Idaho State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund Section C Redlined
Summary
Idaho's state plan for the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund, in a version marked Section C Redlined, on the U.S. Department of Education template issued April 21, 2021 (OMB Number 1810-0754). On progress and promising practices, it describes resources and trainings from the State Board of Education and State Department of Education for school districts and charter schools, including regular webinars, a public schools reopening page and the Back to School Framework. The Board / SEA has tentatively identified priorities for unfinished learning: early English language arts / literacy skills (K-4), middle grades mathematics (4-9), and credit completion and course recovery for high school. The plan also describes additional resources for LEAs that do not show evidence of accelerated learning.
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“Idaho State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund Section C Redlined.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/ppr-int-de73165eb9135b95-pdf-d0167a82ca/
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Idaho State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
Section C Redlined
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of information
is estimated to average 100 hours per response, including time for reviewing instructions, searching existing data
sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The
obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of the American
Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time estimate,
suggestions for improving this individual collection, or if you have comments or concerns regarding the status of your
individual form, application or survey, please contact Britt Jung, Office of State and Grantee Relations, Office of
Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, DC
20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP ESSER”)
Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides nearly $122
billion to States to support the Nation’s schools in safely reopening and sustaining safe operations
of schools while meeting the academic, social, emotional, and mental health needs of students
resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is particularly important
that ARP ESSER funding will enable States and local educational agencies (“LEAs”), and more
directly schools, to support students who have been most severely impacted by the COVID-19
pandemic and are likely to have suffered the most because of longstanding inequities in our
communities and schools that have been exacerbated by the COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our Nation’s
schools and help to address the inequities in resources, services, and opportunities available to our
students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”) plan
in order to make the State’s remaining ARP ESSER allocation available for use. Please note that
the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s ARP
ESSER funding are referencing the total allocation to be received by the SEA, including that which
it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or (2)
the State requirements that preclude submission of the plan by that date and a date by which it will
be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and Relief
Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement in section
313(f) of the CRRSA Act.
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A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3 strategies
that have been most effective in supporting the needs of students in your State during
the COVID-19 pandemic, especially for students most impacted by the COVID-19
pandemic. Please include, if applicable, how your State will submit and encourage its
LEAs to submit lessons learned and best practices to the Department’s Safer Schools
and Campuses Best Practices Clearinghouse so that they can be shared with other
States and LEAs.
Response:
During the COVID-19 pandemic, the State Board of Education, State Department of
Education, and other state agencies, as appropriate (state) developed various resources
and trainings to support school districts and charter schools (local education agencies
– LEAs) in meeting the needs of students across Idaho. For example, the State
Department of Education (Department) held regular webinars to discuss all of the
aspects of the shifting educational landscape, including the use of relief funds, child
nutrition policy, and changes in assessment and accountability. The Department also
created a public schools reopening page as a central repository for this type of
information to assist local education agencies address student learning, operations,
coordination with parents, safety and wellness, government resources, and
connectivity. This page also included the Back to School Framework approved by the
State Board of Education / State Education Agency (Board / SEA). All of these
resources provided guidance for supporting effective instruction and student wellbeing
whether a school was open fully in-person, hybrid, or remote.
Using this information, Idaho LEAs adopted various strategies, based on local needs
and consultation with community partners, to support students during the COVID-19
pandemic. Three primary strategies implemented in Idaho are outlined below.
In-person instruction
For many LEAs, the most effective strategy was maintaining in-person instruction. To
support this approach, the Department provided guidance about physical logistics such
as distancing procedures, air filtration, and environmental hygiene. Additionally, the
Department disseminated resources to support the broader social and emotional needs
of students returning to school, such as the CASEL SEL Roadmap for Re-Opening
Schools. All LEAs prioritized student health and safety, but with appropriate
precautions, in-person learning remained safe and sustainable throughout the entire
school year for various LEAs, particularly smaller LEAs in rural areas with minimal
community transmission.
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Equitable access
When LEAs did need to incorporate distance learning, effective strategies focused on
providing equitable access to the necessary technological resources and enhancing
support for the students most at-risk in this educational environment. The Department
collaborated with LEAs to manage these challenges. For example, the public schools
reopening page included guidance to help local IT Directors identify the locations of
students without internet service. These students could be assisted by providing an
alternate method of internet access or prioritizing them for remaining in-person when
hybrid learning was an option. These efforts built on ongoing cross-agency efforts to
improve technology access in Idaho, started under the Governor’s Broadband Task
Force and Digital Divide Committee. The Broadband Task Force and Digital Divide
Committee worked to identify gaps in Idaho’s broadband infrastructure and supported
efforts to improve access. For LEAs operating in a hybrid environment, the
maintenance of in-person learning was further focused on students for whom online
learning would be the most disruptive. NAEP school survey results indicate that Idaho
educators were able to prioritize maintaining in-person instruction for traditionally at-
risk student groups, including English learners, children with disabilities, and students
experiencing homelessness. Many schools also targeted in-person learning for students
in lower grades, for whom online learning could be more difficult.
