RE: California State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Summary
A letter dated August 2, 2021 from State Superintendent of Public Instruction Tony Thurmond and California State Board of Education President Linda Darling-Hammond to Assistant Secretary Ian Rosenblum of the U.S. Department of Education, submitting the California State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund, followed by the plan. The letter states that the plan was drafted in May and June 2021 and approved by the State Board of Education on July 14, 2021. The plan states that California has provided $4.5 billion to LEAs to accelerate the safe return to in-person instruction. It describes Governor Gavin Newsom's Executive Order N-26-20 of March 13, 2020 on the physical closure of schools and $5.3 billion in Learning Loss Mitigation Funds provided through the 2020–21 State Budget.
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Cite this document
“RE: California State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/ppr-int-b63d1ba6cf5b7dfb-pdf-b251da31b0/
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August 2, 2021
The Honorable Ian Rosenblum
Assistant Secretary for Elementary and Secondary Education
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-6100
Dear Assistant Secretary Rosenblum:
RE: California State Plan for the American Rescue Plan Elementary and Secondary
School Emergency Relief Fund
On behalf of the California State Board of Education (SBE) and the California
Department of Education (CDE), under the American Rescue Plan Act of 2021,
California respectfully submits the California State Plan for the American Rescue Plan
Elementary and Secondary School Emergency Relief (ARP ESSER) Fund.
The CDE and the SBE collaborated with state and local health agencies and California
stakeholders to draft a comprehensive state plan for the use of ARP ESSER funds. This
California State Plan was drafted in May and June 2021, and was approved by the SBE
on July 14, 2021.
The California State Plan will play a critical role in California’s ongoing efforts to address
the academic, social, emotional, and mental health needs of students, especially
students who have been most impacted by the COVID-19 pandemic.
If additional information regarding this request is needed, please contact Joseph Saenz,
Federal Policy Liaison, Government Affairs Division, by telephone at 916-591-6391 or
by email at jsaenz@cde.ca.gov.
Sincerely,
Tony Thurmond Linda Darling-Hammond
Tony Thurmond Linda Darling-Hammond
State Superintendent of Public Instruction President
California Department of Education California State Board of Education
TT/LDH:sp
California State Plan for the
American Rescue Plan Elementary and Secondary School Emergency
Relief Fund
U.S. Department of Education
Issued: April 21, 2021
Draft for Public Comment
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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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.
Overview
The California Department of Education (CDE) and State Board of Education (SBE)
staff collaborated with state and local health agencies andCalifornia stakeholders,
including those that represent all levels of school employees, parents, families, and
youth groups, to draft a comprehensive state plan for the use of ARP ESSER funds, as
required by the U.S. Department of Education (Department). This collaborative work
provided the foundation for the significant decisions on how to allocate the ESSER
State Level Activities funds, which were made by the Governor and the Legislature
based on input from members of the Legislature and their communities. This California
State Plan for ARP ESSER was drafted in May and June 2021 based on current data,
policies, and information available at that time. Additional information about the CDE’s
response to COVID-19 can be found on our website:
https://www.cde.ca.gov/fg/cr/arpact.asp.
The ARP ESSER funds and State Plan will play a critical role in California’s ongoing
efforts to address the academic, social, emotional, and mental health needs of students,
particularly for students who have been most impacted by the COVID-19 pandemic.
Over the past few months, California has provided $4.5 billion to LEAs to accelerate the
safe return to in-person instruction and empower schools to immediately expand
academic and integrated student supports, including over the summer. This plan will
provide a strong foundation for ensuring ARP ESSER funds are able to meet the needs
of our students and educators during this challenging time.
1. Progress and Promising Practices: Provide your assessment of the top 2-3 strategies that
have been most effective in supporting the needs of students in your State during the COVID-
19 pandemic, especially for students most impacted by the COVID-19 pandemic. Please
include, if applicable, how your State will submit and encourage its LEAs to submit lessons
learned and best practices to the Department’s Safer Schools and Campuses Best Practices
Clearinghouse so that they can be shared with other States and LEAs.
The CDE and SBE staff, working closely with the Governor’s Office and the California
Department of Public Health (CDPH) through the Safe Schools for All Team, and with
input from stakeholders, have identified the following three sets of strategies that have
been most effective in supporting the needs of students in California during the COVID-
19 pandemic, especially for students most impacted by the COVID-19 pandemic.
1. Guidance, resources, and flexibility provided to LEAs to support more effective
distance learning
2. Expanded access to devices, broadband, and connectivity
3. Strategies to support the safe return to in-person instruction
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Stakeholder input received through letters submitted in response to the Governor’s
2021 budget proposals confirm the assessment that these have been the most effective
three strategies in supporting the needs of students. These strategies are described in
more detail in the sections that follow.
1 – Guidance, resources, and flexibility provided to LEAs to support more
effective distance learning
On March 13, 2020, Governor Gavin Newsom issued Executive Order N-26-20
regarding the physical closure of schools and LEAs in response to the COVID-19
pandemic. Both the State and CDE went into immediate action and shifted priorities to
provide funding, direct support, and guidance to LEAs in making the move to distance
learning.
Governor Newsom and the State Legislature moved quickly to provide $5.3 billion in
additional funding to LEAs through the 2020–21 State Budget to support students
during distance learning. This funding, Learning Loss Mitigation Funds, was for LEA
activities that directly support academic achievement and mitigate learning gaps related
to COVID-19 school closures, including the provision of devices or connectivity to
facilitate in-classroom and distance learning, and providing professional development
opportunities to help teachers and parents support pupils in distance-learning contexts.
In addition, LEAs were required to adopt a Learning Continuity and Attendance Plan
that built upon California’s foundation of local control by requiring input from local
stakeholders on how the LEA would address student learning continuity during the
COVID-19 crisis in the 2020–21 school year.
Additionally, Section 121 of Senate Bill (SB) 98, Education Finance: Education Omnibus
Budget Trailer Bill (Chapter 24, Statutes of 2020) called for the development of draft
distance learning curriculum and instructional guidance for mathematics, English
language arts, and English language development to be adopted by the SBE by May
31, 2021. This initiative resulted in the Digital Learning Integration and Standards
Guidance available at https://www.cde.ca.gov/ci/cr/dl/dlintergstdsguidance.asp. To
support schools in the effective implementation of technology to support learning, the
California Digital Learning Integration and Standards Guidance provides strategies to
build educator and system capacity. The guide is based on foundational, research-
based digital learning practices, including engaging in personal interaction, building
classroom communities, supporting student mental health, promoting collaboration,
incorporating authentic assessment, designing active learning activities, and cultivating
student-centered opportunities to build agency.
The Legislature also took action to provide flexibility in the administration of
assessments to support instruction. SB 98 allowed for the administration of the
summative English learner proficiency assessment into the fall of 2020. Because the
summative English Language Proficiency Assessment for California (ELPAC) is a
gateway assessment for English learners to reclassification and access to a broader
and more rigorous range of courses, providing this additional time for administration
was a benefit for students. The initial English learner proficiency assessment window
was extended by 45 days to allow LEAs to safely bring students onto campus for the
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administration. With the added time, students were accurately assessed and provided
the appropriate supports.
The SBE also provided flexibilities around assessment decisions under their authority.
At the November 2020 meeting, the SBE acted to revise the Smarter Balanced
Summative Blueprints to allow for a short test form. This action provided LEAs with a
shorter assessment tool that was necessary and more appropriate for the 2020–21
school year. The CDE also worked to provide a remote administration option that
allowed LEAs the ability to provide assessments using a secure browser in a virtual
setting where viable.
These changes were made to underscore the importance of valid, reliable, and
meaningful data on student learning. With this information, LEAs, schools, and teachers
are better equipped to provide resources and supports where they are needed the most.
California’s assessment plan, and the changes made to accommodate needed changes
during the pandemic, provide parents, educators, and the public with information
regarding the progress students are making.
Over the course of Spring 2020 to Spring 2021, the CDE engaged in a cross-divisional
collaborative effort to support schools as they transitioned to distance learning and then
back to hybrid or in-person instruction. Shortly after California’s stay-at-home order went
into effect, the CDE published its first Distance Learning Considerations web page
located at https://www.cde.ca.gov/ci/cr/dl/dlconsiderations.asp. That first web page was
quickly organized into the Distance Learning web page we have today and serves as a
key source of guidance and resources for teachers and families in K–12 schools
regarding high-quality distance learning. The Distance Learning web page is organized
into the following areas with guidance provided in each section: CDE Support (including
guidance documents); Webinars; Local Resources (links to resources, tools, and
programs); Content Resources (digital resources organized by content area); Virtual
Schooling (online courses); and Language Support. The web page is available at
https://www.cde.ca.gov/ci/cr/dl/index.asp.
The CDE has provided 36 webinars targeting various aspects of distance learning,
including support circles and virtual town halls. Topics included, but were not limited to:
Guidance on COVID-19 School Closures, Guidance on COVID-19 Federal Funding
Flexibility, Safe Reopening of California Public Schools, Digital Divide Task Force-
Sponsored Use of Technology, Distance Learning Series, Student Health and Safety,
Nutrition, Supporting You Supporting Students, and Early Learning and Care COVID-19
Guidance (preschool) webinars. A comprehensive list of topics and archived webinars is
located at https://www.cde.ca.gov/ls/he/hn/covid19webinars.asp. The webinars continue
as the CDE assists LEAs with reopening for in-person instruction and maintaining
operations in adherence to Centers for Disease Control and Prevention (CDC) and
CDPH guidance.
2 – Expanded Access to Devices, Broadband, and Connectivity
At the outset of the pandemic, LEAs reported via survey conducted by the CDE that
close to one-fifth of California students lacked the resources to continue their education
from home, due either to a lack of connectivity, a device, or both. Knowledge of this gap
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in access led to the allocation of $2.1 billion in California’s Learning Loss Mitigation
funds for the purchase of devices, broadband, and connectivity to ensure that all
students had appropriate and working tools to access remote learning. A condition of
the receipt of these funds was a local planning process to determine how the funds
would be spent.
California has also looked to one of our strongest assets—the technology industry—and
state-level partnerships to provide access to broadband and connectivity to students
throughout the state, with a particular focus on those without access or in broadband
deserts. Governor Gavin Newsom, First Partner Jennifer Siebel Newsom, the SBE
President, and the State Superintendent of Public Instruction joined forces with the
Californians Dedicated to Education Foundation to form the Bridging the Digital Divide
Fund (BDD). The BDD’s actions spurred outside donations in the tens of millions of
dollars directly to communities and school districts throughout the state. BDD
accomplished the following to support student and schools:
• The state provided digital devices and support to 405 LEAs across nearly all of
California’s 58 counties through March 2021.
• $18.4 million dollars were donated to California LEAs through March 2021 to
assist with the purchase of devices and to secure broadband connectivity.
• 138 donors contributed to help bridge the digital divide in California.
• 75,274 computing devices were distributed to California LEAs.
• 101,306 hotspots (to enhance connectivity) were distributed to California LEAs.
Follow-up surveys were sent to all LEAs in July 2020, September 2020, and most
recently in April 2021 to understand any remaining needs in the areas of devices and
connectivity.
The CDE continues to conduct outreach around the need for equipment as well as
digital literacy needs for students, educators, and their families. The Closing the Digital
Divide web page, located at https://www.cde.ca.gov/eo/in/digitaldivide.asp, focuses on
identifying needed resources and partnerships to support distance learning, including
information on how LEAs can connect with purchasing programs and secure internet
access, and how individuals and companies can donate to this effort.
3 – Guidance to LEAs to Support the Safe Return to In-Person Learning
Ensuring all schools return to in-person instruction is a priority of Governor Newsom’s
administration and the CDE. Accordingly, the Governor’s Office affirmed the importance
of school staff by giving them first access to personal protective equipment (PPE),
COVID-19 testing, and COVID-19 vaccines. This specifically included:
• The Governor’s Office of Emergency Services (CalOES) secured a three-month
supply of PPE for all LEAs in the state and developed a master contract to
support the quick procurement of additional supplies that schools would need to
provide in-person instruction.
• In the launch of new testing capabilities, the California Health and Human
Services Agency identified schools as primary testing sites.
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• Teachers and educators were prioritized from the beginning and received direct
access to testing through the state’s online system; they were designated as “first
responders” and were given priority to vaccines.
• Creation of the Valencia Branch Lab (VBL) in Valencia, California, to support the
rollout of a new testing center last fall that ultimately provided the test supplies
and results at no cost to LEAs.
CDE has developed a web page specific to Coronavirus Response and School
Reopening Guidance (https://www.cde.ca.gov/ls/he/hn/coronavirus.asp) and provided
extensive guidance to LEAs—with input from key stakeholders—to support the safe
return to in-person instruction. This support included efforts by the Reopening Schools
Task Force in June 2020 that fostered a collaborative process for educators and
stakeholders to lend their voices to strategies for supporting LEAs to return to in-person
instruction. The result of this effort was the Stronger Together Guidebook located at
https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf. The document is
intended to be a guide for local discussion on reopening schools. It is not a “one-size-
fits-all” document; rather, it is a document that honors the varied local contexts of each
of our LEAs. The Guidebook was developed with the most current information known at
the time and may be updated as new data becomes relevant. The Guidebook provides
checklists, essential questions for consideration, and examples of best practices.
The CDE, CDPH, and the California Collaborative for Educational Excellence (CCEE)
also developed a range of resources for LEAs on how to safely return to in-person
instruction. These resources include:
• CDE’s Coronavirus Response and School Reopening Guidance:
https://www.cde.ca.gov/ls/he/hn/coronavirus.asp
• The CCEE’s Health and Safety Guidebook: https://ccee-
ca.org/resources/professional-learning/new-health-and-safety-guidebook/
• The CDPH’s State of California Safe Schools for All Hub:
https://schools.covid19.ca.gov/
Collectively, these resources are intended to ensure that all students and staff have the
opportunity for a safe return to in-person instruction, with robust academic, social, and
emotional supports.
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.
The priorities listed below were established through analysis of stakeholder input,
including input from the Governor’s Office and Legislature and public input from letters
received regarding the State budget, legislative hearings, and conversations with
stakeholders held during Town Hall meetings, and Superintendent Convenings, internal
conversations with CDE and SBE staff, and data and information on the needs of
California’s students and schools.
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Priority 1 - Addressing mental health/trauma needs of students, families, staff
In March 2020, stay-at-home orders and school closures were imposed to keep
Californians, including students, safe during the pandemic. While these closures helped
stop the spread of COVID-19, the transition also led to troubling increase in mental
health concerns for children and youth. According to the December 2020 report,
“Roadmap for Resilience: The California Surgeon General’s Report on Adverse
Childhood Experiences, Toxic Stress, and Health,” the COVID-19 pandemic response
has contributed to an increase in the mental health issues children face. As the report
notes, “For many children, the school is a bedrock of community belonging. The
pandemic has not only disrupted children’s academic opportunities and connections
with their peers and educators, it has also surfaced new and difficult experiences in the
home: fear, anxiety, financial distress, food and housing insecurity, and countless other
challenges. Economic uncertainty is associated with increases in harsh parenting, which
increases risk for child abuse and neglect, and the loss of friends and family through
illness and isolation can also increase the total dose of acute stress and adversity and
reduce the dose of buffering supports available from caregivers, educators, and other
adults.”
