Public Plan - Needs Assessment for ESSER 3.0
Summary
Tennessee Department of Education blank template titled Public Plan - Needs Assessment for ESSER 3.0, with fields for LEA general information and student enrollment demographics. It states that the needs assessment is built as a summary of the major elements to consider in strategic planning for effective resource allocation of ESSER 3.0 funds and is intended to give the public a data snapshot to inform community engagement. The template has sections on Academics, with topics such as instructional days in person and virtual, quarantine closures, benchmark data, literacy and ACT, and on Student Readiness, with topics such as transitions into middle and high school, graduation and dropout rates, special populations and mental health.
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Cite this document
“Public Plan - Needs Assessment for ESSER 3.0.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/ppr-int-4ae257341f943c2b-pdf-c96927a088/
, SHA-256 cd8323c97530ea7b9b6401ac73fd4836912accb95251b36cd12cc1a3b2c469a3.Full text
DISTRICT:
Public Plan - Needs Assessment for ESSER 3.0
General Information
LEA Name Director of Schools
Address
Phone # ( ) -
Students & Enrollment
Mission & Vision
Grades Served # of Schools Total Student Enrollment
American Indian/Alaska Native % Asian %
Race/ Black/African American % Hispanic %
Ethnicity Native Hawaiian/Pacific Islander % White %
Multiracial %
Economically Disadvantaged % English learners %
Students with Disabilities % Foster %
Students Experiencing Homelessness % Students in Military Families %
Migrant % Students with High-Speed Internet at Home %
This needs assessment for ESSER 3.0 is built to be a summary of the major elements to consider in strategic planning for effective resource
allocation for those funds. The department also encourages updates to ESSER 1.0 and 2.0 spending plans to align with needs as they are
updated and develop. Local plans and those submitted through InformTN for the comprehensive district plans will likely be more detailed
and thorough, with specific call-outs by individual school need. The state template is intended to provide the public with a data snapshot to
inform community engagement related to the needs of the district that ESSER 3.0 dollars may support.
Tennessee Department of Education • tn.gov/education Pg 1
ACADEMICS
Topic Supporting Data and Notes Interpretation of Data and Identified Needs
Kindergarten
50%+ School Year Provide information on any increase in the number of students whose
Remote “first time” experience in a formal school setting will be 2021-2022.
Instructional Days
Total number of in-person days in the 2020-21 school year (number
Days In-Person of days and percent of the year) for elementary, middle, and high
schools in your district.
Total number of virtual days in the 2020-21 school year (number
Days Virtual of days and percent of the year) for elementary, middle, and high
schools in your district.
Summarize the number of days or weeks schools were closed due
to quarantine and how that varied across the district. Differentiate
Quarantine Closures between elementary, middle and high schools and only provide
summaries in the context of broad impact (number of students
impacted, on average).
Additional Impacts Summarize any other significant impacts on instructional time (more
on Instructional than 5 days). Examples may include: staffing shortages, weather or
Time natural disasters, technology access or issues, etc.
Summarize engagement in virtual instruction, by grade band. This
Overall Impact should include the academic and relational experience during the
2020-21 school year.
Student Achievement, Instructional Materials and Interventions
Provide the district average for beginning, middle, and end-of-year
Benchmark Data diagnostic/screener data comparisons. Provide overall data as well
as by student group.
Summarize the impact of early reading compared to previous years.
Literacy
Provide overall data as well as by student group.
Summarize ACT data for your district (participation and outcomes)
ACT compared to previous years. Provide overall data and by student
group.
Interventions (Above Summarize any proactive interventions included in 2020-21 to
and Beyond RTI) address potential concerns, as applicable.
School Activities and Summarize any impacts on enrichment programs, school activities,
Enrichment etc. during the 2020-21 school year.
Remember that a needs assessment is to specifically name those areas where additional support, resources, or attention would positively benefit students.
That requires the identification of areas to strengthen as a result of the pandemic. The needs assessment may also include areas that were already focus
areas for the district that have been exacerbated as a result of the pandemic and where additional investment may be warranted or beneficial.
Tennessee Department of Education • tn.gov/education Pg 2
STUDENT READINESS
Topic Supporting Data and Notes Interpretation of Data and Identified Needs
Transitions and Pathways
Transitions into Summarize challenges for students new to middle school during the
Middle School 2020-21 school year.
Transitions from Summarize challenges related to students who are leaving middle
Middle School school in Spring 2021.
Transitions into High Summarize challenges for students new to high school during the
School 2020-21 school year.
Summarize challenges related to students who will graduate in Spring
Graduation Rates
2021 compared to previous years.
Summarize challenges related to expected drop-out rates credit
Dropout Rates and
recovery needs or engagement concerns with high school students in
Disengagement
the 2020-21 school year compared to previous years.
Provide any decrease in the number of CTE courses, concentrators,
CTE completers, and/or inabilities to participate in coursework needed to
fulfill concentrator/completer status due to pandemic restrictions.
Provide an overview of courses that were not able to be offered
Course Availability during the 2020-21 school year as a result of pandemic related
challenge (not including CTE, which is referenced above).
Special Populations and Mental Health
Summarize challenges related to supporting students with
disabilities, English learners, students experiencing homelessness,
Special Populations
students in foster care, migrant students, and economically
disadvantaged students during the 2020-21 school year.
Mental Health,
Behavioral and Summarize challenges related to mental and behavioral health. As
Other Supports, applicable, include limitations related to observation and interaction
Interventions and with student in the virtual learning environment.