Teacher preparation
Another key strategy was ensuring educators were sufficiently prepared to provide
effective instruction online, whether in a hybrid or fully-remote environment. The
Department along with other stakeholders like the Idaho Digital Learning Academy,
offered trainings on virtual classroom strategies and distance education resources,
including those contributed by educators and school personal from around the state.
The Department also introduced remote assessment options to help teachers gather
ongoing data from formative assessment processes, interim assessments, and progress
monitoring tools to help educators track student outcomes and refine teaching and
learning strategies.
Although many LEAs in Idaho modified their operating status multiple times during
the year to respond to the existing public health situation, by the spring of 2021 there
was a consistent trend towards offering in-person instruction. As of May 13, 2021,
among 115 traditional school districts, 108 were in person, eight were hybrid and zero
were fully online or closed.
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.
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Response:
Using data to target student needs
The foremost challenge for students and schools across Idaho is continuing to identify
and employ effective strategies for assisting students who experienced unfinished
learning. Statewide data on summative assessments in English Language Arts/Literacy
and Mathematics and several other metrics are not yet available, but results from
Idaho’s fall early reading assessment indicated around a five-percentage point
reduction in the share of kindergarten through third grade students reading at grade
level from the year prior. Idaho is awaiting spring data from this early reading
assessment to determine whether ongoing disruptions caused by COVID-19 further
increased that performance gap relative to previous cohorts or if local education
agencies were able to narrow it through instruction and specific intervention strategies
during the year. Additional assessment results from available formative and summative
assessments and end-of-year data on course enrollment, course grades, and other
metrics will help districts and schools identify academic priorities. The state will help
LEAs develop strategies to analyze intervention priorities outside of the academic
context, such as student social/emotional health and economic need, which may have
changed based on the ongoing COVID-19 disruptions.
Re-connecting with students
As part of that process, one additional challenge is supporting students who have not
maintained consistent contact with the educational system during the past school year.
These students may not have assessment data to identify their academic needs and, in
some cases, may not have current connections to their district or school. Idaho’s overall
K-12 enrollment fell by several thousand students from the previous school year and
some districts’ enrollment fell by over five percent. LEAs will continue their efforts to
identify and support any “missing’ students as well. All of these results will determine
priority focus areas for learning during the summer and next fall.
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,
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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.
Complete the table below, adding rows as necessary, or provide a narrative
description.
Response: The three core priorities for Idaho throughout the rest of this school year
and school year 2021-2022 are continuing efforts to improve broadband access,
addressing the academic impact of unfinished learning, and addressing the social,
emotional, and mental health needs of students. These general areas of focus are the
same for all students, but interventions will focus on the specific needs for each group.
Improving Broadband Access
As indicated above, the Broadband Task Force and Digital Divide Committee have
engaged in efforts to identify and address gaps in Idaho’s broadband infrastructure. To
improve equity in resources that support student learning, all students needs internet
access and appropriate technology in order to engage in research and complete
homework, and when necessary or preferred, to participate in online or hybrid learning.
While improvements have been made, additional work is needed, particularly for
students experiencing socioeconomic or housing challenges, and those in rural and
remote communities. The Board / SEA is engaged on these committees and state
agencies are engaged in ongoing discussions and work to identify appropriate next
steps to address remaining broadband and technology gaps.
Addressing Unfinished Learning
At this point in time, Idaho has limited statewide data to quantify the impacts of
unfinished learning due to the pandemic. As indicated in Section D of this plan, the
Accountability Oversight Committee (AOC), an ad-hoc committee of the Board / SEA,
will be working with the Department to gather and analyze appropriate data.
Preliminary information suggests that the specific academic consequences of
unfinished learning due the COVID-19 pandemic vary by student group in ways that
should inform intervention efforts. As an example, the fall statewide early literacy
1
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
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assessment data indicates that the percentage of students from low-income families
reading at grade level fell more from 2019 to 2020 than the statewide whole (5.7
percentage points compared to 5.1 percentage points). Similar patterns were seen
among many, but not all, traditionally underserved groups, highlighting the need for
targeted support. The Board / SEA has reviewed this data, as well as national data
regarding the impacts of the pandemic, and has considered anecdotal evidence received
from LEAs. Based on this combined information, the Board / SEA has tentatively
identified priorities for addressing unfinished learning in our state: early English
language arts / literacy skills (K-4), middle grades mathematics (4-9), and credit
completion and course recovery for high school. The Board’s / SEA’s staff will work
with the AOC and the Department to conduct an analysis of the state’s data to confirm
if these areas are those with of greatest need. Once the priority areas are confirmed,
the Board / SEA and Department will communicate them to LEAs and will provide
professional development and resources to support LEAs in addressing them.
To fully understand and address unfinished learning, the Board / SEA and Department
are also reviewing attendance and chronic absenteeism data in order to identify and
support students who have or continue to miss substantial instructional time.. Current
data on chronic absenteeism for school year 2020-2021 also highlights disparities by
student group. For instance, mid-year results indicate that nearly 12 percent of Hispanic
students were identified as chronically absent upon exiting school, which was nearly
double the rate among white students. An outline of all data to be considered by the
AOC is included in Section D.