California’s stakeholders recognized the importance of addressing these challenges
throughout the state budget process. Over 100 stakeholders expressed their support for
budget priorities that address the mental health and trauma needs of students, families,
and staff. This priority was broadly supported by school districts and LEAs, nonprofits
and community groups, and labor partners.
The California System of Support, one of the central components of California’s
accountability and continuous improvement system, is designed to help LEAs and their
schools meet the needs of each student they serve, with a focus on building local
capacity to sustain improvement and to effectively address disparities in opportunities
and outcomes. In January 2021, the California System of Support sent an informal
survey to Geographic Lead Agencies to help understand the needs of the field. The
Geographic Leads reported that supporting the social emotional well-being and mental
health of students was one of the most pressing needs facing California’s schools. LEAs
indicated that addressing a lack of mental health practitioners, counselors, and school
nurses on-site to address student, family, and school staff needs was their top priority.
Key partners in the work of the California System of Support are the 58 County Offices
of Education that provide support and assistance for LEAs to address identified student
performance issues.
Priority 2 - Addressing accelerated learning needs
School closures during the 2019–20 and 2020–21 school years resulted in a disruption
in each aspect of the instructional core: learning environment, teachers, students, and
standards-based instruction. As a result, there may be gaps in learning that could
impact a student's mastery of standards taught during the 2021–22 school
year. Vulnerable and historically underrepresented students, English learners, and
students with disabilities have likely experienced an even greater impact. Although the
state has made historic investments to help ensure that students had access to high-
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quality grade-level instruction, teachers and support staff may need to provide additional
support on prior year content.
California’s 2021–22 budget package contains funding for a variety of options to
accelerate learning for students over the next year. Over 250 stakeholders expressed
support for accelerated learning priorities such as expanded learning time, high-dose
tutoring, and summer enrichment. This priority has widespread support from school
districts and LEAs, nonprofits and community groups, and labor partners.
California is joining other states in focusing on high expectations for all students,
including providing additional learning opportunities. A review of state learning
acceleration plans produced by the Council of Chief State School Officers and the
National Governors Association provides a preliminary analysis of state plans for
accelerating student learning. Through accelerating learning, teachers will be able to
scaffold instruction by providing “just in time” support so that students can access and
master grade-level content standards. The New Teacher Project (TNTP) has released a
report providing additional key guidance regarding learning acceleration that supports
the CDE’s approach to focus on accelerated learning to address the impacts from
COVID-19 physical school closures and varied outcomes from remote learning.
Through addressing accelerated learning needs, California will be able to reinforce the
use of the formative assessment process utilizing evidence-based practices for grade-
level standards-based instruction and teaching within the zone of proximal
development.
Priority 3 - The safe return of all students in-person, full-time at the beginning of
the 2021–22 school year.
Over the course of the Spring of 2021, more and more schools and districts began the
move back toward full-time in-person instruction in California. Data collected and
reported through the School Reopening and Summer Instruction Dashboard show that
from February to May, more than 650 LEAs began offering in-person instruction,
bringing the total number of LEAs offering in-person instruction by May 13, 2021, to 929
LEAs.
Providing in-person learning opportunities was possible due to the health and safety
resources provided by the State and the effective strategies employed by district and
school staff and school communities. These efforts include widespread distribution of
the vaccine, mask-wearing, and physical and social distancing. California’s infection
rates are now some of the lowest in the nation, and counties that were previously hot
spots for the disease a few months ago, such as Los Angeles County, are now low
enough for students, staff, and teachers to return to school in-person full-time.
With the success of efforts to curb the public health crisis, California’s schools are better
prepared for the Fall of 2021. Of the 85–90 percent of districts who completed the latest
School Reopening and Summer Instruction Dashboard reporting, over 99 percent are
planning to return to full-time in-person instruction when school begins after the summer
break.
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Supporting LEAs in these efforts is and must continue to be a top priority for California
so that plans to return full-time will be realized in the fall. The California State budget
and federal funds have been leveraged to provide for the needs of LEAs so they can
effectively make plans in areas such as health and safety, reengagement of students,
wraparound supports for the whole child, and acceleration of learning.
Prioritizing investment in the safe return of all students for in-person full-time instruction
in the Fall of 2021 was a key message from stakeholders during the budget process.
Over 90 stakeholders from a variety of groups representing school districts and LEAs,
nonprofits and community groups, and labor partners expressed support for this priority.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest priority
academic, social, emotional, and/or mental health needs for the remainder of the 2020-2021
school year (if applicable) and for the 2021-2022 school year related to the impact of the
COVID-19 pandemic on each of the following student groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying disparities and
focusing on underserved student groups by race or ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved student
groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and youth with
disabilities eligible under the Individuals with Disabilities Education Act
(“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have been
identified by the SEA (e.g., youth involved in the criminal justice system,
students who have missed the most in-person 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.
The CDE is planning to collect end-of-year LEA data later this year, in August 2021, due
to extended assessment windows, local school schedules, and an effort to collect
accurate data at the local level. Data validation, reconciling, and aggregation will follow
until the SEA’s public release of quality data sets for LEAs, researchers and, eventually,
the public, in December 2021.
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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.
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Table A1 outlines the highest priority needs for each student group based on
stakeholder feedback. The pandemic has exacerbated pre-pandemic equity and
opportunity gaps for some of our at-promise students. The needs for support and
services for all student groups increased due to COVID-19.
Table A1
Student group Highest priority needs
Students from low- Despite historic investments from the state, the needs that
income families were present pre-pandemic are still present today
(https://www.cde.ca.gov/eo/in/). These needs include:
• Closing the digital divide
• Chronic absenteeism
• Mental health and trauma
• Closing the achievement and opportunity gaps
• Cost-effective child care for low-income families
Students from each The needs of students of color include:
racial or ethnic • Nutrition services to address food insecurities
background used by • Academic supports to address learning acceleration
the State for reporting • Increased social and emotional support and
purposes—please add wraparound services for students who may be facing
a row for each racial or additional hardships during the pandemic
ethnic group (e.g., • Formative assessments, observations, and local data
identifying disparities to determine instructional levels
and focusing on • Access to reliable technology, including devices,
underserved student broadband, and connectivity
groups by
race/ethnicity)
Students by gender— The current end-of-year data will disaggregate this
please add a row for information by gender. This information will be available in
each gender (e.g., Fall 2021.
identifying disparities
and focusing on
underserved student
groups by gender)
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Student group Highest priority needs
English learners The needs of English learners include:
• Designated and integrated English language
development (ELD) for all English learners during
distance learning and the transition back to in-person
instruction.
• Increased social and emotional support and
wraparound services for immigrant students who may
be facing additional hardships during the pandemic.
• Formative assessments, observations, and local data
to determine instructional levels for all typologies of
students who are English learners (students with
interrupted education, long-term English learners,
newcomers, English learners with disabilities, etc.)
• Access to reliable technology, including devices,
broadband, and connectivity
• Development and support of English Learner
Advisory Councils at school sites and the District
English Learner Advisory Councils at the LEA level in
order to promote and encourage parent and family
participation.
Children with The needs of students with disabilities include:
disabilities • Targeted support to meet learning goals potentially
delayed by COVID-19
• Appropriate services that continue to support
Individualized Education Program Plans, including a
robust system of assessment and progress
monitoring
Students experiencing The needs of homeless students include:
homelessness • Academic, social and emotional programs, and
mental health supports
• Outreach to identify families experiencing
homelessness and ensuring families self-identify as
experiencing homelessness in order to connect them
with additional resources
• Ensuring student attendance and academic learning
engagement in an effort to support learning
acceleration.
• Access to stable housing and stable food sources for
families
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Student group Highest priority needs
Children and youth in The needs of students in foster care include:
foster care • Intentional, scheduled communication to reengage
them in school
• Targeted interventions to address learning
acceleration
• Community partnerships and collaborations to re-
evaluate policies and strategies for youth in care
Migratory students The needs of migratory students include:
• More professional learning opportunities for teachers
to review data to identify specific gaps in knowledge
and skills
• Greater coordination with districts to ensure migratory
student needs are being met
• Designated and integrated ELD for all migratory
English learners during distance learning and the
transition back to in-person instruction
• An increase in the number of case managers and/or
counselors to advise migratory students who are at
risk of failing or dropping out
• Connection of students to services, such as credit
accrual services, that address their academic and
nonacademic needs and monitor student
achievement
• Face masks, gloves, and cleaning supplies
• Reliable internet connectivity and devices
• Support for homelessness and food insecurity
Other groups of The needs of youth involved in the criminal justice system
students identified by include:
the State (e.g., youth • Access to a variety of learning platforms, include
involved in the criminal online, in-person, or hybrid models
justice system, • Reliable digital devices and connectivity
students who have • Restorative justice and mental health supports to
missed the most in- address bullying and stigmatization related to racial
person instruction and ethnic subgroups and gender identification
during the 2019–20
and 2020–21 school California’s LGBTQIA students face many challenges
years, students who including lack of self-worth, bullying, and isolation, which
did not consistently COVID-19 exacerbated.
participate in remote
instruction when
offered during school
building closures,
LGBTQ+ students)
13
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.
Identifying needs and impacts is not new; this is already embedded in the way California
does business. Stakeholder engagement is foundational to how the state understands
the impact of changes such as the pandemic. For over a decade, California has used an
approach that provides LEAs and their communities with the tools to have important
conversations that inform the identification of need, opportunity gaps, and areas for
improvement. This process is guided by the Local Control and Accountability Plan
(LCAP) and its related requirements and process. The LCAP is a tool for LEAs to set
goals, plan actions, and leverage resources to meet those goals to improve student
outcomes.
Completing the LCAP is an annual process that requires LEAs to engage their local
stakeholders in annual planning to evaluate their progress within eight state priority
areas encompassing all of California’s statutorily required metrics (county offices of
education [COEs] have 10 state priorities). These priorities focus on conditions of
learning, family and student engagement, and student outcomes. Analysis of available
data and stakeholder engagement is critical to appropriately allocating the resources
that are provided to the LEAs. LEAs document the results of this planning process in the
LCAP using the template adopted by the SBE. Accordingly, the LCAP is a critical data
collection tool as school districts engage their communities to assess student needs.
LEAs must still adopt their annual LCAP to guide the use of resources in the 2021–22
school year, based on current data and information. Engaging families and community,
LEAs gather timely and useful data about the pressing needs of their students. The
LCAP is due July 1, 2021.
The other pieces of California’s accountability system are all complements to the
process of local planning. One element is the California School Dashboard, which
contains data related to the state priorities and was created to provide parents and
educators with access to that data that is a starting place for understanding the needs of
districts, schools, and student groups. Despite the impacts of the COVID-19 pandemic
on assessment and data collection, CDE has continued to use the Dashboard as the
location for all valid and reliable data to allow the public to better diagnose needs and
understand the impact of distance learning on students. LEAs should utilize available
data disaggregated by student group and input from community members to identify
student needs and ensure that services provided with ARP ESSER III funds address
those needs.
California, in partnership with its LEAs and stakeholders, has worked to refine the
supports needed to do this work effectively. While there is always room for
improvement, it is on this foundation that California worked to provide LEAs with the
tools necessary to understand the impact of the COVID-19 pandemic on student
14
learning and well-being. One such support was developed in August of 2020; the CDE
produced a document to guide districts on collection of assessment data to assess their
students’ needs and assets. The document, Guidance on Diagnostic and Formative
Assessments, can be found at
https://www.cde.ca.gov/ls/he/hn/guidanceonassessments.asp. This document will be a
key resource for educators as schools return to in-person instruction.
Valid, reliable, and meaningful data on student learning will help direct these and other
resources and supports to where they are needed most. To that end, since the
beginning of the pandemic, California has strategized to develop an assessment plan
that would provide data to parents, educators, and the public regarding the progress of
students, including the provision of interim assessment tools through the Smarter
Balanced Assessment Consortium and the use of other nationally developed diagnostic
tests aligned to state standards. California continued to provide the Smarter Balanced
Summative Assessments and the California Alternate Assessments (CAA) for English
Language Arts and mathematics as well as the California Science Test (CAST), the
CAA for science, and the ELPAC to all English learners. Where administration of the
state summative was not a viable option, the SBE approved the use of other diagnostic
and interim assessments that are aligned with California Standards and provide results
that can be reported to parent/guardians, educators, and the public. This assessment
will be used alongside other metrics to identify student needs and direct resources.
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.
On January 14, 2021, the CDPH issued a public health directive requiring all school
districts, charter schools, and private schools to report on their instructional status—in-
person, hybrid, or distance learning only—every second and fourth Monday of each
month. That data was reported for the first time on January 22, 2021.
The information requested from school districts, charter schools, and private schools on
their instructional status has been modified over time. A more granular level of data was
15
required by Assembly Bill (AB) 86, approved by the Legislature and the Governor on
March 5, 2021. Importantly, LEAs were required to submit data, at the school-level, on
the number of students who were participating in each mode of instruction through the
2021–22 school year.
These data are available to the public through maps on the Safe Schools for All Hub
website set up by CDPH. The website contains all COVID-19-related information
collected by CDPH and is located at https://schools.covid19.ca.gov/.
Throughout late Winter 2020 and into Spring 2021, the incentives and supports
provided by the State for reopening school for in-person instruction resulted in a
substantial increase in the number of districts offering some in-person instruction. At the
end of January, about 240 of approximately 1,100 school districts were offering some
in-person instruction in at least some of their schools. Over the course of the next few
months, that number increased to nearly 930 districts reporting they were offering some
in-person instruction by mid-May.
Looking at school-level information by instructional status, as of the late May for the
2020–21 school year:
• Full time in person instruction: 2,300 schools reporting
• Hybrid: 3,138 schools reporting
• Distance learning only: 2,135 schools reporting
ii. The data described in A.5.i.a. and b. using the template in Appendix
A (and to the extent available, the data described in A.5.i.c.) for the
most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The
Department will periodically review data listed in A.5.i on SEA
websites.
The CDE made the data publicly available on June 21, 2021. This information is
available at https://www.cde.ca.gov/fg/cr/arpact.asp. The data is also included in
Appendix A of this Plan.
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.
LEAs are currently being asked through the biweekly survey to provide information on
summer offerings, including if they are offering summer programs to all students or just
a subset. They are also being asked to include enrollment numbers for each offering.
Based on information collected to date, LEAs representing 85–90 percent of all districts
report that they overwhelmingly plan to offer a summer program (89 percent to 11
percent). Information regarding which LEAs throughout the State are offering a summer
16
program as well as the kind of services being offered is available through a database
provided on the California Safe Schools for all Hub, located at
https://maps.schools.covid19.ca.gov/public-summer.html. Information regarding the
types of summer services being offered is highlighted below:
• Learning acceleration: 72 percent of LEAs reported they will provide
learning acceleration to students. Learning acceleration includes offering
additional learning opportunities, summer classes or high-dose tutoring
that provide academic instruction and curriculum aligned to California's
learning standards.
