State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — New Jersey
Summary
U.S. Department of Education State Plan template for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund, issued April 21, 2021, OMB Number 1810-0754, expiring October 31, 2021. The introduction says the ARP ESSER Fund provides nearly $122 billion to States to support schools in safely reopening and meeting students' academic, social, emotional and mental health needs, and that the Department must approve a state plan to make the remaining allocation available. The instructions say each state educational agency must submit its plan, or the State requirements that preclude submission, by June 7, 2021. The text continues with the template's questions and requirements.
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Cite this document
“State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — New Jersey.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-fbbc860626/
, SHA-256 f55bae45a099031c634ba68a724076756cec60104c348567165ededbfa2c5197.Full text
State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
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Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210027
SEA Contact: Kathleen Ehling
Telephone: 609-376-9100
Email address: Kathleen.ehling@doe.nj.gov
By signing this document, I agree to each of the assurances listed in Appendix C and further
assure that:
To the best of my knowledge and belief, all information and data included in this plan are true
and correct.
Angelica Allen-McMillan, Ed.D.
Chief State School Officer or Authorized Representative (Printed Name)
Signature of Authorized SEA Representative
August 28, 2023
Date
3
A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
1. Progress and Promising Practices:
Provide your assessment of the top 2–3 strategies that have been most effective in
supporting the needs of students in your State during the COVID-19 pandemic,
especially for students most impacted by the COVID-19 pandemic. Please
include, if applicable, how your State will submit and encourage its LEAs to
submit lessons learned and best practices to the Department’s Safer Schools and
Campuses Best Practices Clearinghouse so that they can be shared with other
States and LEAs.
[begin response]
Since the onset of the COVID-19 pandemic, the NJDOE has developed and
implemented a series of coordinated policy strategies that dramatically expanded
the State’s and LEAs’ efforts to identify and address the academic and mental
health impacts of the pandemic on New Jersey students and educators. These
efforts help pave the way forward for our education community, investing heavily
in the recovery and resiliency of all our students, schools, and educators,
particularly those most disproportionately impacted by COVID-19.
Key strategies have included:
Strategy 1: Targeting federal COVID-19 relief funds to specific, high-impact
programs and activities, including the following:
• ESSER I State set-aside funds were made available to:
o Support formula grants to LEAs for the purchase of 1:1 instructional
devices (e.g. Chromebooks, iPads) and connectivity;
o Develop a Memorandum of Understanding with Rutgers, the State
University of New Jersey to implement a program to address the
social-emotional learning needs of students impacted by COVID-19;
o Support competitive grants for LEAs prioritizing activities that address
learning loss in students, the need for additional summer instruction,
compensatory education for students with Individualized Education
Programs (IEPs), Social Emotional Learning, and support for students
experiencing homelessness;
4
o Support grants for LEAs that were not eligible for an allocation from
the formula portion of the grant as a result of not having received
funds under Title I, Part A of the ESEA in the 2019-20 school year
(see the NJDOE’s formula grant allocation table here. Such LEAs are
marked with an asterisk);
o Support grants for public educational institutions, in which public
school students are educated, that were not eligible for an allocation
from the formula portion of the grant as a result of not being an LEA.
Specifically, these subgrants were provided to: Special Services
School Districts (SSSDs); educational institutions run by State
agencies including the Department of Children and Families (DCF),
the Department of Corrections (DOC); the Juvenile Justice Centers;
and Juvenile Detention Centers; and
o Districts that received funds under Title I, Part A of the ESEA in the
2019-2020 school year, if applicable, to fund the difference between
(1) the portion of its ESSER allocation the district must actually
dedicate to equitable services for nonpublic schools (based on a
nonpublic school’s share of total enrollment in the LEA, in accordance
with guidance issued by the U.S. Department of Education), and (2)
the portion of its ESSER allocation the district would have to dedicate
to equitable services if equitable shares were based on a nonpublic
school’s share of Title I-eligible students residing in the LEA.
• ESSER II State set-aside funds supported:
o Grants to LEAs to support research-based academic enrichment
activities and strategies to support learning acceleration such as
summer learning academies, school year learning acceleration
academies, 1:1 tutoring, and professional learning for educators
regarding the use of universal screening assessments and the use of
extended day instructional time to effectively scaffold students’
learning. These grants prioritized academic enrichment activities in
content areas most impacted by COVID-19, such as STEM.
Allocations of these funds were made in the same manner as the
ESSER II allocations with a minimum allocation of $25,000 per LEA.
Both Title I, Part A and non-Title I LEAs received an allocation.
o Grants to LEAs to support the provision of mental health services and
supports. These funds will be used to increase access to school-based
mental health services and supports for both students and educators.
Allocations of these funds were based upon total LEA enrollment with
a minimum of $45,000 per LEA.
o Grants to LEAs that were ineligible for an allocation from the formula
portion of the grant as a result of not having received funds under Title
I, Part A of the ESEA in the 2020-21 school year; and
5
o Grants to public educational institutions, in which public school
students are educated, that were ineligible for an allocation from the
formula portion of the grant as a result of not being an LEA.
Specifically, these subgrants were provided to: SSSDs; educational
institutions run by State agencies including the DCF and the DOC; the
Juvenile Justice Centers; Juvenile Detention Centers; and County
Jointure Commissions.
• New Jersey allocated $100 million from the Coronavirus Relief Fund to
assist LEAs with defraying costs associated with reopening schools for the
2020-2021 school year in the wake of the COVID-19 pandemic. The
NJDOE ensured that all LEAs had access to these funds by providing an
allocation for each student, while targeting funds to low-income
communities that have been disproportionately impacted by the COVID-
19 pandemic, by determining LEA allocations with a supplemental per
pupil amount for each low income pupil.
Strategy 2: Enhancing efforts to identify and collect data regarding student
performance and access to learning opportunities that may be used to target
resources and supports, including:
Digital Divide Data
In summer 2020, the NJDOE launched a grant program to support LEAs in
purchasing digital learning devices and internet connectivity in order to ensure
that all students had access to remote instruction as necessary. At that time, the
NJDOE estimated that over 230,000 students were identified as in need of a
device or connectivity. In October 2020, to better track the state of the digital
divide and to provide more targeted supports to districts, the NJDOE released a
weekly student device and connectivity survey and required LEAs to provide data
to the NJDOE on the availability of devices and connectivity for every student.
By March 2021, each LEA reported zero students currently needing a device
and/or internet connection. Thus, the State was able to effectively use ESSER and
CRF funds and close the digital divide for New Jersey’s students.
Learning Environment Data
The NJDOE added new data fields to its existing student data collection to
capture the learning environment of each public school student, and the
attendance rate of each student in each learning environment. The new data fields
allow the NJDOE to determine the number of students receiving instruction in-
person, via a hybrid model, or in a remote environment, and whether the remote
environment was in response to a parent request. This data collection provided the
NJDOE with the insight necessary to assist LEAs with reopening and continuity
of educational services. This summer, the new data fields will provide the NJDOE
insight into the difference in attendance rates on days of in-person instruction
compared to days of remote instruction.
6
The NJDOE also maintains a daily dashboard of operating status for all LEAs and
approved private schools for students with disabilities. The dashboard provides a
regularly updated listing of the instructional model being employed in each LEA,
which are categorized as either hybrid, full in-person, remote, or a combination
model.
Interim Assessment Data Collection
To fill data gaps caused by interrupted statewide assessment administration and to
ensure that students are making meaningful growth toward grade-level standards,
LEAs provided the NJDOE with a snapshot of student learning during this school
year through the submission of district-level interim assessment data denoting
whether students were performing below, on, or above grade level for
mathematics, ELA, and science.
Screener Assessment
In fall 2020, the NJDOE made available an optional suite of beginning of year
screener assessments known as Start Strong. Based on student performance on
prior year standards, kinderdetermines the level of support that a student might
need to master the current year’s prerequisite skills and concepts. Start Strong
data helped LEAs effectively target resources and supports and develop
instruction and intervention plans. Pursuant to the U.S. Department of
Education’s April 6, 2021 correspondence, the NJDOE will administer Start
Strong in fall 2021 to meet ESSA general assessment requirements.
Strategy 3: Promoting sharing of information and successful practices
between LEAs:
Superintendent Advisory Groups
The NJDOE, in its ongoing efforts to learn from stakeholders, formed regional
district superintendent advisory groups in January 2021. The goal of convening
these groups is to provide the NJDOE and New Jersey superintendents with a
platform for the open exchange of thoughts and concerns regarding LEAs’ on-
going needs and challenges. LEA leads have been encouraged to share their
current challenges and forecast potential problems. There is one Short-Term
Group and one Long-Term Group in each region of the state that each meet
approximately every 2-3 weeks. These exchanges have provided the NJDOE with
real-time updates and insight on short and long-term needs from school district
superintendents in the field.
Clearinghouse of Successful Practices
On February 19, 2021, the NJDOE launched its clearinghouse of successful
practices that LEAs have identified as notable achievements in mitigating the
challenges posed by COVID-19. District-reported successes are categorized by
county, district size, and topic area to facilitate meaningful collaboration and
learning opportunities between similarly-situated districts. These data provide
7
focused, tested, and context-specific practices to help LEAs develop strategies to
address issues related to learning gaps, attendance, lack of access to nutrition,
housing, other critical needs, and LEA operations.
ESSER Technical Assistance
In an effort to support the effective use of the ESSER funds the NJDOE has
conducted multiple technical assistance sessions for LEAs. Sessions were
conducted in partnership with stakeholder groups as well. Each session provides
an opportunity for LEAs to ask questions and share information on how best to
utilize the funding to address issues related to COVID-19. The NJDOE has also
developed a series of webpages with guidance for LEAs and is in the process of
finalizing an FAQ document that responds to common questions from the field.
[end response]
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.
[begin response]
Issue 1: Variation in Learning Models
As of May 18, 2021, of the 810 LEAs and receiving schools surveyed by the
NJDOE: 367 (45%) were operating in a hybrid learning model, enrolling 682,448
(50%) students; 391 (48%) were operating in an in-person model, enrolling
469,743 (35%) students; 9 (1%) in a remote model, enrolling 44,272 (3%)
students; and 43 (5%) employing a variety of models across school buildings,
enrolling 156,937 (12%) students. This variation in learning models across the
state raises concerns regarding the impact of school closures on academic and
social emotional health of students and educators, as well as concerns regarding
the ability of the NJDOE and LEAs to effectively share actionable, comparable
strategies and data to target resources and supports.
Research has made clear that the more time that a student spends outside of the
classroom, the greater the risk of missed learning opportunities and of negative
social, emotional, and mental health impacts. Research has also suggested that
these setbacks are not spread evenly amongst all students, with students with
disabilities, English learners, low-income students, Black and Hispanic students,
and students experiencing homelessness or in foster care hardest hit by the
disruptions of school closures. Addressing the impact of reduced access to in-
person learning is among the NJDOE’s most urgent priorities. According to data
collected by the NJDOE, in mid-October 2020, roughly half of the State’s
students were enrolled in school districts that offered some form of in-person
8
instruction (52.3% versus 47.7% in school districts that were remote-only).
School districts that offered some form of in-person instruction in mid-October
served a disproportionate share of the State’s White students (70.4%). Similarly,
school districts that were remote-only in mid-October served a disproportionate
share of the State’s Black or African American students (70.7%), English
Learners (65.5%) and economically disadvantaged students (65.1%).
Beyond the impact on students and educators, variations in learning models across
the State also complicate State and local efforts to share success stories and data
regarding the impact of COVID-19, as the specific contexts in which strategies
would be implemented and data extracted vary so considerably, hindering
comparability.
Issue 2: Unfinished Learning
COVID-19 presented unprecedented challenges to PreK–12 public education.
Among the most significant is unfinished learning as a result of students and
educators struggling with different instructional models, shortened instructional
days, and other effects of the public health emergency. When the crisis began,
students across the State, particularly those in low-income communities, already
lacked access to the computers and connectivity that would make remote learning
possible. The COVID-19 pandemic exacerbated equity gaps that already existed.
National research conducted by the NWEA (previously the Northwest Evaluation
Association) has indicated that learning gaps resulting from COVID 19 pandemic
may result in learning deficits of 30% in reading and up to 50% in math. It is also
clear that learning gaps existed prior to the pandemic and that gaps are likely to
grow without well-defined plans and execution of targeted interventions.
According to a 2021 NAEP survey, 31% of fourth graders and 51% of eighth
graders in New Jersey receive more than 5 hours of live instruction per day; 20%
of fourth graders receive 1–2 hours of live instruction daily; and only 3% of
eighth graders are receiving the same.
