State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — April 21, 2021
Summary
This is the State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund template from the U.S. Department of Education, issued April 21, 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. It says the Department must approve a State educational agency's plan in order to make the State's remaining ARP ESSER allocation available for use. The instructions say each SEA must provide descriptions and other information addressing each listed requirement.
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Cite this document
“State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — April 21, 2021.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-ed5e2bda69/
, SHA-256 cdf2429fb36fb733f6a4347e4d68fc5b1e98a421396e3715ac18f6d8066f6c03.Full text
State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
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 a 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.
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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.
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX):
SEA Contact:
Telephone:
Email address:
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)
Signature of Authorized SEA Representative Date:
(b) (6)
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A. Describing the State’s Current Status and Needs
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
RESPONSE: The COVID-19 pandemic has exposed and exacerbated existing inequities that data
show disproportionately impacts Indiana’s low-income students, racially and ethnically diverse
students, and students facing additional barriers to learning. An analysis published by McKinsey &
Company1 found that students who experienced low-quality virtual instruction during school
closures are likely to miss out on seven to eleven months of learning. The analysis goes on to claim
low-income, black, and Hispanic students will be disproportionately impacted by the shift to online
instruction due to existing barriers that inhibit these students’ access to high quality online learning
opportunities.
Therefore, Indiana’s initial response to the disruptions caused by the COVID-19 pandemic focused
on maximizing continuity of learning for all Hoosier students. To accomplish this goal, Indiana
rapidly deployed computer devices and addressed gaps in internet access in areas most impacted
by COVID-19. Using an equity index made up of key metrics, meant to capture the impact of
COVID-19 on a particular community, Indiana invested nearly $50 million in federal COVID-19
relief funds resulting in over 70,000 student and teacher computer devices and providing internet
access for up to 85,000 students. Allowing local communities, with the support of state experts, to
craft a solution that fit their unique context was one of the most successful aspects of this initiative.
As a result of this locally driven approach, Indiana school corporations deployed a myriad of
strategies to help students and teachers bridge the digital divide exacerbated by COVID-19.
In rural Randolph County, a cross-sector collaboration between Randolph Eastern School
Corporation and Randolph County United (an Economic Development, Chamber of Commerce,
and Tourism partnership), constructed a 220-foot broadband tower on school grounds to broadcast
high-speed internet outside of the school and to the surrounding area. In Jennings County, another
rural Indiana county, with topographical challenges to transmitting a wireless internet signal,
Jennings County Schools installed datacasting infrastructure in partnership with Indiana Public
Broadcasting to ensure students can receive assignments while at home. In South Bend Community
Schools, an urban area in norther Indiana, local leaders expanded an existing initiative that equips
school buses with WiFi transmitters, then deploys them throughout the community so students can
access the internet from their homes.
After distributing resources to address emergency gaps in computer device and internet access,
Indiana shifted focus to understanding the impact of COVID- 19 on student achievement. The
Indiana Department of Education (IDOE) has partnered with the Center for Assessment to conduct
a comprehensive analysis of formative and summative assessment data. While the final report will
not be available until late July/early August 2021, early sample data from ILEARN indicates that
student achievement in English/Language Arts and math are impacted because of COVID-19. Math
saw a significant statewide decline. The findings from this study will inform Indiana’s ongoing
1
Dorn, Emma, Bryan Hancock, Jimmy Sarakatsannis and Ellen Viruleg. January 2020. “COVID-19 and student
learning in the United States: The hurt could last a lifetime” Accessed June 2, 2021.
https://www mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-
united-states-the-hurt-could-last-a-lifetime
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response to COVID 19, and ensure resources are targeted toward academic areas of greatest need.
Finally, Indiana recognizes that thousands of Hoosier students will complete high school during,
and in the years following, the disruptions caused by COVID-19. The pandemic posed a unique set
of challenges impacting these students’ time in the classroom, and potentially, their preparation for
life after high school. These students will enter a workforce that has been permanently changed due
to COVID 19. According to an analysis of unemployment claims in Indiana, Hoosiers with a high
school diploma or equivalent were disproportionately impacted by COVID 19. This group
represents 33.4% of the state’s workforce, but 45.6% of all unemployment insurance claims filed
during the pandemic. Service sector roles that do not require advanced educational credentials were
hit hardest during the pandemic. Restaurant workers, temporary service workers, and hotel workers
had the highest unemployment impact, faced longer unemployment duration than other highly
impacted industries, and received the lowest weekly benefit amounts through unemployment
insurance.
Research shows a person’s educational
attainment impacts their future quality of life,
health, civic engagement, living wage,
employment, and sustained earning. That’s why
it is critical that we continue to increase the
number of students graduating from high school
with postsecondary credentials of value and
activate communities to maximize lifelong
success for every Hoosier student.
Figure 1 illustrates the change in educational
demand over time as the United States transitions
into a 21st Century economy. Fewer jobs require
less than high school or a high school diploma,
while more require some form of postsecondary
credential such as an industry-recognized
certificate, a certificate of completion for an
apprenticeship, a license recognized by state or
federal government, or an associate or
baccalaureate degree. The COVID-19 pandemic
has accelerated this shift resulting in an urgent
need to build an educational system designed to
meet the individual needs of each student and put
them on a pathway towards postsecondary
success.
In recognition of these challenges and the important role of each year of education in a child’s life,
the state of Indiana partnered with institutions of higher education to help graduating seniors “cross
the finish line” and “bridge the gap” between high school and their future. These brand-new
initiatives are taking place during the summer of 2021 and are designed to accelerate student
learning and jumpstart a world of opportunity for eligible students. These programs include:
Crossing the Finish Line Initiative – Through the Crossing the Finish Line Initiative, Indiana
high school graduates can take advantage of free summer coursework at Ivy Tech Community
College and Vincennes University. Students who are close to completing a high-demand credential
or the Indiana College Core (a 30- credit-hour block of general education college-level coursework
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that transfers seamlessly to all Indiana public colleges and universities and some private
institutions) can receive free tuition, fees, books, and certain other expenses for completing this
valuable coursework over the summer.
Bridging the Gap Initiative – Through the Bridging the Gap Initiative, students who do
not currently meet college or career readiness benchmarks in English and math will also have
access to free summer coursework at Ivy Tech Community College.
Specifically, students will have access to Ivy Tech’s Knowledge Assessment program, which will
offer individualized learning opportunities to help these students meet benchmarks critical to their
future academic and career success. Students will also be enrolled in an introductory course at Ivy
Tech that provides an overview of skills and strategies necessary to be college and career ready,
such as goal setting, note taking, time management techniques, library resources, learning strategies
and more.
Upon completion of the program, students will have earned college credit for the introductory
course and will be able to enroll in entry level courses at Ivy Tech this fall without the need for
further remediation.
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.
RESPONSE: The full impact of COVID-19 is immeasurable. As we review data and consider
priorities moving forward, we do so with humility and acknowledgment of the lives lost, families
affected, and communities devastated over the past year and a half. Based on what we can measure,
Indiana has organized recovery efforts into three pillars – Student Centered, Educator Centered,
and System Centered - which reflect the Indiana’s commitment to creating an education and talent
development continuum that affords each and every student access to a quality, purposeful, and
relevant educational opportunity to obtain the knowledge and skills they need to thrive in a
prosperous state economy and enjoy lifelong success.
Primary Literacy: Deploy support and resources to
strengthen primary literacy instruction and ensure early
learners overcome the disruptions caused by COVID-19
and meet the critical literacy target of proficient reader by
third grade.
The importance of third grade literacy is well documented.
Among other consequences, third graders who are not
reading at grade level are more vulnerable to dropping out
of school and struggle to keep up with their peers after high
school.
Indiana is finalizing an analysis of the impact of COVID-
19 on educational attainment in our state; however, an
analysis published by the Northwest Education Association
(NWEA) projected students were likely to return to school
in the Fall of 2020 with approximately 63-68% of the
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19/20). Additionally, Indiana must identify barriers keeping qualified candidates of diverse racial
and ethnic backgrounds from the teaching profession. Indiana’s educator force is 92% white, while
only 66% of students are white.
Data Modernization: Invest in a modernized data
system that enhances the IDOE’s ability to accurately
report performance data and inform local decision
making. This process will prioritize turning the data
currently collected by the IDOE into action at the local
level by aligning available information to the individual
student experience throughout the K-12 continuum,
including data related to student achievement, emotional
well-being, interests and aptitudes, career exploration,
and more, to equip schools with the information needed
to tailor supports for individual students.
Course Access: Develop a suite of multidisciplinary
online courses that can be deployed virtually or in-person
to ensure every Hoosier student has access to any course,
regardless of the school they attend. Currently, too often
the school a student attends dictates his or her opportunity to take advanced coursework. To develop
an educational system that ensures every student has access to a rigorous pathway to postsecondary
success that is aligned to his or her interests and aptitude, students cannot be limited by where they
live or happen to go to school.
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),
(TECH PLAN DATA)
iii. Gender (e.g., identifying disparities and focusing on underserved student
groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and youth with
disabilities eligible under the Individuals with Disabilities Education Act
(“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have been
identified by the SEA (e.g., youth involved in the criminal justice system,
students who have missed the most in-person instruction during the 2019-2020
and 2020-2021 school years, students who did not consistently participate in
remote instruction when offered during school building closures, and LGBTQ+
students).