Addressing Social and Emotional Challenges
The Board / SEA and the Department recognize that the pandemic has had an impact
on the social, emotional, and mental health of students and educators. While we are
still gathering data to better understand these issues, initial data from the 2020-2021
student engagement survey indicate that the social emotional impacts of the pandemic
may have been more substantial for students in certain subgroups. As an example, the
statewide student engagement survey administered to students in grades 3-12 in
February and March, 2021, showed a substantially higher percentage of students with
disabilities categorized as disengaged in the behavioral, cognitive, and emotional
domains when compared with students without disabilities. More comprehensive data
will become available at the end of this school year, allowing Idaho to enter the summer
and the 2021-2022 school year with detailed information disaggregated by student
group.
Table A1. This table will be populated when data is available in summer 2021.
The types of data disaggregated by the student groups below will include assessment
results, graduation rate, go-on rate, course grades, and other metrics discussed above,
including the extent of the ongoing digital divide. These data will provide critical
information about how to best support traditionally underserved groups, such as
Native American and Hispanic students. Idaho anticipates the majority of data used
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for this analysis will be gathered through already established collection methods and
will not require additional data submissions from LEAs.
Student group Highest priority needs
Students from low-income families Available summer 2021
Students from each racial or ethnic background used by the State Available summer 2021
for reporting purposes – please add a row for each racial or ethnic
group (e.g., identifying disparities and focusing on underserved
student groups by race/ethnicity)
Students by gender – please add a row for each gender (e.g., Available summer 2021
identifying disparities and focusing on underserved student groups
by gender)
English learners Available summer 2021
Children with disabilities Available summer 2021
Students experiencing homelessness Available summer 2021
Children and youth in foster care Available summer 2021
Migratory students Available summer 2021
Other groups of students identified by the State (e.g., youth Available summer 2021
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,
LGBTQ+ students)
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA will
support its LEAs in identifying the extent of the impact of the COVID-19 pandemic on
student learning and student well-being, including identifying the groups of students
most impacted by the pandemic. Where possible, please identify the data sources the
SEA will suggest its LEAs use in thoughtfully diagnosing areas of need, including data
on the academic, social, emotional, and mental health impacts of lost instructional time.
Response: To support LEAs, the Department will provide both recorded and in-person
trainings on using existing reporting tools to identify the academic and
social/behavioral impacts of the COVID-19 disruptions. These trainings will address
strategies for appropriately using existing data systems for our statewide assessments
(interim and summative) in English Language Arts/Literacy and Mathematics, the
statewide early literacy assessment (formative and summative), the English learner
assessment, the student engagement survey, and graduation rates. The Department will
advertise these training opportunities through newsletters, webinars, and direct
outreach to LEA stakeholders. The AOC will review and analyze data in the Student
Achievement Report (created by the Department), which will include a focus on g the
effects of COVID-19 on students across Idaho across myriad metrics, including
opportunity to learn, statewide achievement tests, the state’s early reading assessment,
attendance, and enrollment. These results will be disaggregated by both student and
school characteristics. The Department will also produce this report at the LEA level
to help stakeholders contextualize their results and inform ongoing intervention efforts.
Upon request, the state will provide LEAs with custom data reports targeted to their
specific priorities. Of particular concern are schools previously identified for support
and improvement. The Department will provide customized tools and reports to ensure
these schools have ongoing support for their improvement efforts and that this year’s
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disruptions do not derail their progress in improving overall outcomes and narrowing
achievement gaps.
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.
Response: Throughout the 2021-2022 school year, the Department employed several
approaches to track operating status. At the start of the year, staff monitored district
websites and reported the listed status. However, the data were not always completely
accurate because district websites did not always reflect operating status changes and
the process for manually reviewing websites sometimes took several weeks to
complete. In January and February 2021, staff contacted all districts by phone and email
to obtain their correct operating status. Since that time, staff have continued to follow
up regularly based on anticipated changes. This manual approach was necessary
because Idaho does not have a single, unified system for tracking district or school
operating status.
Enrollment and attendance, disaggregated by student group, have been collected
regularly throughout the year via the state’s K-12 longitudinal data system. LEAs
submit information to the state via this system in October, November, December,
March, May, at the end of the school year in June, and in September to cover the
summer period. These attendance and enrollment data can be merged with the operating
status information via the state’s unique LEA identification number.
Idaho’s longitudinal data system also includes information on instructional setting for
each course in which a student participates. The available instructional settings can
delineate between in-person instruction, synchronous online instruction, and
asynchronous online instruction. However, these data are not captured at the individual
student level, so a hybrid course would be identified with a single setting while
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individual students might be participating either in-person or remotely. Furthermore,
the setting may have changed at different times during the year without those updates
being reflected in the data LEAs provide to the state.
ii. The data described in A.5.i.a. and b. using the template in Appendix A (and to
the extent available, the data described in A.5.i.c.) for the most recent time
period available. Please note that this data can be submitted separately within
14 calendar days after a State submits this plan. The SEA must also make this
data publicly available on its website as soon as possible but no later than June
21, 2021, and regularly provide updated available information on its website.