Issue 3: Social, Emotional, and Mental Health Needs
The NJDOE recognizes the events of the past 15 months have been severely
stressful and traumatic for students. As of May 18, 2021, over 23,000 New
Jerseyans have died as a result of COVID-19 and over 2 million New Jerseyans
lost their employment as a result of the virus. The impact of these losses, of both
life and financial security, have been deeply felt by students throughout the State.
The physical isolation required to combat the virus, especially in the early months
of the pandemic, undoubtedly took a toll on the social emotional well-being of
students, but it also presented an increased risk for child abuse or neglect.
Unfortunately, the full extent of the increase in child abuse and neglect is
unknown because students were not reporting to school and interacting with
adults from outside of their household who could have intervened and/or reported
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allegations or suspicions of abuse. Beginning in spring 2020, the New Jersey
Department of Children and Families reported an approximate 60% decrease in
the number of referrals to the State’s child abuse hotline from the previous year.
Since school district staff continue to be New Jersey’s primary reporters of
allegations of child abuse, the decline in cases likely correlates to schools being
closed for in-person instruction. By March 2021, referrals of child abuse
allegations were significantly closer to numbers seen before the pandemic, which
suggests the increase of in-person instruction and interaction has helped to bring
attention to concerns of abuse. The significant decrease in referrals is of great
concern and the impact of any untreated abuses will require support from school
districts and other providers.
The isolation of quarantining and social distancing, uncertainties, hardships, and
decrease in typical support structures during the pandemic have impacted the
mental health and well-being of students. In a survey conducted of New Jersey
superintendents by the New Jersey School Boards Association from November
16, 2020 to January 8, 2021, 47.73% of those surveyed indicated that, “[w]e don’t
see more students in crisis, but in general students are more anxious and
depressed.” Even more alarming are anecdotal reports from our sister agencies
and community partners that are in alignment with the CDC’s national findings
that mental health-related visits to hospital emergency departments increased
sharply from mid-March 2020 and continued into October 2020. The CDC
reported mental health-related visits to hospital emergency departments increased
24% among children aged 5–11 years and 31% among adolescents aged 12–17
years, compared with the same period in 2019. Data from the New Jersey
Hospital Association’s Center for Health Analytics, Research, and Transformation
found that a higher percentage of youth presented with a mental, behavioral, or
drug/substance use disorder diagnosis during the pandemic compared to prior
years.
While it will take time before there is a comprehensive understanding of the
pandemic’s impact on the well-being of youth, the data above suggest that many
students are likely to return to their classrooms in 2021-2022 burdened by
stressors and trauma that shake the sense of safety and wellbeing necessary for
academic learning. It is imperative, therefore, that educators recognize that social,
emotional, and mental health supports are critical to reduce stressors, mitigate the
impact of trauma, and develop coping and resiliency skills to support the well-
being of students.
[end response]
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:
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i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying disparities and
focusing on underserved student groups by race or ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved student
groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and youth
with disabilities eligible under the Individuals with Disabilities Education
Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have been
identified by the SEA (e.g., youth involved in the criminal justice system,
students who have missed the most in-person instruction during the 2019-
2020 and 2020-2021 school years, students who did not consistently
participate in remote instruction when offered during school building
closures, and LGBTQ+ students).
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time,1 chronic absenteeism,
student engagement, and social-emotional well-being.
[begin response]
The NJDOE’s has identified its highest priority areas as learning acceleration and
mental health supports and services including social-emotional learning. These
areas have been prioritized through the targeted use of the ESSER Fund State set-
aside funds as described throughout NJ’s ARP ESSER State Plan. To further
inform this work, the NJDOE will utilize a variety of data sources to explore the
impact of COVID-19 on the identified student groups. This review will be an
extension of work already being conducted throughout the NJDOE in an attempt
to identify and mitigate the negative impact of COVID-19 on New Jersey
students, families and educators.
1
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss”
experienced by students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the
CRRSA Act.
11
Early in the pandemic, the NJDOE recognized that student learning environment
data would be critical in understanding how students were being impacted by
school closures. As a result, learning environment fields were added to the
NJDOE’s student information data collections. Updated data will be available to
the NJDOE in August and will be disaggregated by student group at the school,
district and state level so that it can inform the NJDOE’s initiatives. In the
interim, as discussed in detail in the chart below, the NJDOE collected and
analyzed data which reflected the learning environments offered by each LEA (in-
person, hybrid, remote) as of October 15, 2020 to determine how each identified
student group received instruction during the fall of the 2020-2021 school year.
Additionally, earlier this year the NJDOE collected LEA-level interim assessment
data denoting the percentage of students in the LEA performing below, on, or
above grade level for mathematics, ELA, and science. These data provided a mid-
year snapshot of student performance based on local, interim assessments
administered by the LEA between November 16, 2020 and February 19, 2021.
Districts reported assessment participation and performance, disaggregated by
subgroup, for grades K–10 in ELA, K–8 and course-level performance in math,
and K–11 and course-level performance in science. The results of this interim
assessment data is detailed further in the table below.
Needs of Underserved Students
Student Group Highest Priority Needs
Students from low-income families By definition, students from low-income families have access
to fewer economic resources than their counterparts, which
tends to affect both mental health and academic achievement.
Historically, New Jersey students from low-income
backgrounds have lesser student achievement outcomes when
compared to their wealthier peers. In alignment with national
data trends it is expected that student achievement gaps among
students from low-income families widened as a result of the
pandemic. The strains of the home environment may have
been greater during the COVID-19 pandemic on students from
low-income families, as 3 out of 4 (or 77%) in New Jersey
began the school year outside of school buildings,
participating in school from home or other remote locations.
Interim assessment results suggest that academic achievement
gaps persisted during the pandemic, with a lower proportion
of students from low-income families compared to the
statewide average scoring at or above grade level in English
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Language Arts (46% compared to 63%), Mathematics (45%
compared to 62%) and Science (62% compared to 79%).
Students from each racial or ethnic According to the Centers for Disease Control and Prevention,
group (e.g., identifying disparities the risk for COVID-19 infection, hospitalization and death
and focusing on underserved varies by race and ethnicity in the U.S. with American Indian
student groups by race or ethnicity) or Alaska Native, Black or African-American and Hispanic or
Latino persons of any race experiencing greater risk of
infection, hospitalization and death than White and Asian
persons.
In New Jersey, the impact of the COVID-19 pandemic also
appears to have varied by race and ethnicity, with school
districts that serve the majority of New Jersey’s American
Indian or Alaska Native, Black or African-American and
Hispanic or Latino public school students closed for in-person
instruction at the beginning of the school year. Specifically,
public school districts that were remote only in mid-October
2020 served 57% of our American Indian or Alaska Native
students, 62% of our Hispanic or Latino students and 71% of
our Black or African-American students but just 30% of our
White students and 46% of our Asian students.
Interim assessment results suggest that racial and ethnic
academic achievement gaps persisted, for a large part, through
the pandemic. According to interim assessment results, a
higher proportion of Asian and White students relative to
Black or African-American and Hispanic or Latino students
scored at or above grade level in English Language Arts
(ELA), Mathematics and Science. Specifically, 82% of Asian
students and 73% of White students scored at or above grade
level in ELA compared to 49% of Black or African-American
students and 48% of Hispanic or Latino students. In
Mathematics, 84% of Asian students and 72% of White
students scored at or above grade level compared to 44% of
Black or African-American students and 48% of Hispanic
students. In Science, 92% of Asian students and 87% of White
students scored at or above grade level compared to 63% of
Black or African-American students and 66% of Hispanic
students. The proportion of American Indian or Alaska Native
students scoring at or above grade level was roughly equal to
the statewide average in each subject.
Gender (e.g., identifying disparities At the beginning of the school year, the NJDOE found no
and focusing on underserved meaningful difference in student learning environment for
student groups by gender) male and female public school students. In October 2020,
60% of males compared to 62% of females were in remote
learning environments 34% of males compared to 33% of
females were in both remote and in-person learning
environments and 5% of males compared to 4% of females
were full-time in-person at school. The NJDOE does not
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currently have interim assessment results disaggregated by
gender.
English learners In typical school years, English learners face significant
barriers to academic achievement. The COVID-19 pandemic
likely exacerbated these barriers by removing opportunities
for in-person instruction. The majority of English learners
began this school year participating from a remote learning
environment. In fall 2020, 4 out of 5 (79%) of English
learners in public schools in New Jersey were participating in
school from remote learning environments.
Interim assessment results suggest that academic achievement
gaps persisted during the pandemic, with a lower proportion
of English learners compared to the statewide average scoring
at or above grade level in English Language Arts (35%
compared to 63%), Mathematics (40% compared to 62%) and
Science (58% compared to 79%).
Based on feedback from the field, common reasons for ELs’
performance as a result of the COVID-19 pandemic might
include:
• Inability to communicate with parents, families, and
students due to the language barrier;
• NJ’s interim assessments may not have been
administered in ELs’ native languages, creating
challenges in measuring their academic knowledge
and skills in their home languages;
• Job loss of parents and families;
• Less student engagement during remote instruction
due to language barriers;
• Limited access to literacy development in remote and
hybrid settings;
• Reduced linguistic accommodations during remote
instruction which are a necessary support for ELs that
can primarily occur in in-person environments.
Children with disabilities (including It is widely acknowledged that the disruptions to learning
infants, toddlers, children, and caused by COVID-19 pandemic impacted the typical delivery
youth with disabilities eligible of services to students with disabilities. In fall 2020, 56% of
under the Individuals with students with disabilities were participating full-time in
Disabilities Education Act remote instruction, compared to 61% of all students.
(“IDEA”) Historically, New Jersey students with disabilities have
underachieved in terms of their performance on statewide
assessments when compared to their general education peers.
As evidenced by New Jersey’s 2019’s NAEP 4th Grade
reading performance data, students with disabilities scored an
14
average of 197 points, whereas students without disabilities
scored an average of 233 points. As national research
suggests, this gap has likely widened during the pandemic and
recent interim assessment data shows that 43% of students
with disabilities scored at or above grade level in English
Language Arts (compared to 63% statewide), 45% scored at
or above grade level in Mathematics (compared to 62%
statewide) and 67% scored at or above grade level in Science
(compared to 79% statewide).
Students experiencing homelessness In fall 2020, 64% of New Jersey’s students experiencing
homelessness were participating full-time in school from
remote learning environments, compared to 61% of all
students.
Interim assessment results suggest that the academic
achievement gaps persisted during the pandemic, with a lower
proportion of students experiencing homelessness compared
to all students scoring at or above grade level in English
Language Arts (38% compared to 63%), Mathematics (39%
compared to 62%) and Science (54% compared to 79%).
Children and Youth in foster care The NJDOE does not currently have student learning
environment and interim assessment results disaggregated by
foster care status.
Migratory students According to the student learning environment data collected
in fall 2020, migratory students were most likely to participate
full-time in-person in school. In October 2020, 26% of
migratory students were full-time in-person compared to 4%
of all students statewide.
According to interim assessment results, the proportion of
migratory students meeting grade-level expectations continues
to lag relative to all students. A lower proportion of migratory
students compared to all students scored at or above grade
level in English Language Arts (52% compared to 63%),
Mathematics (46% compared to 62%) and Science (69%
compared to 79%).
Other groups disproportionately The NJDOE anticipates an increase in the number of students
impacted by the pandemic that exhibiting mental health issues as a result of the pandemic. A
have been identified by the SEA January 2021 survey by the New Jersey School Boards
(e.g., youth involved in the criminal Association reported that 47% of the 264 respondents reported
justice system, students who have an increase in number of students experiencing anxiety and
missed the most in-person depression. 12% of the respondents reported increases in self-
instruction during the 2019-2020 harm, threats of self-harm and hospitalizations. As of May
and 2020-2021 school years, 18, 2021, over 23,000 New Jerseyans have died as a result of
students who did not consistently COVID-19 and over 2 million New Jerseyans lost their
participate in remote instruction employment. To address these concerns, the NJDOE is
15
when offered during school prioritizing mental health services and supports for LEAs
building closures, and LGBTQ+ which have been disproportionately impacted by the pandemic
students). through the use of State set-aside funds to support the hiring
of staff to develop and implement Tier II (targeted, small
group interventions) and Tier III (intensive interventions).
