Slides — ARP ESSER Monitoring Update and Quarterly Reviews (February 23, 2022)
Summary
These slides, titled ARP ESSER Monitoring Update and Quarterly Reviews and dated February 23, 2022, are from State and Grantee Relations at the Department of Education. They describe focused/targeted, comprehensive and consolidated monitoring, and say Indiana and Maine were selected for comprehensive monitoring in FY21 and Wisconsin and California for FY22. They say every state will participate in a monitoring call each quarter focused on a high-priority issue. The topics for 2022 include Set-Aside to Address Learning Loss for January through March.
Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used
- Issuer
- Congressional materials
- Document type
- Department Of Education Slides Www Ed Gov F4781Df3Dc
- Case
- Department Of Education Slides Www Ed Gov F4781Df3Dc
Cite this document
“Slides — ARP ESSER Monitoring Update and Quarterly Reviews (February 23, 2022).”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-slides-www-ed-gov-f4781df3dc/
, SHA-256 cfafd26c64a4207ea87a9e1b48e40d9144fc5375d563ded7c2031462195ff587.Full text
U.S. Department of Education
ARP ESSER
Monitoring Update
and Quarterly
Reviews
February 23, 2022
1 State and Grantee Relations
U.S. Department of Education
Monitoring Covid-19 Relief Grant Funding
Monitoring helps fulfill our responsibility to ensure compliance of grantees, and guard against waste, fraud, or abuse of Federal funds.
Monitoring is an ongoing process with several components. Our monitoring activities are designed to provide information and support to
grantees so that Federal relief funds, including ARP ESSER funds, are used as intended to help sustain safe in-person instruction and
addressing the disparities in our education system. It is part of ED’s commitment to supporting SEAs, listening to their experiences, and
identifying and elevating best practices. Monitoring includes:
Focused/Targeted Monitoring: ED engages states in focused/targeting monitoring around a specific challenge as issues are identified. For example,
we conducted 7 ESSER and GEER monitoring engagements on cash management following unexpectedly large draw-downs.
Comprehensive Monitoring: Comprehensive monitoring is a full programmatic and fiscal review. We determine the frequency and need for this type
of monitoring based on a risk assessment. Indiana and Maine were selected for comprehensive monitoring in FY21. ED updated the risk assessment
tool for ARP ESSER and we generated new risk assessments in November. Wisconsin and California have been selected for FY22 comprehensive
monitoring.
Consolidated Monitoring: Consolidated monitoring is a cross-program review. These engagements are designed to examine the implementation of
multiple Federal education programs and will include ESSER funds. In FY21, consolidated monitoring included Kentucky and Tennessee ESSER I
grants. Consolidated monitoring activities are coordinated by the OESE Management Support Office (MSO).
Quarterly Monitoring Reviews: Every state will participate in a monitoring call each quarter focused on a high-priority issue (e.g., monitoring LEA
uses of funds, stakeholder engagement, SEA reservations for evidence-based interventions, etc.). States will be required to provide documentation
in advance of the review. This is a new strategy that we are implementing for ARP ESSER.
2 State and Grantee Relations
U.S. Department of Education
Monitoring Overview
How Grantees Are Selected for Focused, Comprehensive and Consolidated Monitoring
• SGR and ED Risk Assessments
• In consultation with other OESE and ED offices
FY 2021 Monitoring Protocols & Other Fiscal Elements
• ESSER I: https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-
emergency-relief-fund/esser-comprehensive-monitoring-protocols/
• GEER I: https://oese.ed.gov/offices/education-stabilization-fund/governors-emergency-education-relief-
fund/geer-comprehensive-monitoring-protocols/
• Other Fiscal Elements: https://oese.ed.gov/files/2020/03/SEA-Self-Assessment-and-Protocol-Fiscal-FY20-
1.docx
• Protocols and processes are being updated to include CRRSA and ARP requirements
What is Expected of Grantees
• Self-assessments
• Supporting documents
• Desk or On-site Review
• Follow up with corrective actions, if needed
State and Grantee Relations
U.S. Department of Education
Current ESSER I & GEER I Monitoring
Focused Comprehensive Consolidated
Focused on specific
topic or set of topics Full programmatic and OESE cross program
(e.g., cash fiscal review review
management)
Ongoing – SGR has
Began Fall 2020 – 7 Began October 2021 – participated in 2
States selected 2 States selected consolidated reviews
so far
Consolidated Monitoring Reports are online: https://oese.ed.gov/offices/office-of-formula-
grants/school-support-and-accountability/performance-review/
4
State and Grantee Relations
U.S. Department of Education
Timeline & Topics for 2022 Quarterly Reviews
Quarterly Monitoring Reviews: Every state will participate in a monitoring call each
quarter focused on a high-priority issue (e.g., monitoring LEA uses of funds,
stakeholder engagement, SEA reservations for evidence-based interventions, etc.).