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To the extent possible, this description should include data on indicators such as estimates
of the academic impact of lost instructional time,1chronic absenteeism, student
engagement, and social-emotional well-being.
RESPONSE: Indiana’s COVID recovery priorities for each of the subgroups listed in the
application template are the same as the priorities for the entire state for 2021-2022 and
beyond.
In designing strategic initiatives to accelerate learning and improve student outcomes, specifically
in primary literacy, Indiana will target support for historically underserved student subgroups. The
Indiana Youth Institute recently released their Indiana Youth Institute - 2021 Indiana KIDS
COUNT® Data Book, which includes a comprehensive analysis of third grade literacy across all
student subgroups identified under ESSA and specific recommendations for how Indiana can
leverage the data to improve opportunities for all students (p.78-81). This resource, along with input
from a diverse array of stakeholders will directly inform Indiana’s recovery efforts.
Indiana’s efforts to improve postsecondary readiness for Hoosier graduates will focus on activating
communities to foster cross-sector collaboration and expand access and opportunity for Indiana’s
historically underserved communities. Guiding this work is data released by the Indiana
Commission for Higher Education (CHE) and Indiana’s approved WIOA State Plan developed by
the Governor’s Workforce Council (GWC). CHE’s 2020 College Equity Report has identified
several key takeaways related to equity and access to college across student subgroups, and the
IDEO will collaborate with CHE to identify gaps among additional subgroups not currently
identified in the report. Some takeaways include:
1. Hoosier students are not equally prepared for college. Not surprisingly, students who earn
more demanding diplomas are better prepared and more likely to succeed in college.
Achievement gaps in this area run along demographic lines. Black Hoosiers and low-income
Hoosiers who do not participate in the 21st Century Scholars program are the least likely groups
to earn an Academic Honors diploma (18 percent and 14 percent, respectively, compared to a
statewide average of 37 percent). They’re also the two groups least likely to meet early college
success benchmarks.
2. Socioeconomic status plays a role in college-going rates. Low-income students who are not
enrolled in the 21st Century Scholars program are much less likely to go to college than their
21st Century Scholar peers and high-income peers who are not Scholars. The college-going rate
for low-income, non-21st Century Scholar white men was the lowest of all other races/ ethnicities
and genders in 2018; only 29 percent of White, non-Scholar, low-income men went to college.
3. Education, STEM and health-related fields lack diversity. Inequity in the pipeline creates a
lack of diversity in the professions. Nearly 90 percent of education (teaching) graduates at
Indiana’s four-year institutions are White. STEM (science, technology, engineering, and math)
and health fields are slightly more diverse in this metric, with 73 percent of bachelor’s graduates
being White, 6 percent Asian, 4 percent Black and 5 percent Hispanic and Latino.
Finally, the IDOE will work closely with GWC to design strategies to improve access to high
quality career and technical education opportunities that result in highly valued credentials aligned
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to Indiana’s workforce demands. These efforts will focus specifically on fostering cross-sector
collaboration to implement and expand access and opportunities for students to complete one of
Indiana’s Next Level Programs of Study, especially for students from historically underserved
communities. The IDOE will partner with GWC to expand our understanding of the gaps across
remaining student subgroups, illustrated by the following takeaways:
1. Minority students are less likely to complete a rigorous CTE Concentrator sequence.
Over the past three years, minority students have only accounted for an average of less than
25% of CTE Concentrators despite making up 33% of Indiana’s student population. Data
show students that complete a CTE Concentrator sequence are more likely to go onto a
successful postsecondary opportunity then other CTE students that do not. Understanding
what barriers are contributing to these disparate outcomes is the first step towards improving
access and outcomes for all students.
2. Disruptions caused by COVID-19 disproportionately impacted access to CTE courses
for low-income students. According to data from GWC, overall enrollment in CTE courses
increased 9% during the 2019-2020 school year; however, the number of low-income
students completing CTE courses dropped 11% or just over 10,000 students. The IDOE will
analyze these data for the 2020-2021 school year to determine how to eliminate barriers for
these students or accelerate their trajectory to recover lost instruction from 2019-2020.
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.
RESPONSE: IDOE has contracted with national experts at the National Center for the
Improvement of Educational Assessment, Inc. to conduct a study of the academic impact
experienced during the 2020-2021 school year by Indiana students. This study will research the
following questions:
● To what extent did COVID-19 disruptions impact student academic performance and
learning outcomes in Indiana?
● What is the anticipated academic recovery time based on the experienced COVID-19
disruptions?
The research project will measure the experienced academic impact through both status (the
comparison of proficiency levels from year to year) and growth (the comparison of growth, both
cohort-referenced and baseline, from year to year). Based upon these findings, determinations will
be made regarding the expected recovery time for students to “return” to their “pre-COVID”
performance levels. Findings will be disaggregated by racial/ethnic status, special education status,
English learner identification, poverty level, community type, school type, mode of instruction, and
attendance rate. Both summative and interim assessment data will be utilized to measure the status
and growth impacts of COVID-19 disruptions to student academic performance and learning
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outcomes and provide information regarding the overall academic impact experienced in
English/language arts, mathematics, and English learner proficiency, and the disparities in
academic impact between the selected disaggregation categories. By determining the “recovery
time” based on student or community statuses, the Department will be able to identify those most
impacted by the pandemic and in need of the most intervention.
The Department aims to publish this report and its findings in late July/early August 2021. The
Department also intends to provide the findings in a digestible format to schools and provide
guidance on how to utilize the findings to determine short-term needs to be addressed and to
establish a long-term strategy to build upon the immediate response.
Lastly, the Department will continue its study through the 2021-2022 school year in hopes of
measuring the impact of those implemented initiatives toward recovery. The findings will be
provided to schools as a way to gauge the effectiveness of their efforts.
The Office of Accountability utilized the current understanding of the impact of COVID-19 on
certain communities; the correlation between poverty and student achievement; and Indiana’s
recent performance data to establish a tiered system of identifying schools that are likely to see the
greatest negative impact to student learning outcomes due to COVID-19. This tiered system of
identification was based on a “pandemic learning loss” super subgroup of students who were in at
least two of the following student groups:
• American Indian;
• Black;
• Hispanic;
• Multiracial;
• Native Hawaiian/Pacific Islander;
• English Learner;
• Free or Reduced Lunch; or
• Special Education.
A proficiency rate was calculated for the pandemic learning loss super subgroup for the subject
areas of English/language arts and mathematics at the state level. Then, a proficiency rate was
calculated for the pandemic learning loss super subgroup for the subject areas of English/language
arts and mathematics at the school level. The standard deviation from the average school
proficiency rate was calculated for each subject area. Support tiers were set based on the following
criteria:
• Tier 1: school proficiency rate is less than or equal to the state proficiency rate minus one
standard deviation
• Tier 2: school proficiency rate is either less than or equal to the state proficiency rate or
greater than the state proficiency rate minus one standard deviation
• Tier 3: school proficiency rate is either greater than the state proficiency rate or less than or
equal to the state proficiency rate plus one standard deviation
• Tier 4: school proficiency rate is greater than the state proficiency rate plus one standard
deviation
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Tiers were assigned to each subject area. The subject area tier levels were then averaged to yield
the overall tier for the school. If the overall tier was not a whole number then it was rounded down
to the nearest whole number (e.g., 2.5 --> 2). This analysis only captured public elementary and
middle schools with at least ten (10) students in the pandemic learning loss subgroup.
Roughly 8 percent of public elementary/middle schools were identified as “Tier 1” schools, or those
schools likely to need the most intervention to address COVID-19 learning losses; and roughly 10
percent of public elementary/middle schools were identified as “Tier 4” schools, or those schools
likely to need the least intervention to address COVID-19 learning losses. Most schools fell within
“Tier 2” and “Tier 3”. One complication with the methodology used to establish these intervention
tiers is the lack of students in the established super subgroup at schools. Specifically, 337 public
elementary/middle schools were unable to be assigned a Tier due to lack of available data or too
few students meeting the super subgroup parameters.
These data were also analyzed in conjunction with a school’s ATSI/ CSI designation and federal
accountability ratings. This created a set of 8 unique school groups that can be used to assist the
IDOE Offices of School Improvement and Title Grants and Support when determining appropriate
funding and intervention strategies in response to COVID-19’s inevitable impact on student
outcomes as a placeholder until official learning loss data become available during summer 2021.
Schools belonging to Group 1 and Group 2 will be mostly likely to experience the most negative
impact from the pandemic and may need more resources and support to address need in a more
holistic approach. Schools belonging to Group 3 and Group 4 will likely experience a negative
impact but may be best supported based on a targeted approach that addresses specific student
groups or subject areas. Lastly, schools belonging to Group 5 or Group 6 will be most likely to
experience the least impact from the pandemic and may be able to address its needs with little
support or resources from the state.
Additionally, IDOE will make funding available to support LEAs in strategic ESSER consortia
where LEAs will identify an area of need and will then be connected to external contracted supports
to guide the implementation of ESSER funds to ensure LEAs have the capacity to implement
ESSER activities in an effective manner in order to drive improved outcomes for students,
improved equitable access for all Hoosier students, and build capacity at the state and local level.
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
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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.