The Department will periodically review data listed in A.5.i on SEA websites.
Response: Please see the tables in Appendix A for the data described in A.5.i.a and
A.51.b. Using the most current mid-term average daily attendance (ADA) figures in
Idaho to address item A.5.1.c, the ADA by operational status is as follows: Remote or
online only = 8,837; Hybrid = 126,126; and Full-time in-person instruction = 168,123.
All data will be made publicly available on the State Department of Education website
(sde.idaho.gov) by June 21, 2021 and will be updated regularly.
iii. To the extent available, a description of the planned operational status and mode
of instruction for the State and its LEAs for Summer 2021 and for the 2021-
2022 school year.
Response: The Board / SEA expects that nearly all traditional LEAs will offer in-
person instruction during Summer 2021 and the 2021-2022 school year, with the
exception of fully virtual charter schools. However, within traditional LEAs, we
anticipate that some districts will continue to offer online school options that they
created during the 2020-2021 school year. The Board / SEA and Department will
explore options for capturing more detailed and accurate instructional methodology
information. In making this decision, the Board / SEA will weigh the benefits of any
new data collection against the additional time and effort necessary for LEAs to report
this information. The state will track any available operating status information and
report enrollment by student group on the State Department of Education website.
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations
to maximize in-person instruction is essential for student learning and student well-being, and
especially for being able to address the educational inequities that have been worsened by the
COVID-19 pandemic. In this section, SEAs will describe how they will support their LEAs in
this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely returning to
in-person instruction and sustaining the safe operation of schools. This description must
include:
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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;
Response: The Board / SEA approved Idaho Back to School Framework (Framework)
2020, Appendix I, (https://boardofed.idaho.gov/resources/idaho-back-to-school-
framework-2020) provides expectations, guidelines and best practices to ensure a safe
and successful school environment. This document was most recently updated on
October 21, 2020, and will continue to be updated by the Board / SEA as necessary to
remain current with changes to state and federal guidance. The Framework is a
collective effort by the Idaho Governor’s Office and the Board / SEA. The Framework
was developed and recommended for Board / SEA approval by a work group made up
of representatives from the Department of Education, the Department of Health and
Welfare, the local public health districts, and LEAs. This guidance document addresses
each of the mitigation strategies listed in the table below. For reference, the
corresponding pages from the Framework 2020 have been provided for each mitigation
strategy in the table below.
In addition to the guidelines provided in the Framework 2020 related to the appropriate
accommodations for children with disabilities, the Department also distributed a 53-
page document that dove deeper into the guidance on this particular topic. The
“Guidelines for Providing Special Education Services During the COVID-19
Pandemic” is the Board’s / SEA’s detailed guidance to support districts in meeting the
needs of students with disabilities
(https://www.sde.idaho.gov/coronavirus/sped/SPED-COVID-19-Q-A-06-03-
2020.pdf).
The Board / SEA also distributed a separate guidance document specific to the wearing
of masks in our schools (https://www.sde.idaho.gov/re-opening/files/COVID-19-
School-Mask-Guidance.pdf).
Complete the table below, adding rows as necessary, or provide a narrative
description.
Table B1.
Mitigation strategy SEA response
Universal and correct wearing of masks p. 9, 12, 31
Physical distancing (e.g., including use of p. 7, 8, 10-13, 31
cohorts/podding)
Handwashing and respiratory etiquette p. 9, 29-31
Cleaning and maintaining healthy facilities, p. 9, 29-31
including improving ventilation
Contact tracing in combination with isolation p. 7-10
and quarantine, in collaboration with the State,
local, territorial, or Tribal health departments
Diagnostic and screening testing p. 9- 11
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Mitigation strategy SEA response
Efforts to provide vaccinations to educators, The State Department of Education is
other staff, and students, if eligible not involved in the effort to provide
vaccinations.
Appropriate accommodations for children with p. 13, 23, 24, 26- 28
disabilities with respect to the health and safety
policies
ii. Any Statewide plans, policies, estimated timelines, and specific milestones
related to reopening and operation of school facilities, including any
mechanisms the SEA will use to track, monitor, or enforce their
implementation;
Response: In the late Summer of 2020, each LEA was required to develop a local plan.
With input from the local public health district or other health experts, each LEA
developed a plan that outlined their operations, including how it would respond to
disease transmission within their community, enabling them to continue to provide
instruction and educational services to their students. The Board / SEA staff verified
that each LEA plan had been drafted, vetted, and adopted by the local school board. It
is anticipated that districts will update these plans for the upcoming school year through
the Safe Return to In-Person Instruction and Continuity of Services Plan. By May 2021,
most Idaho brick-and-mortar LEAs had reopened and returned to full-time, in-person
instruction.