Staffing
Summarize challenges related to shortages or limitations in school
School Nurses
nurses (or similar).
Remember that a needs assessment is to specifically name those areas where additional support, resources, or attention would positively benefit students.
That requires the identification of areas to strengthen as a result of the pandemic. The needs assessment may also include areas that were already focus
areas for the district that have been exacerbated as a result of the pandemic and where additional investment may be warranted or beneficial.
Tennessee Department of Education • tn.gov/education Pg 3
EDUCATORS
Topic Supporting Data and Notes Interpretation of Data and Identified Needs
Summarize differences in the number of staff retirements during
Staff Retirements the 2020-21 school year as compared to previous years. Please
differentiate between instructional staff and other staff.
Summarize differences in the number of staff resignations which
Staff Resignations occurred during the 2020-21 school year as compared to previous
years. Please differentiate between instructional staff and other staff.
Provide the number and percent of instructional staff and non-
Extended
instructional staff who faced more than two quarantine periods (10
Quarantines days or longer).
Classroom Provide the total vacancies for the teacher of record in the district
Vacancies during the 2020-21 school year.
Summarize any other critical vacancies that impacted the district
Other Vacancies
during the 2020-21 school year.
OTHER CONSIDERATIONS
Topic Supporting Data and Notes Interpretation of Data and Identified Needs
Provide the percent of time when students learning in a virtual
Access to Technology environment did not have consistent access to a device. Provide this
information for elementary, middle, and high school grade bands.
Summarize student and staff access to high-speed internet during
Access to High-
virtual instruction, how that changed over the year, and how that
Speed Internet might have impacted opportunity and access.
Summarize facility constraints that impacted instruction (ie. space
Facility Constraints
concerns leading to hybrid schedules).
Remember that a needs assessment is to specifically name those areas where additional support, resources, or attention would positively benefit students.
That requires the identification of areas to strengthen as a result of the pandemic. The needs assessment may also include areas that were already focus
areas for the district that have been exacerbated as a result of the pandemic and where additional investment may be warranted or beneficial.
Tennessee Department of Education • tn.gov/education Pg 4
Summary of Key Priorities
For each of the sections below, list the top 3 investments your district will make to address the data indicated above and accelerate
student achievement.
ACADEMICS
1
2
3
STUDENT READINESS
1
2
3
EDUCATORS
1
2
3
FOUNDATIONAL ELEMENTS
1
2
3
Tennessee Department of Education • tn.gov/education Pg 5
DISTRICT:
Public Plan - Federal Relief Spending
In response to COVID-19, the US Congress passed several pieces of legislation that sent billions in
relief funding to states. Tennessee received $4.2 billion for K-12 funding to be spent before 2024.
This is the district’s plan for spending, in compliance with federal law.
General Information
LEA Name Director of Schools
Address
Phone # ( ) -
District Website
(where plan is posted):
Students & Enrollment
Mission & Vision
Grades Served # of Schools Total Student Enrollment
American Indian/Alaska Native % Asian %
Race/ Black/African American % Hispanic %
Ethnicity Native Hawaiian/Pacific Islander % White %
Multiracial %
Economically Disadvantaged % English learners %
Students with Disabilities % Foster %
Students Experiencing Homelessness % Students in Military Families %
Migrant % Students with High-Speed Internet at Home %
Accountability
View the District
Report Card:
Funding
ESSER 1.0 Allocation $ ESSER 2.0 Allocation $ ESSER 3.0 Allocation $
ELC Allocation $ Students Experiencing Homelessness Allocation: $
TOTAL ALLOCATION: $
Possible Infrastructure Allocation (projected as of May 24, 2021 as 80% of ESSER 2.0*): $
Summary of Requirements
Yes No
District Applied for TDOE Planning Grant to meet federal requirements ($125,000 - $200,000)?
Community Engagement Template submitted and posted on website?
Health and Safety Plan submitted and posted on website?
Needs Assessment submitted and posted on website?
Translations of Health and Safety Plan, Needs Assessment, and Public ESSER Plans posted?
Spending Plan submitted in ePlan and available to public?
How will the district plans to meet the requirement to spend 20% of ESSER 3.0 on direct services to students to address
learning loss? Note: If the district is fully participating in TN ALL Corps, then just write “TN ALL Corps Tutoring Program.”
Tennessee Department of Education • tn.gov/education Pg 1
Introduction
The federal relief funding is a significant opportunity for school districts in the state to
accelerate student achievement. Outcomes achieved over these four years can set a
policy and investment foundation for years to come. Tennessee is fortunate that public
education did not face state budgetary cuts during the pandemic, instead experiencing a
significant amount of additional state investment during the same time period. As such, we
have a collective responsibility to invest strategically, monitor implementation, and report
on quantifiable outcomes transparently.
The department believes that in order to demonstrate strong growth at the state and local
levels, it remains important to invest in a small number of high-impact items, within a
cohesive and aligned strategy. These investments should be rooted in research and best
practice as the most critical for long-term student success.
The department’s strategic plan, Best For All, outlines the critical and researched areas
that must continue to be strengthened if all students are to continue to grow and thrive.1
The department strongly encourages all LEAs to capitalize on this moment to create
generational impact, lasting legacy, and a roadmap for investments that can and should be
made in the future.
ACADEMICS
ALL TENNESSEE STUDENTS WILL HAVE
ACCESS TO A HIGH-QUALITY EDUCATION,
We will set all students on a path to success.