RESPONSE: IDOE will have the capacity to collect data around the mode of instruction for all
schools in real-time as we transition to a data exchange platform that will allow for daily updates
and synching of data with state systems. IDOE can capture data on mode of instruction, enrollment,
and attendance. IDOE will be able to disaggregate this data by each of the student groups described
in A.3.i.viii for each mode of instruction.
ii. The data described in A.5.i.a. and b. using the template in Appendix A (and to the
extent available, the data described in A.5.i.c.) for the most recent time period
available. Please note that this data can be submitted separately within 14
calendar days after a State submits 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.
RESPONSE:
Please note that for the data provided, most Indiana schools will be reported as “closed” for the
2020-2021 school year between mid-May and Mid-June 2021 and not reopen for the 2021-2022
school year until early to mid-August 2021. Therefore, the updates that are made to the report
between mid-June and mid-August will be schools onboarding with the new data exchange system
of submitting attendance data to the IDOE.
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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.
RESPONSE: The public health emergency outlook for Indiana continues to improve with
decreasing cases and increasing rates of vaccination as schools continue to implement CDC
guidance, to the greatest extent practicable, to ensure a safe reopening, all Indiana schools are
expected to return to in-person instruction for Summer 2021 as well as the 2021-2022 school year.
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.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing of masks IDOE, in collaboration with the Indiana Department of
Health (IDOH), will continue to provide routine guidance
on universal and correct wearing of masks through printed
materials, webinars, and routine communication. This
guidance is updated to stay current with CDC guidelines
and will reflect updated guidance released by CDC in the
future.
Physical distancing (e.g., including IDOE, in collaboration with IDOH, will continue to advocate
use of cohorts/podding) for schools to implement physical distancing and cohorts in
conjunction with other public health measures. This has been
delivered through weekly school nurse webinars, guidance
documents, and routine communication with the field.
Handwashing and respiratory etiquette IDOE, in collaboration with IDOH, will continue to educate
and inform LEAs on handwashing and respiratory etiquette
along with all with other public health measures. This has
been delivered through weekly school nurse webinars,
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guidance documents, and routine communication with the
field.
Cleaning and maintaining IDOE has worked with IDOH to provide detailed information
healthy facilities, including on how to improve ventilation in school buildings and
improving ventilation
continues to do so in the lead up to the upcoming school year.
Information will be provided via webinars and other resources
to LEAs.
Contact tracing in combination with IDOE continues to work with IDOH to provide updated
isolation and quarantine, in guidance to schools, school medical personnel, and families
collaboration with the State, local, as it relates to isolation, quarantine, remaining home from
territorial, or Tribal health departments
school. This information is provided through webinars and
additional resources.
Diagnostic and screening testing IDOE collaborated with IDOH to make rapid tests available
to schools, as well as continue to advocate for those
experiencing illness or symptoms to seek a test before
returning to school. Both agencies continue to provide
updated and additional guidance as it is available to support
LEAs.
Efforts to provide vaccinations to School staff and students were made eligible through the State
educators, other staff, and students, testing protocols. IDOE continues to work alongside IDOH to
if eligible
make vaccines available to all eligible school associated
individuals, including, but not limited to a mass vaccination
clinic for students held at the Indianapolis Motor Speedway.
Additionally, IDOE will continue to share guidance, updates
and opportunities with LEAs as they become available. IDOE
has issued a survey on behalf of IDOH seeking to understand
vaccine hesitancy in school aged children and their families.
Appropriate accommodations for IDOH and IDOE collaborate to keep LEAs informed of
children with disabilities with respect current recommended practices from the CDC as it relates
to the health and safety policies to disabilities. This information is shared through webinars
and the distribution of written resources.
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.
RESPONSE: On April 29, 2021 Governor Holcomb issued Executive Order (EO) 21-12. EO
21-12 requires all public and private K-12 educational institutions “shall require all students in
grades 3-12 regardless of age, all faculty, all staff, all vendors, all contractors, all volunteers,
and all visitors to wear a face covering or face shield while physically present in any building,
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facility, or grounds at all times who do not otherwise qualify for an exemption in paragraph
4(f)(ii-xv)” of EO 21-12.
On May 28, 2021 Governor Holcomb issued Executive Order (EO) 21-15, which requires the
continuation of mask and face covering requirements for K-12 educational institutions through
June 30, 2021. After July 1, 2021 it will be the responsibility of each governing body of all
public and private K-12 schools to implement public health measures and restrictions deemed
necessary and prudent to address the impact and spread of COVID-19 in their buildings and
are encouraged to follow CDC guidelines as well as guidance issued by the Indiana Department
of Health.
To track indicators such as vaccination rates and vaccination hesitancy rates in schools, IDOE
has collaborated with IDOH to provide surveys to schools to monitor implementation of these
public health measures to reduce virus transmission in schools.
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
RESPONSE: Since the beginning of the public health emergency, IDOE leadership, including
representatives from the IDOE school safety and school nursing programs, have met and continue
to meet at a minimum of once per week to discuss current school health guidance and the
incorporation and implementation of updated guidance as the CDC recommendations change.
iv. Any guidance, professional learning, and technical assistance opportunities
the SEA will make available to its LEAs.
RESPONSE: To support a safe and effective return to in-person instruction, IDOE has created the
following guidance, technical assistance, and professional learning opportunities with the goal of
each technical assistance activity being based on improving student outcomes, improving equity
with federal funds, and building capacity at the local and SEA level to drive the work.
● IDOE hosted a series of Accelerated Learning webinars to provide guidance on creating a plan
for accelerated learning, implementation of evidence-based activities and interventions to
address learning loss. Topics included the implementation of public health resources, how to
create an equitable plan that addresses the needs of all students, specifically students with
disabilities, English learners, and other special populations at the LEA level. Additionally,
IDOE provided guidance on how to effectively coordinate federal funds to address learning loss
and accelerate learning.
● IDOE has released guidance on successful summer program implementation. The toolkit
includes support for LEAs and community-based organizations (CBOs) on best practices in
summer programming, alignment with the regular school day and school year learning that is
occurring, and how to sustain programming through blending and braiding of other federal
funds to support summer and afterschool programming.
● To support districts in effective and efficient use of the large amount of federal funds, IDOE
Director of Title Grants and Support has held various informational and listening sessions with
various education service centers to convene school and district leaders on allowable uses and
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requirements to assist their timely implementation of ESSER activities to address learning loss,
accelerate learning, meet the needs of students most impacted by COVID 19, and implement
CDC recommendations to the greatest extent practicable.
● IDOE convened the English Learner Leadership group on April 21, 2021, to discuss the ways
CARES, ESSER, and ESSER II funds can be utilized to meet the needs of English learners in
addition to the unique health considerations for English learners and their families, including
equitable access to health supports and information.
● On May 14, 2021, IDOE provided support for the Migrant Education Program (MEP) and
ensuring equitable access to vaccination programs by inviting the Indiana Legal Services to
ensure MEP staff, including the Identification and Recruitment (ID&R) team, are aware of and
able to effectively communicate the legal rights afforded to migratory workers and their
families as well as legal guidance regarding access to vaccines, and strategies to address vaccine
hesitancy or misinformation. This was presented at the IN MEP Retreat.
● On June 3 and 10, 2021, IDOE hosted a webinar series with Brustein and Menasevit, a law firm
specializing in federal education law, to discuss best practices in federal grant administration
and effective uses of stimulus funding. This series will help ensure LEAs are prepared to use
federal funds to meet the needs of students and avoid duplication of efforts in disseminating
guidance. It will also ensure LEAs are prepared to provide services on a faster timeline rather
than utilizing time and effort to discern grant requirements and best practice. This will include
guidance on how LEAs are able to meet the ARP ESSER requirement to follow CDC guidance
to the greatest extent practicable to ensure a safe reopening and return to in-person instruction.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe how
the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
requirements in section 2001(i) of the ARP Act and the requirements relating to the
ARP ESSER funds published in the Federal Register and available at
https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan elementary-and-
secondary-school-emergency-relief/ (ARP ESSER requirements) to either: (a) within 30
days of receipt of the funds, develop and make publicly available on the LEA’s website
a plan for the safe return to in-person instruction and continuity of services, or (b) have
developed and made publicly available on the LEA’s website such a plan that meets
statutory requirements before the enactment of the ARP Act, including:
i. How the SEA will ensure that each LEA plan includes, or will be modified to
include, the extent to which it has adopted policies and a description of any such
policies on each of the strategies listed in table B1.
ii. How the SEA will ensure that each LEA plan describes how it will ensure
continuity of services including but not limited to services to address the students’
academic needs, and students’ and staff social, emotional, mental health, and
other needs, which may include student health and food services.
iii.How the SEA will ensure that the LEA periodically reviews, no less frequently
than every six months for the duration of the ARP ESSER grant period (i.e.,
through September 30, 2023),2and 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
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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.
RESPONSE:
i. IDOE will require each LEA plan to include a description of how the LEA has determined
its policies follow CDC guidance to the greatest extent practicable for the safe reopening of
schools. This will be a required element of the ARP ESSER application prior to receiving
IDOE approval. The determination of greatest extent possible is a local decision; however,
IDOE Title Grants and Support grant specialists will review the narrative, provide additional
technical assistance as needed.
ii. To ensure the plans include all required elements, IDOE Title Grants and Support grant
specialists will review each ARP ESSER application to ensure the continuity of services.