• Targeted intervention: 87 percent of LEAs reported they will provide
targeted interventions. Targeted interventions include programs that
provide specific supports and services for English learners, students with
disabilities, homeless students, foster youth, and other at-risk learners.
• Enrichment: 73 percent of LEAs reported they would be offering
enrichment opportunities. Enrichment opportunities include programs
designed to give students the opportunity to try new things and explore
and develop interests outside of the classroom.
• Mental health services: 73 percent of LEAs reported they will be offering
mental health services. Mental health services include offerings that
support the mental health and social and emotional well-being of students,
such as counseling and social services.
• Wellness services: 82 percent of LEAs reported they will be providing
wellness services to students. Wellness services include offerings that
support the overall well-being of students, including access to health care
services, social services, responses to trauma, and enrichment
opportunities.
The Budget for 2021–22 also continues the bimonthly reporting through the remainder
the 2021–22 school year and asks LEAs to provide the following information:
• The number of pupils enrolled by schoolsite and school district.
• The number of school employees who work onsite at a school by schoolsite.
• The number of pupils who have opted into independent study, including.
• The expanded learning opportunities provided to pupils.
• How the school is addressing the mental health and wellness needs of pupils.
• The supports and interventions the school is using to address the academic
needs of pupils.
• The enrichment opportunities provided to pupils.
• The safety protocols the school is using to ensure the health and safety of pupils
and staff.
• As well as any additional information requested.
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
17
well-being, and especially for being able to address the educational inequities that have been
worsened by the COVID-19 pandemic. In this section, SEAs will describe how they will
support their LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely returning to in-
person instruction and sustaining the safe operation of schools. This description must
include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
Complete the table below, adding rows as necessary, or provide a narrative description.
Table B1.
Mitigation strategy SEA response
Universal and correct Throughout the pandemic, CDE and state partners supported
wearing of masks LEAs in implementing prevention and mitigation policies
according to CDC guidance by allocating and coordinating the
distribution of PPE, hand sanitizer, and touchless thermometers
to all California schools, including private schools. If LEAs or
private schools need to obtain additional PPE, they can procure
it directly through the Department of General Services (DGS)
Master Agreement or obtain it for free through the Salesforce
portal maintained by Cal OES and CDPH by requesting PPE
through their COE. The Master Agreement is available at
https://www.dgs.ca.gov/PD/Services/Page-
Content/Procurement-Division-Services-List-Folder/Find-Masks-
Respirator-and-Surgical-on-Statewide-Contracts. CDE connects
LEAs to all CDPH resources through various links provided on
their COVID-19 Response web page. LEAs can learn about
current K–12 School Reopening Guidance on face masking as
well as fact sheets, Q&A resources on proper face shields, and
additional resources links when they hyperlink from the CDE
website to the Safe Schools for All Hub Web page
https://schools.covid19.ca.gov/. LEAs also have the option to
submit a technical assistance request, through the Safe
Schools for All School Hub website’s technical assistance
Portal, where specific questions regarding face mask
requirements can be submitted and responded to by subject
matter experts (SMEs) within 2-3 days. The Safe Schools for All
School Hub also provides direct links to where LEAs can find
information to purchase PPE equipment (as described above).
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Mitigation strategy SEA response
Physical distancing CDE supports CDPH’s K–12 Guidance, which provides physical
(e.g., including use of distancing criteria for arrival, departures for classroom and non-
cohorts/podding) classroom spaces and is located at
https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-
19/COVID19-K12-Schools-InPerson-Instruction.aspx. LEAs are
encouraged to visit the Safe Schools for All School Hub where
additional information is provided on creating cohorts and stable
groups developed by CDE partner the CCEE as well as a
CDPH two-minute video tutorial on stable grouping strategies
for elementary schools. LEAs also have the option to submit
technical assistance request, through the Safe Schools for All
School Hub website’s technical assistance portal, where
specific questions regarding physical distancing can be
submitted and responded to by SMEs within two to three days.
A nine-part, interactive webinar series was offered for LEA
school administrators from February to May 2021 through a
collaborative effort with CDPH’s Virtual Training Academy. Two
of the webinars offered were on stable groups (one of the two
was specific just to middle and high schools). All webinars are
recorded and available to view at any time on the School Hub.
Handwashing and The K–12 Guidance promotes healthy hygiene practices such
respiratory etiquette as handwashing, how students should wipe their noses, and
how to use effective types of hand sanitizers. LEAs also have
the option to submit a technical assistance request, through the
Safe Schools for All School Hub website’s technical assistance
portal, where questions regarding health and safety questions
can be submitted and responded to by SMEs within two to three
days. A nine-part, interactive webinar series was offered for
LEA school administrators from February to May 2021, provided
through a collaborative effort with CDPH’s Virtual Training
Academy. One of the webinars offered was on disinfection. All
webinars are recorded and available to view at any time on the
School Hub.
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Mitigation strategy SEA response
Cleaning and The American Society of Heating, Refrigerating, and Air
maintaining healthy Conditioning Engineers guidance provides recommendations
facilities, including for classroom ventilation and is located at
improving ventilation https://www.ashrae.org/technical-resources/reopening-of-
schools-and-universities. A nine-part, interactive webinar series
was offered for LEA school administrators from February to May
2021, provided through a collaborative effort with CDPH’s
Virtual Training Academy. One of the webinars offered was on
ventilation (recording posted on School Hub). CDPH Research
Scientists on air quality management presented and answered
questions on ventilation and other indoor air quality (IAQ)
control strategies during the webinar. Currently, the Safe
Schools for All School Hub offers school administrators
ventilation improvement resources and is awaiting the
finalization to share Ventilation and Filtration Guidance
developed by the Indoor Air Quality Section of the
Environmental Health Laboratory Branch of CDPH. LEAs also
have the option to submit a technical assistance request,
through the Safe Schools for All School Hub website’s technical
assistance portal, where specific questions regarding ventilation
can be submitted and responded to by SMEs within two to three
days. Recently, as state funding (AB 86) was allocated to LEAs
to utilize for COVID-response purposes, CDE collaborated with
CDPH and the California Division of the State Architect in order
to provide instructions to school administrators on the process
to request prioritization in submitting heating, ventilation, and air
conditioning (HVAC); ventilation; and other school facility
upgrades and improvements. As the process involved with a
request requires a full understanding of project review
requirements and special budgeting to ensure for extra funds
that should be allotted for code compliance work and plan
review fees, CDE determined that this information should be
provided to school administrators and superintendents as
quickly as possible.
20
Mitigation strategy SEA response
Contact tracing in AB 86 codified COVID-19 reporting and public health
combination with requirements for public and private schools, providing clear
isolation and direction on how positive test results should be handled locally.
quarantine, in The Safe Schools for All Team provides a broad range of
collaboration with the training, resources, and information to access local support with
State, local, contact tracing. The CDPH Virtual Training Academy provides a
territorial, or Tribal regular, two-day webinar training for local LEA “school liaisons”
health departments that are identified by their local school as lead for contact
tracing and collaboration with their local health department
(LHD) contact tracing team. LEA school liaisons have access to
the “School Liaison Toolkit” (English and Spanish version),
developed by CDPH, that provides background information on
their role, a decision-tree, key terms information, and a
communications tool to track and utilize important contacts and
communication chains between their school, LHD, and CDPH.
Additionally, the Virtual Training Academy conducted a one-
hour webinar entitled “Exposure Management in Schools” with
SMEs from the CDPH Contact Tracing Team as well as
panelists that presented and answered questions around
outbreak management. This webinar is recorded and posted on
the School Hub. The Safe Schools for All technical assistance
portal is another tool that school administrators can use to
submit contact tracing questions to CDPH SMEs. Additionally,
CDPH is conducting a coordinated effort with outbreak
management staff in order to offer regular “Town Hall” meetings
for school administrators to join and learn about best practices,
peer sharing, and the ability to “ask the experts” for the
purposes of having an open dialogue and way to continually
improve contact tracing and outbreak management efforts
across all LEAs. LEAs also have the opportunity to attend a
weekly, interactive webinar with the Safe Schools for All Team
Lead, Dr. Naomi Bardach, where LHD School Specialists and
their contact team staff can receive current information and ask
questions in real time.
21
Mitigation strategy SEA response
Diagnostic and The State Safe Schools for All supported LEAs to implement
screening testing diagnostic and screening testing by connecting schools to the
Valencia Branch Laboratory. The state lab offers free
polymerase chain reaction (PCR) testing to K–12 schools. CDE
has also promoted antigen testing through the BinaxNow
program. LEAs can access diagnostic testing and resources
through the CDPH Testing Task Force web page for schools.
This page allows LEAs to download resources and tools on how
to access testing services through the State’s Valencia Lab;
follow recommended testing cadences for schools; testing
plans; assistance with testing partnerships; and a Frequently
Asked Questions resource. The Safe Schools for All also
provides the technical assistance portal where LEAs and LHDs
can submit and receive a response from testing SMEs. During
the CDPH weekly, interactive webinars with LHD School
Specialists, State leaders have been invited to also provide
specific information on diagnostic and screening tests. They will
continue to be invited as more questions arise amongst
participants as well as Safe Schools for All staff fielding
incoming questions during these webinars to testing experts,
with a response provided through email communication.
Efforts to provide AB 86 provided vaccine prioritization for education sector staff
vaccinations to under Tier 1B of the CDPH’s Vaccine Allocation Guidelines for
educators, other COVID-19 Vaccine. California Education Code (EC) Section
staff, and students, if 32092(c) provided that, “of the first doses of the COVID-19
eligible vaccines available to the state, 10 percent shall be offered to
childcare and K–12 education sector staff.” All Californians age
twelve and older now have access to receive a COVID-19
vaccination if they want one. The Hub prominently features
information on vaccinations for students, including how to
schedule, minor consent, and how LEAs can apply to become a
provider to disseminate vaccines and/or partner with
pharmacies and other organizations to hold “pop-up” COVID-19
vaccination events. The Safe Schools for All Team just
launched a secondary site to the School Hub that is targeted
toward parents. On that site, parents can understand more
about the vaccines for their age twelve and older student and
other safety information as schools reopen for in-person
instruction. LEAs may also submit questions on vaccination
issues to the technical assistance portal that is responded to by
a vaccination SME from CDPH.
22
Mitigation strategy SEA response
Appropriate Reopening of schools has been governed by the evolving
accommodations for CDPH K–12 frameworks over the past year. However, certain
children with flexibilities or accommodations have been created to ensure
disabilities with children with disabilities receive the free, appropriate public
respect to the health education to which they are entitled. One example is the
and safety policies CDPH’s guidance (dated September 4, 2020, and updated
March 22, 2021) and accompanying frequently asked questions
(FAQ) (dated September 4, 2020) permitting the provision of in-
person, targeted, specialized support and services in stable
cohorts when a school is able to satisfy all of the conditions
detailed in CDPH’s guidance related to cohorts. The guidance is
located at
https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-
19/small-groups-child-youth.aspx and the FAQs are at
https://files.covid19.ca.gov/pdf/guidance-schools-cohort-
FAQ.pdf.
Additionally, certain exemptions to face coverings apply to
students with disabilities. CDPH guidance on face coverings,
along with allowable exemptions, were summarized in a
February 11, 2021, notice here:
https://www.cde.ca.gov/sp/se/lr/om021121.asp
As a condition of receiving In-Person Instruction (IPI) Grants,
LEAs must offer in-person instruction as defined in AB 86. This
includes first serving all pupils who are individuals with
exceptional needs, if consistent with each pupil’s individualized
education program, as well as prioritized pupil groups, at the
maximum practical capacity needed to maintain health and
safety pursuant to the LEA’s COVID-19 safety plan.
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;
Governor Newsom and the California Legislature provided $6.6 billion during the 2020–
21 school year, including $2 billion for IPI grants, on March 5, 2021. In implementing AB
86, CDE allocated IPI grant funding to COEs, school districts, and classroom-based
charter schools based on a proportionate share of each LEA’s Local Control Funding
Formula (LCFF) entitlement.
IPI grants incentivized LEAs to return to in-person instruction by April 1, 2021, by
providing funding that LEAs could use for any purpose consistent with providing in-
person instruction for any pupil participating in in-person instruction, including, but not
limited to, COVID-19 testing, cleaning and disinfection, PPE, ventilation and other
23
schoolsite upgrades necessary for health and safety, salaries for certificated or
classified employees providing in-person instruction or services, and social and mental
health support services provided in conjunction with in-person instruction.
As a condition of receiving IPI grants, LEAs were required to offer in-person instruction
as defined in AB 86. This includes first serving all pupils who are individuals with
exceptional needs, if consistent with each pupil’s individualized education program, as
well as prioritized pupil groups, at the maximum practical capacity needed to maintain
health and safety pursuant to the LEA’s COVID-19 safety plan. “Prioritized pupil groups”
as defined in AB 86 include pupils at-risk for abuse, neglect, or exploitation; homeless
pupils; foster youth; English learners; pupils without access to a computing device,
software, and high-speed internet necessary to participation in online instruction, as
determined by the LEA; and disengaged pupils.
By June 1, 2021, all LEAs eligible for IPI grants were required to certify their offering of
in-person instruction as defined by AB 86. This certification will be enforced during the
LEA’s annual audit.
The Initial data collection closed on June 7:
• Valid LEA Certification Form responses = 1,678 (85%)
• Missing responses = 305
The CDE opened an amendment window, June 15–23:
• Missing responses collected = 206 out of 305
• Missing responses remaining = 86
• Final response rate = 95.63%
With
Original
Status Amendment Change
Window
Window
Submitted 1,678 1,884 206
Not 305 86 -219
Submitted
Not Eligible 305 318* 13
Total Count 2,288 2,288 0
*318 not eligible includes the 305 Non-Classroom-Based charters, 4 charters that
operated this year but do not get an IPI grant, and 9 charters that did not operate this
year and do not get an IPI grant and will be omitted from final published files.
24
AB 86 further established a biweekly data collection requirement for all LEAs (not just
those that received IPI grants) beginning March 15, 2021, for every school district,
County Office of Education, charter school, and private school maintaining any grades
K–12, inclusive, to notify the CDPH of the number of pupils participating in full in-person
instruction, hybrid learning, or distance learning. This data is tracked and monitored in
interactive school reopening maps on the Hub website at
https://schools.covid19.ca.gov/.
Further, for the 2021–22 school year, the shared intent of the Governor, the Legislature,
and the public is that all schools and students will return to full-time in-person
instruction. However, the State Budget provided an option for parents who may still be
hesitant to send their students back to school for in-person instruction or for children
who may be medically fragile. LEAs are required to provide students with an
independent study option. Legislation includes a series of improvements to the state’s
existing independent study programs. Additionally, legislation approved that implements
the State Budget included updated questions to the biweekly data collection that has
LEAs report on the number of students who are participating in independent study; how
the LEA is meeting the required daily or weekly synchronous minutes; and what they
are doing to encourage students in indepependent study to transition to in-person
instruction.