NO MATTER WHERE THEY LIVE
STUDENT READINESS E D U C AT O R S
TENNESSEE PUBLIC SCHOOLS WILL BE TENNESSEE WILL SET A NEW PATH FOR
EQUIPPED TO SERVE THE ACADEMIC THE EDUCATION PROFESSION AND BE
AND NON-ACADEMIC NEEDS OF ALL THE TOP STATE TO BECOME AND REMAIN
STUDENTS IN THEIR CAREER PATHWAYS A TEACHER AND LEADER FOR ALL
1 LEAs have the responsibility to allocate funds within the policies and rules set forth by the U.S. Department of Education.
Tennessee Department of Education • tn.gov/education Pg 2
Summary
ACADEMICS
Topic Amount Spent Percentage of Total
Tutoring Programs $ %
Summer Programming
$ %
(Supplement to State Funding)
Early Reading (Pre-K – 3rd) $ %
Interventionists $ %
Other $ %
STUDENT READINESS
Topic Amount Spent Percentage of Total
AP and Dual Credit/
$ %
Enrollment Courses
High School Innovation $ %
Academic Advising $ %
Special Populations $ %
Mental Health $ %
Other $ %
EDUCATORS
Topic Amount Spent Percentage of Total
Strategic Teacher Retention $ %
Grow Your Own $ %
Class Size Reduction $ %
Other $ %
FOUNDATIONS
Topic Amount Spent Percentage of Total
Technology $ %
High-Speed Internet $ %
Academic Space: Facilities* $ %
Auditing and Reporting
$ %
(1% min. recommended)
Other $ %
Tennessee Department of Education • tn.gov/education Pg 3
ACADEMICS
All Tennessee students
will have access to a
high-quality education
by learning to read and
reading to learn with high-
quality materials. This
includes investments in
Reading 360 (literacy) and
TN ALL Corps (tutoring).
Description of strategic allocations to accelerate Academic Achievement, including how allocations support the
investments identified in the district’s needs assessment:
High Dosage, Low Ratio Tutoring
Definition: Maximum ratios of 1:3 in elementary and 1:4 in high school, with at least 3 sessions per week
Grade Number of Percent of Frequency Ratio Description
Band Students Students per Week Provided of Services
Kindergarten %
1st Grade %
2 Grade
nd
%
3rd Grade %
4 Grade
th
%
5th Grade %
6 Grade
th
%
7th Grade %
8 Grade
th
%
9 th Grade %
10 Grade
th
%
11th Grade %
12 Grade
th
%
Yes No
* Participating in TN ALL Corps?
* Plan to use free high school tutoring services through TDOE?
Tennessee Department of Education • tn.gov/education Pg 4
ACADEMICS (continued)
Summer Programming
Brief Description of Summer Programming (Differentiate between TN Learning Loss and Student
Acceleration Act and additional resources provided by the district):
# of % of Total Weeks Hours
Students Students per per Description
Grade Band Served Served Summer Week of Services
Elementary %
Middle %
High School %
HS Transition %
Yes No
* Applied to TDOE for transportation grant?
Literacy
Link to TN Foundational Literacy Skills Plan:
Spending Amount Planned on...
Approved
Instructional Professional
Grade Band Materials Development Description
Pre-K $ $
Elementary $ $
Middle $ $
High School $ $
Yes No
* Participating in Reading 360 Summer Teacher PD (elementary)?
* Planning to participate in Reading 360 Advanced Literacy PD in Summer 2022 (secondary)?
* Participating in Reading 360 PK-12 Literacy Implementation Networks?
* Participating in Reading 360 Early Reading Implementation Networks?
* Participating in Ready4K with TDOE and the Governor’s Early Literacy Foundation?
* Using the Reading 360 Foundational Literacy Skills Curriculum Supplement and supports?
* Provided families with information on FREE at-home decodables?
* Using the free universal screener provided to districts?
* Considering use of free TDOE supplemental instructional materials for math (elementary)?
* Considering use of free TDOE math professional development, implementation support and
networks?
Tennessee Department of Education • tn.gov/education Pg 5
ACADEMICS (continued)
Other: Academics
Expected How Student
Outcomes for Outcomes and/
Students as a or Success will
Spending Result of this be Quantifiably
Item Amount Investment Measured Description of Services
$
$
$
$
$
$
$
$
$
$
Tennessee Department of Education • tn.gov/education Pg 6
STUDENT READINESS
Tennessee schools will
be equipped to serve
the academic and non-
academic needs of all
students by developing
robust career pathway
opportunities and
connecting students to
real-time support. This
includes investments in
articulated pathways for
all students, innovative
high schools linked to
career opportunities and
advanced coursework, and
specialized supports for
students who need them.
Description of strategic allocations to support Student Readiness and the School-Related Supports
necessary to access high-quality instruction, including how allocations support the investments
identified in the district’s needs assessment:
Middle and High School Opportunities
Item Spending Description of Services
AP and Dual Credit/Enrollment
$
Opportunities
High School Innovation $
Academic Advising $
Other $
Yes No
* Received an Innovative High School Grant?
* Using or planning to use free ACT preparation courses?
* Using or planning to use free and online AP Access for All?
* Received an Early Postsecondary Expansion Grant?
* Received a Middle School STEM and CTE Grant?
* Received a STEM Designation?
* Participating in the free Work Keys program?
* Using or planning to use free STEAM Resource Hub?
* Received a Governor’s Civics Seal Grant?