Additionally, IDOE collects an annual “pre-application” for all federal grants with common
indicators and assurances. All Indiana LEAs and public charter schools are required to
describe how they will ensure continuation of services such as policies to reduce the use of
exclusionary discipline practices, how the school meets the social-emotional, mental, and
behavioral health of the students, provide adequate services for educationally disadvantaged
students, such as English learners, students with disabilities, and students experiencing
homelessness. These specific sections are reviewed by internal content-area staff to ensure a
comprehensive review of the local education landscape and how federal funds, including
ARP ESSER funds, will be utilized to meet the identified needs and provide equitable access
to educational opportunities.
iii. To ensure LEAs update plans no less than every six months, IDOE will desktop monitor
LEA plans as part of the consolidated federal grants risk assessment process to identify high-
risk grantees. The risk assessment will be updated to include indicators for return to in-person
instruction plans. IDOE will collect documentation to ensure the plan complies with all
applicable regulations regarding the return to in-person instruction plans. As needed, internal
reviewers will include staff with experience in grants management, student health and
wellness, school improvement, and school safety to ensure LEA needs are identified and
targeted support can be made available.
iv. IDOE does not collect LEA-level data regarding the CDC guidance, but IDOE will have
qualitative and quantitative data from LEA plans to identify LEAs in need of additional
support in ensuring safe school re-openings. Also, as part of the plan monitoring, IDOE will
include a request for additional support should local needs shift.
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.
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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).
v. superintendents.
vi. charter school leaders (if applicable).
vii. teachers, principals, school leaders, other educators, school staff, and their unions;
and
viii. 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.
RESPONSE: IDOE has engaged and will continue to engage in consultation with a variety of
stakeholder groups regarding the use of ARP ESSER funds. To date, stakeholders have included:
• Superintendents though various formats including individual meetings, convenings by
Indiana’s regional educational service centers, and the Upper Wabash Valley
Superintendent Study Council, and Indiana Association of Public School Superintendents;
• Representatives of the Indiana Migrant Education Program at their statewide convening ;
• Out-of-School-Time Advisory Council;
• Representatives of English learner programs and LEA Title III directors;
• Representatives from Indiana’s non-public school community and the Indiana Non-Public
Education Association;
• Representatives from the Indiana State Teachers Association; and American Federation of
Teachers;
• Various education associations, including the Indiana Association of School Principals,
Indiana Association of School Business Officials, and Indiana Urban Schools Association
The IDOE will also post the draft plan on the Department’s website to solicit public comment to
inform ongoing planning and execution.
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
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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);
RESPONSE: Table C1.
Funding source Prior/current SEA and LEA Planned SEA and LEA uses
uses (including funding (including funding amounts, if
amounts, if applicable) applicable)
ESSER I (CARES Act) -90% of ESSER I funds were used Funds have been fully obligated.
to provide formulaic grants to
LEAs. Set-aside funds were used
to provide supplemental grants to
those LEAs that were not eligible
for formulaic grants
($193,025,493)
-Competitive set-aside grant
($20,543,000)
-Tutoring Grant for intensive peer
tutoring services for high school
and elementary students to address
learning loss due to COVID-19 and
assist student groups that were
disproportionately impacted by
COVID-19 ($274,000)
-Digital Learning Grants to support
remote learning capacity and
improve the quality of remote
learning ($773,165)
GEER I (CARES Act) -Competitive grant to address Funds have been fully obligated.
device availability, connectivity,
and educator capacity ($61million)
-Data Casting project with Indiana
Public Broadcasting Stations to
provide data casting for IN LEAs,
especially those in rural
communities, with the ability to
carry out distance education
($5million)
ESSER II (CRRSA Act) -Panorama SEL Universal Screener -ESSER Strategic Planning
($48,750) Consortia to support LEAs with
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external content experts around
specific challenges facing LEAs in
implementing ESSER
programming ($5million)
-IDOE intends to utilize a portion
of ESSER II funding to support the
modernization of a grants
management system, which will be
part of a larger statewide
implementation of an enterprise
solution. This will improve the
capacity of IDOE to effectively
administer funds, track detailed
activities and expenditures, and
provide improved transparency for
all federal funding streams,
including all ESSER funds. This
will be necessary to improve the
statewide capacity to identify and
target students who were most
impacted by the COVID-19
pandemic, 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. (Amount
to be determined)
GEER II (CRRSA Act) The Indiana Commission for GEER II funds
Higher Education is utilizing
GEER II funding to support
initiatives addressing summer
bridge programs to assist students
in “last mile” of earning a college
degree and a statewide virtual
summer initiative to ensure higher
education students remain on track
to complete their college degrees.
($13million)
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ii. To what extent ESSER I and ESSER II funds have been awarded to LEAs and, if
funds have not yet been made available to LEAs, when they will be. In addition,
please provide any available information on the total dollar amounts of ESSER I
and ESSER II funds that have been obligated but not expended by the SEA and
its LEAs, including whether the SEA is able to track LEA obligations.
RESPONSE:
Totals as of Awarded to LEAs Obligated, but SEA Able to track obligations:
4/30/21 unexpended:
ESSER I $206,801,311.69 $114,616,017.11 YES
ESSER II $802,358,459.23 $802,358,459.23 YES
iii. In supporting LEAs as they plan for the safe return to and continuity of in-person
instruction and for meeting the academic, social, emotional, and mental health
needs of students resulting from the COVID-19 pandemic, the extent to which the
SEA is also using other Federal funding sources including but not limited to under
the Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for child
nutrition services, and McKinney-Vento Homeless Assistance Act, and the funds
to support the needs of students experiencing homelessness provided by section
2001(b)(1) of the ARP Act.
RESPONSE:
Federal Funding Support Project:
Source:
ESEA (Title I; Title ● IDOE is providing micro-credential opportunities on learning
I, Part C; Title II; recovery to ensure staff have immediate training that can be
Title III; Title IV, used to assist in recovery from the pandemic.
Part A; 21st CCLC) ● IDOE has a contract through Title IV, Part A to provide for
afterschool anti-stigma clubs with Bring Change to Mind.
● Title IV, Part A reserve funds were used to launch the first
cohort of trainers for the Adverse Childhood Experiences ACE
Interface to provide statewide support to LEAs, community and
faith-based organizations, community providers, and interested
stakeholders around Indiana to distribute best-practices in
empowering communities to counteract trauma, something that
has even more importance as we recover from the impacts of
COVID-19.
● IDOE hosts an annual “Whole Child Summit” where LEAs
gather to discuss social-emotional impacts on academics and
youth outcomes.
● Afterschool and out-of-school-time supports are provided
through existing 21st CCLC funding through a Peer Support
Partner project where best practices identified by IDOE are then
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used to provide peer-to-peer support where grantees support
others in implementing activities, build data analysis processes
and procedures, and assist LEAs as they work to implement
afterschool programs as part of ESSER funds.
● Additionally, IDOE utilizes 21st CCLC set-aside funds for
access for all grantees to the Indiana Afterschool Network
Afterschool Locker, a hub of activities and best practices to
support immediate implementation at the local level.
● IDOE Title Grants and Supports utilized federal funding to
support an internal Data Specialist and Coach to ensure both
internal capacity for data collection and analysis is built in
addition to providing similar support to LEAs and external
partners. This position will have increased importance as we
collect and analyze statewide data to target those students who
were most impacted by the pandemic and those unable to access
remote or virtual learning opportunities. This position also
supports identification and implementation of evidence-based
interventions that are employed to support all students,
including disadvantaged student groups.
● Title IV Part A funds are being utilized to create and implement
a statewide universal social-emotional learning screener for
Indiana students. These funds will be providing 100,000 student
surveys, grades 3-12. In order to ensure we address early
learning (K-2) ESSER funding will be supplementing this
project to add 25,000 additional surveys for year one.
● State reserve funds from Title IV, Part A are being utilized to
create a toolkit to assist the field in supporting educator
wellness. The IDOE Educator Wellness Toolkit can be utilized
by LEAs in addition to guidance on providing interdisciplinary
social-emotional learning, specifically through the arts. This
helps ensure all learners have access to evidence-based social
emotional and mental health support.
McKinney-Vento ● During the pandemic, IDOE has been provided a virtual
McKinney Vento 101 to provide the opportunity for liaisons to
complete a basic level of training 2- 90 min. sessions.
● The IDOE McKinney-Vento staff utilize virtual liaison Office
Hours via WebEx / teams. The calls provide updates for liaisons
and the remainder of the calls are used to staff questions that
the liaisons bring or provide feedback on implementation.
Those call notes are posted on the Liaison landing page so that
liaisons who miss the call can see the review of resources.
● IDOE McKinney-Vento hosts a resource share with all liaisons
by summarizing any important info and great resources shared
by NCHE or SchoolHouse Connection by sending to all liaison
contacts- this monthly resource share has included invitations
from NCHE and SHC to participate in pandemic-related
professional development opportunities to ensure the needs of
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students experiencing homelessness are being met.
● IDOE is preparing an on-line self-guided Moodle Liaison
certification course – all stateside liaisons will be required to
complete that training in the fall of 2021 (veteran liaison can
test out). We intend to begin building an advanced level training
within the next 6 months that will be used for continuous
certification for those liaisons with 3+ years of experience.
● IDOE has been sure to share and align guidance to the
Homeless Liaison Toolkit released by NCHE.
IDEA IDOE utilizes a portion of IDEA funds to provide several regional
resource centers around the state to provide technical assistance and
support for LEAs to ensure they are equipped to meet the unique needs
of students with disabilities and providing FAPE.