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
As California’s Governor, Gavin Newsom, launched the Safe Schools for All Initiative in
December 2020, an inter-departmental planning team was formed that included leaders
from CDE, SBE, CDPH, CalOSHA, DGS, the California Division of State Architects, and
the CDPH Testing Task Force. This collaboration allowed for the ability to coordinate
efforts between the needs of LEAs and the integral work of all other planning team
department representatives.
Throughout the Spring, CDPH leadership hosted biweekly meetings with a complete
focus on the needs of the LEAs and to serve as a sounding board for additional K–12
guidance.
The ongoing partnership with the CDPH Testing Task Force has led to a robust school-
based testing program, launched in December 2020, with a focus on PCR testing, and
then adding in a substantial antigen program, piloted January through March 2021 and
then firmly established in April 2021. The substantial funds from the CDC for school-
based testing has substantially increased interest in school-based testing in the state
and supported the return to full in-person instruction in schools. The CDE and SBE have
partnered with CDPH to disseminate information about the testing programs and
support high-needs schools in accessing the resources throughout the state.
25
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
As a critical partner to reach LEA school administrators, CDPH offered a Safe Schools
for All training webinar series from February to May on priority safety areas and needs
that were integral in helping schools return to in-person instruction. All webinars were
recorded and posted on the Safe Schools for All website for easy accessibility.
Additionally, the Safe Schools for All technical assistance portal has received over 560
inquiries thus far that have been responded to by SMEs across topic areas that include
health and safety, contact tracing, cohort/stable groups, testing, ventilation, vaccination,
and reporting. School administrators can stay current on all state guidance and
legislation, policies, tools, and resources related to the safe reopening of schools by
visiting the Safe Schools for All School Hub. CDPH continuously works with CDE and
SBE to share appropriate and timely resource and guidance updates that should also
be shared through their website and other communication channels as well.
Finally, CDE and CDPH are using funding from AB 86 to convene and support a
statewide Collaborative across all 58 California counties. The Collaborative was
established in May 2021 and is funded through the end of 2021–22 school year. This
effort funds local partnerships in each county between county offices of education and
local public health departments. These partnerships are funded to provide ongoing
technical assistance to the schools, including a focus on masks, vaccinations, testing,
ventilation, and other safety mitigation efforts. These collaborative partners also
convene every two weeks with the state partners for ongoing technical assistance from
state SMEs and opportunities to share lessons learned about safe schools.
In tandem with the IPI Grant funding, the State provides comprehensive school-specific
public health guidance and COVID-19 resources to LEAs via the State of California
Safe Schools For All Hub located at https://schools.covid19.ca.gov/. This site provides
guidance on mask wearing, physical distancing, handwashing and respiratory etiquette,
and cleaning and maintenance practices. School leaders and local health
departments/jurisdictions can request technical assistance on the Hub, and school staff
and parents can report concerns for potential state intervention and enforcement.
The CDE is working across program offices and divisions and with LEAs, stakeholders,
and other state agency partners to provide targeted assistance to LEAs focused on
developing LEAs’ capacities to plan and spend state and federal funding strategically in
a manner that will enable them to “Do Now and Build Toward...” a more equitable
educational system that will close achievement and opportunity gaps for all of their
students. This targeted assistance will focus on sharing best practices of blending and
braiding COVID-19 Emergency Relief Funds with General and Federal funds. Research
from entities like Education Research Strategies, the Annenberg Institute, and Results
for America and guidance from the Department will inform this guidance and training.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe how the
SEA will ensure that its LEAs that receive ARP ESSER funds meet the requirements in
section 2001(i) of the ARP Act and the requirements relating to the ARP ESSER funds
26
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;
In order to support LEAs in meeting the requirements in Section 2001(i) of the ARP Act
and the requirements relating to the ARP ESSER funds published in the Federal
Register, the CDE has created a Safe Return to In-Person Instruction and Continuity of
Services Plan Template, which can be found at https://www.cde.ca.gov/fg/cr/arpact.asp.
Every LEA that completes the Assurances for ARP ESSER funding is required to submit
this template to CDE within 30 days of accepting funds. CDE is collecting the data on
when each LEA submitted the Assurances and therefore has information as to when
each plan is due. The template requires LEAs to describe 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;
The template includes a required field for LEAs to describe how they will ensure
continuity of services, including but not limited to services to address student academic
needs and student 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
The Safe Return to In-Person Instruction and Continuity of Service Plan template
requires each LEA to indicate whether it will be using the CDE-provided template to
create a compliant plan or had a plan in place as of March 11, 2021, that is already
compliant with the ARP statute and will review and, as appropriate, revise it every six
months to take into consideration the additional requirements of the Federal Register. If
the LEA indicates that it did not have a previous plan, then it must complete the
template in its entirety.
If the LEA had a plan previously in place, then it is directed to go straight to completing
the assurances section, where the LEA assures that the LEA has a compliant plan
(including listing the web page link to the plan), that the LEA sought public comment into
the development of its plan, that it will review and revise its plan as appropriate every
six months, and will seek public comment when it reviews, and if appropriate, revises its
plan. Additionally, the LEA is required to use the template when revising its plan. When
the LEA revises its plan, as appropriate, it must assure that it uses the CDE-provided
template. The template allows for the CDE to review LEAs to ensure that they are
meeting all of the most up-to-date CDC guidance. Even if an LEA has a plan already in
place, it still must complete the relevant portions of the template and submit it to the
CDE.
LEAs must describe the LEA’s policy or practice that provided the public with an
opportunity to provide comments and feedback, as well as the collection process the
LEA used. Furthermore, it asks for a description as to how any feedback was
incorporated into the development of the plan. When an LEA creates a new plan or
revises its plan, it must provide the description on public comment.
To ensure periodic review no less frequently than every six months, the ARP ESSER
quarterly expenditure reports will include an additional field that will assist the CDE with
monitoring the updates of LEA plans. LEAs will indicate when the plan was last revised
and note when the six-month window to update the plan occurs. The LEA is required to
complete this field and will not be able to submit the expenditure report if this field is left
blank. The CDE will send periodic notices to LEAs reminding them of the requirement to
update their plans.
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.
The template requires that LEAs provide a description of any adopted policies and
procedures regarding the CDC’s safety recommendations (or available LEA website
links to such policies). This includes descriptions of appropriate accommodations
adopted and coordination efforts conducted with outside State and local health officials.
LEAs must include or describe current public health conditions, applicable State and
local rules and restrictions, and other contemporaneous information that informs their
decision-making process.
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C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to meet
the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how the SEA
engaged in meaningful consultation with stakeholders, and incorporated input into its plan,
including, but not limited to:
i. students;
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
v. school and district administrators (including special education
administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff,
and their unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
Throughout the Spring of 2021, California has been engaged with stakeholders on the
use of state resources to support schools and students. Following the enactment of
ARP, California’s State Legislature and Governor Newsom’s administration began work
to allocate the ARP ESSER funding for its intended purposes and to support state
investments in serving California’s students.
Our stakeholders play a key role in the budget process by communicating directly with
legislators and the administration and participating in the committee process. They have
communicated about the critical needs facing California’s schools, students, and staff
and provided feedback on the proposals under consideration to address those needs.
Throughout the Spring of 2021, over 200 letters were received related to California’s
education budget. These letters represented the views and priorities of approximately
1,000 organizations involved with students and schools in California. While the letters
provided feedback on several issues, three areas of support stood out related to the
priorities of the federal government for the ARP ESSER funding. These three priority
areas are reflected in Section A of this plan and are as follows:
• Addressing the mental health and trauma needs of students, families, and staff
29
• Supporting accelerating learning
• The safe return of all students for full in-person instruction in the Fall of 2021
In addition to the budget process, additional opportunities for stakeholders to provide
feedback on the development of the plan were conducted. On June 11, 2021, CDE
provided stakeholders with a draft of the LEA’s ESSER III Expenditure Plan template for
review. On June 21, 2021, the CDE hosted two statewide webinars to solicit feedback
related to the proposed template and instructions for the ESSER III Expenditure Plan.
The first webinar solicited input from LEAs and the public at large and had 572
attendees, while the second webinar solicited input from advocates representing the
interests of students who are English learners and their families, homeless students,
foster youth, migratory students, children who are incarcerated, and other underserved
students and had 15 attendees. Feedback ranged from suggestions to clarify language
and layout for ease of understanding, a desire to simplify the template, and requests for
additions to the template. CDE considered all feedback and further refined the template
before it was made available for local use. The final template is located at
https://www.cde.ca.gov/fg/cr/arpact.asp.
On June 29, 2021, CDE and SBE convened the California Practitioners Advisory Group
(CPAG), which serves as the Title I Committee of Practitioners for California. At the
public meeting, CPAG was provided with a draft of the ARP ESSER State Plan, and a
presentation that walked the members through each prompt in the template. In addition
to hearing feedback from the members, the public was able to testify about the plan
during public comment. Where appropriate, feedback from the CPAG members and the
public has been added to the sections addressed in their comments.
Finally, the SBE processes were used to share and gather feedback on the plan. In
June, the SBE posted an Information Memorandum to provide background on the ARP
ESSER State Plan and prepare stakeholders to review the draft. At the July 14, 2021
meeting of the SBE, the draft was presented for feedback from the members. Members
of the public had the opportunity to provide input both in writing and through public
comment for the board to consider as part of their discussion.
California worked to ensure that all required stakeholders were provided information
regarding the draft of the plan and the venues to provide feedback. CDE communicated
with program-specific constituents and encouraged participation and feedback in the
process. Additionally, California shared information regarding the CPAG and SBE
meetings with a broader group than might typically monitor those venues to ensure
awareness. Finally, CDE used standing opportunities, such as the California Homeless
Coordinating and Finance Council, to share information about the plan and encourage
participation in the feedback process.
Notably, these are not the last opportunities for stakeholders to provide input into State
priorities on the use of ARP ESSER funds. California leaders will continue to engage
with stakeholders on an ongoing basis in planning efforts around the use of federal relief
aid and in efforts to disseminate the impact of these investments.
30
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);
Complete the table below or provide a narrative description.
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Table C1.
Funding source Prior/current SEA and LEA uses Planned SEA and
(including funding amounts, if LEA uses (including
applicable) funding amounts, if
applicable)
ESSER I $112,231,000 was allocated to increase The SEA has
(CARES Act) rates for specific meals served during the allocated all available
pandemic. Eligible LEAs received an funds.
increased rate of $0.75 for breakfasts and
lunches served during statewide closures
from March 13, 2020, through August
2020. The CDE began issuing rate
increase payments in December 2020.
$45,000,000 was awarded, on a
competitive basis, for grants to LEAs,
including COEs, to support and expand
existing community schools. Community
schools that provide integrated pupil
supports, community partnerships, and
expanded learning opportunities will help
address the trauma and loss of learning
that have resulted from the COVID-19
crisis.
$6,000,000 for University of California
Office of the President Subject Matter
Programs to support learning acceleration
in mathematics, science, and English and
language arts through existing California
Subject Matter Projects.
$1,500,000 for state administration.
Governor's $355,227,000 (California’s entire GEER I The SEA has
Emergency allocation) was awarded to LEAs based on allocated all available
Education Relief special education count, pupils age three funds.
Fund (GEER I) to twenty-two by district of service.
(CARES Act)
The GEER I Fund (along with other state
and federal funds) shall be used for
activities that directly support academic
achievement and learning acceleration
related to COVID-19 school closures.
The GEER I Funding was packaged with
$4,439,844,000 in federal Coronavirus
Relief Fund (CRF) and $539,926,000 in
state general fund for this purpose.
32
Funding source Prior/current SEA and LEA uses Planned SEA and
(including funding amounts, if LEA uses (including
applicable) funding amounts, if
applicable)
CRF $4,439,844,000 in federal CRF was The SEA has
(CARES Act) awarded to LEAs based three different allocated all available
formulas, including one based on share of funds.
students with exceptional needs, one
based on LEA share of specified
individuals including low-income students,
homeless students, and foster youth, and
one based on share of overall school
funding.
The CRF (along with other state and
federal funds) shall be used for activities
that directly support academic
achievement and learning acceleration
related to COVID-19 school closures.
The CRF was packaged with
$355,227,000 in GEER I (California’s
entire allocation) and $539,926,000 in
state general fund for this purpose.
ESSER II Funds not yet disbursed $670,963,000
(CRRSA Act) (California’s entire
ESSER II SEA
Reserve) will be
combined with GEER
II, ESSER III SEA
Reserve and State
General Fund dollars
to fund $4.6 billion in
Expanded Learning
Opportunity (ELO)
grants. ELO grants
will be used as part of
a learning recovery
program that includes
accelerated learning,
additional instructional
time, integrated pupil
supports to address
other barriers to
learning, and more
activities.
33
Funding source Prior/current SEA and LEA uses Planned SEA and
(including funding amounts, if LEA uses (including
applicable) funding amounts, if
applicable)
GEER II Funds not yet disbursed $153,966,000
(CRRSA Act) (California’s entire
GEER II share) will be
combined with
ESSER II SEA
Reserve, ESSER III
SEA Reserve, and
State General Fund
dollars to fund $4.6
billion in Expanded
Learning Opportunity
(ELO) grants. ELO
grants will be used as
part of a learning
recovery program that
includes accelerated
learning, additional
instructional time,
integrated pupil
supports to address
other barriers to
learning, and more
activities.
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.
The entire amount of the ESSER I mandatory subgrant ($1,482,575,509) has been
awarded to LEAs in California, though not all funds have been disbursed pursuant to
federal cash management requirements ($769,172,959 remaining). The entire ESSER I
set-aside has been disbursed as described above in Table C1.
The entire amount of the ESSER II mandatory subgrant ($6,038,670,479) has been
awarded to LEAs in California, though not all funds have been disbursed pursuant to
federal cash management requirements ($5,342,480,847 remaining). The entire ESSER
II set-aside will be used as described above in Table C1. Funds will be awarded to LEAs
later this year.
34
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
Schools and their food service staff have been on the front lines of providing meals
since the first day of the nationwide pandemic, serving meals in their community to
ensure students and children in care have access to healthy meals: curbside pick-up,
grab-and-go, bus stop deliveries, and even home delivery. The CDE has been providing
guidance, TA, resources, and regular Town Hall convenings to support schools and
student access to meals.