* Plan to participate in computer science networks and related grants?
Tennessee Department of Education • tn.gov/education Pg 7
STUDENT READINESS (continued)
Special Populations
Expected
Outcomes for
Students as a
Result of this
Item Spending Investment Description of Services
Economically Disadvantaged $
Students with Disabilities $
Students in Foster Care $
Students Experiencing
$
Homelessness
Migrant $
Mental Health Supports $
Other $
Yes No
* Applied for and received a TDOE trauma informed school grant?
* Will receive a supplemental grant for serving students experiencing homelessness?
* Applied for and received the ELC grant to support health and wellness activities?
* Planning to apply for mental health grants ($100,000 - $200,000)?
* Applied for an IDEA Partnership Grant to support students with disabilities?
* Plan to use attendance support to identify and re-engage missing students?
Other: Student Readiness
Expected How Student
Outcomes for Outcomes and/
Students as a or Success will
Spending Result of this be Quantifiably
Item Amount Investment Measured Description of Services
$
$
$
$
$
Tennessee Department of Education • tn.gov/education Pg 8
EDUCATORS
Tennessee will set a new
path for the education
profession. This includes
investments in Grow Your
Own programs, educator
networks and pathways,
and strategic compensation
and recruitment efforts.
Description of strategic allocations to Recruit, Retain and Support Educators and School Personnel,
including how allocations support the investments identified in the district’s needs assessment:
Expected Outcomes
for Students as
a Result of this
Item Spending Investment Description of Services
Strategic Teacher Retention $
Establishing Sustainable
Teacher Recruitment $
Models
Class Size Reduction $
Other $
Yes No
* Participating in Grow Your Own?
* Participating in Aspiring Assistant Principal Network?
* Participating in Diverse Leaders Network?
* Participating in Rural Principal Network?
* Participating in Turnaround Principal Network?
* Participating in Principal Supervisor Network?
* Participating in TASL Academies?
* Participating in TDOE Special Education and ESL additional endorsement grants?
* Using the TN Teacher, Substitute and/or Teacher Job Connect and Job Board?
* Encouraged participation in or actively utilized Best For All Central?
Tennessee Department of Education • tn.gov/education Pg 9
EDUCATORS (continued)
Other: Educators
Expected How Student
Outcomes for Outcomes and/
Students as a or Success will
Spending Result of this be Quantifiably
Item Amount Investment Measured Description of Services
$
$
$
$
$
$
$
$
$
$
Tennessee Department of Education • tn.gov/education Pg 10
FOUNDATIONS
Description of strategic allocations to Strengthen Structural Expectations, including how allocations
support the investments identified in the district’s needs assessment:
How Student
Expected Outcomes Outcomes and/
for Students as or Success will
Spending a Result of this be Quantifiably
Item Amount Investment Measured Description of Services
Technology $
High-Speed
$
Internet
Academic
Space: $
Facilities*
Monitoring,
Auditing and
$
Data Collection
and Reporting
Other $
Yes No
* Participated in the TDOE device grant program?
* Participated in the TDOE connectivity grant?
* Participating in the TDOE-T-Mobile partnership to increase high-speed internet?
Tennessee Department of Education • tn.gov/education Pg 11
OTHER
Description of Additional Strategies designed to accelerate academic achievement:
How Student
Expected Outcomes Outcomes and/
for Students as or Success will
a Result of this be Quantifiably
Item Spending Investment Measured Description of Services
$
$
$
$
$
Contingency Plans: Infrastructure Bill Passes and/or Initiatives with Remaining Funds
If a federal infrastructure bill passes, LEAs could receive an amount similar to that received under ESSER
2.0. Should this pass, districts may need to shift funds previously budgeted for infrastructure in ESSER
1.0, 2.0, and/or 3.0 to this new funding source. Therefore, LEAs should have contingency plans for how
they would spend the balance remaining in ESSER funds. This will provide transparency for decision-
making and allow for LEAs to make changes quickly, having already communicated intent, and limit
concerns related to reversion of funds. This could also be used as contingency funding for projects that
are unspent or underspent.
How Student
Expected Outcomes Outcomes and/
for Students as or Success will
a Result of this be Quantifiably
Item Spending Investment Measured Description of Services
$
$
$
$
$
Tennessee Department of Education • tn.gov/education Pg 12
OTHER (continued)
Monitoring, Auditing and Reporting
The LEA should outline how they will actively monitor their allocations; how they will conduct interim
audits to ensure an appropriate application of funds; how they will collect and manage data elements
required to be reported; and how they will report this information to the community. As a note, the
department will be releasing guidance for required elements at the state and federal levels once
clarified by the U.S. Department of Education. The department recognizes that this will be a significant
requirement and strongly encourages districts to allocate at least 1% of their funding capacity toward
monitoring, auditing and reporting. LEAs should outline their plans for this work in the space below.
Family and Community Engagement
The LEA should outline how they plan to meaningfully engage with families and communities throughout
the life of the ESSER and other relief funds.