During the 2021 legislative session, the Superintendent of Public Instruction introduced
and sponsored House Bill 175 (https://legislature.idaho.gov/wp
content/uploads/sessioninfo/2021/legislation/H0175.pdf), which was signed into law
later in the session. Beginning July 1, Idaho law will require, “to the greatest extent
possible and where safety requirements can be developed by the school district or
public charter school, an in-person instruction option will be made available to
students.” This new law prioritizes in-person instruction for our traditional brick and
mortar schools and requires progress monitoring in all required (core) subject areas.
iii. To what extent the SEA and its LEAs consult with Federal, State, and local
health officials. This description should include, if available, whether the SEA
and its LEAs have received support for screening testing from their State or
local health department based on funding awarded by the CDC; and
Response: The state coordinated a network of statewide task forces to inform aspects
of prevention, mitigation, response, and recovery from the pandemic events and effects.
Federal resource coordination and information flow was primarily accomplished
through federal and state agency representatives in the task force environment. The
primary vehicle for guidance and information to individual LEAs was through regular
webinars with Idaho public school administrators and staff, the Idaho Superintendents
Network, the Idaho School Boards Association, and formal policy guidance from the
Board / SEA and the Department. LEAs were incorporated into technical working
groups with Education Liaisons through the 7 Public Health Districts (PHDs) as well
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as county Emergency Managers to support regional and local decision-making and
resource requests. These technical working groups assisted in determining critical
information and process development related to screening, testing, essential worker
testing, community situational awareness and healthcare resource allocation specific to
the education environment. This coordination pattern from federal partners to statewide
task forces to local technical working groups and ultimately to the local governing body
comprised the primary support structure for coordination and guidance throughout the
preparation and response phase of operations.
iv. Any guidance, professional learning, and technical assistance opportunities the
SEA will make available to its LEAs.
Response: The Department will continue to hold informational webinars for LEA
administrators and staff to provide ongoing and uninterrupted support for their needs
in responding to COVID. The Department will facilitate the Idaho Superintendents
Network, a professional learning community that works with superintendents across
Idaho’s LEAs. These monthly gatherings allow for direct and timely communication
with district administrators, providing information that will facilitate nimble transitions
in instruction delivery throughout the highly dynamic environment the pandemic has
created in our schools. The Governor’s Office convened a K-12 Emergency Council
made up of superintendents representing each educational region of the state, charter
school representatives, and State Board of Education members. This group continues
to meet to identify issues, share information and inform LEA’s in the regions. The
Board / SEA will update and maintain the relevant guidance documents described in
our responses in Section B.1.i-iii. The Board / SEA will continue to maintain and
update a primary webpage focused on COVID resources that support Idaho schools in
the year ahead, and the Department will maintain the pandemic resource page located
on the its website. A link to the state coronavirus resource website is available here,
https://coronavirus.idaho.gov/resources-for-schools/. Additionally, the Department
will continue to offer professional development opportunities to support educators in
implementing instructional practices and programs to address the academic impact of
unfinished learning and the social and emotional challenges created by COVID-19.
Efforts to address social and emotional impacts include a statewide professional
development activity, the Idaho Prevention and Support Conference, for all K-12
educators to learn about school safety and prevention support programs. This event
most recently occurred in April of 2021, with more than 800 Idaho educators in virtual
attendance. The Department will be offering this opportunity again in the Spring of
2022. Further, the Idaho Rural Education Association has as their mission to expand
the quality of learning and educational opportunities in rural schools and communities.
Partly in response to the COVID-19 pandemic, this association offers a resource list of
mental health providers who will travel to rural and remote locations throughout the
state to support the emotional and mental health needs of students.
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
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ARP ESSER funds published in the Federal Register and available at
https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-elementary-
and-secondary-school-emergency-relief/ (ARP ESSER requirements) to either: (a)
within 30 days of receipt of the funds, develop and make publicly available on the
LEA’s website a plan for the safe return to in-person instruction and continuity of
services, or (b) have developed and made publicly available on the LEA’s website such
a plan that meets statutory requirements before the enactment of the ARP Act,
including:
i. How the SEA will ensure that each LEA plan includes, or will be modified to
include, the extent to which it has adopted policies and a description of any such
policies on each of the strategies listed in table B1;
ii. How the SEA will ensure that each LEA plan describes how it will ensure
continuity of services including but not limited to services to address the
students’ academic needs, and students’ and staff social, emotional, mental
health, and other needs, which may include student health and food services;
iii. How the SEA will ensure that the LEA periodically reviews, no less frequently
than every six months for the duration of the ARP ESSER grant period (i.e.,
through September 30, 2023),2 and revises as appropriate, its plan, and how the
SEA will ensure that the LEA seeks public input, and takes such input into
account on (1) whether revisions are necessary and, if so, (2) the revisions to
the plan; and
iv. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of the most
up-to-date CDC guidance listed in table B1 and its LEAs’ needs for support and
technical assistance to implement strategies consistent, to the greatest extent
practicable, with relevant CDC guidance.