WIOA Indiana supports entities that provide a program of training services and
has been determined eligible to receive Workforce Innovation and
Opportunity Act (WIOA) funding for training services through an
Individual Training Account. These providers must be open to the
public and one of the following types of entities:
● Institutions of higher education that provide a program which
leads to a recognized post-secondary credential; or
● Entities that carry out programs registered under the National
Apprenticeship Act (29 U.S.C. 50 et seq.); or
Other public or private providers of training services, which may
include:
● Community-based organizations.
● Joint labor-management organizations; and
● Eligible providers of adult education and literacy activities
under Title II of WIOA if such activities are provided in
combination with training services described at §680.350 of the
WIOA regulations.
Child Nutrition IDOE Office of School and Community Nutrition is providing monthly
Services webinars to prepare schools for a safe return to school and ensure
access to quality and nutritious meals and snacks for students. Topics
include summer transition programming guidance as well as Free and
Reduced-Price guidance for LEAs. The webinars are hosted by IDOE
and are available through the “Nutrition Scoop” newsletter.
Additionally, virtual technical assistance opportunities for LEAs have
been implemented as part of the monitoring and support activities.
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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.
RESPONSE: Indiana’s efforts to recover from the disruptions caused by COVID-19 will focus on
expanding access to high quality educational opportunities for Hoosier students, with an emphasis
on addressing gaps in access that have prevented students from achieving their full potential. ,
Indiana has organized recovery efforts into three pillars – Student Centered, Educator Centered,
and System Centered - which reflect the state’s commitment to creating an education and talent
development continuum that affords each and every student with the quality and purposeful
educational opportunities they need to create lifelong success. In designing these initiatives, Indiana
is committed to meeting the requirements outlined in section 2001(f) of the American Rescue Plan
Act of 2021.
Improving learning outcomes for students and
accelerating learning trajectories to accelerate learning
outcomes in response to COVID 19 and beyond..
Informed and influenced by the impact of COVID-19,
Indiana has developed a comprehensive approach to
improving learning outcomes for all Hoosier students. At
its core, Indiana's vision for COVID-19 recovery and
beyond is to ensure every student is equipped with the
skills, competencies, and agency needed to actively pursue
a college or career pathway that fits their interests and
lifelong goals.
Today’s one-size-fits-all high school diploma no longer
holds the postsecondary currency it once did, and the
COVID-19 pandemic has only accelerated the ongoing
digital transformation and increased the demand for more rigorous postsecondary credentials. As
such, IDOE will invest federal COVID 19 relief funds in a series of initiatives meant to accelerate
learning outcomes for high school students. These will include strategic investments to support and
incentivize more students to complete the rigorous Indiana College Core, earn high-wage, high-
demand industry certifications, and ensure students have the academic support necessary to be
successful when they step on a college campus in the fall through targeted summer bridge
initiatives.
At the elementary level, Indiana is committed to strengthening learning outcomes for students with
a focus on primary literacy and building the foundations for postsecondary success. The ability to
read proficiently by the end of third grade is one of the strongest indicators of long-term academic
success, that is why IDOE will direct relief funding towards addressing gaps in primary literacy
that existed before and because of COVID-19. These efforts may include supporting evidence-
based, targeted literacy interventions including small group and one-on-one tutoring, promoting
curriculum and instructional strategies based on the science of literacy, and strengthening our ability
to effectively measure student progress using high-quality formative assessments.
Additionally, IDOE will strengthen the connection between traditional academic outcomes and
critically important employability skills/competencies. Indiana’s COVID-19 recovery efforts will
highlight best practices regarding how schools are helping students in grades four through eight
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engage with college and career readiness concepts. IDOE will build a system to ensure students,
parents and counselors can define which pathways or alternatives are available for students based
on current coursework so that students and families can begin making informed choices about their
postsecondary pathway early in their academic career.
Elevating the teaching profession through support and
recognition and recruiting the next generation of
Hoosier educators through programs targeted at
underrepresented populations and program areas.
Indiana’s efforts to support educators as they recover from
the impact of COVID 19 will focus on investing in their
continued development as educators and recruiting new
teachers to the profession to address shortages in teachers
that are racially and ethnically diverse, as well key content
areas.
In response to COVID 19, schools across the state of
Indiana closed and shifted to virtual instructional models
with little notice. Educators were forced to learn new
digital platforms and develop different ways to engage students in direct instruction. In many
instances, through personal innovation and ingenuity, educators implemented new and effective
strategies to engage students in this new learning environment and learned invaluable lessons that
will strengthen them as professionals. The IDOE is committed to conducting research and capturing
these lessons learned, along with other best practices emerging from the pandemic, to ensure these
effective strategies lead to increased learning opportunities for students well into the future. The
IDOE will invest in thoughtful and strategic plans that lead to new and effective instructional
models. These models will build on lessons learned during the pandemic to expand what it means
to be a teacher in Indiana, opening doors to the profession for candidates who want to teach but
may not be able to commit to the current traditional school day schedule.
The IDOE will also invest in strategic initiatives targeted at attracting more students into the
teaching profession. In coordination with the IDOE’s efforts to reimagine K-12 pathways, Indiana
will focus on developing and expanding successful teacher cadet programs that engage students
early in their high school career and puts them on a trajectory to be a teacher in Indiana. These
programs will focus on underrepresented communities to increase the number of male educators,
low-income educators, and racially and ethnically diverse educators in the teaching profession.
Additionally, IDOE will invest in programs that support teachers to pursue licensure in certain
shortage areas such as special education to help teachers transition from an emergency certification
to an initial practitioner’s license.
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Developing an ecosystem to support capacity-building
in communities to foster cross-sector collaboration
and reimagine education opportunities for Hoosier
students and strengthen pathways to postsecondary
success.
IDOE, along with our partners at the Department of
Workforce Development and the Commission for Higher
Education, aims to expand access to high quality
educational opportunities for Hoosier students with a
focus on establishing meaningful and rigorous K-12
pathways that equip students to thrive in a prosperous
state economy and enjoy lifelong success. By promoting
cross-sectional collaboration between K-12, higher
education, local community organizations, and
workforce leaders, Indiana can transform the state's K-12 education system into a model that
prioritizes knowledge, skills, and competencies beyond the classroom and provides a meaningful
pathway towards postsecondary success for every student.
In many ways, this initiative is the driving force for all the others and serves as the vision all other
efforts will pursue; however, it will require intentional effort to promote and scale best practices
and invest in bold ideas that bring stakeholders to the table that have traditionally not been invited.
Which is why IDOE intends to focus relief funding to promote and foster an environment conducive
to innovation. These efforts will be supported by competitive grants that encourage K-12 leaders to
partner with local community organizations and local employers to design and execute career
pathway programs that expand beyond the classroom and rethink the traditional school day to
incorporate meaningful out-of-school learning opportunities. IDOE will collaborate with other state
agencies to review existing work-based learning programs and other non-traditional education
opportunities like Jobs for America's Graduates (JAG) and integrate that programming into a more
comprehensive pathway that provides support for students even after they finish high school.
We also know that the opportunities a student has in high school are inextricably linked to the
success they have in kindergarten through grade eight; so, IDOE will aim to support and incentivize
innovative strategies to improve the rigor and relevance of career exploration and engagement, so
more students have a clear understanding and vision of their own personal pathway towards
postsecondary success, be that through entering employment, enlistment, or enrollment. As with
high school, kindergarten through grade eight will require creative programming that leverages out-
of-school learning time and partnerships with non-educational entities to help students build the
foundation and identify a desired pathway for their educational journey. The department will
encourage these systemic shifts by supporting local communities who wish to design and
implement programming aligned to this vision through ongoing technical assistance and
competitive grant programs.
Recognizing the unique challenges associated with tracking student attendance and mode of
instruction, IDOE developed a system for tracking and reporting student attendance in a virtual
environment. As a result of this early action, IDOE has comprehensive data on student attendance
and participation in the online environment. These data will be organized into school- and
corporation-level reports and used to target COVID-19 relief programming to students who may
have missed a significant amount of instructional time due to the pandemic.
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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.
RESPONSE: IDOE has set June 25, 2021, as the due date for ARP ESSER plans, which is not
later than 90 days after receiving final allocations on May 24, 2021. More time is available upon
request with support by IDOE federal grant specialists. IDOE will require a description of how
the LEA will be implementing mitigation strategies that follow, to the greatest extent
practicable, CDC guidance on mask wearing, allowing for physical distancing, handwashing
and respiratory etiquette, cleaning and maintaining healthy facilities and ventilation, contact
tracing in combination with isolation and quarantine and in collaboration with state and local
health departments, diagnostic and screening testing, and appropriate accommodations for
students with disabilities with respect to health and safety policies.
IDOE will update the consolidated federal grant risk assessment to include ARP ESSER
indicators to identify those LEAs at greatest risk of non-compliance. This will guide the LEAs
selected for monitoring. IDOE will also update the consolidated federal grants monitoring
policies and procedures to include documentation to address indicators that ensure LEA has
posted return to in-person instruction plans by June 24, 2021, which is the deadline for all LEAs
to have publicly posted plans as awards were issued May 24, 2021. Any issues of non-
compliance will be identified through this monitoring process and addressed through corrective
actions, including a timeline for implementation, to ensure all return to in-person requirements
are met. Failure to meet corrective actions will result in additional SEA sanctions and technical
assistance to ensure compliance.
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.