Tennessee Department of Education • tn.gov/education Pg 13
DISTRICT:
Safe Return to In-Person Instruction
and Continuity of Services Plan
The Elementary and Secondary School Emergency families, students, teachers, principals, school
Relief 3.0 (ESSER 3.0) Fund under the American and district administrators, school leaders, other
Rescue Plan (ARP) Act of 2021, Public Law 117-2, educators, school staff, advocacy organizations
enacted on March 11, 2021. ARPA ESSER Funding representing student groups). The consultation
provides a total of nearly $122 billion to states process must include an opportunity for input and
and local educational agencies (LEAs) to help meaning consideration of that input. ARP ESSER
safely reopen and sustain the safe operation plans to be in an understandable and uniform
of schools and address the impact of the format; to the extent practicable, written in a
coronavirus pandemic on the nation’s students. language that parents can understand or, if not
In addition to ARP ESSER Funding, ARP includes practicable, orally translated; and upon request
$3 billion for special education, $850 million by a parent who is an individual with a disability,
for the Outlying Areas, $2.75 billion to support provided in an alternative format accessible
non-public schools, and additional funding for to that parent. All plans must be made publicly
homeless children and youth, Tribal educational available on the LEA’s website and published
agencies, Native Hawaiians, and Alaska Natives. on the Tennessee Department of Education’s
(department) website within thirty (30) days.
LEAs must develop and make publicly available a
Safe Return to In-Person Instruction and Continuity Please note that LEAs need to update the Safe
of Services Plan that meets the following Return to In-Person Instruction and Continuity of
requirements within 30 days of receiving ARP Services Plan at least every six months through
ESSER allocation. If an LEA developed a plan September 30, 2023, and must seek public input
before ARP was enacted that does not address on the plan and any revisions, and must take such
the requirements, the LEA must revise its plan no input into account. All revisions must include an
later than six months after it last reviewed its plan. explanation and rationale of why the revisions
All plans must be developed with meaningful were made.
public consultation with stakeholder groups (i.e.,
Questions in this health plan were developed by the US Department of Education.
Tennessee Department of Education • tn.gov/education Pg 1
Safe Return to In-Person Instruction
Consultation with Stakeholders
Describe how the LEA will, in planning for the use of ARP ESSER funds, engage in meaningful
1 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.
v. tribes;
vi. civil rights organizations (including disability rights organizations); and
vii. 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.
2 Provide an overview of how the public stakeholder input was considered in the development of
the LEA’s plan for ARP ESSER funds.
3 How did the LEA compile feedback during the open comment period for the ARP Plan?
4 How was the input considered during the open comment period time?
Questions in this health plan were developed by the US Department of Education.
Tennessee Department of Education • tn.gov/education Pg 2
Safe Return to In-Person Instruction
Safe Return to In-Person Instruction
Describe to the extent to which the LEA has adopted policies and a description of any such
5 policies on each of the following health and safety strategies:
• universal and correct wearing of masks;
• physical distancing (e.g., use of cohorts/podding);
• hand washing and respiratory etiquette;
• cleaning and maintaining healthy facilities,
• including improving ventilation;
• contact tracing in combination with isolation and quarantine;
• diagnostic and screening testing;
• efforts to provide vaccinations to educators, other staff, and students, if eligible; and
• appropriate accommodations for children with disabilities with respect to health and safety policies.
Continuity of Services Plan
How the LEA will ensure continuity of services including but not limited to services to address
6 the students’ academic needs, and students’ and staff social, emotional, mental health, and
other needs, which may include student health and food services.
Questions in this health plan were developed by the US Department of Education.
Tennessee Department of Education • tn.gov/education Pg 3
History Log
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - History Log
Attention Date User Status (S)/Comment (C) S/C
Needed
4/15/2021 Spencer Status changed to 'Not Started'. S
10:31:47 Yonce
AM
Page 1 of 23 7/2/2021 11:15:47 AM
Allocations
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Allocations
(1) ESSER 3.0 Total
Original $11,704,957.98 $11,704,957.98
Incoming Carryover $0.00 $0.00
Outgoing Carryover $0.00 $0.00
Reallocated $0.00 $0.00
Additional $0.00 $0.00
Released $0.00 $0.00
Consortium $0.00 $0.00
Forfeited $0.00 $0.00
FER Released $0.00 $0.00
Total $11,704,957.98 $11,704,957.98
Page 2 of 23 7/2/2021 11:15:47 AM
Cover Page
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 - Rev 0 -
Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
LEA ID# LEA Name
LEA Official Address
Street City Zip Code
Phone LEA Website
Director of Schools
Name Email Phone
ESSER 3.0 Point of Contact
Name Email Phone
* Anticipated Health and Safety Plan URL/Link
The American Rescue Plan Act (ARPA) Act funds available through this grant are one-time grant funds made available through the U.S.
Department of Education. All funds should be used for the unique needs identified by LEAs during the COVID-19 pandemic. American Rescue
Plan Act (ARPA) funds are intended to support the academic and non-academic needs of students and to help LEAs and schools prepare for
re-entry and continuous learning for the upcoming 2021-22 school year.