Response: In October 2020, LEAs posted a Back-to-School Plan on their website or
made them available through their district offices, which was verified by Board / SEA
staff. This was five months prior to the enactment of ARP ESSER. A checklist form
(see Appendix E) by which LEAs can compare their original plan and the ARP Act
ESSER LEA plan requirements will be made available. This checklist may be used for
LEAs to verify their existing plans meet Federal requirements and identify any
amendments they will need to make to come into compliance. LEAs whose Back-to-
School plan included input from stakeholders and is publicly available on the LEA’s
website as identified under Sec. 2001(i)(1) and (2), but does not address all the
requirements of the April 22, 2021 Federal Register, will have until November 24, 2021
(6 months after May 24, 2021) to revise and post its plan. Any LEA whose Back-to-
School plan does not meet the requirements under Sec. 2001(i)(1) and (2) will have 30
days within receipt of the funds to develop and make publicly available a Safe Return
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.
15
plan that meets statutory requirements (August 1, 2021). All LEAs must complete the
Safe Return to In-Person Instruction Checklist and post it on their website with their
Back-to-School Plan by August 1, 2021. Department staff will visit each LEA website
for these documents beginning August 2, 2021. Technical assistance and support will
be provided, as needed, for any LEA that does not meet the minimum statutory
requirements, which includes meaningful stakeholder input. For a copy of the Safe
Return to In-Person Instruction and Continuity of Services Plans Checklist, see
Appendix E.
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.
Response: As soon as Idaho received the ARP ESSER State Plan template on April 22,
2021, the Department staff met several times to identify team leads for each section of
the plan and to develop a core stakeholder list for initial communication. On May 5,
2021, a letter went out from the Department’s Chief Deputy Superintendent to
stakeholders. The letter invited stakeholders to provide input into Idaho’s ARP ESSER
Plan, included the timeline for developing and submitting the Plan, and provided a
process for stakeholders to identify sections of interest. The same communication was
sent out again May 7, 2021 from the Department’s Deputy Superintendent of
Communications and Policy.
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Team leads scheduled meetings for their sections between May 10-May 18, 2021, and
invited interested stakeholders to participate. The opportunity to collaborate was
communicated to a variety of stakeholders including superintendents, Board / SEA
staff, Governor’s Office staff, Division of Financial Management staff, Legislative
Services Office staff, Idaho Association of School Administrators, Idaho School
Boards Association, Idaho Education Association, LEA business managers, Nez Perce
Tribe Education Director, Idaho Business for Education, Idaho Association of
Commerce and Industry, Bluum, Idaho PTA Association Board, and the Department’s
directors of Special Education, Indian Education, Certification, Student Engagement
and Safety Coordination, Assessment and Accountability, and Federal Programs.
Additionally, Superintendent of Public Instruction Sherri Ybarra is currently accepting
applications through June 25, 202,1 for a new Student Advisory Council. This
statewide panel will include representation from students in grades 2 – 11 from
different backgrounds, cultures, and school size. Through this council, Idaho students
will have an opportunity to share their voices on important educational topics, including
the Idaho ARP ESSER SEA State Plan implementation. This group will meet quarterly
either virtually or in person.
A link to the first draft of Idaho’s ARP ESSER State Plan was published on the State
Department of Education’s website (www.sde.idaho.gov) from May 21– June 1, 2021
for public review. Sixteen individuals and organizations provided input on the draft
Plan posted on the Department’s webpage. These stakeholders represented district
administrators and business managers, a retired counselor, local school board member,
a grandparent, United Way, College of Idaho, New Classrooms, and interested citizens.
Stakeholder input included support and gratitude in using part of the ARP ESSER State
Set-Aside Reserve 3% for LEAs who do not receive Title I-A allocations. Support for
Innovation Zones to address unfinished learning was promoted by New Classrooms.
Support was expressed for using the State Set-Aside Reserve for students with unique
needs such as those students who are homeless, migratory, English Learners, or with
disabilities. Several stakeholders described support for using full-service community-
based afterschool and summer enrichment providers as a valuable resource and partner
to schools in addressing the academic, social and emotional needs of students. Support
for using chronic absenteeism as a measure for identifying students was included.
There was some confusion expressed about the two LEA plans and the need for
approval by the local school board prior to submission to the State Department of
Education. Support was also expressed for additional educator professional
development for social emotional health and positive behavioral interventions and
supports (PBIS) as well as the importance of good nutrition and feeding children at
school. All feedback documentation is on file with the Department.
The Board’s / SEA’s Accountability Oversight Committee (AOC) met May 27, 2021
to read the draft plan and make comments. This feedback was provided to the
Department on June 1st and the input was incorporated into the final draft.