RESPONSE: As part of the ARP ESSER application, IDOE will require LEAs to describe the
activities intended to address learning loss to ensure the implementation of evidence-based
activities in addition to a budget specific to this 20% set-aside, which will be a required budget
form prior to final approval in accordance with section 2001(e)(1).
iii.How the LEA will spend its remaining ARP ESSER funds consistent with section
2001(e)(2) of the ARP Act; and
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RESPONSE: All LEAs will be required to provide a narrative description, staffing list, and budget
for the remaining funds. IDOE grant specialists will review all proposed activities are evidence-
based, each is reasonable, allocable, and necessary consistent with section 2001(e)(2) of the ARP
Act.
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.
RESPONSE: All LEAs will be required to describe how their planned ARP ESSER
activities will address the impact of lost instructional time in addition to how they will be
responsive to the academic, social, and emotional needs of students (information captured
in the IDOE Consolidated Pre-Application) and, specifically, how the LEA will support
those student groups that were disproportionately impacted by the COVD-19 pandemic,
including students from low-income families, English learners, students of color, students
with disabilities, students experiencing homelessness, youth in foster care, and migratory
students.
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.
RESPONSE: As part of the ARP ESSER application, LEAs must ensure that they have engaged
in meaningful consultation with stakeholders including, but not limited to the groups described in
2i-iv of this application. As part of consolidated monitoring, IDOE monitoring protocols and
procedures will be updated to include indicators and require documentation that the LEA engaged
in meaningful consultation with stakeholder groups. Any issues of non-compliance will be
identified through this monitoring process and addressed through corrective actions, including a
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timeline for implementation, to ensure all return to in-person requirements are met. Failure to meet
corrective actions will result in additional SEA sanctions and technical assistance to ensure
compliance.
Through guidance materials and FAQs, IDOE communicated the expectation that all LEA plans
are to include consultation in the creation of the LEA ARP ESSER plan. Each applicant will assure
they have engaged stakeholders in the development of the plan. IDOE will update ARP ESSER
monitoring policies and procedures to include documentation of the stakeholder input. IDOE will
provide additional support, including corrective actions as needed, to ensure LEAs are providing
the opportunity to provide input.
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.
RESPONSE: IDOE has provided training on the effective use of ESSER and state, local, and other
federal grant programs can effectively be utilized to provide evidence-based programming.
Additionally, the IDOE ESSER website offers a creative space where LEAs can view a list of
priority evidence-based interventions. In addition to providing resources, IDOE also provided the
research and evidence that support the implementation of these activities.
Upon submission of an ARP ESSER plan to IDOE, the Division of Title Grants and Support will
receive a specialist and director-level review to ensure LEAs are budgeting ARP ESSER funds on
evidence-based interventions, including but not limited to those specified in IDOE ESSER
guidance.
To ensure internal collaboration to support LEAs, IDOE Title Grants and Supports is housed in the
Student Pathways and Opportunities Division, which includes both offices of Accountability and
School Improvement. This will better position IDOE to truly provide comprehensive support and
ensure interventions lead to improved outcomes for students as we both address learning loss and
accelerate learning.
As part of annual reporting on the use of ARP ESSER funds, IDOE will collect data regarding
improved student outcomes as part of ESSER implementation and provide targeted support to those
LEAs through existing IDOE content-area supports to meet the needs of disadvantaged student
populations.
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-
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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.
RESPONSE: Upon completion of the learning loss study and analysis of the data, IDOE will then
be able to assist LEAs in identifying those students who were disproportionately impacted by the
pandemic and loss of in-person instruction. This data will be disaggregated by IDOE to identify
the specific groups mentioned in A.3.i-vii. IDOE will then be best able to identify which groups
were most impacted, the magnitude of impact on each group, and better inform the technical
assistance provided by IDOE Offices of School Improvement, Special Education, English language
learning and Special Populations, and Social-Emotional and Behavioral Wellness to identify and
support students who missed the most in-person instruction, those who did not consistently
participate in remote instruction, and students most at-risk of dropping out.
IDOE will be utilizing the ARP Homeless Children and Youth funding to support identification of
students who are housing insecure as this population is most at risk of dropping out. Additionally,
IDOE will include a data collection and management system in conjunction with the activation of
local Community Navigators to better provide wraparound services for students who are housing
insecure.
4. Describe the extent to which the SEA will support its LEAs in implementing additional
strategies for taking educational equity into account in expending ARP ESSER funds,
including but not limited to:
i. Allocating funding both to schools and for districtwide activities based on
student need, and
ii. Implementing an equitable and inclusive return to in-person instruction.
An inclusive return to in-person instruction includes, but is not limited to,
establishing policies and practices that avoid the over-use of exclusionary
discipline measures (including in- and out of-school suspensions) and
creating a positive and supportive learning environment for all students.
RESPONSE: The IDOE Office of Title Grants and Support currently utilizes a consolidated Pre-
Application for all federal funding. As part of the pre-application, each LEA describes how
activities are targeted to providing supports for the students most in need, including educationally
disadvantaged student groups. For example, the LEA must include their plan for provision of
English language development policy for all language levels as well as what practices the LEA
employs to reduce the use of exclusionary discipline measures and provide a supportive learning
environment for all students. As this information is already collected for each LEA, it will be
utilized for ARP ESSER funds in addition to existing title programs to describe the LEA’s
educational programming and how it meets the needs of all students in an equitable manner.
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’
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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.
Table F1.
Area Data on shortages and Narrative
needs description
Special educators According to the IDOE Having staff adequately trained in the
and related service Licensing report, in SY unique needs of students with disabilities
personnel and 2019-2020, IDOE issued 568 will be vital to providing supports to both
paraprofessionals
emergency permits for mild address learning loss and accelerate
intervention and 73 learning to recover from the impacts of
emergency permits for COVID-19. Additionally, the IDOE Job
Intense Intervention. Database has over 200 special education
positions listed as unfilled.
Bilingual educators Total number of bilingual Currently there are 31 Dual Language
certified teachers during SY programs in Indiana, with more being
2019-2020: 48 added each year via our DLI grant. The
key to a successful DLI program is its
consistency from grade level to grade
level – this requires annual growth of the
program, often by a grade level each year.
Ideally this leads to a K-12 DLI model
where there is no drop-off in the
instructional model (i.e., if DLI only goes
from K-3, it has minimal impact); research
has shown that this continuity of a strand
is critical to have the desired impact. Due
to the increasing volume of programs, and
their need to continue to expand, the need
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for Bilingual Certified teachers remains
high.
With 48 certified bilingual educators
spread across 31 programs, bilingual
educators will continue to be an area of
focus for existing efforts by IDOE to
increase licensure numbers through
financial support for educators and
programs.
English as a As of May 12, 2021, there IDOE is currently transitioning to new
second language are 178 LEAs are still in requirements to be fully enacted by 2023
educators transition to meeting this which will require every English learner to
requirement. have a teacher of record (TOR) to ensure
equitable access to teachers who are
Overall, Indiana has 73,148 adequately trained in English language
English learners and 1,203 acquisition. Currently, 178 LEAs are still
active EL licenses. This in transition to meeting this requirement.
results in a student to teacher Overall, Indiana has 73,148 English
ratio of 60:1. IDOE has a learners and 1,203 active EL licenses.
goal of maintaining a ratio of This results in a student to teacher ratio of
no more than 30:1. 60:1.
STEM educators In 2019-2020, IDOE issued STEM fields represent three of the top 10
236 emergency permits for content areas for which Indiana issued an
mathematics and 128 for emergency permit.
general Science. Another 82
emergency permits were
issued for Life Sciences
specifically.
CTE educators In 2019-2020, IDOE issued With many students having faced
78 emergency permits for disrupted in-person learning during
CTE educators (Agriculture, COVID, many CTE programs were
Business Technology, adversely impacted. To accelerate
Health Occupations, learning and address learning loss,
Marketing, Occupational employability skills will be needed to
Family and Consumer ensure students have the tools and
Sciences, Trade and experience to participate fully in a modern
Industrial Education, and workforce.
Business Information The high number of emergency permits
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Technology). shows the difficulty in securing staff who
are adequately trained, meaning
underserved student populations will
continue to lack equitable access to CTE.
Early childhood Indiana has a rate of issuance With nearly one in four early childhood
educators of emergency placements educators receiving emergency
(EPs) for early learning placement, equitable access to high-
educators approaching 25%. quality early childhood educators is a
2019-2020 EPs: 49 priority to accelerate learning and address
2019-2020 Professional learning loss that impacted early
Educator Licenses: 197 childhood education, creating a
disadvantage to accelerating their learning
as they enter K-12 education.
One implication of program closures due
to COVID-19 is a decrease in the early
care and education workforce. In past
reports, the Early Learning Advisory
Committee (ELAC) has highlighted the
shortage of early care and education
teachers. While Indiana does not have data
available on the number of jobs lost, there
is national data that can provide insight.
Based on national data available,
“between February and April 2020, the
industry lost 370,600 jobs, over a third of
its workforce, with women accounting for
95% of those losses. Between April and
July, only about 4 in 10 (42%) of the lost
jobs returned.