Page 3 of 23 7/2/2021 11:15:47 AM
Budget
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
Indirect Cost
Total Contributing to Indirect Cost $0.00
Indirect Cost Rate 0.00%
Maximum Allowed for Indirect Cost $0.00
Account Number Total
71100 - Regular Instruction Program $0.00
71150 - Alternative Instruction Program $0.00
71200 - Special Education Program $0.00
71300 - Vocational Education Program $0.00
72110 - Attendance $0.00
72120 - Health Services $0.00
72130 - Other Student Support $0.00
72210 - Support Services/Regular Instruction Program $0.00
72215 - Support Services/Alternative Instruction Program $0.00
72220 - Support Services/Special Education Program $0.00
72230 - Support Services/Vocational Education Program $0.00
72250 - Education Technology $0.00
72260 - Support Services/Adult Education Program $0.00
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72320 - Office of the Superintendent $0.00
72410 - Office of the Principal $0.00
72510 - Fiscal Services $0.00
72520 - Human Resources/Personnel $0.00
72610 - Operation of Plant $0.00
72620 - Maintenance of Plant $0.00
72710 - Transportation $0.00
73100 - Food Service $0.00
73300 - Community Services $0.00
73400 - Early Childhood Education $0.00
76100 - Regular Capital Outlay $0.00
99100 - Transfers Out $0.00
Total $0.00
Adjusted Allocation $11,704,957.98
Remaining $11,704,957.98
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Budget Overview
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
Indirect Cost
Total Contributing to Indirect Cost $0.00
Indirect Cost Rate 0.00%
Maximum Allowed for Indirect Cost $0.00
Filter by Location: All - $0.00
Account Number Total
Line Item Number
Total 0.00
Adjusted Allocation 11,704,957.98
Remaining 11,704,957.98
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Spending Plan
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
After analyzing and repurposing other funding sources, justify the spending plan for the American Rescue Plan Act
(ARPA) funds aligned with the needs and the comprehensive LEA-level plan. For each of the applicable focus areas
below, verify the amount, and explain how each focus area addresses the needs. The amounts should not exceed the
LEA's allocation.
1. Addressing Learning Loss: Coordinators, Summer, Supplemental After School, and Tutoring
LEAs must spend a minimum of 20% of the grant funds on Addressing Learning Loss.
$ 2,340,991.60 The minimum amount required based on the LEA allocation.
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
2. Addressing Learning Acceleration: Summer, Supplemental After School, and Tutoring
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
3. Addressing Facility Needs and Deferred Maintenance/Infrastructure
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$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
NOTE: Items in this category will require more extensive rationale/support.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
4. Purchasing Education Technology (including hardware, software, and connectivity)
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
5. Addressing the Unique Needs of Special Populations
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
6. School Facility Repairs
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
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7. Providing Mental Health Supports
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
8. High Quality Instructional Materials for Math Adoption
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
NOTE: Items in this category will require more extensive rationale/support.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
9. High Quality Instructional Materials for Early Literacy
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
10. Public Health Coordination and Protocols
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
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will be assessed.
11. Conducting Other Necessary Activities
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Describe how the proposed activities/use of funds supports the focus area and how the effectiveness of the activities
will be assessed.
12. Indirect Cost
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
13. Administrative Cost (5% limit)
$ 0.00 Amount
The amount box auto-populates based on inputs from the Budget Page.
Resources
Click here to open the application guide.
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LEA Program Details
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
Administration Cost
Program Administration: The reasonable and necessary costs to manage the federal grant in a compliant and
effective manner.
The LEA is not utilizing grant funds to administer the ESSER 3.0. Provide a summary of how the grant
program will be administered, including the title of the staff responsible for the grant administration, the FTE(s), and the
other funding sources that will contribute to administrative staff salaries/benefits.
The LEA is utilizing grant funds to administer the ESSER 3.0.
Systemwide Administration for ESSER 3.0 Grant Administration - Staff in this table are those who work in the
central office on the direct administration of the grant.
Systemwide Administration for LEAs Using ESSER 3.0 Funds for Direct Administration: Staff in this table are those
who work in the central office on the direct administration of the grant. If the LEA is not using ESSER 3.0 funds for
grant administration, do not enter staff in this table.
Headcount FTE
Administration
Resource Specialist
Program/Project Director
Other (specify)
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Total
Will new positions be hired with these funds?
Select...
If yes, ensure these positions are reflected above.
Provide a brief description of the reasonable and necessary administrative activities and personnel. This includes the
FTE and amount deducted from the grant.
Planning
Reflect on the challenges that the LEA faced during the COVID-19 pandemic. What prioritized needs did the LEA
identify during the pandemic?
Learning Loss
Note: Required minimum of 20% of funds must be used to address learning loss through evidence-based
interventionist that respond to students' academic, social, and emotional needs.
$ 2,340,991.60 The minimum amount required based on the LEA allocation.
Provide information on how the LEA is measuring and addressing learning loss and how ESSER 3.0 funds will support
these measures. Please include an overview of the evidence-based interventions the LEA will implement to address
learning for students.
Oversight Plan
Summarize the LEA's plan for reporting, monitoring, and auditing supports and capacity related to ESSER 3.0 funds.
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Consultation with Stakeholders
Describe how the LEA will, in planning for the use of ARP ESSER funds, 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.
v. Tribes;
vi. civil rights organizations (including disability rights organizations); and
vii. 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.
*
* Provide an overview of how the public stakeholder input was considered in developing the LEA's plan for ARP
ESSER funds.
Planning for the Use and Coordination of ARP ESSER Funds
* How will the LEA use the remaining ARP ESSER funds consistent with statutory requirements?
* How the LEA will ensure that the ARP ESSER funded interventions, including but not limited to the 20% set-aside,
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,
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students of color, English learners, children with disabilities, students experiencing homelessness, children and youth
in foster care, and migratory students?
Resources
Click here to open the application guide.
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Personnel Details Systemwide
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
Systemwide Instruction & Support - Staff in this table are those who are supported with one-time funds and
work across multiple school sites as needed.
Systemwide Administration for LEAs Using ESSER 3.0 Funds for Direct Administration: Staff in this table are those
who work in the central office on the direct administration of the grant. If the LEA is not using ESSER 3.0 funds for
grant administration, do not enter staff in this table.