16
NJDOE's Interim Assessment Data Collection
ELA
Statewide Results
Student Group # Participant % Below % At Grade % Above
Scores Grade Level Level Grade Level
Reported
All Students 945,969 37% 38% 25%
White 399,076 27% 44% 29%
Black or African
American 137,804 51% 33% 16%
Hispanic 258,797 52% 31% 17%
Asian 104,514 18% 38% 44%
American Indian or
Alaska Native 2,000 37% 42% 22%
Native Hawaiian or
Pacific Islander 2,209 29% 43% 28%
Two or More Races 41,569 32% 40% 28%
Economically
Disadvantaged 296,835 54% 30% 16%
English Learners 70,719 65% 22% 12%
Students with Disabilities 130,878 57% 31% 13%
Migrant Students 365 48% 35% 16%
Military-Connected
Students 5,810 34% 47% 18%
Homeless Students 4,584 62% 27% 11%
17
NJDOE's Interim Assessment Data Collection
Math
Statewide Results
Student Group # Participant % Below % At Grade % Above
Scores Grade Level Level Grade Level
Reported
All Students 1,016,551 37% 38% 24%
White 434,095 28% 45% 27%
Black or African
American 146,154 56% 30% 14%
Hispanic 279,335 52% 31% 17%
Asian 108,588 16% 37% 47%
American Indian or
Alaska Native 2,130 36% 40% 24%
Native Hawaiian or
Pacific Islander 2,456 31% 43% 26%
Two or More Races 43,793 34% 40% 26%
Economically
Disadvantaged 317,875 55% 29% 16%
English Learners 77,560 60% 24% 16%
Students with Disabilities 142,572 55% 31% 14%
Migrant Students 400 54% 31% 15%
Military-Connected
Students 6,221 33% 50% 17%
Homeless Students 4,902 61% 28% 11%
18
NJDOE's Interim Assessment Data Collection
Science
Statewide Results
Student Group # Participant % Below % At Grade % Above
Scores Grade Level Level Grade Level
Reported
All Students 793,852 21% 45% 33%
White 352,619 13% 51% 36%
Black or African
American 99,191 37% 40% 23%
Hispanic 206,353 34% 41% 24%
Asian 97,951 8% 41% 52%
American Indian or
Alaska Native 1,476 22% 47% 32%
Native Hawaiian or
Pacific Islander 2,257 19% 45% 35%
Two or More Races 34,005 18% 48% 34%
Economically
Disadvantaged 223,175 38% 38% 24%
English Learners 50,511 42% 35% 22%
Students with Disabilities 113,331 33% 45% 22%
Migrant Students 345 31% 43% 26%
Military-Connected
Students 5,373 18% 60% 22%
Homeless Students 3,437 46% 37% 17%
[end response]
19
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.
[begin response]
The NJDOE will provide a variety of supports to its LEAs to aid their
identification of the extent of the impact of the COVID-19 pandemic on student
learning and student well-being.
ARP ESSER Needs Assessment
As part of its application for ARP ESSER funds, each LEA will be required to
complete a needs assessment. That assessment will prompt the LEA to undertake
a comprehensive accounting of the specific needs of its students and educators,
including descriptions of the root causes of those needs, the qualitative and
quantitative data sources used to determine the needs, and how ARP ESSER
funds will be used to meet those needs. The NJDOE regularly provides technical
assistance and guidance for LEAs on conducting effective, thoughtful needs
assessments, including data sources that might be considered, such as locally-
administered assessments and statewide assessments. As part of the technical
assistance sessions conducted for the ESSER II funds, the NJDOE provided
examples and guiding questions for LEAs to utilize when planning for the
effective use of the ESSER Funds, including considerations to support the social,
emotional mental health of students and staff. The ARP ESSER technical
assistance sessions will build on this work and encourage LEAs to view school
improvement as a continuous, systemic and cyclical process.
Annual School Plan System (ASPS)
The NJDOE regularly conducts technical assistance sessions for schools required
under the ESEA to complete annual school plans (i.e. schools identified for CSI,
TSI, ATSI, and schools implementing Title I schoolwide programs). Those
technical assistance sessions provide detailed guidance on how the ASPS may be
leveraged to identify and remediate the impact of COVID-19, including guidance
on identifying data to fill gaps caused by the closure schools to in-person learning.
Guidance, for example, might address the use of local assessment data to drive
strategies to remediate learning gaps, and goals and action steps for implementing
those strategies.
20
CARES Act ESSER Set-Aside Learning Loss Grant
In addition, the NJDOE utilized approximately $2.5 million in CARES Act
ESSER Funds to establish the Addressing Student Learning Loss grant. The goal
of projects funded under this grant is to significantly reduce students’ learning
loss resulting from school closures due to COVID-19 through the implementation
of evidence-based interventions that scale-up and enhance existing academic
and/or non-academic programs and initiatives that mitigate further learning loss
and accelerate academic progress. The application provided a comprehensive
framework for LEAs to identify the extent of the impact of COVID-19 on student
learning and student well-being. For example, successful applicants provided
specific information regarding:
1) the achievement, performance, and/or non-academic data used to identify
the specific student subgroups that will benefit most from programs and
services funded under the NGO. The data must analyze performance for
all student subgroups within the district and/or schools, targeted grade-
levels, and content area(s) of the project; and
2) the data-based decision-making process used to analyze data, identify
students, and match students to specific evidence-based interventions or
strategies.
State Implementation and Scaling-up of Evidence-Based Practices (SISEP)
Project
The NJDOE is currently partnering with the University of North Carolina at
Chapel Hill through the State Implementation and Scaling-up of Evidence-Based
Practices (SISEP) project. As part of this collaboration, the NJDOE participates in
ongoing technical assistance sessions designed to improve implementation
infrastructure to advance effective education practices. The SISEP State Liaison
meets regularly with the NJDOE implementation team to provide professional
learning and coaching, and virtual support for team development and
implementation capacity efforts. This work will improve the NJDOE’s ability to
implement evidence-based interventions with fidelity which will, in turn, improve
the impact of the selected intervention. By building its internal capacity, the
NJDOE will be better situated to assist LEAs in identifying the extent of the
impact of the COVID-19 pandemic on student learning and student well-being.
Climate Assessment Tool
The NJDOE will provide LEAs with the opportunity to utilize a newly designed
comprehensive school climate assessment tool to understand the perceptions of
students, staff, and families in order to identify and respond to the emergent and
ongoing school climate needs in fall 2021. LEAs will be granted access to a
provisional online platform which collects and analyzes data that can be utilized
to facilitate the development of safe and supportive learning environments.
21
School Health Assessment and Performance Evaluation
The NJDOE will encourage LEAs to utilize the free tool from the National Center
for School Mental Health, School Health Assessment and Performance Evaluation
(SHAPE). SHAPE allows LEAs to: map their mental health services and
supports; assess system quality using national performance standards; receive
custom reports and strategic planning, guidance and resources, including access to
the Screening and Assessment Library and Trauma-Responsive Schools
Assessment and Resources; and access other LEAs in order to support the
development of communities of practices.
Screener Assessment
As described in section A.1, the NJDOE’s Start Strong assessment will assist
LEAs in identifying academic areas of support students may need as they begin
the 2021-2022 school year and in effectively targeting resources and supports and
developing instruction and intervention plans based on student needs.
[end response]
5. School Operating Status
It is essential to have data on how students are learning in order to support the
goals of access and equity, especially for student groups that have been
disproportionately impacted by the COVID-19 pandemic. Describe the current
status of data collection on operational status and mode of instruction of all
schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State collects now
and will collect in the future data for all schools in your State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both remote/online
and in-person instruction (hybrid model); and/or full-time in-person
instruction;
b. Enrollment: Student enrollment for all students and disaggregated for
each of the student groups described in A.3.i–viii for each mode of
instruction; and
c. Attendance: Student attendance for all students and disaggregated for
each of the student groups described in A.3.i–viii for each mode of
instruction.
[begin response]
22
Mode of Instruction
As described above, the NJDOE maintains a daily dashboard of operating
status for all LEAs and approved private schools for students with
disabilities. The dashboard provides a regularly updated listing of the
instructional model being employed in each LEA, which are categorized
as either hybrid, full in-person, remote, or a combination model, meaning
that the LEA employs multiple instructional models across its school
buildings. Additionally, it is worth noting that all LEAs, regardless of their
operating status, are required to offer all students the option to participate
in fulltime remote learning through the end of the 2020-2021 school year
and during 2021 summer programming.
Enrollment
The NJDOE’s student data collection, which occurs twice each school
year on October 15 and June 30, allows the NJDOE to disaggregate
school- and LEA-level student enrollment data by subgroup. As described
above, this fall, the NJDOE added data fields to this collection which
require LEAs to report the learning environment of every public school
student. The student learning environment field reflects the student’s
learning environment over the course of the school year. Students can be
fulltime in-person, hybrid, fulltime remote due to district or fulltime
remote due to family choice. For example, students who are full-time
remote due to district choice on October 15th but shift to a hybrid
schedule in the winter and to fulltime on premises by spring would be
marked as: “Fulltime remote—district” on October 15th and “Hybrid” on
June 30th because they received instruction partially in person and partially
remote over the course of their membership in the current school year. The
attendance fields, described below, provide insight into the exact number
of school days students spent in a remote learning environment.
Attendance
The NJDOE’s June 30th student data collection includes attendance data
fields that allow the NJDOE to disaggregate student attendance by
subgroup. As described above, this fall the NJDOE added new attendance
data fields to this collection in order to determine student attendance on
days of remote instruction versus days of in-person instruction. This
information will aid the NJDOE in addressing the extent of the impact of
the COVID-19 pandemic on student educational trajectories.
[end response]
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
23
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.
[begin response]
The NJDOE will provide the data to the extent available and post it to its
website by June 21, 2021.
[end response]
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.
[begin response]
In Summer 2021 and the 2021-2022 school year, the NJDOE expects that
school districts will operate in a full in-person model to the greatest extent
possible and consistent with applicable health and safety guidelines. On
May 17, 2021, Governor Murphy announced that school districts will be
required to fully open buildings beginning fall 2021, with remote learning
permitted only in the event that there is a localized outbreak or other
emergency. In the 2021-2022 school year, if buildings are open for in-
person instruction, parents or guardians will not be able to opt their child
out of in-person instruction. The NJDOE understands that in-person
instruction provides the greatest opportunities for learning acceleration,
therefore on-going support is being provided to school district leaders so
they can address any foreseeable challenges. From the beginning of the
pandemic, NJDOE guidance has encouraged districts to operate using an
in-person model to the extent safe and feasible, while planning as needed
to implement any shifts due to changes in COVID-19 risk level data.
[end response]
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.
24
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;
[begin response]
Since the State’s health and safety requirements for re-opening schools in
the 2020-2021 school year went into effect in summer 2020, the NJDOE
has provided targeted, individualized supports to LEAs unable to fully
reopen for in-person instruction. Supports were delivered based on the
specific mitigation strategy that the LEA identifies as preventing the return
to in-person instruction. Supports include identifying funding streams that
may be used to help implement mitigation strategies, distributing face
masks, providing technical assistance in adhering to relevant state and
federal rules, and identifying and sharing successful practices among
LEAs. The NJDOE also worked closely with the New Jersey Department
of Health in their development of COVID-19 public health
recommendations for local health departments for K–12 schools. That
support has helped LEAs implement mitigation policies described above;
as of April 26, 2021, nearly 90% of LEAs were offering at least some in-
person instruction. To the extent that the State imposes requirements
regarding implementation of health and safety protocol for the 2021-2022
school year, the NJDOE will continue to provide this level of
individualized, LEA-specific supports.
Additionally, the NJDOE is in the process of hiring a State School Nurse
Consultant, who will provide instrumental support for school nurses and
other school health staff in understanding and implementing health and
safety strategies for the return to in-person instruction. The NJDOE will
also make clear in its ARP ESSER guidance that ESSER funds may be
used to implement mitigation strategies in line with CDC guidance.
[end response]
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;
25
[begin response]
On May 17, 2021, Governor Murphy announced that school districts will
be required to fully open buildings beginning fall 2021. In the 2021-2022
school year, parents or guardians will not be able to opt their child out of
in-person instruction. The NJDOE understands that in-person instruction
provides the greatest opportunities for learning acceleration, therefore on-
going support is being provided to school district leaders so they can
address any foreseeable challenges.