In addition to the $122,231,000 in CARES funds to provide eligible LEAs an increased
rate of $0.75 for breakfasts and lunches served during statewide closures from March
13, 2020, through August 2020, California appropriated an additional $80,000,000 in
Proposition 98 funding. Examples of allowable costs used for the funds that schools
have shared include:
• Pay for more staff (more shifts more sites, overtime pay)
• Equipment for contactless meal service
• PPE supplies
• Enhanced cleaning services
• Food costs (increase in food costs and different foods needed)
The CDE’s Homeless Education Team has provided written guidance related to the
blended use of Title I, Part A authorized activities; Educational for Homeless Children
and Youth (EHCY) program fund allowances; and the additional ARP Homeless I
authorized activities. On May 20, 2021, a statewide webinar and module provided
information to LEAs related to the blending and authorized use of ARP ESSER funds
(https://www.cde.ca.gov/sp/hs/cy/index.asp). Additional guidance and webinars will be
hosted by the CDE Homeless Education team throughout the ARP ESSER spending
period.
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.
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D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the ARP
Act’s required State set-asides to address the academic impact of lost instructional time, provide
summer learning and enrichment programs, and provide comprehensive afterschool programs.
In this section, SEAs will describe their evidence-based strategies for these resources.
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;
In addition to funding provided for the ELO grants in March 2021, the State Budget for
2021–22 made significant investments in student supports, including expanded learning
opportunities. The budget included $3 billion to expand and strengthen community
schools so schools can become stable hubs that support a wide spectrum of student
needs. The investment ensures that the students have the supports they need to learn
and thrive, including integrated health, mental health, and social services, alongside
with high-quality, supportive instruction through expanded learning time, such as
tutoring. The funding for the California Community Partnership Act is targeted at
communities with high levels of poverty, and grantees may provide the following support
services:
• Health and wellness services, including physical examinations, immunizations,
hearing and visions screening, and a variety of mental health services.
• Training for teachers, early educators, and school personnel in the detection of
mental health problems, the impact of trauma and toxic stress, trauma-informed
care and education, building resiliency, and helping pupils and families heal.
• Outreach, risk assessment, and education for pupils and families.
• Youth-focused substance use disorder prevention and treatment programs that
are culturally and gender competent, trauma informed, and evidence-based.
• Family support and parenting education, including child abuse prevention and
parenting programs such as home visits or, when in-person home visits are not
possible, virtually conducted home visits.
• Academic support services, including tutoring, mentoring, employment, and
community service internships, and in-service training for teachers and
administrators.
36
• Counseling, including family counseling, peer-to-peer counseling, and suicide
prevention.
• Services and counseling for children who experience violence, toxic stress, or
adverse childhood experiences in their communities.
• Nutrition services to reduce food insecurity.
• Youth development services, including tutoring, mentoring, career development,
and job placement.
Additionally, $1.1 billion in ongoing funding was provided to increase the number of
adults providing direct services to students. The funding will increase the grants that are
part of the Local Control Funding Formula that provides additional funding to LEAs that
have high concentrations (over 55 percent) of low-income students, English learners,
and foster youth. The LEAs that received the funds will be required to demonstrate how
they increased the number of school staff on their campuses, including teachers,
counselors, nurses, paraprofessionals, and other support staff.
Research over the last several decades shows that high-quality afterschool and
summer learning programs have demonstrated a range of positive academic and well-
being outcomes, including improved math and language arts achievement, improved
student engagement and school attendance, stronger social-emotional skills, reduction
of risky behaviors (e.g., dropout, behavior problems, drug and alcohol use, and juvenile
crime), and improved physical fitness and nutrition. Access to expanded learning
programs alone does not result in positive student outcomes; evidence-based practice
illustrates that program quality and regular attendance are essential components.
Additionally, in 2014, informed by the research that showed program quality is an
essential component, the CDE adopted Quality Standards for Expanded Learning
Programs that are required by all programs. These standards were developed and
based on both the robust research about the elements of high-quality programs and the
science of learning and development. Specifically, California’s Quality Standards
crosswalk with Vandell’s research (2013) that identifies the following characteristics of a
quality program that align with the protective factor research and contribute to positive
youth development: foster positive relationships between program participants and staff;
build positive relationships among program participants; offer a blend of academic and
developmental skill-building activities; program high levels of student engagement;
maintain an orientation toward mastery of knowledge and skills; and provide appropriate
levels of structure as well as opportunities for autonomy and choice. The California
Quality Expanded Learning standards also crosswalk with Science of Learning and
Development (SoLD) elements including: Safe and Supportive, Skill Building, Healthy
Choices and Behaviors, Active and Engaged Learning, and Youth Voice and
Leadership. The SoLD findings exemplify the importance of settings and relationships
for learning and development. Research by the American Institutes for Research (AIR)
highlights that: “The SoLD work emphasizes many of the same elements that we know
are central to high-quality afterschool programs: supportive relationships that foster
motivation and competence, opportunities for social and emotional learning, cultural
competence and responsiveness, equity, connections to family and community, and
identity-safe environments.”
37
In addition to the quality standards, CDE requires that programs provide both academic
and enrichment components. Most often, the academic programming includes tutoring
and homework assistance, both of which are key strategies to accelerate student
learning, especially for chronically absent students and those at risk of retention.
In order to address COVID-related learning acceleration and social-emotional/mental
health needs, CDE’s existing infrastructure and governance, including program
administration, oversight, and reporting, reinforce and map to evidence-based practices
and will support expansion of these programs to support additional summer learning
opportunities and school-year enrichment. High-quality expanded learning programs will
be used to provide safe spaces and connections to reduce the trauma caused by the
pandemic, accelerate learning, and reduce the learning gaps between what students
from low-income families and their peers from middle- and upper-income families
experience during out-of-school hours. Students who participate regularly in federally
and state-funded afterschool and summer programs in California can gain 90 to 115
additional days of learning time, which translates to a 50 percent increase, or more,
above the average 180-day school calendar. The CDE’s guidance and messaging
promotes strong partnership and shared learning goals between the school day and
expanded learning programming so these additional learning hours and opportunities
can be significantly greater than the sum of the individual parts.
To evaluate the impact of expanded learning programs across the state, funded
programs will submit data to the established evaluation system in California by
submitting a student’s identification number along with their expanded learning program
attendance and school day attendance and expanding the current process to include
additional data. As part of this evaluation process, the CDE will match other data
measures collected by the State with the student’s identification number to further
identify areas of impact. Following data analysis, CDE will write a biennial report that is
submitted to the California Legislature. This report compares students who participate in
expanded learning programs versus students of a similar demographic, at the same
school, who did not participate.
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
COVID-19 and related physical school closures affected all students both academically
and emotionally, but there was a disproportionate impact on students in particular
student groups, including English learners and low-income students. By design and
programmatic requirements, California’s publicly funded expanded learning programs
prioritize these more vulnerable student groups. On average, schools with expanded
learning programs have over 75 percent of their students eligible for Free or Reduced
Price Meals (FRPM) and more than double the percentage of English learners than
schools without programs. Expanded learning programs and, more specifically,
recipients of ELO funding, can use the funds for:
38
1. Extending instructional learning time in addition to what’s required by increasing
the number of instructional days or minutes and providing summer school or
intersession programs based on students’ needs;
2. Accelerating progress to close learning gaps through the implementation,
expansion, or enhancement of learning supports including, but not limited to,
tutoring, learning recovery programs, and/or educator training programs;
3. Pupil supports to address barriers to learning such as the provision of health
services, counseling, mental heath service, access to school meals, programs to
address pupil trauma, or referrals for support for family or pupil needs;
4. Creation of community learning hubs that provide pupils with access to
technology, high-speed internet, or other academic supports;
5. Supports for credit-deficient pupils to complete graduation or grade promotion
requirements and to increase or improve pupils’ college eligibility;
6. Training for school staff on strategies, including trauma-informed practices, to
engage pupils and families in addressing pupils’ social-emotional and academic
needs.
The examples of supports listed above are specifically aimed at the student subgroups
identified in Table A1.
Additionally, state law requires that publicly funded programs prioritize homeless and
foster youth for enrollment in expanded learning programs.
The funding noted above that is being provided is targeted at students who were likely
impacted more by the pandemic than other students and at LEAs with higher
concentrations of these students. Specifically,
• Funding for the California Community Schools Partnership Act will be prioritized
for entities that meet the following:
o Serve students in schools where at least 80 percent of the students are
low-income, English learners, or foster youth.
o Demonstrate a need for expanded access to integrated services, including
those disproportionately impacted by the COVID-19 pandemic.
o Commit to providing trauma-informed health, mental health, and social
services for pupils within a multitiered system of support at or near the
schoolsite and partner with other schools, school districts, county
agencies, or nongovernmental organizations.
o Commit to providing early care and education services for children from
birth to five years of age, inclusive, through one or more LEAs or
community-based organizations.
o Identify a cooperating agency collaboration process, including
cosignatories, a mechanism for sharing governance, and for integrating or
redirecting existing resources and other school support services.
• Funding provided to increase LCFF will only by received by those LEAs where at
least 55 percent of their students are low-income, English learners, or foster
39
youth, and they must demonstrate how they are increasing the number of staff to
support students with those funds.
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.
As noted above, California has already made significant investments to support the
academic and health and wellness needs of its students with funding provided for
Learning Loss Mitigation in June 2020 and the additional funding provided in March
2021 for the return to In-Person Instruction Grants and the funding for Expanded
Learning Opportunities. The funding noted above for the 2021–22 school for expanded
learning and community schools and increased funding for school staff are also
intended to support the full return to school of students and provide additional resources
to schools with the flexibility to address the wide range of needs of their students who
were impacted during the 2019–20 and 2020–21 school years. By increasing staff
support at all levels (academic and social emotional learning), LEAs will be better
equipped to assess and respond to student needs.
One area that the SEA is using funds is to support students who are experiencing
homelessness and foster youth and those who have been chronically absent. In
addition to the state law priorities for homeless and foster youth that included expanded
learning programs, these programs have created locally prioritized systems of
enrollment for serving students in most need, such as students that have been
chronically absent, students that have not engaged in remote instruction, and other
indicators to promote reconnection with the school community. During distance learning,
some districts have relied on their expanded learning partners to find and re-engage
families that they could not reach remotely.
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;
In addition to the ELO grants and the funding noted above, initial funding of $1.8 billion,
increasing to $5 billion after five years, was included in the state budget to implement
40
expanded-day, full-year instruction and enrichment for all elementary school students,
with a particular focus on LEAs with the highest concentrations of low-income students,
English learners, and foster youth that will receive higher funding rates. These programs
must offer an educational element that includes tutoring and homework assistance and
a supplemental element including Science, Technology, Engineering, and Math
(STEM); fine arts; career technical education; recreation; and physical fitness.
An essential aspect of the CDE’s expanded learning time investment includes increased
access to high-quality summer learning programs. Research by the RAND Corporation
has shown that summer learning programs can positively impact literacy, math, and
social emotional outcomes and is available at https://www.rand.org/topics/summer-
learning.html. Programs are most effective when students experience them for more
than one summer and program duration is four weeks or more. California has
intentionally provided funding and guidance to promote programs over multiple
summers and targeting students that have been most adversely affected by the
pandemic.
As mentioned above, the SoLD findings exemplify the importance of settings and
relationships for learning and development. Additionally, regular participation in
expanded learning programs impact learning time. These elements are in alignment
with California’s Quality Standards and are a foundational element for summer
programming. Summer learning provides opportunities for students to maintain positive
relationships throughout the summer and acceleration of learning through hands-on
engagement to prepare for the upcoming school year.
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
The funding to increase expanded learning opportunities will be phased in over five
years with the investments in the early years of implementation targeted at low-income
students, English learners, and foster youth. LEAs must commit to offering expanded
learning to at least 50 percent of these students in grades kindergarten through six that,
combined with classroom-based instruction, is for at least nine hours a day. Additionally,
they must offer these students at least nine hours a day for at least 30 nonschool days
during intersessional periods.
The negative effects of school closures and COVID-19 impacted all students both
academically and emotionally, but particular student groups including English learners,
low-income students, and others were disproportionately impacted. By design,
programmatic requirements for California’s publicly funded expanded learning programs
prioritize these more vulnerable student groups that were disproportionately impacted
by COVID-19. On average, schools with expanded learning programs have over 75
percent of their students eligible for FRPM and more than double the percentage of
41
English learners than schools without programs. Additionally, state law requires that
publicly funded programs prioritize homeless and foster youth for enrollment in
expanded learning programs.
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.
As noted above, California has already made significant investments in supporting the
academic and health and wellness needs of its students with funding provided for
Learning Loss Mitigation in June 2020 and the additional funding provided in March
2021 for the return to In-Person Instruction Grants and the funding for Expanded
Learning Opportunities. The funding noted above for the 2021–22 school year for
expanded learning and community schools and increased funding for school staff are
also intended to support the full return to school of students and provide additional
resources to schools with the flexibility to address the wide range of needs of their
students who were impacted during the 2019–20 and 2020–21 school years. By
increasing staff support at all levels (academic and social emotional learning), LEAs will
be better equipped to assess and respond to student needs.
Additionally, the 2021–22 budget included $30 million in one-time funding for the Foster
Youth Services (FYS) Coordinating Program to provide targeted interventions and
supports focusing on reengagement, learning recovery, and social and emotional needs
of students in foster care.
The SEA is using funds to support students who are experiencing homelessness and
foster youth and those who have been chronically absent. In addition to the state law
priorities for homeless and foster youth, expanded learning programs have created
locally prioritized systems of enrollment for serving students in most need, such as
students that have been chronically absent, students that have not engaged in remote
instruction, and other indicators to promote reconnection with the school community.
During distance learning, some districts have relied on their expanded learning partners
to find and re-engage families that they could not reach remotely.
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;
42
In addition to the ELO grants and as noted above, initial funding of $1.8 billion,
increasing to $5 billion after five years, was included in the state budget to implement
expanded-day, full-year instruction and enrichment for all elementary school students,
with a particular focus on LEAs with the highest concentrations of low-income students,
English learners, and foster youth that will receive higher funding rates. These programs
must offer an educational element that includes tutoring and homework assistance and
a supplemental element including STEM, fine arts, career technical education,
recreation and physical fitness.
Further, the funding to expand community schools is a proven model to address the
academic and health and wellness needs not only of students but their families as well.
Services include:
• Health and wellness services, including physical examinations, immunizations,
hearing and visions screening, and a variety of mental health services.
• Training for teachers, early educators, and school personnel in the detection of
mental health problems, the impact of trauma and toxic stress, trauma-informed
care and education, building resiliency, and helping pupils and families heal.
• Outreach, risk assessment, and education for pupils and families.
• Youth-focused substance use disorder prevention and treatment programs that
are culturally and gender competent, trauma-informed, and evidence-based.
• Family support and parenting education, including child abuse prevention and
parenting programs, such as home visits or, when in-person home visits are not
possible, virtually conducted home visits.
• Academic support services, including tutoring, mentoring, employment, and
community service internships, and in-service training for teachers and
administrators.
• Counseling, including family counseling, peer-to-peer counseling, and suicide
prevention.
• Services and counseling for children who experience violence, toxic stress, or
adverse childhood experiences in their communities.
• Nutrition services to reduce food insecurity.
• Youth development services, including tutoring, mentoring, career development,
and job placement.