Through funding from Family and Social
Services Administration (FSSA), the
Indiana Association for the Education of
Young Children (INAEYC) offered the
Temporary Assistance Grant for Early
Education and Care Employee
Recruitment and Retention to support
maintaining current staff and recruiting
new staff. Indiana early care and
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education programs were eligible to apply
for funding if they were licensed or
registered, in good standing with FSSA,
and open with children in attendance on or
before June 14, 2020. INAEYC received
applications from 1,010 programs and
awarded grants to 773 programs located in
76 out of the 92 Indiana counties. The
grants provided $300 toward the costs
associated with recruiting to fill a new
position, $300 paid as a bonus to each full-
time employee retained, and $150 paid as
a bonus to each part-time employee
retained. INAEYC provided just over one
million dollars for retention of current
early care and education employees, and
nearly $350,000 went to recruitment of
new staff. An additional $104,000 was
awarded to 112 programs for blended
funding efforts to support both
recruitment and retention.
School counselors In Fall 2020-2021 there were The American School Counselor
2,069 school counselors in Association (ASCA) recommends a ratio
Indiana public schools which of 250 students per counselor. According
serves over 1 million K-12 to the most recent data from ASCA,
students. Indiana’s ratio is 486 students for each
counselor. School counselors are
individuals who are certified/ licensed
with a master’s degree in counseling.
School counselors promote student
engagement and learning, provide social
and emotional support, promote positive
school culture, and help students navigate
college and career readiness and success.
Source: https://www.iyi.org/wp-
content/uploads/2021/03/2021_IYI_Data
book_FINAL.pdf
Social workers Fall 2020-2021= 291 school In Indiana, there are 620 people for every
social workers in Indiana one mental health provider. Mental health
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public schools which serves providers include psychiatrists,
1.1 million K-12 students. psychologists, licensed clinical social
workers, counselors, family therapists,
mental health providers that treat
substance abuse, and nurses specializing
in mental health care
•Indiana is ranked 28th for the prevalence
of mental illness among youth.
• 53% of Hoosier youth who had major
depression did not receive any mental
health treatment, 6.6 percentage points
below the national percentage of 59.6%.
• 7.1% of Hoosier children with private
insurance did not cover mental or
emotional problems, slightly below the
national percentage of 7.8%.
• 50.8% of Indiana children received
treatment or counseling from a mental
health professional in the past year, 2.4
percentage points below the national
percentage of 53.2%.
Nurses Indiana Academic Code Indiana Academic Code (IAC)
recommends one registered recommends one RN for every 750
nurse for every 750 students. students. A recent survey showed that
Currently, Indiana’s ration is Indiana has one RN for every 917
closer to one RN to 917 students, but this number is likely higher.
With COVID-19 schools have needed to
supplement their nursing services as many
more responsibilities were added onto the
nurses’ workload- assessing, referring,
tracking ill staff/students; identifying
close contacts; isolating and quarantining
identified persons; reporting positive
cases and close contacts into the Indiana
Department of Health (IDOH) school
portal - these will all continue into the next
school year with additional
responsibilities of assisting and/or
35
administering vaccine to students as well
as testing and tracking the vaccine status
for staff/students. This is on top of the
normal duties of a school nurse - caring for
injured, managing care of students with
chronic health conditions, conducting
screenings, etc. Additionally, IDOE
anticipates that this coming year nurses
will spend more time ensuring students
obtain their required school
immunizations as many students are not
up to date as well as increased numbers of
students will be visiting the nurse due to
social, emotional and mental health issues.
School Fall 2020-2021= 469 school The post-pandemic recovery for students
psychologists psychologists in Indiana will need to include evidence-based
public schools serving 1.1 interventions to help support the social-
million K-12 students. emotional and mental health of students to
ensure each is prepared for learning both
academic and social-emotional learning
(SEL) needs. School psychologists and
other professionals who provide
wraparound services and supports.
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.
RESPONSE: The IDOE annually publishes an Indiana Licensure Report which is available to
each LEA and the public. Moreover, the IDOE required LEAs to submit assurances associated
with their ESSER I and ESSER II allocations that they would, to the greatest extent practicable,
continue to pay its employees and contractors during the national emergency caused by COVID
19. Any LEA that did not provide that assurance was required to provide a detailed explanation to
justify any lay-off or contract termination related to the impact of COVID 19. Moreover, Indiana
continued to fully fund state tuition support payments to schools despite the shutdown.
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
36
impacted by the pandemic (e.g., recruiting teaching candidates to provide high
dosage tutoring or implementing residencies for teacher candidates).
RESPONSE: IDOE will be initiating a program with a local college or university to provide over
$2.5 million in ARP ESSER funds and IDEA, Part B funds to support licensure in high-need areas
based on the Indiana Licensure Report. This report is made publicly available to assist LEAs in
identifying gaps in licensure and identify high-need areas. This program will have the goal of
supporting licensure in special education and build on existing English learning licensure with the
goal of assisting over 500 educators in securing adequate licensure and avoid emergency
placements for high-need areas.
IDOE has instituted a requirement that, by the 2022-2023 school year, each LEA must have a
teacher of record who has been adequately trained in English language development through
coursework or through previous experience. Currently, IDOE has made funds available for English
learning and high ability licensure. IDOE is supporting this licensure program with over $2.2
million from Title II and III state set-aside funds to contract with 13 higher education institutions.
Thus far, 412 teachers have been approved to participate in the program, which will be an
advancement to ensuring the needs of all English learners will be met with staff who are adequately
trained.
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).
RESPONSE: IDOE will be initiating a program with a local college or university to provide over
$2.5million in ARP ESSER funds and IDEA, Part B funds to support licensure in high-need areas
based on the Indiana Licensure Report. This report is made publicly available to assist LEAs in
identifying gaps in licensure and identify high-need areas. This program will have the goal of
supporting licensure in special education and build on existing English learning licensure with the
goal of assisting over 500 educators in securing adequate licensure and avoid emergency
placements for high-need areas. This supplements the existing English learner and high ability
licensure program described in ii-iii to increase student access to key support staff within buildings.
IDOE recently (May 14, 2021) provided a survey for LEAs to identify up to ten subject areas or
grade levels in which they consistently face challenges in staffing and locating qualified staff.
Specifically, LEAs will identify the number and nature of vacancies left unfilled more than 90 days
during the 2020-2021 school year. These results are pending and will be filtered to determine the
unique needs facing the wide variety of schools in Indiana, specifically urban, rural, suburban,
traditional public schools, and charter schools so that IDOE may better develop resources to support
LEAs in filling high-need positions statewide.
The State of Indiana proposes to develop a community of practice across those LEAs that choose
to engage teacher preparation programs in the development of funded residencies. This approach
has been successful in other states in supporting high-quality residency development. IDOE has
piloted this type of practice through the implementation of it’s Grow Your Own 1-2-1 Pilot
Residency Program.
37
Both Grow Your Own and other residencies have the power to reduce turnover and serve as a
remedy for the lack of diversity in the workforce and to address teacher shortages, especially in
hard-to-staff schools and certification areas.9 Residencies have the power to reduce turnover
because they allow teacher candidates to spend substantial time in the classroom and their school
communities before leading a class independently. Residents develop professional networks of
support, become familiar with district priorities and initiatives, and become working members of
the whole school community.
Grow Your Own programs are powerful tools to cultivate potential teachers with deep and shared
cultural understanding of the students they will eventually teach. The State of Indiana is dedicated
to promoting and supporting both Grow Your Own and other residencies and seeks to ensure each
teacher preparation program has a plan in place for recruiting diverse candidates who meet
employment needs. Locally developed plans in partnership with local schools, leaders, and various
stakeholders will help ensure interested candidates, including adult learners and career changers,
have an economically viable option toward licensure.
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State, and
local government. In this section, SEAs will describe how they are building capacity at the SEA
and LEA levels to ensure high-quality data collection and reporting and to safeguard funds for
their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to continuously
monitor progress and make adjustments to its strategies, as well as to support its LEAs
in making adjustments to LEA strategies, based on impact. Describe how the SEA will
ensure its capacity and the capacity of its LEAs to collect data on reporting
requirements, including but not limited to the examples of reporting requirements
described in the SEA’s Grant Award Notification (listed in Appendix B). Describe the
SEA’s capacity and strategy to collect data from its LEAs (disaggregated by student
group, where applicable), to the greatest extent practicable, including any steps the
SEA will take to build its capacity in the future (which may include the use of ARP
ESSER and other Federal COVID-19 pandemic funds at the SEA and LEA levels), on
issues that may include the following:
i. Student learning, including the academic impact of lost instructional time during
the COVID-19 pandemic.
ii. Opportunity to learn measures (e.g., chronic absenteeism; student engagement;
use of exclusionary discipline; access to and participation in advanced
coursework; access to technology, including educator access to professional
development on the effective use of technology; access to high-quality
educators; access to school counselors, social workers, nurses, and school
psychologists; and results from student, parent, and/or educator surveys).
iii.Fiscal data that is comparable across the State (e.g., per-pupil expenditures
at the LEA and school levels).
iv. Jobs created and retained (by position type).
v. Participation in programs funded by ARP ESSER resources (e.g., summer and
afterschool programs); and
38
vi. Other reporting requirements reasonably required by the Secretary (please refer
to Appendix B of this template; final requirements will be issued separately).
REPONSE: (i) Upon completion of the learning loss study, IDOE will have access to data
measuring the impact of lost instructional time during the pandemic and disaggregate this
information for all student groups. This will ensure both IDOE and LEAs have the capacity to
identify those students that were disproportionately impacted by the loss of in-person instruction.
(ii) IDOE currently has the capacity to collect many “opportunity to learn” measures on a daily
basis and utilizes the data to support LEAs and identify areas of need. Measures such as chronic
absenteeism, use of exclusionary discipline, and operational status will be accessible in real-time.