[end response]
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
[begin response]
The NJDOE has maintained regular, ongoing consultation with the New
Jersey State Department of Health (NJDOH) since the onset of the
COVID-19 pandemic. All state guidance regarding health and safety
protocol for PK–12 education services are developed, implemented, and
enforced collaboratively by NJDOH and NJDOE. This includes the State’s
administration of funds awarded by the CDC to support screening testing
in K–12 schools. The state of New Jersey received $267.5 million in ELC
Reopening Schools funds that will be used to support screening testing
programs in K–12 schools.
At the local level, LEAs consult regularly with local health officials; all
NJDOE and NJDOH guidance insists that all local decision-making
regarding health and safety operations of K–12 schools be made by LEAs
in close consultation with community members and local health officials.
[end response]
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
[begin response]
As outlined above, the NJDOE will provide routine and comprehensive
guidance and technical assistance to its LEAs in the form of guidance on
the use of ESSER funds, direct supports provided by the NJDOE’s county
offices, and technical assistance based on the specific mitigation strategies
that LEAs identify as barriers to the return to in-person learning. As part
of its ongoing support for LEAs on the effective use of the ESSER funds,
26
the NJDOE created an interactive website that provides up to date
information on all grant opportunities funded through the ESSER funds as
well as links to relevant NJDOE and Federal guidance. The NJDOE has
partnered with stakeholder organizations to conduct technical assistance
sessions and collaborated on the development of a frequently asked
questions document.
[end response]
2. Return to In-Person Instruction and Continuity of Services Plans
Describe how the SEA will ensure that its LEAs that receive ARP ESSER funds
meet the requirements in section 2001(i) of the ARP Act and the requirements
relating to the ARP ESSER funds published in the Federal Register and available
at https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements)
to either: (a) within 30 days of receipt of the funds, develop and make publicly
available on the LEA’s website a plan for the safe return to in-person instruction
and continuity of services, or (b) have developed and made publicly available on
the LEA’s website such a plan that meets statutory requirements before the
enactment of the ARP Act, including:
i. How the SEA will ensure that each LEA plan includes, or will be modified
to include, the extent to which it has adopted policies and a description of
any such policies on each of the strategies listed in table B1;
ii. How the SEA will ensure that each LEA plan describes how it will ensure
continuity of services including but not limited to services to address the
students’ academic needs, and students’ and staff social, emotional, mental
health, and other needs, which may include student health and food
services;
iii. How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER grant
period (i.e., through September 30, 2023),2 and revises as appropriate, its
plan, and how the SEA will ensure that the LEA seeks public input, and
takes such input into account on (1) whether revisions are necessary and,
if so, (2) the revisions to the plan; and
2
ARP ESSER funds are subject to the Tydings amendment in section 421(b) of the General Education
Provisions Act, 20 U.S.C. 1225(b), and are therefore available to SEAs and LEAs for obligation through
September 30, 2024. Review and revisions of these plans, if necessary, are not required during the
Tydings period.
27
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.
[begin response]
The NJDOE will require that, within 30 days of the NJDOE making ARP
ESSER applications available to LEAs, each LEA submit to the NJDOE
and post to the LEA’s website the LEA’s Safe Return to In-Person
Instruction and Continuity of Services Plan. To ensure that each such plan
meets the minimum statutory requirements, and the requirements
described in this question, the NJDOE will provide a template that
incorporates all required information. The NJDOE will further require that
LEAs submit to the NJDOE and post to their websites any revisions of
such plans at least every six months through the ARP ESSER grant period.
Regarding question B.2.iv - prior to reopening in the 2020-2021 school
year, the NJDOE collected a checklist from each LEA assuring the LEA’s
compliance with the State’s health and safety standards if the LEA was
opening for in-person instruction. If any health and safety protocols are
required for the 2021-2022 school year, the NJDOE will support LEAs
providing in-person instruction in adherence to those protocols.
[end response]
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of students,
families, and educators. In this section, SEAs will describe their plans for consultation and for
coordinating the use of ARP ESSER funds with other resources to meet the needs of students.
1. SEA Consultation
Consistent with the ARP ESSER requirements, describe how the SEA engaged in
meaningful consultation with stakeholders, and incorporated input into its plan,
including, but not limited to:
i. students;
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
28
v. school and district administrators (including special education
administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff, and
their unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and youth
in foster care, migratory students, children who are incarcerated, and
other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
[begin response]
The NJDOE sought input from a broad range stakeholders in the development of
this ARP ESSER State Plan, including those identified in prompt C.1 above, state
legislators, and members of the New Jersey State Board of Education. In total, the
NJDOE reviewed this ARP ESSER State Plan with and sought input on it from 35
stakeholder associations that represent New Jersey’s diverse education
community. Specifically, the NJDOE met virtually with leaders and members of
New Jersey associations representing the stakeholders described in C.1 above. In
each meeting, the NJDOE presented a summary of its then-current draft of its
ARP ESSER State Plan, and invited participants to provide feedback on the
NJDOE’s proposals. The following associations participated or were invited to
participate in those meetings:
1. New Jersey Education 5. New Jersey Principals
Association and Supervisors Association
2. New Jersey 6. New Jersey School
Association of School Boards Association
Administrators
7. Advocates for
3. New Jersey Children of New Jersey
Association of School
Business Officials 8. JerseyCAN
4. New Jersey State 9. New Jersey Public
Parent-Teacher Association Charter School Association
29
10. Statewide Parent 25. Association of
Advocacy Network - NJ Schools and Agencies for the
Handicapped
11. Education Law Center
26. Nonpublic Advisory
12. Save our Schools Committee
13. New Jersey State 27. New Jersey School
Chapter of the National Buildings and Grounds
Association for the Association
Advancement of Colored
People 28. New Jersey State
School Nurses Association
14. Latino Action
Network 29. New Jersey
Association for School of
15. NJ State Senate and Social Workers
NJ State Assembly Education
Committee Members 30. New Jersey
Association of Black
16. State Board of Educators
Education
31. New Jersey
17. Jersey Promise Association of School
Psychologists
18. Arts Education New
Jersey 32. New Jersey School
Counselors Association
19. New Jersey Center for
Teaching and Learning 33. Social Emotional
Learning Association for
20. New Jersey Work New Jersey
Environmental Council
34. New Jersey Teach for
21. Garden State America
Coalition
35. New Jersey
22. American Federation Association for Gifted
of Teachers Children
23. Abbott Leadership 36. New Jersey
Institute Community School Coalition
24. New Jersey Teachers 37. New Jersey
of English to Speakers of Afterschool Coalition
Another Language, New
Jersey Bilingual Educators
30
The NJDOE also provided the public and LEAs notice and opportunity to provide
input in the development of the plan. A full draft of the plan and a user-friendly
summary were posted to the NJDOE’s website and distributed to LEAs in the
manner in which the NJDOE customarily provides notice and opportunity to
comment to the public. The NJDOE received 42 emails or other correspondence
providing input. That input was taken into account in the development of this
plan.
Major themes of this input included:
1. Any activities funded by the State set-aside funds should:
i. address the disproportionate impact of COVID-19 on various
underserved student groups, including English learners and
students with disabilities;
ii. support meaningful enrichment activities in a broad range of
academic content areas, including STEM and the arts, as well as
non-academic enrichment such as social-emotional learning,
extracurricular programming, and re-socialization among students;
iii. foster collaboration among interdisciplinary teams at LEAs
(including teachers, administrators, school nurses, school
librarians, counselors, and other support staff) to develop holistic
interventions that address students’ academic, social, emotional,
and health needs. Relatedly, State set-aside funds should bolster
supply of/access to those critical LEA staff – or high-quality
community providers of educational services – while considering
the sustainability of any programs funded by grants with a limited
period of availability;
2. Should the NJDOE utilize its State set-aside to establish grants for LEAs,
any such grants should be made on a formula, rather than competitive
basis, to minimize burden on LEAs; and
3. ARP ESSER implementation should be continuously informed by as
many sources of high-quality student performance data as possible,
potentially including student performance on LEAs’ benchmark and
interim assessments.
The NJDOE took this input into account in developing its uses of State set-aside
funds. For example, in response to bullet 1.iii immediately above, the NJDOE
ensured that the “Acceleration Coach and Educator Support Grant” described in
section D.1 may be used to support a variety of school staff, including educators
and key support staff (e.g. school counselors, special education personnel, nurses,
social workers, and psychologists), and ensured that the “MTSS Staff” grant
described in section D.4 may be used to contract with service providers as well as
to hire staff. In response to bullet 2, the NJDOE specifies in this State Plan that
the grants it proposes to fund with its ARP ESSER state set-aside are formula
grants; in response to bullet #3, the NJDOE provides in this State Plan, and
considered during the development of this State Plan, the Interim Assessment
Data Collection provided in section A.3. See Section D. for additional details on
the NJDOE’s proposed uses for ARP ESSER state set-aside funds.
[end response]
2. Coordinating Funds
Describe to what extent the SEA has and will coordinate Federal COVID-19
pandemic funding and other Federal funding. This description must include:
i. How the SEA and its LEAs 1) are using or have used prior to the submission of
this plan and 2) plan to use following submission of this plan, Federal COVID-19
funding under the Coronavirus Aid, Relief, and Economic Security (“CARES”)
Act and the CRRSA Act to support a safe return to and safely maximize in-person
instruction, sustain these operations safely, and address the disproportionate
impact of the COVID-19 pandemic on individual student groups (including
students from low-income families, children with disabilities, English learners,
racial or ethnic minorities, students experiencing homelessness, children and youth
in foster care, and migratory students);
32
Table C1.
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
ESSER I (CARES Please see question --
Act) A.1 for the uses of
ESSER I State set-
aside funds.
GEER I (CARES N/A – all GEER I --
Act) funds were dedicated
to higher education
and allocated by New
Jersey’s Office of the
Secretary of Higher
Education.
ESSER II (CRRSA Please see question --
Act) A.1 for the uses of
ESSER II State set-
aside funds.
GEER II (CRRSA All CRRSA Act CRRSA Act Section
Act) Section 312(b) GEER 312(d) GEER funds
II funds were allocated to EANS
dedicated to higher will be used in
education and accordance with that
allocated by New statute for services
Jersey’s Office of the for eligible nonpublic
Secretary of Higher schools.
Education.
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.
[begin response]
As of 4/26/2021, for ESSER I, the following amounts have been made available
to LEAs, or obligated but not expended by the SEA:
• Funds made available to LEAs: $294,952,374
• SEA obligated but not expended: $5,994,629.31
33
As of 4/26/2021, for ESSER II, the following has been made available to LEAs,
or obligated but not expended by the SEA:
• Funds made available to LEAs: $1,113,953,770.00
• SEA obligated but not expended: $116,366,419.00
The NJDOE keeps track of reimbursements through the twice-monthly
reimbursement opportunities. The NJDOE does not have information on LEA
obligations and is not able to track LEA obligations.
[end response]
iii. In supporting LEAs as they plan for the safe return to and continuity of in-person
instruction and for meeting the academic, social, emotional, and mental health
needs of students resulting from the COVID-19 pandemic, the extent to which the
SEA is also using other Federal funding sources including but not limited to under
the Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for child nutrition
services, and McKinney-Vento Homeless Assistance Act, and the funds to support
the needs of students experiencing homelessness provided by section 2001(b)(1) of
the ARP Act.3
[begin response]
The NJDOE provided detailed guidance on how federal funds, including funds
under ESEA, IDEA, and Perkins, can be used during the COVID-19 pandemic on
specific student and educator needs related to reopening schools.
Additionally, the NJDOE has used or will use funds from the following programs:
ESEA
Building on grants funded by ESSER II State set-aside, and on grants that will be
funded by ARP ESSER State set-aside, the NJDOE will use funds under Part A of
Title II of the ESEA to provide professional learning opportunities for educators
regarding digital literacy. This professional learning will be designed to help
educators and school leaders make student data easier to understand for students,
parents and families. The professional supports would directly help districts that
choose to utilize their ESSER II funds to provide professional learning on data
literacy, growth mindset, and student, parent and educator professional learning.
Title II-A funds also supported recent NJDOE efforts to collaborate with
educators to develop ELA and math instructional units, to help educators better
3
Please note that the needs of students experiencing homelessness must be addressed (along with the
other groups disproportionately impacted by the COVID-19 pandemic) through the use of the ARP
ESSER SEA reservations and the required LEA reservation for the academic impact of lost instructional
time; the funding provided to support the needs of students experiencing homelessness by section
2001(b)(1) of the ARP Act is in addition to the supports and services provided with ARP ESSER funds.