A stakeholder feedback review committee was convened on June 2, 2021 to review the
public comment feedback and make recommendations for changes to the plan. Twenty
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seven participants representing the Idaho Educators Association, LEA administrator,
Charter Commission, Board / SEA, Idaho School Boards Association, Idaho Business
for Education, Idaho Association of Commerce and Industry, Idaho legislators, Bluum,
Idaho Hispanic Commission, Idaho Division of Financial Management, Education
Northwest REL and Comprehensive Center 17, and the Department’s executive staff
and directors from the Indian Education, Special Education, Assessment and
Accountability, Certification, and Federal Programs departments discussed the
comments and provided suggestions for plan revisions. The final version of the Idaho
ARP ESSER State Plan submitted to the State Board of Education / SEA for
consideration and submittal to the U.S. Department of Education reflects discussions
from this meeting.
The Board/ SEA met June 15, 2021, to review and approve Idaho’s ARP ESSER State
Plan and delegate submittal of the plan by the SEA’s representative to the U.S.
Department of Education.
In addition to the stakeholders represented in the development of Idaho’s plan, Idaho
has engaged representation from two additional vulnerable populations of students:
advocates for students in the foster care system and advocates for children and youth
incarcerated in the juvenile justice system. The number of students in the foster care
system fluctuated between 1,800 and 1,900 during the 2020-2021 school year, and
approximately 5,000 students were served in Neglected or Delinquent facilities
during this same period. The Board / SEA and State Department of Education are
committed to both of these underserved populations. The State Department of
Education’s Foster Care liaison works closely with LEAs to ensure students are
provided transportation to their school of origin when determined to be in their best
interest. Additionally, quarterly meetings are held between the State Department of
Education staff and Health and Welfare Family and Children Services Division to
develop practices, procedures and policies to support K- 12 students in the foster care
system. The State Department of Education’s Foster Care Liaison also participates in
the U.S. Department of Education and American Bar Association Foster Care
Community of Practice. This group assists other states working to strengthen their
foster care processes. A stakeholder meeting was conducted fall 2021 with LEA
foster care liaisons representing the different Idaho regions and staff from the
Department of Health and Welfare. All participants expressed agreement and support
for the three core priorities outlined in the Idaho ARP ESSER State Plan. The
stakeholder group focused on each component and the impact for students in foster
care. During the discussion, the liaisons expressed the desire to address each of these
elements in a collaborative and meaningful process through quarterly regional
meetings working collaboratively with neighboring districts, Department of Health
and Welfare Regional Supervisors, and local community organizations. Through
these joint quarterly meetings, resources will be shared, relationships will be
strengthened, community resource locators will be identified and highlighted, and
LEAs will share practical and effective strategies for utilizing ESSER funds to
identify, reengage, and support students in foster care by focusing on evidenced-
based interventions to address lost instructional time.
Idaho’s Title I-D Coordinator is a member of the Idaho Juvenile Justice Commission /
State Advisory Group and participates in quarterly meetings where specific needs
18
related to justice-involved youth are discussed. This Commission includes
representation from the Department of Corrections, the Department of Juvenile
Corrections, and the Juvenile Detention Centers and their partner LEAs. Subpart 1
entities have not had any disruptions in in-person instruction since the beginning of
COVID-19 in March 2020. Students in Department of Corrections and Juvenile
Corrections facilities have maintained seamless, consistent instruction by qualified
staff. Subpart 2 entities, including the Juvenile Detention Centers and their partner
LEAs, did experience partial disruptions in In-person instruction when facilities were
closed to outside visitors, which included instructors, beginning March 2020. These
entities had to pivot similar to how public LEAs had to in preparing for remote
learning. In April 2020, the Title I-D State Coordinator made individual calls to each
Subpart 2 entity and provided technical assistance and support in moving from in-
person to remote learning. As a result of the data collected from these calls, the
summer 2021 Subpart 2 Application was revised to include a section for addressing a
move to remote learning when needed. On October 8, 2021, the State Coordinator
provided a link to Idaho’s ARP ESSER State Plan, summary of highlights in the Plan,
and surveyed all Juvenile Justice Commission participants for general and specific
feedback. Feedback was received from Title ID Subpart 1 and Subpart 2 grantees,
county probation officers, Idaho Department of Juvenile Corrections staff, and a
Vocational Rehabilitation counselor from the Shoshone-Paiute Tribe. The majority
of responses showed strong support for the state’s three focus areas – improving
connectivity statewide, supporting unfinished learning, and providing
social/emotional support for students. Our Title ID Subpart 1 grantee, the Idaho
Department of Juvenile Corrections had the least disruptions to student learning with
face-to-face learning continuing while most schools in the state provided
remote/online learning. Transition to and from facilities support and data collection
were somewhat impacted by COVID while family engagement was impacted the
most in all Neglected or Delinquent sites throughout the state. LEAs worked closely
with Juvenile Detention site technology staff to pivot and provide remote services
through multiple secure online platforms, to meet to collaborate regarding specific
student needs, and to connect students to families remotely. In ranking the strategies
of support for neglected, delinquent or at-risk students from most impactful to least
impactful, stakeholders felt that ARP-ESSER funds should be used to 1) reduce
chronic absenteeism & improve re-engagement strategies, 2) meet unfinished learning
needs/gaps, 3) support credit recovery options, 4) meet the social/emotional needs of
students, 5) engage students with Career & Technical Education programs, 6)
connect students with community-based afterschool programs, and 7) provide
summer enrichment activities. Stakeholders also felt that they would benefit from
more professional development opportunities provided by the ISDE. Representatives
from the Juvenile Justice Commission will continue to be engaged as the Idaho ARP
ESSER State Plan is implemented and amended as needed.