States will be required to provide documentation in advance of the review. This is a
new strategy that we are implementing for ARP ESSER.
Months Topic
January – March, 2022 Set-Aside to Address Learning Loss
April – June, 2022 Timeline for implementing ARP EANS
July – September, 2022 SEA procedures for monitoring LEAs for ARP ESSER
October – December, TBD
2022
5 State and Grantee Relations
U.S. Department of Education
First Quarterly Review
Specific Areas of Interest
• LEA Use of Funds plan consistency with the Interim Final Rule published
April 22, 2021; use of LEA set-aside to address the academic impact of lost
instructional time
• Support for LEAs in implementing evidence-based activities to address the
impacts of lost instructional time
• Support for LEAs in meeting the needs of students most impacted by the
COVID-19 pandemic
6 State and Grantee Relations
U.S. Department of Education
Quarterly Review Question 1 of 4
1. What were the State’s key successes over the past year related to…
-support for LEA required spending to address learning loss and for meeting
the needs of students most impacted by the COVID-19 pandemic?
-LEA submission of plans that spoke to the Interim Final Requirement
published in the Federal Register on April 22, 2021?
-selecting evidence-based interventions that address the impact of lost
instructional time
-identifying students most impacted by COVID-19
What evidence do you have that demonstrates this success? Please provide
examples. Examples might include successes at the SEA, LEA or school levels.
a. Does the State have any tools or resources that they utilized or produced that
helped them in their work that could be shared with other States?
7
State and Grantee Relations
U.S. Department of Education
Quarterly Review Question 2 of 4
2. What were the State’s key challenges over the past year related to support for
LEA…
-required spending for addressing learning loss and for meeting the needs of
students most impacted by the COVID-19 pandemic?
-submission of plans that spoke to the requirements of the Interim Final
Requirement published in the Federal Register on April 22, 2021?
-selecting evidence-based interventions that address the impact of lost
instructional time
-identifying students most impacted by COVID-19
Please provide examples. Examples might include challenges at the SEA, LEA
or school levels.
a. What support(s) (including strategies and activities) are you currently utilizing to
address this challenge? b. What support(s) (including tools and resources) would
help you overcome this challenge?
8
State and Grantee Relations
U.S. Department of Education
Quarterly Review Question 3 of 4
3. How do you know that what you are doing is having the desired outcomes and
meeting the requirements?
Please give Examples.
9
State and Grantee Relations
U.S. Department of Education
Quarterly Review Question 4 of 4
4. What are your major milestones related to support for LEA…
-required spending for addressing learning loss and for meeting the needs of
students most impacted by the COVID-19 pandemic?
-submission of plans that spoke to the requirements of the Interim Final
Requirement published in the Federal Register on April 22, 2021?
-selecting evidence-based interventions that address the impact of lost
instructional time
-identifying students most impacted by COVID-19
What support do you need from the Department to help you meet major
milestones in the next six months?
10
State and Grantee Relations
U.S. Department of Education
First Quarterly Review Timeline & Agenda
Timeline General Agenda for Review Sessions
• February 2022 Grantee • Introduction and Purpose of QRs
Communication and Scheduling
• Question 1
• February 2022 Webinar
• Question 2
• Submission of documentation
• Question 3
• March – April 2022 Quarterly Reviews
• Question 4
• Follow-up email
• Review of Next Steps
11 State and Grantee Relations
U.S. Department of Education
Resources
• American Rescue Plan (ARP) Act
• ARP ESSER: https://oese.ed.gov/offices/american-rescue-plan/american-
rescue-plan-elementary-and-secondary-school-emergency-relief/
• ARP EANS: https://oese.ed.gov/offices/education-stabilization-
fund/emergency-assistance-non-public-schools/
• CARES Act and CRRSA Act
• ESSER I and II: https://oese.ed.gov/offices/education-stabilization-
fund/elementary-secondary-school-emergency-relief-fund/
• GEER I and II: https://oese.ed.gov/offices/education-stabilization-
fund/governors-emergency-education-relief-fund/
• CRRSA EANS: https://oese.ed.gov/offices/education-stabilization-
fund/emergency-assistance-non-public-schools/
• Education Stabilization Fund Transparency Portal: https://covid-relief-
data.ed.gov/?utm_content=&utm_medium=email&utm_name=&utm_source=g
ovdelivery&utm_term=
12 State and Grantee Relations
U.S. Department of Education
Questions and Answers
13 State and Grantee Relations
File and source
- File
- department-of-education-slides-www-ed-gov-f4781df3dc.pdf
- Size
- 471,312 bytes
- SHA-256
- cfafd26c64a4207ea87a9e1b48e40d9144fc5375d563ded7c2031462195ff587
- Original
- www.ed.gov