34
understand the ELA and math New Jersey Student Learning Standards. The
products of that work, as well as the partnerships developed with key teacher
leaders, will serve as the base to provide more professional learning around ways
to accelerate learning in math, ELA and science. Additionally, in the coming
year, Title II-A funds will be utilized to create educator “toolkits” for NJDOE’s
recently update academic standards. These resources will be created by educators
across various content areas to help educators make interdisciplinary connections
and provide authentic, project-based lesson examples that connect the various
content areas into one lesson or unit.
The NJDOE will also coordinate funds under the ESEA’s Title IV, Part A,
Student Support and Academic Enrichment Program with ESSER-supported
activities by exploring student-centered learning acceleration activities in STEM
and the arts to help educators and school leaders ensure instructional emphasis on
this interdisciplinary instructional approach.
In these ways, ESEA funds will work in tandem with ESSER funds to help level
the playing field between educators and families so students, families and
educators can better collaborate and partner to support a students’ growth mindset
and agency and to find ways to personalize and target each student’s individual
instructional needs.
IDEA
The NJDOE has leveraged IDEA funding to continue its support of students with
disabilities, educators and families throughout the COVID-19 pandemic. The
NJDOE collaborated closely with its contracted state university partners,
Montclair State University, Rutgers University, and Rowan University to support
professional learning and instructional delivery statewide. The work focused on
the redesign and reimagination of professional development, technical assistance,
and resource development to facilitate the inclusion of students with disabilities in
remote instruction environments (via the NJ Inclusive Education Technical
Assistance Project); student engagement in remote and hybrid instructional
settings utilizing NJ Positive Behavior Support in Schools (NJPBSIS); and
support for our most severely disabled students and the educators who work with
them to provide remote Community-Based Instruction (CBI) resources during
community restrictions. In addition, specialists and consultants at New Jersey’s
Learning Resource Center Network continue to provide webinars, workshops and
technical assistance to LEAs and families of students with disabilities.
Perkins
NJDOE’s use of Perkins funds complements academic enrichment efforts funded
by ESSER by, for example, supporting grant opportunities for LEAs to enhance
career awareness in middle grades, supply chain management summer courses for
students, and training for coordinators of CTE programs.
35
ARP-Homeless Children and Youth Fund
New Jersey received approximately $4.5 million in ARP Homeless I Funds. In
accordance with the legislation and with USED’s April 22, 2021 correspondence,
the NJDOE is considering using the funds to conduct a Statewide Comprehensive
Needs Assessment; provide training for regional coordinators and LEA Homeless
liaisons; build SEA capacity to track/monitor and provide technical assistance to
LEAs to ensure identification of historically underserved populations such as rural
children and youth, tribal children and youth, students of color, children and
youth with disabilities, English learners, LGBTQ+ youth, and pregnant, or
caregiving students experiencing homelessness; and increase awards to existing
McKinney-Vento grantees.
[end response]
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the ARP
Act’s required State set-asides to address the academic impact of lost instructional time, provide
summer learning and enrichment programs, and provide comprehensive afterschool programs. In
this section, SEAs will describe their evidence-based strategies for these resources.
1. Academic Impact of Lost Instructional Time
Describe how the SEA will use the funds it reserves under section 2001(f)(1) of
the ARP Act (totaling not less than 5 percent of the State’s total allocation of ARP
ESSER funds) on evidence-based interventions to address the academic impact of
lost instructional time by supporting the implementation of evidence-based
interventions, such as summer learning or summer enrichment, extended day,
comprehensive afterschool programs, or extended school year programs, and
ensure that such interventions respond to students’ academic, social, emotional,
and mental health needs. The description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
ii. How the evidence-based interventions will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use to
determine the impact of lost instructional time; and
iii. The extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
36
during the 2019-2020 and 2020-2021 school years; and 2) students
who did not consistently participate in remote instruction when offered
during school building closures.
[begin response]
The NJDOE will use the funds it reserves under section 2001(f)(1) (totaling 5% of
the State’s total allocation of ARP ESSER funds) to establish an “Acceleration
Coach and Educator Support” formula grant for LEAs. LEAs will use these grant
funds to implement professional learning for educators and other school staff in
skills and topics that will empower them to better meet the needs of their students.
Permitted topics of professional learning might include, but are not limited to:
• Support of Intervention and Referral Services and Multi-Tiered Systems
of Supports and Response to Intervention, that expand the LEA’s capacity
to stand up effective, high-quality learning acceleration activities
supported by the Learning Acceleration grant that NJDOE made available
in March 2021;
• Development of positive school climates that promote the social,
emotional, and well-being of students using universal tier I supports,
strategies, and interventions;
• Implementation of social and emotional learning in classroom, schools,
and communities;
• Culturally responsive teaching practices that acknowledge and affirm
students’ cultural identities and expand educators’ understanding of the
relationship between a student’s cultural background and their academic,
social, and emotional needs.
• Digital literacy and equitable access to high quality curriculum and
instructional technology with a focus on understanding how access differs
for students of poverty, of color, with special needs, and English learners;
• Use of local and state assessment data to improve instruction;
• Engaging educators and parents in the community to prioritize standards,
providing scaffolding and personalized supports through extended
learning and ensuring equitable access to grade level standards;
• Identifying the disproportionate impact of COVID-19 on different student
subgroups and based on differing levels of access to in-person learning
since March 2020; and
• Other professional learning that will empower educators to better meet the
needs of their students.
Acceleration Coach and Educator Support grants will allow LEAs to provide
professional learning opportunities to a variety of school staff, including
educators and key support staff (e.g. school counselors, special education
37
personnel, nurses, social workers, and psychologists) on topics tailored to the
unique academic as well as social, emotional, and mental health needs of their
students.
To ensure that Acceleration Coach and Educator Support grant funds address the
disproportionate impact of COVID-19 on different student populations, the
NJDOE will utilize a weighted enrollment allocation formula that assigns
additional weight to lower grade bands, Limited English Proficient Students, and
students eligible for free or reduced-price lunch. An LEA’s weighted enrollment
for this purpose will be calculated in a manner nearly identical to that used to
determine an LEA’s state aid amount under New Jersey’s School Funding Reform
Act (SFRA), with the exception that the SFRA assigns more weight to higher
grade bands rather than lower grade bands. Weighted enrollment for the purposes
of this grant will assign a weight of 1.16 to elementary school students (grades K-
5), a weight of 1.04 to middle school students (grades 6-8), and a weight of 1.0 to
high school students (grades 9-12) (under SFRA, the weights for elementary
school students and high school students are swapped from those described
above). The SFRA is a well-established and NJ court-approved funding
methodology, nationally recognized for ensuring equitable distribution of funding
based on an LEA’s unique student population. Aligning the allocation formula for
this grant to SFRA – with grade-band weights modified to reflect an emerging
understanding that remote learning posed greater challenges for younger students
than for older students (e.g., according to NAEP’s January 2021 Monthly School
Survey Dashboard, 51% of 8th graders in New Jersey had more than five hours of
live instruction per day during remote learning, compared to only 31% of 4th
graders) – lends this allocation method considerable power to distribute funds
equitably and to glean the long-term benefits of additional investment in our
youngest learners. The NJDOE will establish a minimum allocation of $50,000 to
provide each LEA capacity to carry-out meaningful, evidence-based grant
activities.
Further, in addition to the allowable uses described above, the LEA application
for this grant will require the LEA to ensure that funds are used only to address
the academic impact of lost instructional time through evidence-based
interventions that respond to the academic, social, emotional, and mental health
needs of students, and that the LEA will use its grant funds to address the
disproportionate impact of COVID-19 on the student groups listed in question
A.3. Compliance with these requirements will be further enforced through
standard grant reporting and support through technical assistance and monitoring.
*[Begin NJDOE amendment]*
Additionally, but separately from the Acceleration Coach and Educator Support
grant program, the NJDOE will use funds reserved under section 2001(f)(1) of
the ARP to support the costs of assessments designed to measure student
readiness to engage with grade level learning, including the Start Strong
assessments and a Kindergarten Readiness Assessment. professional learning
38
initiatives to bolster foundational literacy and research-based student supports.
These assessments initiatives are important tools strategies in the State and LEA's
approach to implementing evidence-based interventions to address the academic
impact of lost instructional time. As outlined in section A.3, various data on the
academic, social, emotional, and mental health needs of students will be available
to NDOE to help continuously evaluate and respond to the State's evolving
educational needs.
*[End NJDOE Amendment]*
[end response]
2. Evidence-Based Summer Learning and Enrichment Programs
Describe how the SEA will use the funds it reserves under section 2001(f)(2) of
the ARP Act (totaling not less than 1 percent of the State’s total allocation of ARP
ESSER funds) for evidence-based summer learning and enrichment programs,
including those that begin in Summer 2021, and ensure such programs respond to
students’ academic, social, emotional, and mental health needs. The description
must include:
i. A description of the evidence-based programs that address the academic,
social, emotional, and mental health needs of students (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of those
programs;
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.–viii. When
possible, please indicate which data sources the SEA will use to identify
students most in need of summer learning and enrichment programs; and
iii. The extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years; and 2) students who did not
consistently participate in remote instruction when offered during school
building closures.
[begin response]
The NJDOE will use the funds it reserves under section 2001(f)(2) (totaling not
less than 1 percent of the State’s total allocation of ARP ESSER funds) to
establish a Summer Enrichment Activities formula grant to LEAs. These grants
will support research-based academic enrichment activities such as summer
39
learning academies and 1:1 tutoring, as well as summer activities that support the
broader learning ecosystem of students, staff, and families, such as providing time
for re-socialization and developing social emotional skills and growth mindsets
in students, professional learning for educators regarding the use of universal
screening assessments, and education and training programs for parents and
caregivers. LEAs will be required to target funds to content areas that have been
most impacted by the disruptions of COVID-19 at that LEA, (e.g. STEM, younger
grades, or visual and performing arts).
To ensure that Summer Enrichment Activities grant funds address the
disproportionate impact of COVID-19 on different student populations, the
NJDOE will utilize a weighted enrollment allocation formula that assigns
additional weight to lower grade bands, Limited English Proficient Students, and
students eligible for free or reduced-price lunch. An LEA’s weighted enrollment
for this purpose will be calculated in a manner nearly identical to that used to
determine an LEA’s state aid amount under New Jersey’s School Funding Reform
Act (SFRA), with the exception that the SFRA assigns more weight to higher
grade bands rather than lower grade bands. Weighted enrollment for the purposes
of this grant will assign a weight of 1.16 to elementary school students (grades K-
5), a weight of 1.04 to middle school students (grades 6-8), and a weight of 1.0 to
high school students (grades 9-12) (under SFRA, the weights for elementary
school students and high school students are swapped from those described
above). The SFRA is a well-established and NJ court-approved funding
methodology, nationally recognized for ensuring equitable distribution of funding
based on an LEA’s unique student population. Aligning the allocation formula for
this grant to SFRA – with grade-band weights modified to reflect an emerging
understanding that remote learning posed greater challenges for younger students
than for older students (e.g., according to NAEP’s January 2021 Monthly School
Survey Dashboard, 51% of 8th graders in New Jersey had more than five hours of
live instruction per day during remote learning, compared to only 31% of 4th
graders) – lends this allocation method considerable power to distribute funds
equitably and to glean the long-term benefits of additional investment in our
youngest learners. The NJDOE will establish a minimum allocation of $40,000 to
provide each LEA capacity to carry-out meaningful, evidence-based grant
activities.
Further, in addition to the allowable uses described above, the LEA application
for this grant will require the LEA to ensure that funds are used to provide
evidence-based summer learning and enrichment programs that address students’
academic, social, emotional, and mental health needs, and that grant-funded
activities address the disproportionate impact of COVID-19 on the student groups
listed in question A.3.
Compliance with these requirements will be further enforced through standard
grant reporting and support through technical assistance and monitoring.
[end response]
40
3. Evidence-Based Comprehensive Afterschool Programs
Describe how the SEA will use the funds it reserves under section 2001(f)(3) of
the ARP Act (totaling not less than 1 percent of the State’s total allocation of ARP
ESSER funds) for evidence-based comprehensive afterschool programs
(including, for example, before-school programming), and ensure such programs
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has selected,
and the extent to which the SEA will evaluate the impact of those
programs;
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii. When
possible, please indicate which data sources the SEA will use to identify
students most in need of comprehensive afterschool programming; and
iii. the extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years; and 2) students who did not
consistently participate in remote instruction when offered during school
building closures.