Headcount FTE
Coaches / Consulting Teachers
Instructional Paraprofessionals
Non-Instructional Paraprofessionals
Interventionists
Parent and Family Engagement
Other (specify)
Total 0.00 0.00
Resources
Click here to open the application guide.
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Personnel Details (Regular School School-Year – K-12 School-Level)
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
Regular School-Year Staff Funded with One-Time Funds
Teachers Paraprofessionals Interventionists School Counselors Parent and Family Other 1 - Specify Other 2 - Specify Other 3 - Specify Other 4 - Specify Total
Engagement
Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE
0 0.00
0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00
Resources
Click here to open the application guide.
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Personnel Details (Summer School – K-12 School-Level)
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 - Rev 0 - Elementary and Secondary
School Emergency Relief (ESSER) 3.0 Grant
N/A
Summer School Personnel Funded with One-Time Funds
Teachers Paraprofessionals Instructional Site Administrator / School Counselors Parent and Family Other - Specify
Facilitators Clerical Engagement
Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE Headcount FTE
0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00
Resources
Click to open the application guide.
Page 17 of 23 7/2/2021 11:15:47 AM
Charter Schools Program Details
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
N/A: The LEA certifies that no public charter schools are geographically located in the district.
The following question must be answered by LEAs with charter schools. ARPA and specifically the ESSER 3.0 funds
were intended to provide relief funding and support for all public schools - both traditional and charter. Additionally, all
LEAs with charter schools can retrieve the Charter School Needs Assessment template from the Related Documents
page, share the template with each charter school, and reupload all completed overviews prior to submitting this
application for review and approval.
* 1. LEAs receive a per-pupil allocation for students in public and charter schools. Outline the process used to ensure
charter schools are receiving their proportionate share of ESSER 3.0 benefits to their traditional public school
counterparts.
Resources
Click to open the application guide.
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Related Documents
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
Optional Documents
Type Document Template Document/Link
Charter School Needs Assessments: Only for N/A
LEAs That Have Charter Schools within Their
Boundaries
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Assurances
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Grant
* The local educational agency (LEA) hereby assures the state education agency (SEA) that the LEA meets
each of the following conditions:
Assurances
1. The LEA shall to the greatest extent practicable, continue to pay its employees and contractors during the period
of any disruptions or closures related to coronavirus.
2. The LEA shall report spending progress and reimbursement request on a monthly basis to the Tennessee
Department of Education, along with any other required documentation..
3. The LEA must track in their standard accounting program ESSER 3.0 funds separately from ESSER 1.0 and 2.0
funds.
4. All programs, services, and activities covered by this Grant Application will be operated in accordance with state
and federal laws, regulations, as well as approved policies and rules as established by the Tennessee State Board of
Education and the Tennessee Department of Education. The U.S. Office of Management and Budget's
Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards are available here.
5. Expenditures will be in compliance with the standard accounting procedures and guidelines established by the
Tennessee Department of Education, federal legislation, and F&A Accounts Policy 03.
6. Recognize that state approval of an application does not relieve the LEA of its responsibility to comply with all
applicable program and fiscal requirements.
7. Grant funds will not be expended in any manner other than as outlined in the budgeted section of the approved
grant application. Funds will only be expended for allowable costs. Any changes to the original budget must be pre-
approved by the department before line items are modified. The LEA acknowledges that this program is subject to
funds availability and that the department reserves the right to terminate program activities and expenditures for
convenience at any time.
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8. Use fiscal control and fund accounting procedures that ensure proper disbursement of and accounting for federal
funds paid to that agency under each program as noted in Cash Management Improvement Act (CMIA) 7211R rule.
9. Keep such records, and provide such information to the department, as may be reasonably required for fiscal
audit, data reporting, and program evaluation.
10.Program activities, expenditures, and records shall be subject to monitoring by the department. LEAs must
maintain documentation of all expenditures and should submit this documentation with the final report.
11. Activities should align with the intent and purpose of the ARPA Acts as outlined in the H.R. 748 legislation.
Allowable services, activities, and expenditures funded with the ARPA Act align with the ESEA, IDEA, and Perkins,
and other allowable programs shall be provided in compliance with established Federal and State Rules,
Regulations, & Minimum Standards.
12. Special Education and Related Services will be provided in compliance with established Federal and State
Rules, Regulations, & Minimum Standards.
13. Title VI of the Civil Rights Act of 1964, as amended, 42 U.S.C. 2000d et seq., which prohibits discrimination on
the basis of race, color, or national origin in any program or activity receiving Federal financial assistance;
14. Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et seq., which prohibits
discrimination on the basis of sex in any education program or activity receiving federal financial assistance; and
15. All regulations, guidelines, and standards issued by the Tennessee Department of Education and U.S.
Department of Education under any of these statutes.
Charter Assurances (if applicable)
The LEA will ensure that Charter Schools have an equal opportunity to participate to the full extent in the ARPA
grant and will allocate per-pupil funds accordingly.
1. The LEA has a clear process for ensuring all applicable laws and regulations regarding ESEA, IDEA, and other
programs and funding are followed in its authorized charter schools.
2. The charter school will comply with all requirements associated with the funding source as a condition for the
state to receive any of the federal funds.
3. The charter school will maintain accurate and timely project records which document progress in implementing
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this project, and which demonstrate compliance with all state and federal fiscal and program requirements.
4. Charter schools will receive reimbursements within three business days of the LEA receiving the reimbursement
request allocation from the Tennessee Department of Education.