The CDE promotes partnership and collaboration between LEAs and community-based
organizations or municipal agencies to operate high-quality expanded learning
programs. The establishment of community partners is a decision under local control.
The lead agency for the grant or program is responsible for documenting the
establishment of a community partnership and identifying the member organizations
that comprise the partnership. The CDE encourages a “student-centered” approach to
promote equitable health and wellness outcomes for whole children, whole families, and
whole communities.
Expanded learning programs are a critical partner to help California respond to crises
and ultimately build supportive environments. Staff care for and nurture youth in their
programs, provide positive relationships, safe and supportive environments, and
43
engaging activities. This is what students need most in times of stress, and this
foundation provides critical supports to students and their families and communities
during these unprecedented times.
In addition to robust afterschool and summer programs, expanded learning time is one
of the four pillars of community schools. Research (available at
https://learningpolicyinstitute.org/product/community-schools-effective-school-
improvement-report) has shown that community schools can improve academics and
well-being outcomes and reduce disparities for students in poverty. The CDE oversees
the Community Schools Partnership program and has significantly expanded the
program to meet the challenges and needs for the pandemic.
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
The funding to increase expanded learning opportunities, including funding through
afterschool programs, will be phased in over five years with the investments in the early
years of implementation targeted at low-income students, English learners, and foster
youth. LEAs must commit to offering expanded learning to at least 50 percent of these
students in grades kindergarten through six that combined with classroom-based
instruction is for at least nine hours a day. Additionally, they must offer these students at
least nine hours a day for at least 30 non-school days during intersessional periods.
Funding for the California Community Schools Partnership Act will be prioritized for
entities that meet the following:
• Serve students in schools where at least 80 percent of the students are low-
income, English learners, or foster youth.
• Demonstrate a need for expanded access to integrated services, including those
disproportionately impacted by the COVID-19 pandemic.
• Commit to providing trauma-informed health, mental health, and social services
for pupils within a multitiered system of support at or near the schoolsite and
partner with other schools, school districts, county agencies, or nongovernmental
organizations.
• Commit to providing early care and education services for children from birth to
five years of age, inclusive, through one or more LEAs or community-based
organizations.
• Identify a cooperating agency collaboration process, including cosignatories, a
mechanism for sharing governance, and for integrating or redirecting existing
resources and other school support services.
44
COVID-19 and the related physical school closures affected all students both
academically and emotionally, but there was a disproportionate impact on students in
particular student groups, including English learners and low-income students. By
design and programmatic requirements, California’s publicly funded expanded learning
programs prioritize these more vulnerable student groups. On average, schools with
expanded learning programs have over 75 percent of their students eligible for FRPM
and more than double the percentage of English learners than schools without
programs. Additionally, state law requires that publicly funded programs prioritize
homeless and foster youth for enrollment in expanded learning programs.
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.
As noted above, California has already made significant investments in support of the
academic, health, and wellness needs of its students with funding provided for Learning
Loss Mitigation in June 2020 and the additional funding provided in March 2021 for the
return to In-Person Instruction Grants and the funding for Expanded Learning
Opportunities. The funding noted above for the 2021–22 school year for expanded
learning and community schools and increased funding for school staff are also
intended to support the full return to in-person school of students and provide additional
resources to schools with the flexibility to address the wide range of needs of students
who were impacted during the 2019–20 and 2020–21 school years. By increasing staff
support at all levels (academic and social-emotional learning), LEAs will be better
equipped to assess and respond to student needs.
Expanded learning, including afterschool programs, currently prioritize homeless and
foster youth students. These students have been greatly affected by the COVID-19
crisis. In addition to the state law priorities for homeless and foster youth, expanded
learning programs have created locally prioritized systems of enrollment for serving
students in most need, such as students that have been chronically absent, students
that have not engaged in remote instruction, and other indicators to promote
reconnection with the school community.
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.
California is not reserving funds for emergency needs. The funding provided for the
variety of programs and supports for LEAs noted throughout Section D—ELO,
community schools, funding for expanded learning and afterschool, increased funding
45
for LEAs with high concentration of low-income students, English learners, and foster
youth—reflect the priority of the State to build the state and local capacity to ensure that
the State is able to collectively meet the variety of needs that existed prior to the
pandemic and were exacerbated by it.
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be
accompanied by a focus on meeting students’ academic, social, emotional, and mental health
needs, and by addressing the opportunity gaps that existed before – and were exacerbated by
– the pandemic. In this section, SEAs will describe how they will support their LEAs in
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will require its
LEAs to include in LEA plans consistent with the ARP ESSER requirements for the use of
ARP ESSER funds, how the SEA will require such plans to be made available to the
public, and the deadline by which the LEA must submit its ARP ESSER plan (which must
be a reasonable timeline and should be within no later than 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.
The LEAs plan for implementing prevention and mitigation strategies in order to
continuously and safely operate schools for in-person learning; to address the academic
impact of lost instructional time; to spend any remaining ARP ESSER funds; and to
ensure that the interventions it implements will respond to the academic, social,
emotional, and mental health needs of all students, and particularly those students
46
disproportionately impacted by the COVID-19 pandemic. LEAs should utilize available
data disaggregated by student group and input from community members to identify
student needs and ensure that services provided with ARP ESSER III funds address
those needs.
LEAs will be required to provide:
a) A description of the actions the LEA will implement using ARP ESSER
funds for 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. The
LEA must also specify the amount of ARP ESSER funds that the LEA
plans to expend to implement these actions.
b) A description of the action(s) the LEA will implement using 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. The LEA must also specify the amount of ARP ESSER
funds that the LEA plans to expend to implement these actions.
c) A description of the action(s) the LEA will implement using any
remaining ARP ESSER funds consistent with Section 2001(e)(2) of the
ARP Act, as referenced in the Fiscal Requirements section above. If
an LEA has allocated its entire apportionment of ARP ESSER funds to
strategies for continuous and safe in-person learning and/or to
addressing the impact of lost instructional time, the LEA may indicate
as such in an action description for this section. The LEA must also
specify the amount of ARP ESSER funds that the LEA plans to expend
to implement these actions.
d) A description of how the LEA will ensure that the interventions it
implements, including but not limited to the interventions implemented
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 most impacted by the
COVID–19 pandemic.
To reduce duplication of effort and promote coherent planning, LEAs will be provided
with the flexibility to reference or include action(s) described in existing plans to the
extent that the action(s) address ARP ESSER requirements. When referencing or
including action(s) in other plans, the LEA must specify the amount of ARP ESSER
funds that it intends to use to implement the action(s) and these ARP ESSER funds
must be in addition to any funding for those action(s) already included in the plans
referenced by the LEA. Any existing plans referenced by the LEA will be required to
be accessible and available to the public.
LEAs’ ESSER III Expenditure Plans are due October 29, 2021, following adoption by
the local governing board or body at a public meeting. California requested an extension
47
for the submission of our state plan due to the timing of the state budget process and
the SBE’s July meeting. The state and our stakeholders believe it is reasonable to also
provide LEAs with additional time to develop their expenditure plans. While this
additional time allows LEAs the ability to further develop their plan for using ESSER III
funds, including consultation with stakeholders, the State will communicate that the
extended deadline should not be viewed as a prohibition against spending funds until
October 29, 2021. The purpose of ESSER III is to prevent, prepare for, and respond to
the COVID-19 pandemic, and these funds enable LEAs to respond accordingly.
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.
Throughout the course of the COVID-19 pandemic, LEAs within California have
been required to develop several LEA-level plans, all of which required LEAs to
consult with students, parents and families, school and district administrators,
teachers, principals, other school staff, and their unions. The CDE will provide
training and guidance related to the requirement to engage in meaningful
consultation with the required stakeholders to ensure that they have the opportunity
to provide input in the development of the LEA’s ESSER III Expenditure Plan.
LEAs will be required to include the following within their ESSER III Expenditure
Plans:
1. A description of the LEA’s efforts to engage its community to inform
development of the ESSER III Expenditure Plan. LEAs will be required to
provide:
48
a. A description of the efforts made to meaningfully consult with the LEA’s
community in the development of the plan, including a description of
the community engagement process used in the development of the
LEA’s plan for its use of ARP ESSER funds. The response must also
address the LEA’s efforts for meaningful consultation with all required
community members, including students; families; school and district
administrators (including special education administrators); teachers;
principals; school leaders; other educators; school staff; local
bargaining units, as applicable; Tribes; civil rights organizations
(including disability rights organizations); and individuals or advocates
representing the interests of children with disabilities, English learners,
homeless students, foster youth, migratory students, children who are
incarcerated, and other underserved students to the extent present or
served in the LEA, as applicable to the LEA.
b. A description of the opportunities provided for public input in the
development of the plan, including how the LEA promoted community
engagement and the opportunities provided for public input in the
development of the LEA’s plan for its use of ARP ESSER funds.
c. A description of the how the development of the plan was influenced
by community input, including providing clear, specific information
about how input from community members was considered in the
development of the LEA’s plan for its use of ARP ESSER funds. The
response must also describe aspects of the ESSER III Expenditure
Plan that were influenced by or developed in response to input from
community members.
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;
Funding provided for LEAs in 2020–21 and 2021–22 has been targeted at programs
and services that have repeatedly been proven to improve outcomes for children and
youth. This includings funding for: Learning Loss Mitigation that targets funding on
support services for students; IPI grants that provided signifcant incentives and supports
to return to in-person instruction; ELO funding that also provided resources for schools
to meet the academic, health, and wellness needs of students; funding to expand
access to afterschool and intercession programs for students to ensure students have
the full day of supports and enrichment opportunities inside and outside the classroom
that have been proven to improve outcomes; funding for community schools to also
support the health and wellness needs of students, families, and communities; and
49
funding targerted at LEAs with high concentrations of low-income students, English
learners, and foster youth to ensure additional caring adults are present on school
campuses to support student needs.
In the ESSER III Expenditure Plan, LEAs will be required to ensure its interventions
respond to the academic, social, emotional, and mental health needs of all students,
and particularly those students most impacted by the COVID–19 pandemic. Further,
they will be required to describe the actions and expenditures that address the identified
academic, social, emotional, and mental health needs of its students, and particularly
those students most impacted by the COVID–19 pandemic. Along with the descriptions,
the template for this plan requires LEAs to describe how and when progress will be
monitored to ensure interventions are addressing student needs.
Additionally, California made a significant investment in community schools, which have
been proven to improve outcomes for students, families, and communities. LEAs that
apply for grants for the California Community Schools Partnership funds will be
prioritized based on several factors including the needs of their community and their
commitment to provide health and wellness supports and partner with community based
organizations. During the implementation period for the Expanded Learning Program,
LEAs must target high-needs communities and offer expanded learning opportunites,
including access to nine hours a day of in-class instruction and afterschool opportunities
and intersession opportunities for at least 50 percent of their high-needs students.
Funding provided for LEAs in 2020–21 and 2021–22 has been targeted at programs
and services that have repeatedly been proven to improve outcomes for children and
youth. This includings funding for: Learning Loss Mitigation that targets funding on
support services for students; IPI grants that provided signifcant incentives and supports
to return to in-person instruction; ELO funding that also provided resources for schools
to meet the academic, health, and wellness needs of students; funding to expand
access to afterschool and intercession programs for students to ensure students have
the full day of supports and enrichment opportunities inside and outside the classroom
that have been proven to improve outcomes; funding for community schools to also
support the health and wellness needs of students, families, and communities; and
funding targerted at LEAs with high concentrations of low-income students, English
learners, and foster youth to ensure additional caring adults are present on school
campuses to support student needs.
In the ESSER III Expenditure Plan, LEAs will be required to ensure its interventions
respond to the academic, social, emotional, and mental health needs of all students,
and particularly those students most impacted by the COVID–19 pandemic. Further,
they will be required to describe the actions and expenditures that address the identified
academic, social, emotional, and mental health needs of its students, and particularly
those students most impacted by the COVID–19 pandemic. Along with the descriptions,
the template for this plan requires LEAs to describe how and when progress will be
monitored to ensure interventions are addressing student needs.
50
Additionally, California made a significant investment in community schools, which have
been proven to improve outcomes for students, families, and communities. LEAs that
apply for grants for the California Community Schools Partnership funds will be
prioritized based on several factors including the needs of their community and their
commitment to provide health and wellness supports and partner with community based
organizations. During the implementation period for the Expanded Learning Program,
LEAs must target high-needs communities and offer expanded learning opportunites,
including access to nine hours a day of in-class instruction and afterschool opportunities
and intersession opportunities for at least 50 percent of their high-needs students.
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
In the ESSER III Expenditure Plan, each LEA will be required to ensure its interventions
respond to the academic, social, emotional, and mental health needs of all students,
and particularly those students most impacted by the COVID–19 pandemic. Further,
they will be required to describe the actions and expenditures that address the identified
academic, social, emotional, and mental health needs of its students, and particularly
those students most impacted by the COVID–19 pandemic. The template includes a
progress monitoring section that requires LEAs to describe how and when progress will
be monitored for each action funded with ESSER III funds, including actions that
support students most impacted by the COVID-19 pandemic.
California publishes the California School Dashboard and a variety of additional reports
annually to provide information to parents, schools, and the public regarding the
progress of California’s districts and schools across a variety of indicators
disaggregated by student group. School and LEA Accountability Report Cards will also
play a role in collecting reporting data. The Dashboard is available at
https://caschooldashboard.org/.
The CDE has developed a comprehensive plan to provide guidance, oversight, and
monitoring of the CARES Act, CRRSA Act, and ARP Act funds disbursed to LEAs
including program guidance, technical assistance, reporting, and monitoring.
More detail on the State’s monitoring and support for LEAs is provided in Section G.
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.
51
In the ESSER III Expenditure Plan, each LEA will be required to ensure its interventions
respond to the academic, social, emotional, and mental health needs of all students,
and particularly those students most impacted by the COVID–19 pandemic. Further,
they will be required to provide the the actions and expenditures that address the
identified academic, social, emotional, and mental health needs of its students, and
particularly those students most impacted by the COVID–19 pandemic. The template
includes a progress monitoring section that requires LEAs to describe how and when
progress will be monitored for each action funded with ESSER III funds, including
actions that support students who have experienced the impact of lost instructional time.
California publishes the California School Dashboard and a variety of additional reports
annually to provide information to parents, schools and the public regarding the
progress of California’s districts and schools across a variety of indicators
disaggregated by student group. School and LEA Accountability Report Cards will also
play a role in collecting reporting data. The Dashboard is available at
https://caschooldashboard.org/.
The CDE has developed a comprehensive plan to provide guidance, oversight, and
monitoring of the CARES Act, CRRSA Act, and ARP Act funds disbursed to LEAs
including program guidance, technical assistance, reporting, and monitoring.
More detail on the State’s monitoring and support for LEAs is provided in Section G.
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
For the mandatory subgrant for ARP ESSER, the CDE will be allocating funds to LEAs
based on each LEA’s share of funds received under Title I, Part A as required under the
ARP Act.