[begin response]
The NJDOE will use the funds it reserves under section 2001(f)(3) (totaling not
less than 1 percent of the State’s total allocation of ARP ESSER funds) to
establish a Comprehensive Beyond the School Day Activities formula grant to
LEAs. These grants will support research-based academic enrichment activities
during out-of-school time (e.g. before-school, after-school, weekends, and holiday
breaks) such as 1:1 tutoring, as well as activities that support the broader learning
ecosystem of students, staff, and families, such as providing time for re-
socialization and developing social emotional skills and growth mindsets in
students, professional learning for educators in the use of universal screening
assessments, and education and training programs for parents and caregivers.
LEAs will be required to target funds to content areas that have been most
impacted by the disruptions of COVID-19 at that LEA (e.g. STEM, younger
grades, or visual and performing arts).
To ensure that Comprehensive Beyond the School Day Activities grant funds
address the disproportionate impact of COVID-19 on different student
populations, the NJDOE will utilize a weighted enrollment allocation formula that
41
assigns additional weight to lower grade bands, Limited English Proficient
Students, and students eligible for free or reduced-price lunch. An LEA’s
weighted enrollment for this purpose will be calculated in a manner nearly
identical to that used to determine an LEA’s state aid amount under New Jersey’s
School Funding Reform Act (SFRA), with the exception that the SFRA assigns
more weight to higher grade bands rather than lower grade bands. Weighted
enrollment for the purposes of this grant will assign a weight of 1.16 to
elementary school students (grades K-5), a weight of 1.04 to middle school
students (grades 6-8), and a weight of 1.0 to high school students (grades 9-12)
(under SFRA, the weights for elementary school students and high school
students are swapped from those described above). The SFRA is a well-
established and NJ court-approved funding methodology, nationally recognized
for ensuring equitable distribution of funding based on an LEA’s unique student
population. Aligning the allocation formula for this grant to SFRA – with grade-
band weights modified to reflect an emerging understanding that remote learning
posed greater challenges for younger students than for older students (e.g.,
according to NAEP’s January 2021 Monthly School Survey Dashboard, 51% of
8th graders in New Jersey had more than five hours of live instruction per day
during remote learning, compared to only 31% of 4th graders) – lends this
allocation method considerable power to distribute funds equitably and to glean
the long-term benefits of additional investment in our youngest learners. The
NJDOE will establish a minimum allocation of $40,000 to provide each LEA
capacity to carry-out meaningful, evidence-based grant activities.
Further, in addition to the allowable uses described above, the LEA application
for this grant will require the LEA to ensure that funds are used to provide
evidence-based summer learning and enrichment programs that address students’
academic, social, emotional, and mental health needs, and that grant-funded
activities address the disproportionate impact of COVID-19 on the student groups
listed in question A.3.
Compliance with these requirements will be further enforced through standard
grant reporting and support through technical assistance and monitoring.
[end response]
4. Emergency Needs
If the SEA plans to reserve funds for emergency needs under section 2001(f)(4) of
the ARP Act to address issues responding to the COVID-19 pandemic, describe
the anticipated use of those funds, including the extent to which these funds will
build SEA and LEA capacity to ensure students’ and staff’s health and safety; to
meet students’ academic, social, emotional, and mental health needs; and to use
ARP ESSER funds to implement evidence-based interventions.
[begin response]
42
The NJDOE will use funds reserved under section 2001(f)(4) for the following
activities:
Grants for Otherwise Unfunded Entities
As the NJDOE did with its ESSER I and ESSER II state set-aside, make ARP
ESSER grants available to educational entities that did not receive funds under
Title I, Part A of the ESEA in FY2020 (e.g. non-Title I LEAs, State Agencies, and
public receiving schools).
MTSS Staff Grants to LEAs
Establish a formula grant to LEAs to support hiring staff or contracting with
service providers to develop and implement Tier II (targeted, small group
interventions) and Tier III (intensive interventions) services in accordance with a
multi-tiered systems of supports framework that addresses students’ and
educators’ mental health and social emotional needs. LEAs may also use MTSS
Staff grants to provide professional learning in effective implementation of Tier II
and Tier III services.
Allocations for this grant will be made via a formula that assesses an LEA’s need
to enhance its mental health support services based on four indicators:
1. Each LEA’s average rate of chronic absenteeism over the last two years;
2. Each LEA’s average suspension rate over the last two years;
3. Each LEA’s average rate of violent incidents reported to the DOE over the
last two years; and
4. Each LEA’s average rate of substance abuse incidents reported to the
DOE over the last two years.
The NJDOE will provide grants to all LEAs such that the highest-ranked 5% or
“Tier III” LEAs (i.e. those most in need based on the above indicators) will
receive the highest award amount; the next 15% or “Tier II” ranked LEAs will
receive the second highest award amount; and the bottom 80% or “Tier I” ranked
LEAs will receive the minimum allocation of $45,000.
Support for High Quality Learning Management Systems
The NJDOE is also considering using these funds to support LEAs in the
implementation of high-quality learning management systems that include
benchmark and interim assessment data. More widespread adoption of such
systems across the State will not only will not only build collective assessment
literacy among stakeholders to inform education-related decisions around
43
accelerated learning, but will also improve the NJDOE’s access to comparable,
meaningful student performance data that may assist with identifying student
groups or content areas most in need of additional supports.
The proposals detailed throughout Section D. of this State Plan are based on
NJDOE’s assessment of the most effective use of State-level funds as of the
drafting of this plan. The NJDOE recognizes, however, that it must continue to
evaluate the State’s ever-evolving educational needs, and consistent with U.S.
Department of Education guidance retains the flexibility to adjust its use of funds
accordingly. To that end, these proposals are subject to revision as circumstances
change, new health guidance is released, and additional information becomes
available regarding the academic, social, emotional, and mental health needs of
New Jersey students and educators. The NJDOE will continue to ensure that,
within the relevant federal requirements, activities funded by State-level ARP
ESSER funds are aligned to the State’s current needs and circumstances.
Section 427 Statement:
The NJDOE requires all applicants for federal funds to certify a statement of
assurance that the applicant will comply with all provisions of the GEPA, and
monitors compliance through its Collaborative Monitoring process, thereby
ensuring that subgrants carried out with ARP ESSER state set-aside meet the
requirements of Section 427.
Regarding activities other than subgrants to LEAs carried out with ARP ESSER
state set-aside, the NJDOE will ensure equitable access to, and participation in,
any such activities. For example, the Start Strong assessment described in section
D.1 above will include all the same accessibility features included in New
Jersey’s typical statewide standardized assessment.
[end response]
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.
44
1. LEA Plans for the Use of ARP ESSER Funds
Describe what the SEA will require its LEAs to include in LEA plans consistent
with the ARP ESSER requirements for the use of ARP ESSER funds, how the
SEA will require such plans to be made available to the public, and the deadline
by which the LEA must submit its ARP ESSER plan (which must be a reasonable
timeline and should be within no later than 90 days after receiving its ARP
ESSER allocation). The LEA plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement prevention
and mitigation strategies that are, to the greatest extent practicable, in line
with the most recent CDC guidance, in order to continuously and safely
operate schools for in-person learning;
ii. How the LEA will use the funds it reserves under section 2001(e)(1) of the
ARP Act (totaling not less than 20 percent of the LEA’s total allocation of
ARP ESSER funds) to address the academic impact of lost instructional time
through the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs;
iii. How the LEA will spend its remaining ARP ESSER funds consistent with
section 2001(e)(2) of the ARP Act; and
iv. How the LEA will ensure that the interventions it implements, including but
not limited to the interventions under section 2001(e)(1) of the ARP Act to
address the academic impact of lost instructional time, will respond to the
academic, social, emotional, and mental health needs of all students, and
particularly those students disproportionately impacted by the COVID-19
pandemic, including students from low-income families, students of color,
English learners, children with disabilities, students experiencing
homelessness, children and youth in foster care, and migratory students.
[begin response]
The NJDOE will require that, within a reasonable timeframe of the NJDOE
making ARP ESSER applications available to LEAs, each LEA submit its plan
for the use of ARP ESSER Funds to the NJDOE. To ensure that each such plan
meets the minimum statutory requirements and the requirements described in this
question, the NJDOE will provide a template that incorporates all required
information, including LEA consultation requirements. LEAs will be required to
submit their plans for uses of ARP ESSER funds to the NJDOE in November
2021. Whether the LEA has posted its plan for use of ARP ESSER funds on its
website will be monitored as part of the NJDOE’s Collaborative Monitoring
process.
45
[end response]
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.
[begin response]
See response to question E.1 above.
[end response]
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;
46
ii. How the SEA will support and monitor its LEAs in specifically
addressing the disproportionate impact of the COVID-19 pandemic on
certain groups of students, including each of the student groups listed in
question A.3.i.-viii; and
iii. How the SEA will support and monitor its LEAs in using ARP ESSER
funds to identify, reengage, and support students most likely to have
experienced the impact of lost instructional time on student learning, such
as:
a. Students who have missed the most in-person instruction during the
2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote instruction
when offered during school building closures; and
c. Students most at-risk of dropping out of school.
[begin response]
ARP ESSER funds will be monitored as part of the NJDOE Collaborative
Monitoring process. The NJDOE utilizes a Subrecipient Risk Assessment Tool
which is designed to meet the requirements set forth in 2 CFR § 200.331 for pass-
through entities of federal grant awards. Specifically, the tool determines the
LEA’s risk of noncompliance with the terms and conditions of the federal award,
and the level of support the LEA will receive through monitoring activities
conducted by the State. In the current NJDOE process, all LEAs are ranked
according to a weighted and scaled score for each indicator. LEAs then are placed
into one of three “tiers” which determines their level of support. LEAs that are
placed in the “intensive tier” participate in the onsite collaborative monitoring
process. LEAs placed in the “targeted support” tier will undergo a desk
monitoring for the ESSER funds, as well as fiscal desk audits and targeted data
reviews. A specific desk monitoring protocol will be used to supplement the
existing desk monitoring protocols. The remaining LEAs are placed in the
“universal support” tier, which includes supports provided to all LEAs such as
webinars, guidance documents, training, and technical assistance.
The NJDOE revises its Risk Assessment Tool on an annual basis, and for the
2021-2022 school year, an interdepartmental working group will be convened to
review and update the tool as necessary. For the 2021-2022 school year, the tool
will be revised to include indicators relevant to LEAs’ use of ARP ESSER funds.
In addition to revising the Risk Assessment Tool, the NJDOE will update the
monitoring protocols to ensure the SEA is monitoring LEA implementation of:
• evidence-based interventions that respond to students’ academic, social,
47
emotional, and mental health needs, such as through summer learning or
summer enrichment, extended day, comprehensive afterschool programs,
or extended school year programs;
• interventions employed to specifically address 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
• how the LEA used 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:
o Students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years;
o Students who did not consistently participate in remote instruction
when offered during school building closures; and
o Students most at-risk of dropping out of school.
[end response]
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.
[begin response]
The NJDOE will provide guidance and technical assistance on the use of ESSER
funds that highlights how allowable activities may be used to advance educational
equity. As part of their application, LEAs will be required to provide information
on their plans to use ARP ESSER funds to implement an equitable and inclusive
return to in-person instruction.
[end response]
48
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support students’
academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce
i. Describe the extent to which the State is facing shortages of educators,
education administration personnel, and other school personnel involved in
safely reopening schools, and the extent to which they vary by region/type of
school district and/or groups of educators (e.g., special educators and related
services personnel and paraprofessionals; bilingual or English as a second
language educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early childhood
educators). Cite specific data on shortages and needs where available.
[begin response]
The NJDOE 2021-2022 Teacher Shortage Area report submitted to the U.S.
Department of Education designated the following subject matters as teacher
shortage areas:
• English as a Second Language—Bilingual Education discipline;
• English as a Second Language—English as a Second Language discipline;
• World Languages;
• Mathematics;
• Science;
• Special Education; and
• Career and Technical Education.
The "Educator Workforce Data" table below displays the number of FTEs in each
of these subject areas employed in NJ public schools in the 2019-2020 school year.