Additional measures, such as staffing and licensure reports to gauge equitable access to high-quality
staff (including counselors and instructional staff), and annual technology survey data will be
collected through existing collection routes and used to supply the requisite data for reporting
purposes.
(iii) IDOE currently has the ability to track applicable and necessary fiscal data. This includes the
ability to track obligated funds, expended funds, and track per-pupil expenditures at the LEA and
school levels.
(iv) IDOE will utilize existing data collections (including the Certified Position data collection) to
be able to gather data related to LEA staffing and the impact of funds on the number of positions
created and retained. Additionally, IDOE has incorporated data reporting requirements on the
number of FTEs as part of the CARES Act that will be included in any necessary data reports for
ARP ESSER funds.
(v) Having the capacity to measure the return on investment and impact of all programs is
paramount to IDOE’s strategic implementation of all COVID relief funds. IDOE will have the
capacity to track the participation in summer school and afterschool thorough existing data
collections, as in the case with summer programming, and through incorporation into the existing
statewide afterschool tracking of regularly attending participants (RAPs).
(vi) IDOE will comply with all data requirements listed in Appendix B and those required by the
Secretary. LEA reporting will be designed to provide data that will be collected by IDOE and
disaggregated by student groups to determine the impact of these funds.
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.
RESPONSE: IDOE will implement appropriate fiscal monitoring of and internal controls for the
ARP ESSER funds by various methods to ensure federal compliance. IDOE has internal policies
and procedures in place to ensure all documents including but not limited to contracts and
reimbursement requests are reviewed and approved by multiple staff members. Additionally, IDOE
conducts reimbursement reviews, as well as desktop and onsite monitoring determined by risk
assessment results.
39
Financial monitoring of all subrecipients receiving ARP ESSER funds, will be accomplished by
collection and analysis of data to detect deficient controls, duplicated effort, fraud, or non-
compliance with laws, while implementing federal regulations and management policies. Testing
of general ledgers, financial statements, established policies, time and effort reports, cash
management records, inventory, and/or other information will be reviewed to ensure compliance.
In the event any areas are found to be out of compliance, IDOE will impose corrective action(s).
Corrective action follow-up and verification is required as part of the monitoring process and will
be conducted at time intervals relevant to the assigned action. It is the expectation of IDOE, that all
corrective actions be satisfied, by indicated timelines.
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
RESPONSE: The following data are from the last available period for the 2020-2021 school year
and was collected. Please note that IDOE is transitioning to a new data management system and
the data below represent those schools that have been fully onboarded to the new system
requirements. IDOE intends to have all schools onboarded by the 2021-2022 school year to ensure
accurate and real-time data. The data for both Table I and Table 2 were collected via the Data
Exchange system for mode of instruction and 2021 Pupil Enrollment for demographic assignments.
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.
Offered to all Offered to
Number of schools Total schools Not offered
students some students
Remote or online only 4 4 0 0
School buildings open with
both remote/online and in- 16 16 0 0
person instruction (hybrid)
School buildings open with
full-time in-person 751 751 0 0
instruction
School buildings offering
remote or online instruction 10 10 0 0
only due to COVID
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Table 2 In the most recent time period available, what was the enrollment and mode of
instruction for the schools in your State?
RESPONSE: Please note this data includes those schools that have on-boarded to IDOE’s new
data management system. As of May 12, 2021 1,419 schools were not yet onboarded to the new
system. All schools will be on-boarded by the 2021-2022 school year. The data below will be
posted on the IDOE website and will be updated regularly to accurately reflect real-time data as
schools onboard.
Both
remote/
online and
in-person Full-time in
Total Remote or instruction person Virtual due
Student Subgroup enrollment online only (hybrid) instruction to COVID
Students from low-income
158,283 839 10,259 128,009 19,176
families
White, not Hispanic 235,604 1,270 8,958 208,664 16,712
Black or African
American, not Hispanic 36,684 423 3,969 25,265 7,027
Hispanic, of any race 48,403 282 3,461 38,914 5,746
Asian, not Hispanic 6,637 130 929 4,408 1,170
American Indian or
Alaskan Native, not 592 6 42 473 71
Hispanic
Native Hawaiian or
Pacific Islander, not 223 - 20 178 25
Hispanic
Two or more races, not
17,243 149 1,355 13,618 2,121
Hispanic
English learners 24,562 57 1,543 20,428 2,534
Children with disabilities 54,855 317 3,073 46,246 5,219
Students experiencing NA* NA* NA* NA*
homelessness NA*
Children and youth in foster NA* NA* NA* NA* NA*
care
Migratory students 278 - 8 254 16
*Data on students experiencing homelessness and children and youth in foster care is collected as part of
IDOE’s yearend collections and is not yet available.
41
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.
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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
nondiscrimination 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
• Complying with the maintenance of equity provisions in section 2004(b) of the
ARP Act, and ensuring its LEAs comply with the maintenance of equity provision
in section 2004(c) of the ARP Act (please note that the Department will provide
additional guidance on maintenance of equity shortly).
• The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner
and, to the extent practicable, not later than 60 days after the SEA receives ARP ESSER
funds (i.e., 60 days from the date the SEA receives each portion of its ARP ESSER
funds). An SEA that is not able to allocate such funds within 60 days because it is not
practicable (e.g., because of pre-existing State board approval requirements) will provide
an explanation to the Department within 30 days of receiving each portion of its ARP
ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner and the
SEA’s expected timeline for doing so;
• The SEA will implement evidence-based interventions as required under section 2001(f)
of the ARP Act and ensure its LEAs implement evidence-based interventions, as required
by section 2001(e)(1) of the ARP Act.
• The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
students from low-income families, students from racial or ethnic groups, gender, English
learners, children with disabilities, students experiencing homelessness, children and
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
43
• 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).
44
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you What Does This Provision Require?
about a new provision in the Department of
Education’s General Education Provisions Section 427 requires each applicant for funds
Act ("GEPA") that applies to applicants for (other than an individual person) to include in its
new grant awards under Department application a description of the steps the
programs. This provision is Section 427 of applicant proposes to take to ensure equitable
GEPA, enacted as part of the Improving access to, and participation in, its Federally
America’s Schools Act of 1994 (Public Law assisted program for students, teachers, and other
(P.L.) 103-382). program beneficiaries with special needs. This
provision allows applicants discretion in
To Whom Does This Provision Apply? developing the required description. The statute
highlights six types of barriers that can impede
Section 427 of GEPA affects applicants for equitable access or participation: gender, race,
new grant awards under this program. ALL national origin, color, disability, or age. Based on
APPLICANTS FOR NEW AWARDS local circumstances, you should determine
MUST INCLUDE INFORMATION IN whether these or other barriers may prevent your
THEIR APPLICATIONS TO ADDRESS students, teachers, etc. from such access to, or
THIS NEW PROVISION IN ORDER TO participation in, the Federally funded project or
RECEIVE FUNDING UNDER THIS activity. The description in your application of
PROGRAM. steps to be taken to overcome these barriers need
not be lengthy; you may provide a clear and
(If this program is a State-formula grant succinct description of how you plan to address
program, a State needs to provide this those barriers that are applicable to your
description only for projects or activities that circumstances. In addition, the information may
it carries out with funds reserved for State be provided in a single narrative, or, if
level uses. In addition, local school districts or appropriate, may be discussed in connection with
other eligible applicants that apply to the State related topics in the application.
for funding need to provide this description in
their applications to the State for funding. The Section 427 is not intended to duplicate the
State would be responsible for ensuring that requirements of civil rights statutes, but rather to
the school district or other local entity has ensure that, in designing their projects, applicants
submitted a sufficient section 427 statement for Federal funds address equity concerns that
as described below.) 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
45
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.
Subgrants to LEAs: As referenced above in Indiana’s ARP ESSER Plan, IDOE utilizes the Title
Grants Consolidated Pre-Application LEA plan for ensuring equitable access to, and participation
in, grant funded activities for students, teachers, and other stakeholders with special needs. This
information will be included as part of the IDOE review of LEA programming and includes the
provision of English language development, the supports in place to ensure the reduction of
exclusionary discipline measures, and how the needs of special populations (homeless, students
with disabilities, etc.) will be met and how information is provided in a language that is easily
understood by parents and families. This ensures alignment between the needs and initiatives
supported with existing federal funding and the LEA plan to support this work with ARP ESSER
funds.
IDOE has aligned its LEA ARP ESSER application to include a description of how 90% subgrant
funds to LEAs will be used to support student groups with special needs, especially those groups
most impacted by the loss of in-person instruction due to the pandemic.
State set aside: IDOE will utilize a portion of ESSER funds to support a learning loss study to
identify those groups with special needs that have been most impacted so that IDOE and LEAs are
provided with the data and tools needed to ensure the students and stakeholders most in need are
provided equitable access to accelerated learning opportunities.
Additionally, IDOE is utilizing statewide funds to provide the following suite of supports that
include:
• Funding for licensing special education teachers to reduce the number of emergency
licenses and current shortage of licensed staff;
• Technical assistance webinars on accelerating learning to meet the social-emotional,
academic, and instructional needs for all students, including specific guidance for English
learners, students with disabilities, and other student groups most impacted by COVID-19;
and
• Summer learning implementation guide to support intensive summer programming
designed to meet the holistic needs of students.
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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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