements under the Federal Financial Accountability Transparency Act (“FFATA”);
and
Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
30
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under the ARP
ESSER program or activity based on race, color, national origin, which includes a
person’s limited English proficiency or English learner status and a person’s actual or
perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-
discrimination obligations arise under Federal civil rights laws, including but not limited
to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of
1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of
1975. In addition, the SEA must comply with all regulations, guidelines, and standards
issued by the Department under any of these statutes;
The SEA will comply with all ARP Act and other ARP ESSER requirements and all
requirements of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the
ARP Act, absent a waiver by the Secretary pursuant to section 2004(a)(2) of the
ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the
ARP Act, and ensuring its LEAs comply with the maintenance of equity provision
in section 2004(c) of the ARP Act (please note that the Department will provide
additional guidance on maintenance of equity shortly);
The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner
and, to the extent practicable, not later than 60 days after the SEA receives ARP ESSER
funds (i.e., 60 days from the date the SEA receives each portion of its ARP ESSER
funds). An SEA that is not able to allocate such funds within 60 days because it is not
practicable (e.g., because of pre-existing State board approval requirements) will provide
an explanation to the Department within 30 days of receiving each portion of its ARP
ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner and the
SEA’s expected timeline for doing so;
The SEA will implement evidence-based interventions as required under section 2001(f)
of the ARP Act and ensure its LEAs implement evidence-based interventions, as required
by section 2001(e)(1) of the ARP Act;
The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
students from low-income families, students from racial or ethnic groups, gender, English
learners, children with disabilities, students experiencing homelessness, children and
31
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
32
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you access to, and participation in, its Federally-
about a new provision in the Department of assisted program for students, teachers, and
Educations General Education Provisions other program beneficiaries with special
Act ("GEPA") that applies to applicants for needs. This provision allows applicants
new grant awards under Department discretion in developing the required
programs. This provision is Section 427 of description. The statute highlights six types
GEPA, enacted as part of the Improving of barriers that can impede equitable access
America's Schools Act of 1994 (Public Law or participation: gender, race, national origin,
(P.L.) 103-382). color, disability, or age. Based on local
circumstances, you should determine
To Whom Does This Provision Apply? whether these or other barriers may prevent
your students, teachers, etc. from such access
Section 427 of GEPA affects applicants for
to, or participation in, the Federally-funded
new grant awards under this program. ALL
project or activity. The description in your
APPLICANTS FOR NEW AWARDS
application of steps to be taken to overcome
MUST INCLUDE INFORMATION IN
these barriers need not be lengthy; you may
THEIR APPLICATIONS TO ADDRESS
provide a clear and succinct description of
THIS NEW PROVISION IN ORDER TO
how you plan to address those barriers that
RECEIVE FUNDING UNDER THIS
are applicable to your circumstances. In
PROGRAM.
addition, the information may be provided in
(If this program is a State-formula grant a single narrative, or, if appropriate, may be
program, a State needs to provide this discussed in connection with related topics in
description only for projects or activities that the application.
it carries out with funds reserved for State-
Section 427 is not intended to duplicate the
level uses. In addition, local school districts
requirements of civil rights statutes, but
or other eligible applicants that apply to the
rather to ensure that, in designing their
State for funding need to provide this
projects, applicants for Federal funds address
description in their applications to the State
equity concerns that may affect the ability of
for funding. The State would be responsible
certain potential beneficiaries to fully
for ensuring that the school district or other
participate in the project and to achieve high
local entity has submitted a sufficient section
standards. Consistent with program
427 statement as described below.)
requirements and its approved application, an
What Does This Provision Require? applicant may use the Federal funds awarded
to it to eliminate barriers it identifies.
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
33
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.
Click here to enter text.
34
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per
response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain
benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden, to the
U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or
email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
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