Educator Workforce Data
Area Data on shortages and needs
Bilingual • Unduplicated Total FTE Teachers in all Certification Areas, 1,840;
educators • Percent of Unduplicated Total FTE Teachers in all Certification Areas,
1.55%;
• Unduplicated Total Out of Field Teachers, 82;
• Unduplicated Total Out of Field Teachers, 0.07%
Area Data on shortages and needs
Special • Unduplicated Total FTE Teachers in all Certification Areas, 23,041;
Education • Percent of Unduplicated Total FTE Teachers in all Certification Areas,
19.37%;
• Unduplicated Total Out of Field Teachers, 455;
• Unduplicated Total Out of Field Teachers, 0.38%
World • Unduplicated Total FTE Teachers in all Certification Areas, 4,764;
Languages • Percent of Unduplicated Total FTE Teachers in all Certification Areas,
4.00%;
• Unduplicated Total Out of Field Teachers, 154
English as a • Unduplicated Total FTE Teachers in all Certification Areas, 2,318;
second • Percent of Unduplicated Total FTE Teachers in all Certification Areas,
language 1.95%;
educators • Unduplicated Total Out of Field Teachers, 40;
• Unduplicated Total Out of Field Teachers, 0.03%
Math • Unduplicated Total FTE Teachers in all Certification Areas, 10,039;
• Percent of Unduplicated Total FTE Teachers in all Certification Areas,
8.44%;
• Unduplicated Total Out of Field Teachers, 236;
• Unduplicated Total Out of Field Teachers, 0.20%
Science • Unduplicated Total FTE Teachers in all Certification Areas, 7,250;
• Percent of Unduplicated Total FTE Teachers in all Certification Areas,
6.09%;
• Unduplicated Total Out of Field Teachers, 177;
• Unduplicated Total Out of Field Teachers, 0.15%
CTE educators • Unduplicated Total FTE Teachers in all Certification Areas, 2,202;
• Percent of Unduplicated Total FTE Teachers in all Certification Areas,
1.85%;
• Unduplicated Total Out of Field Teachers, 363;
• Unduplicated Total Out of Field Teachers, 0.31%
Early As indicated in the NJDOE’s Teacher Shortage Area report submitted to
Childhood USED, the NJDOE has not determined early childhood to be a teacher
educators shortage area. Of the 346 traditional route candidates prepared in the 15-16
school year by New Jersey Educator Preparation Programs, 189 (54.6%) of
them were hired. This is consistent with data from years prior.
50
Additionally, the "Student to Staff Ratios" table below shows ratios of students and staff
members in the State for the 2019-2020 school year:
Student to Staff Ratios
Ratio State Ratio
Students to Teachers 12:1
Students to Administrators 148:1
Teachers to Administrators 12:1
Students to Librarians/Media Specialists 1113:1
Students to Nurses 519:1
Students to Counselors 351:1
Students to Child Study Team Members 240:1
[end response]
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.
[begin response]
The NJDOE has used and will continue to use federal funds to support a variety
of initiatives for meeting LEA staffing needs:
• As detailed in question D.1.iii, the NJDOE will use the funds it reserves
under section 2001(f)(1) (totaling 5% of the State’s total allocation of
ARP ESSER funds) to establish a grant for LEAs to support high-quality
professional learning opportunities. These opportunities may cover a range
of topics that will empower educators to better meet the academic and
social emotional needs of their students.
• The NJDOE also designated $30 million from its ESSER II State set-aside
for the provision of mental health services and supports for students and
educators, including through contracted service providers to support LEA
students and staff, as outlined in question A.1.
• The NJDOE allocated $100 million from the Coronavirus Relief Fund to
assist LEAs with defraying costs associated with reopening schools for the
2020-2021 school year, including payroll and benefit costs of those
employees whose services are substantially dedicated to mitigating or
51
responding to the COVID-19 public health emergency. These funds were
used to avoid layoffs during the COVID-19 pandemic.
• In April 2020, Governor Murphy signed legislation into law providing for
the continued payment of benefits, compensation, and emoluments to
school district employees, contracted service providers, and other public
entities during certain periods when schools are closed, including during
the COVID-19 public health emergency (P.L.2020, c.27). The NJDOE
provided guidance that encouraged LEAs to consult allowable uses under
ESSER, particularly those related to “activities that are necessary to
maintain the operation of and continuity of services in local educational
agencies and continuing to employ existing staff of the local educational
agency,” to determine how to best use ESSER funds in a manner that
meets district needs, including needs to avoid layoffs consistent with the
requirements of P.L.2020, c.27. Additionally, this legislation provided for
the continued payment to contractors, including those such as student
transportation or education service providers that employ staff specifically
trained to provide services to public schools, which helped ensure the
continued employment of these employees that are indirectly employed
through the contracts held by New Jersey school districts.
• The NJDOE provided specific guidance to LEAs encouraging the use of
CARES and CRRSA funds to avoid layoffs and hire staff.
[end response]
iii. Describe the actions the SEA will take to fill anticipated gaps in certified teachers
for the start of the 2021-2022 school year and to what extent the SEA will further
support its LEAs in expanding the educator pipeline and educator diversity while
addressing the immediate needs of students disproportionately impacted by the
pandemic (e.g., recruiting teaching candidates to provide high-dosage tutoring or
implementing residencies for teacher candidates).
[begin response]
The NJDOE has taken several actions to help fill staffing shortages throughout the
2020-2021 school year, and will continue to evaluate whether it will be possible
and beneficial to extend these flexibilities into 2021-2022:
• Temporarily extended the number of days that certificated individuals
serving in an instructional area outside of their credentials may fill vacant
teaching positions;
• Temporarily extended the time limitation in which a substitute non-
instructional school nurse can serve in a single position within a single
district;
52
• Recognizing that teacher candidates had inequitable test access and/or
fewer opportunities to test due to COVID-19, authorized the issuance of
temporary initial certifications to teacher candidates who were unable to
take the assessments required for certification; and
• Provided temporary flexibility for teacher candidates who were not able to
complete the NJDOE’s required performance assessment in the usual
manner with national scoring.
Additionally, in May 2021 Governor Murphy signed legislation designed to help
alleviate staffing shortages by reducing the number of semester-hour credits
required to receive a substitute credential for certain candidates applying for the
credential between May 11, 2021 and June 30, 2023. Pursuant to that legislation,
the NJDOE will examine issues and develop recommendations as to whether that
application window should be extended.
Building on robust and longstanding efforts to diversify the educator workforce,
this year:
• In the 2020-2021 school year, the NJDOE made $750,000 in state grant
funding available to eligible entities to recruit, train, and place new
teachers, with special emphasis on minority teachers;
• Governor Murphy’s proposed FY22 budget includes $750,000 for
Minority Teacher Development Grants and $550,000 to encourage
retention and diversification within the teaching profession.
[end response]
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).
[begin response]
The NJDOE has developed and will continue to develop a number of strategies to
support LEAs in increasing access to student support staff.
ESSER II State Set-Aside Mental Health Grant
The NJDOE designated $30 million from the State set-aside for grants to LEAs to
provide mental health services and supports for students and educators. Among
the allowable uses of these grant funds was contracting with community-based
53
providers to increase LEA capacity to provide mental health services and supports
based on student and staff needs.
ARP ESSER Sate Set-Aside
The NJDOE will use a portion of its ARP ESSER State set-aside to establish a
grant to LEAs to support the hiring of staff to develop and implement Tier II and
Tier III services in accordance with an MTSS framework that address students’
and educators’ mental health and social emotional needs.
Nursing Service Limitation Flexibility
The NJDOE temporarily modified its regulations to extend, for the 2020-2021
school year, the time limitation in which a substitute non-instructional school
nurse can serve in a single position within a single district.
Clayton Model MOU
As part of the State set-aside from the CARES Act ESSER funds, the NJDOE
entered into an MOU with Rutgers, the State University of New Jersey its Senator
Walter Rand Institute for Public Affairs (WRI) for expansion of The Clayton
Model, a universal, school-based social emotional learning (SEL) program that
serves all students within the school. The Clayton Model uses two educational
strategies that help to enhance positive youth development and academic
achievement. The first strategy teaches students about processing, integrating, and
selectively applying social and emotional skills. Social and emotional skills
include identifying emotions from social cues, goal-setting, conflict resolution,
and decision-making. Students are taught to apply these skills in developmentally,
contextually, and culturally appropriate ways. Students also learn to apply SEL
skills in order to prevent the occurrence of specific problem behaviors, such as
interpersonal violence, bullying, and school failure. The second strategy involves
fostering students’ social–emotional development by creating safe and caring
learning environments using tiered supports that incorporate peer and family
activities, improved classroom management and teaching practices, and whole-
school community-building activities. Safe and supportive school communities
allow students to feel valued, experience a greater motivation to achieve, and
develop a set of social–emotional competencies in a supportive setting that can
lead to positive outcomes.
Collaborators in this work will build capacity to train SEL coordinators and
specialists, ensure this shared services model is implemented with fidelity, and
identify systemic and structural challenges when implementing the Clayton
Model in new sites. Funding will also be used to build the capacity of
collaborating organizations to expand the Clayton Model.
Trauma Informed Training MOA
54
In addition, the State used $1.1 million in CARES Act ESSER Funds to enter into
a Memorandum of Agreement (MOA) with the New Jersey Department of
Children and Families (NJDCF) to provide trauma informed training for school
districts using several approaches in a program called “Developing Resiliency
with Engaging Approaches to Maximize Success (DREAMS).” Educators and
providers throughout New Jersey have noted that, due to the pandemic, families
are identifying challenges in managing anxiety, fear, and/or stress. Those
challenges affect their ability to help their youth manage their own feelings of
anxiety, fear, and lack of connectedness. Stakeholders identify these challenges as
a high priority need, exacerbated by social distancing and reduced access to
mental/behavioral and substance use disorder supports for youth and families.
This funding opportunity will provide access to new and innovative approaches
for educators to support youth and families during the public health crisis and in
the aftermath to help youth through the recovery and resiliency process.
DREAMS will promote healthy and healing school environments by reducing
restraints and disciplinary actions and providing teachers with resources and
support to ensure job satisfaction and classrooms that are conducive for
youth/student learning.
55
Comprehensive Mental Health and SEL Guidance
To support the social and emotional competencies of educators, the NJDOE
developed a series of professional learning modules on social and emotional
learning (SEL). Module 1 provides participants with an overview of SEL.
Modules 2–6 provide a deeper understanding of each SEL competency: self-
awareness, self-management, social awareness, responsible decision-making, and
relationship skills. The modules provide LEAs with all materials necessary to
conduct professional development sessions and facilitate professional learning
communities.
As part of the NJDOE’s ongoing efforts to support LEAs in addressing mental
health concerns, the NJDOE, as part of its interagency Mental Health Working
Group, partnered with Northeast and Caribbean Mental Health Technology
Transfer Center to develop a school mental health resource guide. The resource
guide focuses on the practical application of implementing a comprehensive
school-based mental health framework. In addition, through this partnership, the
NJDOE will provide three regional meetings with LEAs during the summer of
2021 which will provide an overview of comprehensive school mental health
services, strategies for identifying needs, and ideas for how to target funds to
specific tiers and gaps in existing services. The regional meetings will be
followed by a series of webinars in the fall. The NJDOE will also provide
opportunities for LEAs to apply for and receive individual district coaching
sessions. Individual coaching sessions are designed to provide more intensive
supports to district level teams on an as needed basis. These sessions will be
available to all schools and districts on a first come first serve basis.
[end response]
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
56
the SEA will take to build its capacity in the future (which may include the use of
ARP ESSER and other Federal COVID-19 pandemic funds at the SEA and LEA
levels), on issues that may include the following:
i. Student learning, including the academic impact of lost instructional time
during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and participation in
advanced coursework; access to technology, including educator access to
professional development on the effective use of technology; access to high-
quality educators; access to school counselors, social workers, nurses, and
school psychologists; and results from student, parent, and/or educator
surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil expenditures at
the LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g., summer and
afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary (please
refer to Appendix B of this template; final requirements will be issued
separately).
[begin response]
The NJDOE collects nearly all of the elements described in G.1.i-vi above
through existing, ongoing data collections. Relevant data elements collected by
NJDOE include:
• Student attendance;
• Use of exclusionary discipline;
• Access to and participation in advanced coursework;
• Student access to technology;
• Access to high-quality educators;
• Access to school counselors, nurses, and other support staff; and
• Fiscal data that is comparable across the state, including per-pupil
expenditures.
In addition to the data elements identified above, the NJDOE developed a CARES
Act Performance Report which collected LEA data on ESSER fund expenditures.
57
The NJDOE will revise this report, as necessary, to include additional data
elements required by CRRSA and ARP ESSER.
[end response]
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.