The California Legislature has allocated ESSER II and ESSER III SEA Reserve Funding
toward ELO grants to LEAs. These grants are partly formulated through LEA homeless
pupil enrollment.
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.
52
California will continue to advocate that LEAs ensure that students most impacted by
the pandemic are given the proper resources and support necessary for a return to in-
person instruction and providing them with a positive learning environment. In addition
to the ESSER III Expenditure Plan and required stakeholder engagement, the CDE
requires that all LEAs who receive any mandatory subgrant ESSER funding provide
quarterly reporting to how funds are being used. The CDE publishes this reporting on its
website to give the public the data to show how funds are being spent in order to
support the students who have been most impacted by the pandemic. The CDE also
has and will continue to provide technical assistance and resources to help LEAs
support all students.
The ESSER II and ESSER III SEA Reserve Funds being allocated to the ELO grants
can be used for any of the following purposes: extending instructional learning time,
accelerating progress to close learning gaps, integrated pupil supports, community
learning hubs, supports for credit-deficient pupils, additional academic services, and
training for school staff. LEAs are encouraged to engage, plan, and collaborate on
program operation with community partners and expanded learning programs and
leverage existing behavioral health partnerships and Medi-Cal billing options in the
design and implementation of services.
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.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
53
Table F1.
Area Data on shortages and needs Narrative description
Special educators Total: 3,031 California has reported a
and related Special Education Limited shortage of special education
service personnel Assignment Teaching Permit: teachers to the Department for
and 400 approximately the last 17 years.
paraprofessionals Provisional Internship Permit: More information on special
1,078 education teacher shortages
Short Term Staff Permit: 1,344 reported to the Department is
Variable Term Waivers: 209 available at
https://tsa.ed.gov/#/reports.
All data in this report is taken
from the California Commission
on Teacher Credentialing
(CTC) Teacher Supply in
California, 2019–20 Report to
the Legislature as reviewed in
the CTC's April 14, 2021
meeting agenda item 4A
https://www.ctc.ca.gov/docs/def
ault-
source/commission/agendas/20
21-04/2021-04-
4a.pdf?sfvrsn=81382bb1_6
54
Area Data on shortages and needs Narrative description
Bilingual The shortage of bilingual The demand for bilingual
educators teachers has always been a teachers has been steadily
gap area in California. Data growing since Proposition 58,
from the CTC indicates that also known as the California
there were 700 new bilingual Education for a Global Economy
teacher authorizations in the (CA Ed.G.E.) Initiative, was
2015–16 school year and 945 approved by voters in 2016. The
new bilingual teacher CA Ed.G.E. Initiative authorizes
authorizations in the 2018–19 school districts and county
school year. This represents a offices of education to establish
significant decrease from the language acquisition programs
pre-Proposition 227 era for both native and non-native
authorizations in 1994–95, English speakers and requires
when 1,800 new bilingual school districts and county
teacher authorizations were offices of education to solicit
granted. Proposition 227 was a parent and community input in
statewide voter initiative to developing language acquisition
establish English as the programs. This initiative,
primary language, which led to coupled with the goals
a decrease in bilingual and established in the Global
multilingual programs. California 2030 Initiative to
increase bilingual teacher
(Source: authorizations to 2,000 per year
https://www.ctc.ca.gov/commis by 2029–30, mean that the need
sion/reports/data/other-teacher- for bilingual teachers is
supply-english-learner- increasing. At the same time,
authorizations) the number of new bilingual
teachers has likely been
Data shows that the CDE negatively affected by the
Multilingual Education web COVID-19 pandemic.
page was accessed an average To address the shortage of
of 741 times per month bilingual teachers, the CTC is in
between January 2020 and the final stages of upgrading the
March 2021, indicating interest standards for bilingual teacher
in multilingual programs, preparation programs to make
resources, and guidance. them more relevant to today’s
https://www.cde.ca.gov/sp/el/er classroom. The legislature has
/multilingualedu.asp also provided funds to LEAs to
develop their workforce to
produce more bilingual
teachers.
55
English as a In California, teachers assigned Each of the 1,062,651 English
second language to provide ELD and instruction learners enrolled in California
educators in subject matter courses for schools must be provided both
English learners must have the designated and integrated ELD
appropriate authorizations (20 by a teacher authorized to teach
United States Code (U.S.C.) English learners. Therefore,
Section 6826 [c]; EC sections addressing the teacher shortage
44253.1, 44253.2, 44253.3, is critical to meeting the needs
44253.4, 44253.5, 44253.10; of English learners and meeting
Castañeda v. Pickard [5th Cir. the requirements in 20 U.S.C.
1981] 648 F.2d 989, 1012– Section 6825 (c)(1)(A);
1013). California EC sections 305, 306,
310; 5 California Code of
At the elementary level, most Regulations (CCR) sections
classroom teachers provide 11300 [a] and [c], 11309; and
ELD to their students. Castañeda v. Pickard [5th Cir.
However, at the secondary 1981] 648 F.2d 989, 1006–
level, there is often a separate 1011.
ELD teacher for designated
ELD.
According to the Learning
Policy Institute report,
Sharpening the Divide: How
California’s Teacher Shortages
Expand Inequality
(https://files.eric.ed.gov/fulltext/
ED610882.pdf), data are not
available that would allow
researchers to calculate the
turnover rates for ELD teachers
in California. However, the
report states that national data
show that ELD teachers have a
higher turnover rate than other
teachers. This report states that
“the teacher supply continues
to be insufficient to meet the
demand for those positions for
teachers as a whole.” This
would indicate that the
shortage of ELD teachers may
be even more acute. According
to DataQuest, during the 2020–
21 school year, there were
1,062,290 English learners
enrolled in California schools,
56
Area Data on shortages and needs Narrative description
kindergarten through grade
twelve.
https://dq.cde.ca.gov/dataquest
/longtermel/ELAS.aspx?cds=00
&agglevel=State&year=2020-
21
STEM educators According to the Student More information can be found
Research Foundation and the in the Student and Research
National Association of State Foundation Report available at
Directors of Career Technical https://www.studentresearchfou
Educational Consortium, the ndation.org/blog/coming-
areas where the shortage is shortage-of-cte-teachers/.
especially acute: An 81%
shortage of teachers of
manufacturing skills. A 73%
shortage of teachers in IT,
along with STEM-based
educators.
CTE educators According to the Student More information can be found
Research Foundation and the in the Student and Research
National Association of State Foundation Report available at
Directors of Career Technical https://www.studentresearchfou
Educational Consortium, the ndation.org/blog/coming-
areas where the shortage is shortage-of-cte-teachers/.
especially acute: An 81%
shortage of teachers of
manufacturing skills. A 73%
shortage of teachers in IT.
57
Area Data on shortages and needs Narrative description
Early childhood California has long had a The shortage of early childhood
educators shortage of early childhood educators has been driven in
educators, largely driven by significant part by low wages for
industry-wide low this essential workforce. This
compensation for educators. shortage is especially acute as
According to the CTC, the the need for early childhood
number of Child Development educators has been increasing
Permits issued since 2015–16 with the State’s recent years of
has been steadily decreasing. expansion of State Preschool
Between 2019–20 and 2018– programs as well as a proposed
19, permits issued overall expansion through Universal
declined by 14.2%, or 944 Transitional Kindergarten (TK).
overall. Since 2015–16, overall
permits have declined by State reschool programs have
21.9%. More information can staffing ratios of 1 teacher to 24
be found in the CTC’s annual children and 1 adult for every 8
Teacher Supply in California children. Teachers in State
report for 2019–20 available at Preschool programs must
https://www.ctc.ca.gov/docs/def possess a Child Development
ault- Associate Teacher Permit
source/commission/reports/ts- issued by the CTC.
2019-2020-
annualrpt.pdf?sfvrsn=9c272bb1 Teachers in TK must have a
_2. Bachelor’s degree and either a:
Multiple Subject Teaching
Credential, General
Kindergarten-Primary Teaching
Credential, General Elementary
Teaching Credential, Standard
Early Childhood Credential,
Standard Elementary
Credential, or Specialist
Instruction Credential in Early
Childhood Education (ECE). In
addition to having a Bachelor’s
degree and credential, TK
teachers first assigned to a TK
classroom after July 1, 2015,
must have one of the following
by August 1, 2021:
58
Area Data on shortages and needs Narrative description
1) At least 24 units in ECE, or
childhood development (CD), or
both;
2) As determined by the LEA
employing the teacher,
professional experience in a
classroom setting with
preschool-aged children that is
comparable to the 24 units of
education; or
3) A Child Development
Teacher Permit issued by the
CTC.
Teachers first assigned to a TK
classroom on or before July 1,
2015, are required to have a
teaching credential.
School The CDE and the CTC are The CDE and the CTC signed a
counselors currently analyzing the first data-sharing memorandum of
year of data and will provide an understanding (MOU), and the
update as soon as it is CTC developed a system that
published. will accurately provide shortage
data and information moving
forward.
Social workers The CDE and the CTC are The CDE and the CTC signed a
currently analyzing the first data-sharing MOU, and the CTC
year of data and will provide an developed a system that will
update as soon as it is accurately provide shortage
published. data and information moving
forward.
Nurses The CDE and the CTC are The CDE and the CTC signed a
currently analyzing the first data-sharing MOU, and the CTC
year of data and will provide an developed a system that will
update as soon as it is accurately provide shortage
published. data and information moving
forward.
School The CDE and the CTC are The CDE and CTC signed a
psychologists currently analyzing the first data-sharing MOU, and the CTC
year of data and will provide an developed a system that will
update as soon as it is accurately provide shortage
published. data and information moving
forward.
59
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.
As of March 31, 2021, LEAs have used approximately 40 percent of all ESSER I
expenditures, which is approximately $273,670,147, for activities that are necessary to
maintain the operation and continuity of services in LEAs and continue to employ
existing staff of the LEA.
California also made the decision to stabilize funding levels for LEAs throughout the
pandemic to ensure that any changes in enrollment did not impact existing programs
and staffing levels.
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).
• $500 million one-time General Fund over five years for the Golden State Teacher
grants, which would support a combined total of at least 25,000 grants for
teacher credential candidates who commit to teach at a priority school, in
designated shortage areas, for three years.
• $350 million one-time Proposition 98 General Fund over five years to support
teacher preparation residencies in designated shortage areas and other grow-
your-own teacher credentialing programs.
• $125 million one-time Proposition 98 General Fund over five years for the
Classified School Employee Teacher Credentialing Program to support more
than 5,000 classified school staff in becoming credentialed teachers, particularly
in designated shortage areas.
• $20 million one-time General Fund to provide a credential fee waiver in 2021–22
for individuals entering the K–12 educator workforce.
• $15 million one-time Proposition 98 General Fund over three years to support
6,000 teachers in completing the coursework necessary to receive state
certification to teach computer science.
• $1.7 million one-time Proposition 98 General Fund to support the educator
recruitment work of the Center on Teaching Careers.
60
• New pathways for prospective teachers to establish basic skills and subject
matter competency through coursework and upgrades to existing examinations.
• $100 million to train and increase the number of early childhood educators.
Retention and Training
• $1.5 billion one-time Proposition 98 General Fund over five years for the
Educator Effectiveness Block Grant to provide LEAs with training resources for
classified, certificated, and administrative school staff in specified high-need
topics, including accelerated learning, re-engaging students, restorative
practices, and implicit bias training.
• $250 million one-time Proposition 98 General Fund over five years to incentivize
2,500 highly-qualified National Board Certified teachers to teach and mentor
other instructional staff in high-poverty schools and award grants to teachers
seeking to obtain National Board Certification.
• $60 million one-time Proposition 98 General Fund for the Classified School
Employee Summer Assistance Program, which provides matching funds for
intersessional pay for classified employees that work less than 12 months per
year.
• $50 million one-time Proposition 98 General Fund for the California Collaborative
for Educational Excellence to administer evidence-based professional
development for educators that can support learning acceleration for California’s
diverse student population, particularly in mathematics, literacy, and language
development.
• $25 million one-time Proposition 98 General Fund over five years for the 21st
Century California School Leadership Academy to provide high-quality
professional learning for administrators and other school leaders.
• Additional one-time funds are also provided to increase educator training and
resources in early math, reading, science instruction, computer science, dyslexia,
anti-bias strategies, environmental literacy, open educational resources, ethnic
studies, and LGBTQ+ cultural competency.
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).
As part of AB 86, the Expanded Learning Opportunities (ELO) Grant provided funding
for a learning recovery program for at least the students included in one or more of the
following groups: low-income students; English learners; foster youth; homeless
students; students with disabilities; students at risk of abuse, neglect, or exploitation;
disengaged students; and students who are below grade level, including, but not limited
to, those who did not enroll in kindergarten in the 2020–21 school year; credit-deficient
students; high school students at risk of not graduating; and other students identified by
certificated staff. Further, it required LEAs to use at least 10 percent of the funding that
is received based on LCFF entitlement to hire paraprofessionals to provide
61
supplemental instruction and support through the duration of the ELO program, with a
priority for full-time paraprofessionals. The supplemental instruction and support
provided by the paraprofessionals must be prioritized for English learners and students
with disabilities. Funds expended to hire paraprofessionals count toward the LEAs’
requirement to spend at least 85 percent of its apportionment to provide in-person
services.
In addition to funding provided in AB 86 and the funding noted above to support the
recruitment, retention, and support for teachers, as well as funding to significantly
increase access to expanded learning opportunities, the 2021–22 State Budget
provides funding that will immediately increase the number of support staff and services
for students. This includes:
• $2.8 billion to expand and strengthen community schools so they can become
stable hubs that support a wide spectrum of student needs to ensure students
have the supports they need to learn, including integrated health, mental health,
and social services alongside high-quality, supportive instruction through
expanded learning time, including tutoring. These funds are targeted at
communities with high levels of poverty.
• $1.1 billion ongoing funding to increase the numbers of adults providing direct
services to students. The funding will increase the grants that are part of the
Local Control Funding Formula that provide additional funding to LEAs that have
high concentrations (over 55 percent) of low-income students, English learners,
and foster youth. The LEAs that received the funds will be required to
demonstrate how they increased the number of school staff on their campuses,
including teachers, counselors, nurses, paraprofessionals, and other support
staff.
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to
safeguard funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to continuously
monitor progress and make adjustments to its strategies, as well as to support its LEAs in
making adjustments to LEA strategies, based on impact. Describe how the SEA will
ensure its capacity and the capacity of its LEAs to collect data on reporting
requirements, including but not limited to the examples of reporting requirements
described in the SEA’s Grant Award Notification (listed in Appendix B). Describe the
SEA’s capacity and strategy to collect data from its LEAs (disaggregated by student
group, where applicable), to the greatest extent practicable, including any steps the SEA
will take to build its capacity in the future (which may include the use of ARP ESSER and
62
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).
California publishes the California School Dashboard and a variety of additional reports
annually to provide information to parents, schools, and the public regarding the
progress of California’s districts and schools across a variety of indicators
disaggregated by student group. School and LEA Accountability Report Cards will also
play a role in collecting reporting data. The Dashboard is available at
https://caschooldashboard.org/.