5. Charter plans submitted to the LEA must be approved within five business days and any non-approved plan
must be sent Tennessee Department of Education, Division of Federal Programs and Oversight for a third-party
review.
* Additional Assurances -The assurances below were added to the application in May 2021, in connection
with the Safe Return to In-Person Instruction and Continuity of Services Plan. Check the box to agree.
1. LEAs must develop and make publicly available their ARP ESSER Funding Application no later than Aug. 1,
2021. All plans must be made publicly available on the LEA's website and published on the Tennessee Department
of Education's (department) website within thirty (30) days of approval.
2. All plans must be developed with meaningful public consultation with stakeholder groups (i.e., families, students,
teachers, principals, school and district administrators, school leaders, other educators, school staff, advocacy
organizations representing student groups). The consultation process must include an opportunity for input and
meaning consideration of that input.
3. ESSER plans must be in an understandable and uniform format; to the extent practicable, written in a language
that parents can understand or, if not practicable, orally interpreted; and upon request by a parent who is an
individual with a disability, provided in an accessible format to that parent.
4. LEAs must update the Safe Return to In-Person Instruction and Continuity of Services Plan at least every six
months through Sept. 30, 2023, seek public input on the plan and any revisions, and take such input into account.
All revisions must include an explanation and rationale of why the revisions were made.
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Elementary and Secondary School Emergency Relief (ESSER) 3.0 Checklist
Anderson County (010) Public District - FY 2022 - Elementary and Secondary School Emergency Relief (ESSER)
3.0 - Rev 0 - Elementary and Secondary School Emergency Relief (ESSER) 3.0 Checklist
This checklist is a means of communication between the TDOE and LEAs regarding the allowability and allocability of
the items submitted in the funding application. Please follow the steps below to ensure that the funding application
contains items that are in compliance with program requirements.
After the LEA submits the application, the TDOE will review the application and mark each section as OK, Not Applicable, or Attention
Needed. If the application contains no items that are marked as Attention Needed, the application will be approved.
If the application contains items that are marked as Needs Attention, the application will be returned to the LEA with a status of not
approved. The LEA will review the checklist for items that are marked Attention Needed and make the necessary changes to those items.
Only the checked items in the sections marked Attention Needed are to be corrected and/or explained. Each section marked Attention
Needed also has a place where the TDOE may provide notes to explain items needing attention. The LEA should check for notes and
additional comments.
Once the LEA has made the necessary adjustments, the LEA will resubmit the application for approval. If the TDOE determines that the
item has been corrected, Attention Needed will be changed to OK by the TDOE Reviewer. If the items needing attention still have not
been corrected, the application will be returned again to the LEA with a status of Not Approved.
Applications that contain no items that are marked Attention Needed will be approved.
General Checklist Comment
No comments have been made at this time
Checklist Description (Collapse All Expand All)
1. Cover Page Not Reviewed
1. Cover Page
2. Budget Not Reviewed
1. Budget
2. Spending Plan
3. Program Details Not Reviewed
1. Program Details
4. Personnel Details Not Reviewed
1. Systemwide
2. Regular School Year
3. Summer School
5. Charter Schools Not Reviewed
1. Charter
2. Related Documents
Page 23 of 23 7/2/2021 11:15:47 AM
TDOE GEPA STATEMENT
In accordance with Section 427 of the U.S. Department of Education’s General Provision
Act (GEPA), the Tennessee Department of Education (TDOE) ensures equal access and
participation to all persons regardless of their race, color, ethnicity, religion, national
origin, gender, age, citizenship status, or disability to the programs and services offered.
For state-level activities as well as all other activities supported by federal assistance, the
TDOE will fully enforce all federal and state laws and regulations designed to ensure
equitable access to all program beneficiaries and to overcome barriers to equitable
participation. Further, the TDOE will take all steps necessary, whether by required
notices, complaint procedures, appointment of liaisons, outreach activities, pursuit of
conforming state legislation, or otherwise, to achieve these goals. Further, all partners and
providers will be required to complete and submit assurance documents that comply with
GEPA commitments as a condition of their participation in any project.
To address potential accessibility and participation barriers for students, teachers, and
other beneficiaries with visual and other impairments, TDOE will utilize the following
accessibility principles:
• All non-text content will have alternative text;
• All data tables will have headings;
• Users will be able to complete and submit all forms;
• Links will make sense out of context;
• Media will have captions and/or transcripts;
• Non-HTML content will be accessible;
• Users can comprehend the page structure and purpose;
• Meaning will not be conveyed through color alone;
• Content will be clearly written and easy to read;
• JavaScript will be accessible;
• Users will be able to access content from various devices and browsers; and
• All sites will comply with accessibility standards.
Many of Tennessee’s vulnerable students and families primarily speak a language other
than English. TDOE will utilize grant funds to provide web-based
translation/interpretation services for communications in Spanish, the state’s most
prominent second language.
The following steps will be implemented as necessary with the intent to reduce access
barriers and to maximize participation:
• Identify the special needs of students, parent, and other beneficiaries including,
but not limited to, access requirements (wheelchair access, signers, and
interpreters), as needed.
• Develop and implement a plan to address the identified special access needs.
Best efforts will be made to hold all meetings in ADA accessible facilities.
• Post grant information on website which will enable equitable access by
participants and enable assistive computer devices to interpret the materials.
The plan will be monitored over the life of the grant. If necessary, corrective steps will be
taken to address deficiencies and maximize participation.
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