[begin response]
Risk Assessment
The NJDOE utilizes a Risk Assessment Tool to identify districts selected for
monitoring. The Collaborative Monitoring Risk Assessment Tool is designed to
meet the requirements set forth in 2 CFR § 200.331 for pass-through entities of
federal grant awards. Specifically, the tool is used to evaluate each LEA’s
aggregate risk of noncompliance with federal and state fiscal regulations and
requirements, and to determine the level of support the LEA will receive through
monitoring activities conducted by the NJDOE. The current process is reflected in
Figure 1, below:
Figure 1
Support
Support
LEAs with the highest Aggregate Risk Scores based on all applicable Risk
Indicators are placed in the Intensive Support Tier, unless they have undergone
58
onsite monitoring in the last two years or are scheduled to undergo monitoring via
the NJDOE’s district accountability system in the current year. LEAs with the
next highest Aggregate Risk Scores based on all applicable Risk Indicators are
placed in the Targeted Support Tier. All other LEAs are placed in the Universal
Support Tier.
The 2020-2021 Risk Assessment Tool included 12 Risk Indictors. Each indicator
has between two and seven categories for evaluating the risk level of LEA
performance. Higher numbered categories are associated with higher risk levels.
Indicators 1 through 3 are related to academic performance; the highest possible
risk level is 5 for these indicators. Indicators 4 through 12 focus on fiscal
performance. The highest possible risk level for each fiscal-related indicator is 10.
LEAs receive an Assessed Risk Level on each applicable Risk Indicator. Some
LEAs are not assessed on all risk indicators. For example, LEAs serving grades
K-8 are not assessed on Indicator 3, four- and five-year graduation rates. When an
LEA cannot be assessed on an indicator, the highest possible risk level for that
indicator is zero. To be placed in the Intensive or Targeted Support Tiers, LEAs
must be assessed on eight or more indicators.
With regard to internal controls, the NJDOE first identifies a Grantee’s risks, such
as possible misuse of funds by the subrecipients, lack of required documentation
to support costs, lack of LEA internal controls, and lack of NJDOE capacity to
complete subrecipient monitoring and application review. The NJDOE has
identified solutions for mitigating the identified risks: All LEA applications are
reviewed prior to approval, including a review of required assurances; technical
assistance will be provided to all eligible LEAs; the NJDOE Subrecipient
monitoring plan will include the use of a risk assessment tool designed to identify
the LEAs with the greatest risk. Identified LEAs will be monitored either onsite or
through a desk monitoring. Corrective Action Plans (CAPs) will be developed for
LEAs with monitoring findings. The CAPs may include, among other actions, the
revision of policies/procedures or recovery of funds if appropriate.
Primary Documentation to Prevent Improper Payments
All LEAs are awarded funds via the Electronic Web Enabled Grant System
(EWEG). The list of allowable uses in the application is linked to the budget
detail pages, so LEAs must budget funds for all selected allowable uses. LEA
draw downs of grant funds are approved by the Office of Grants Management
through EWEG. In order to receive funds, an LEA, in the ESSER Application,
must agree to the assurances outlined by USED Guidance. EWEG Internal
controls are built into the ESSER Application to assist LEAs in accurately
completing the budget process. LEAs are required to check one or more of the
allowable uses (provided by USED guidance). For each selected allowable use, a
comment box opens in which the LEA provides an explanation of the identified
need for which funds will be used. The LEA will not be able to move forward
without providing an explanation in the comment box for each selected allowable
use. The allowable uses are linked directly to the budget detail section of the
59
ESSER Application. The LEA is required to budget funds for each selected
allowable use. The ESSER Application cannot be submitted for review and
approval until the budget matches all selected allowable uses. Applications are
reviewed and approved by staff in the Office of Grants Management.
Reimbursement requests are reviewed and approved by staff in the Office of
Grants Management.
Oversight Integrity Monitors:
In addition to the process outlined above, NJDOE also will engage the services of
a COVID-19 Oversight Integrity Monitors (“Integrity Monitors”) in relation to
these funds. The purpose of the Integrity Monitors is to identify any fraud, waste
or abuse that maybe occurring with these funds. Integrity Monitors will monitor
between 40 and 60 LEAs receiving ARP ESSER funds based on risk.
Additionally, Integrity Monitors will also be monitoring the SEA funds.
On July 17, 2020, Governor Murphy signed Executive Order 166 (“EO 166”),
which, among other things, established the COVID-19 Compliance and Oversight
Task Force (the “Taskforce”) and the Governor’s Disaster Recovery Office
(GDRO). The purpose of the Taskforce is to advise each principal department and
agency of this State, as well as each independent State authority COVID-19
Recovery Program participant, that receive or administer COVID-19 Recovery
Funds regarding compliance with federal and State law and direction as to how to
mitigate the risks of waste, fraud, and abuse.
Pursuant to EO 166, the Taskforce has issued guidelines regarding the
appointment and responsibilities of Integrity Monitors. State Agencies may retain
and appoint Integrity Monitors to oversee the disbursement of COVID-19
Recovery Funds and the administration of a COVID-19 Recovery Program.
Integrity Monitors are intended to serve as important parts of the State’s
accountability infrastructure while working with NJDOE in developing measures
to prevent, detect, and remediate inefficiency and malfeasance in the expenditure
of COVID-19 Recovery Funds.
EO 166 requires State Agencies to identify an Accountability Officer to serve as
central point of contact for tracking COVID-19 funds within each agency or
authority and is responsible for working with and serving as a direct point of
contact for the GDRO and the Taskforce.
The Integrity Monitors support monitoring and oversight and ensure that NJDOE
administers COVID-19 Recovery Funds in compliance with program, financial,
and administrative requirements set forth in the federal-state grant agreement, the
State-Recovery Program Participant sub-grant agreement, and applicable federal
and state laws, regulations, and guidelines.
[end response]
60
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
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.
[begin response]
Data included in the Table 1 section of Appendix A of this Plan reflect school operating status as
of June 9, 2021.
As noted in section A.5 of the NJDOE’s ARP ESSER State Plan, in SY 2020-2021, all schools in
the state were required to offer a fulltime remote learning option to all students. Therefore, all
schools would be considered to “offer” a remote-only option. To provide more insight into the
operating status of public schools in New Jersey, the column headers requested were modified
slightly: the original header “Offered to all students” was revised to “Primary operating status for
all students,” the original header “Offered to some students” was revised to “Primary operating
status for some students,” (i.e., schools for which a given operating status is the primary status
for some groups of students, such as English Learners, students with disabilities, or certain grade
levels, while a different operating status is the primary status for other groups of students) and
the original header “Not offered” was revised to “Not the primary operating status.”
Operating Status of All Preschool through Grade 12 Public Schools in New Jersey*
Number of public schools All Primary Primary Not the
schools operating operating status primary
status for all for some operating
students students status
Remote or online only 2,509 33 78 2,395
School buildings open with
both remote/online and in-
person instruction
(hybrid) 2,509 1,221 86 1,199
School buildings open with
full-time in-person
instruction 2,509 1,157 24 1,325
*Data unavailable for three schools.
61
Operating Status of Public Schools Serving Any or All Elementary Grades PK–5
Number of public All Primary Primary Not the
elementary schools schools operating status operating status primary
for all for some operating
elementary elementary status
students students
Remote or online only 1,778 17 60 1,701
School buildings open
with both remote/online
and in-person
instruction (hybrid) 1,778 839 64 875
School buildings open
with full-time in-person
instruction 1,778 850 18 910
Operating Status of Public Schools Serving Any or All Middle School Grades 6–8
Number of public All Primary Primary Not the
middle schools schools operating status operating status primary
for all middle for some middle operating
school students school students status
Remote or online only 992 25 45 922
School buildings open
with both remote/online
and in-person
instruction (hybrid) 992 473 45 474
School buildings open
with full-time in-person
instruction 992 446 10 536
Operating Status of Public Schools Serving Any or All High School Grades 9–12
Number of public high All Primary Primary Not the
schools schools operating status operating status primary
for all high for some high operating
school students school students status
Remote or online only 511 12 18 481
School buildings open
with both remote/online
and in-person
instruction (hybrid) 511 274 22 215
School buildings open
with full-time in-person
instruction 511 200 6 305
[end response]
62
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
[begin response]
Student Learning Environment as of October 15, 2020
Number of Total Remote or online Both Full-time in-
students enrollment only (due either to remote/online and person
the LEA’s in-person instruction
learning model or instruction
due to family (hybrid)
choice)
Students from 474,856 366,170 84,640 19,768
low-income
families
White, not 551,235 220,630 294,492 31,749
Hispanic
Black or African 198,832 162,063 29,894 4,605
American, not
Hispanic
Hispanic, of any 413,051 306,403 82,430 19,187
race
Asian, not 141,285 108,129 29,512 2,530
Hispanic
American Indian 2,097 1,465 551 60
or Alaskan
Native, not
Hispanic
Native Hawaiian 2,647 1,881 678 79
or Pacific
Islander, not
Hispanic
Two or more 34,294 19,248 13,142 1,656
races, not
Hispanic
English learners 93,152 73,206 13,288 5,668
Children with 218,594 121,540 77,025 17,187
disabilities
63
Number of Total Remote or online Both Full-time in-
students enrollment only (due either to remote/online and person
the LEA’s in-person instruction
learning model or instruction
due to family (hybrid)
choice)
Students 10,245 6,590 2,262 615
experiencing
homelessness
Migratory 668 283 197 173
students
[end response]
64
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.
65
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
• The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under the ARP
ESSER program or activity based on race, color, national origin, which includes a
person’s limited English proficiency or English learner status and a person’s actual or
perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-
discrimination obligations arise under Federal civil rights laws, including but not limited
to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of
1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of
1975. In addition, the SEA must comply with all regulations, guidelines, and standards
issued by the Department under any of these statutes;
• The SEA will comply with all ARP Act and other ARP ESSER requirements and all
requirements of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the
ARP Act, absent a waiver by the Secretary pursuant to section 2004(a)(2) of the
ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the
ARP Act, and ensuring its LEAs comply with the maintenance of equity provision
in section 2004(c) of the ARP Act (please note that the Department will provide
additional guidance on maintenance of equity shortly);
• The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner
and, to the extent practicable, not later than 60 days after the SEA receives ARP ESSER
funds (i.e., 60 days from the date the SEA receives each portion of its ARP ESSER
funds). An SEA that is not able to allocate such funds within 60 days because it is not
practicable (e.g., because of pre-existing State board approval requirements) will provide
an explanation to the Department within 30 days of receiving each portion of its ARP
ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner and the
SEA’s expected timeline for doing so;
• The SEA will implement evidence-based interventions as required under section 2001(f)
of the ARP Act and ensure its LEAs implement evidence-based interventions, as required
by section 2001(e)(1) of the ARP Act;
• The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
66
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
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
67
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
Notice to All Applicants
The purpose of this enclosure is to inform beneficiaries with special needs. This
you about a new provision in the provision allows applicants discretion in
Department of Educations General developing the required description. The
Education Provisions Act ("GEPA") that statute highlights six types of barriers that
applies to applicants for new grant awards can impede equitable access or participation:
under Department programs. This provision students, teachers, and other program
is Section 427 of GEPA, enacted as part of
the Improving America's Schools Act of
1994 (Public Law (P.L.) 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for
new grant awards under this program. All
applicants for new awards must include
information in their applications to
address this new provision in order to
receive funding under this program.
(If this program is a State-formula grant
program, a State needs to provide this
description only for projects or activities that
it carries out with funds reserved for State-
level uses. In addition, local school districts
or other eligible applicants that apply to the
State for funding need to provide this
description in their applications to the State
for funding. The State would be responsible
for ensuring that the school district or other
local entity has submitted a sufficient
section 427 statement as described below.)
What Does This Provision Require?
Section 427 requires each applicant for
funds (other than an individual person) to
include in its application a description of the
steps the applicant proposes to take to
ensure equitable access to, and participation
in, its Federally-assisted program for
68
gender, race, national origin, color,
disability, or age. Based on local
circumstances, you should determine
whether these or other barriers may
prevent your students, teachers, etc. from
such access to, or participation in, the
Federally- funded project or activity. The
description in your application of steps
to be taken to overcome these barriers
need not be lengthy; you may provide a
clear and succinct description of how
you plan to address those barriers that
are applicable to your circumstances. In
addition, the information may be
provided in a single narrative, or, if
appropriate, may be discussed in
connection with related topics in the
application.
Section 427 is not intended to duplicate
the requirements of civil rights statutes,
but rather to ensure that, in designing
their projects, applicants for Federal
funds address equity concerns that may
affect the ability of certain potential
beneficiaries to fully participate in the
project and to achieve high standards.
Consistent with program requirements
and its approved application, an
applicant may use the Federal funds
awarded to it to eliminate barriers it
identifies.
69
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.
70
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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