This student-level data is collected and certified at specific points during the school year
using the California Longitudinal Pupil Achievement Data System and annually through
the local indicator reports on the California School Dashboard and per-pupil expenditure
reports. While these systems are familiar to LEAs, California provides ongoing technical
assistance to help improve the collection process and accuracy of data.
Using data collected from LEAs, CDE will report out on all available data to help inform
both LEAs and the public on the impact of current strategies and progress on those
strategies. This data includes the following, disaggregated by student group where
applicable:
• Assessment results, including assessments other than California Assessment of
Student Performance and Progress (CAASPP)
• Chronic absenteeism
• Suspension and expulsion
• Student access to appropriately credentialed and assigned teachers
• School staffing reports
• Results of school climate surveys
• Per-pupil expenditure data
63
In addition to CDE’s reporting, California developed an aggregate-level data collection
known as the School Reopening and Summer Instruction Status Dashboard to inform
parents and the public about the current instructional status of each LEA and school
plus data on summer instruction. This additional data collection and reporting structure
will be in place through the 2021–22 school year. Like the CDE process, LEAs have
access to technical assistance related to collecting and reporting this data via a help.
This information is available at https://schools.covid19.ca.gov/.
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.
The CDE has developed a comprehensive plan to provide guidance, oversight, and
monitoring of the CARES Act, CRRSA Act, and ARP Act funds disbursed to LEAs,
including program guidance, technical assistance, reporting, and monitoring.
Program Guidance
To support the effective implementation of the CRF, ESSER I and II, ARP ESSER, and
GEER funds, the CDE provides extensive guidance related to the coronavirus response
on numerous web pages. Examples of the most significant web pages are as follows:
• Coronavirus Response and School Reopening Guidance web page: Provides
extensive resources and guidance related to the Coronavirus response as it
relates to education. https://www.cde.ca.gov/ls/he/hn/coronavirus.asp
• Federal Stimulus Funding web page: Provides information on the federal
stimulus funding and related waivers. The web page provides detailed guidance
related to reporting, allowability, allocations, frequently asked questions, audit
information, capital expenditures, and updates on funding.
https://www.cde.ca.gov/fg/cr/index.asp
• Federal Stimulus Quarterly Reporting Help page: Provides detailed technical
assistance for LEAs to reference when reporting on funds.
https://www.cde.ca.gov/fg/cr/reportinghelp.asp
• Fiscal Accountability Guidelines web page: Provides clarity regarding ongoing
fundamental accountability requirements that remain in effect, including
maintenance of internal controls, documentation of policy and procedure
changes, fiscal accountability, expenditure compliance, and accurate accounting
and reporting. https://www.cde.ca.gov/ls/he/hn/fiscalacctguid.asp
• Waivers and Flexibility web page: Provides guidance on waivers and flexibility
related to the federal stimulus funding.
https://www.cde.ca.gov/re/es/covid19fundflex.asp
64
• The CDE also works in close partnership with the CCEE and county offices of
education to provide robust program guidance and technical assistance to LEAs.
More information about this collaborative work conducted through the California
System of Support is available at https://www.cde.ca.gov/sp/sw/t1/csss.asp.
The CDE updates its web pages on an ongoing basis to ensure LEAs have the most
current information and guidance on the CARES Act, CRRSA Act, and ARP Act.
Technical Assistance
Training and Stakeholder Presentations
To date, the CDE has offered extensive virtual ESSER and GEER training and
presentations on various platforms. The CDE plans to continue providing additional
guidance and support to the LEAs through other training and presentations on CARES,
CRRSA and ARP Act funds, including CRF, ESSER I and II, ARP ESSER, and GEER.
Some examples of trainings and presentations for the LEAs include the following:
• Partnering with Brustein and Manasevit (a Washington DC law firm that
specializes in education programs) to provide training to LEAs on the
requirements of ESSER and GEER funds in addition to the Uniform Guidance
Requirements on October 15, 2020, and October 22, 2020.
• California Association of School Business Officials webinars on November 4,
2020, and June 22, 2021, to provide and updates and guidance on the funds,
including allocations, allowable uses, period of availability, and a question-and-
answer opportunity.
• California County Superintendents Education Services Association presentation
on May 24, 2021, to provide and updates and guidance on the funds, including
allocations, allowable uses, period of availability, and a question-and-answer
opportunity.
• Multiple presentations at quarterly Fiscal Crisis and Management Assistance
Team meetings to provide and updates and guidance on the funds, including
allocations, allowable uses, period of availability, and a question-and-answer
opportunity.
• Presentations on CARES, CRRSA, and ARP Act reporting and other updates at
external stakeholder meetings such as the State and Federal Programs Director
Meeting and the County Office of Education External Services Subcommittee.
• Ongoing CARES, CRRSA, and ARP Act training scheduled twice a year
(December and August) for LEAs selected for monitoring reviews.
• Ongoing collaboration with the Fiscal Crisis Management Assistance Team in
LEA outreach and providing technical assistance to the LEAs.
• Continuous partnering with other professional organizations as opportunities
arise.
Continuous LEA Support
CDE provides vital guidance to LEAs through the Education Stimulus inbox
(EDReliefFunds@cde.ca.gov) on such subjects as allowability of funds, reporting
assistance, capital expenditure approval, and other information. Additionally, CDE
65
created a listserv to provide updates to LEAs regarding CARES, CRRSA, and ARP Act
funds. Based on the questions that are submitted to the inbox, the CDE determines
areas that CDE can provide additional guidance or technical assistance.
Reporting
The CDE created a reporting portal that allows LEAs to easily report quarterly on the
ESSER and GEER expenditures and percentages spent on each of the allowable
activities required per the fiscal year 2020–21 Budget Act. The CDE uses the data
collected in the portal to provide oversight, compliance, and evaluation for technical
assistance where needed. CDE staff has reached out to hundreds of LEAs through
email or phone in order to proactively provide technical assistance on allowable
expenditures.
The CDE also uses the reports to monitor LEAs’ timely use of the funds and ensure that
LEAs meet expenditure deadlines as stated in law. For example, the CDE uses the
reports to identify large balances of unspent funds. For identified LEAs with large
unspent balances, the CDE reaches out to ensure that the LEAs have plans in place to
expend the funds. The CDE works collaboratively with the Governor’s staff to ensure
that the reporting guidelines are met and the funds are used in accordance with the
applicable statutes.
The CDE has an internal team that uses an internal process to check for the accuracy
and completeness of information. The reported information will assist the CDE during
monitoring reviews of the LEAs and the use of CARES, CRRSA, and ARP funds.
Accounting
The California School Accounting Manual provides accounting policies and procedures
and implementation guidance. Specifically, the ESSER and GEER funds are tracked at
the local level using a unique identifier within the standardized account code structure
(SACS). SACS provides guidance for LEAs in a statewide, uniform financial report
format. By assigning a unique identifier in SACS for each of the CARES Act funding
sources, each fund is separately accounted for. ESSER II and ESSER III have each
been assigned a unique identifier; LEAs are required to account for and track the
expenditure of each funding source separately.
Program Monitoring Reviews and Audits
LEAs are selected each year for a Federal Program Monitoring (FPM) review using a
risk-based approach. Additional information on the CDE’s FPM process and the risk
assessment can be found at https://www.cde.ca.gov/ta/cr/. The CDE is currently
conducting CARES Act monitoring reviews, which include the ESSER and GEER funds,
and is expanding that to include the CRRSA and ARP Act monitoring reviews.
Specifically, the monitoring of the CARES, CRRSA, and ARP Act funds will be
conducted in conjunction with the FPM process as follows:
• January 2021 through June 2021: 15 CARES Act monitoring reviews are being
conducted, representing 20 percent of total ESSER I and GEER I funding
allocated to LEAs
66
• September 2021 through June 2022: monitoring reviews of ESSER I and II, ARP
ESSER, and GEER I will be conducted based on CDE’s annual risk assessment
process in accordance with federal requirements.
The CDE conducts the CARES Act monitoring reviews using a program instrument that
contains the federal and state legal requirements for time and effort, internal controls,
cash management, procurement, equipment and inventory management, and allowable
costs of ESSER and GEER. The CDE is expanding the program instrument to include
the monitoring of the CRRSA and ARP Act funds. The CDE’s monitoring Tool (CMT) is
used to facilitate the monitoring of the LEAs. The CMT is a web-based tool that was
developed by CDE; additional information on the CMT can be found at
https://www.cde.ca.gov/ta/cr/.
The conclusions drawn from the monitoring reviews are summarized on the monitoring
instrument. If findings are identified during the review, LEAs receive a written notification
of findings that includes a description of noncompliance along with recommendations
and a timeframe to correct any identified findings or deficiencies. Monitoring staff also
verbally discuss the monitoring findings and recommended corrective actions directly
with each LEA. As part of the monitoring process, the CDE tracks the status of all
monitoring findings and conducts follow-up as necessary. In conducting follow-up
procedures, LEAs are required to provide supporting documentation of corrective
actions taken. In addition, training and technical assistance is provided throughout the
year to assist and educate LEAs on the allowable use of funds and CDE’s monitoring
process.
Furthermore, LEAs are subject to an annual independent audit conducted in
accordance with Title 2, Code of Federal Regulations, Subpart F and California EC,
Section 41020, which is submitted to the CDE for review.
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Appendix A: School Operating Status and Instructional Mode Data
Template
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.
Data Source
The data in Table 1 are based on self-reported aggregate-level data that county offices
of education, school districts, and charter schools submitted in response to a health
directive from the CDPH and AB 86 (Committee on Budget) that was approved by the
Legislature and Governor in March 2021. The data reflected in Table 1 is from the May
2021 collection. Additional information about this data collection is available on the
State of California Safe Schools for All Hub at https://schools.covid19.ca.gov/. Note:
This data includes only information self-reported by school districts.
Table 1
Number School Type All Offered Offered Not
of schools to all to offered
schools students some
students
Remote or Not
online only Elementary 1,378 1,378 Applica NA
ble
(NA)
Remote or NA
online only Secondary 757 757 NA
School
sites open Elementary 4,218 4,218 NA NA
with both
remote/onli
ne and in-
person
instruction
(hybrid)
School
sites open Secondary 1,354 1,354 NA NA
with both
remote/onli
ne and in-
person
instruction
(hybrid)
68
School
sites open Elementary 1,785 1,785 NA NA
with full-
time in-
person
instruction
School
sites open Secondary 525 525 NA NA
with full-
time in-
person
instruction
To the extent data are available, please complete the above table for 1) all schools
in the State, and 2) separately for each instructional level (e.g., pre-
kindergarten/elementary schools, middle schools, high schools).
NOTE: Secondary schools are where the highest grade taught include 9, 10, 11, 12,
and Adult. Elementary schools are where the highest grade taught is 8, and begins with
Kindergarten.
Table 2
In the most recent time period available, what was the enrollment and mode of
instruction for the schools in your State?
Data Source
The data in Table 2 are based on students who were enrolled in a school that reported
data on instructional mode included Table 1. These schools were then matched with
data reported in California’s student-level data system, the California Longitudinal Pupil
Achievement Data System, as of Census Day (first Wednesday in October), to produce
the student group information for Table 2.
Table 2
Number of Total Remote or Both remote/online Full-time in-
students enrollment online only and in-person person
instruction (hybrid) instruction
Students from
low-income 3,607,192 976,936 2,081,195 549,061
families*
White, not
Hispanic 1,295,790 250,277 678,341 367,172
Black or African
American, not 306,998 97,930 172,980 36,088
Hispanic
Hispanic, of any
3,307,632 886,552 1,936,812 484,268
race
69
Number of Total Remote or Both remote/online Full-time in-
students enrollment online only and in-person person
instruction (hybrid) instruction
Asian, not
712,096 250,194 346,475 115,427
Hispanic**
American Indian
or Alaskan
28,028 5,238 15,199 7,591
Native, not
Hispanic
Native Hawaiian
or Pacific
26,107 8,584 13,525 3,998
Islander, not
Hispanic
Two or more
races, not 245,392 59,666 132,817 52,909
Hispanic
Race/Ethnicity
information not 50,668 11,784 27,414 11,470
available
English learners 1,057,556 278,444 608,141 170,971
Children with
729,785 185,966 414,932 128,887
disabilities
Students
experiencing 182,856 52,028 101,588 29,240
homelessness
Children and
youth in foster 31,426 7,944 18,006 5,476
care
Migratory
46,530 9,371 29,028 8,131
students
NOTE: * Students from low-income families was computed using socioeconomically
disadvantaged
** Category of Asian includes Filipino
70
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.
71
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
• The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under
the ARP ESSER program or activity based on race, color, national origin, which
includes a person’s limited English proficiency or English learner status and a
person’s actual or perceived shared ancestry or ethnic characteristics; sex; age;
or disability. These non-discrimination obligations arise under Federal civil rights
laws, including but not limited to Title VI of the Civil Rights Act of 1964, Title IX of
the Education Amendments Act of 1972, section 504 of the Rehabilitation Act of
1973, and the Age Discrimination Act of 1975. In addition, the SEA must comply
with all regulations, guidelines, and standards issued by the Department under
any of these statutes;
• The SEA will comply with all ARP Act and other ARP ESSER requirements and
all requirements of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of
the ARP Act, absent a waiver by the Secretary pursuant to section
2004(a)(2) of the ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of
the ARP Act, and ensuring its LEAs comply with the maintenance of equity
provision in section 2004(c) of the ARP Act (please note that the
Department will provide additional guidance on maintenance of equity
shortly);
• The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely
manner and, to the extent practicable, not later than 60 days after the SEA
receives ARP ESSER funds (i.e., 60 days from the date the SEA receives each
portion of its ARP ESSER funds). An SEA that is not able to allocate such funds
within 60 days because it is not practicable (e.g., because of pre-existing State
board approval requirements) will provide an explanation to the Department
within 30 days of receiving each portion of its ARP ESSER funds (submitted via
email to your Program Officer at [State].OESE@ed.gov (e.g.,
Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner
and the SEA’s expected timeline for doing so;
• The SEA will implement evidence-based interventions as required under section
2001(f) of the ARP Act and ensure its LEAs implement evidence-based
interventions, as required by section 2001(e)(1) of the ARP Act;
• The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from
racial or ethnic groups (e.g., identifying disparities and focusing on underserved
student groups by race or ethnicity), gender (e.g., identifying disparities and
focusing on underserved student groups by gender), English learners, children
with disabilities, students experiencing homelessness, children and youth in
foster care, and migratory students), as required under section 2001(f) of the
ARP Act, and ensure its LEAs address the disproportionate impact of the
72
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).
73
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you about a new provision in the Department of
Education’s General Education Provisions Act ("GEPA") that applies to applicants for new grant
awards under Department programs. This provision 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 students, teachers, and other program
beneficiaries with special needs. This provision allows applicants discretion in developing the
required description. The statute highlights six types of barriers that can impede equitable access
or participation: 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.
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.
74
(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.
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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