State Department staff continue to provide bi-weekly ESSER reports on its website,
updates on the implementation of the state’s ARP ESSER State Plan to the Board / SEA,
and quarterly virtual/in-person updates to the public. As the Idaho ARP ESSER State
Plan is implemented, the Board / SEA and Department of Education staffwill continue to
invite and engage all stakeholders including representation from students, families,
tribes, civil rights organizations, including the Hispanic Commission, school staff,
19
district administrators, special education administrators, charter school leaders, as well
as advocates for children with disabilities, English learners, children experiencing
homelessness, children in foster care, migratory students, children who are incarcerated,
and any other identified underserved students.
Additional stakeholders include associations connected with education such as the
PTA Association Board, staff from the Governor’s office, business, commerce and
industryleaders, and Board / SEA and State Department of Education staff.
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.
Table C1.
Funding Source Prior/current SEA and LEA uses (including funding Planned SEA and LEA uses
amounts, if applicable) (including funding amounts,
if applicable)
CARES Act ESSER I: LEA: $43,069,226 total Idaho does not collect
$47,854,695 See Appendix F for LEAs’ Reimbursement by LEAs’ future/planned uses
Idaho allocated 100% of Category of funds.
its ESSER I funds, $3,785,469 – LMS/Blended Learning
including the State Set-
Aside Reserve to LEAs. $1,000,000 – SEL activities
CARES Act GEER I: $1,036,000 –funds to Career Technical Ed for PD to Idaho does not collect
teachers LEAs’ future/planned uses
$742,000 – funds to Career Technical Ed for PD to of funds.
teachers
$3,813,800 – funds to Idaho Digital Learning Alliance
$839,700 – funds to Idaho Public Television
$368,250 - STEM
$25,000 – Building Safety
CRRSA Act ESSER II: LEA: $176,301,372 total 100% of the State Set-Aside
$195,890,413 discretionary flow through. The Governor signed the Reserve has been obligated.
supplemental appropriation into law May 10, 2021 and There are no additional
LEAs received access to half of these funds May 20, planned uses of funds at the
2021 and the remaining funds July 1, 2021, per the state level. The state does
legislature. Data on how LEAs spend these funds are not collect LEAs’ planned
not yet available. uses of funds.
20
SEA: $19,589,041 total
$11,851,302 – allocations to LEAs who do not receive
a Title I-A allocation and low funded ESSER II LEAs
$300,000 – administration costs
$6,137,700 – HB22
$1,300,000 – Content and Curriculum Digital Tech
CRRSA Act GEER II: These funds have not been obligated yet.
$6,857,039
Response: In addition to the GEER funds, the Governor approved the funding request
of the Board / SEA for flowthrough grants to LEAS administered by the Department:
• $99 M Special Distribution,
• $24,920,000 Blended Learning for devices, connectivity, professional
development, assistive technology and a learning management system
• $1,000,000 for Technology for 60 LEAs with high poverty needs
• $1,000,000 for LEAs that did not receive a Title I-A allocation.
ii. To what extent ESSER I and ESSER II funds have been awarded to LEAs and,
if funds have not yet been made available to LEAs, when they will be. In
addition, please provide any available information on the total dollar amounts
of ESSER I and ESSER II funds that have been obligated but not expended by
the SEA and its LEAs, including whether the SEA is able to track LEA
obligations.
Response: CARES Act ESSER I funds were awarded to LEAs on June 24, 2020. The
Board / SEA allocated 100% of its 10% State Set-Aside Reserve to LEAs for
LMS/Blended Learning and SEL activities. The Board / SEA and Department do not
track LEA obligations, only reimbursements. In Idaho, Federal funds are subject to
legislative appropriation. Governor Little signed the supplemental appropriation for
CRRSA Act ESSER II funds into law May 10, 2021. LEAs received access to
approximately half of these funds May 20, 2021 and will receive access to the
remaining funds July 1, 2021, per the legislature. The 10% State Set-Aside Reserve of
$19,589,041 has been obligated by the Board / SEA:
• $11,851,302 – allocations to LEAs who did not receive a Title I-A allocation
and low funded ESSER II LEAs
• $300,000 – administration costs
The legislature approved:
• $6,137,700 – HB22 – an additional appropriation based on increased attendance
for two Charter LEAs
• $1,300,000 – Content and Curriculum Digital Tech ($1,000,000 must be used
for research-based programs to assist with the instruction of students with non-
English or limited-English proficiency for learning loss while $300,000 may be
used by the Department to contract for services that provide technology
education opportunities and/or information technology certification to students
and faculty that prepare students for college, career, or the workplace.
21
Idaho does not track LEA obligations.
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
Response: LEAs are highly encouraged to coordinate and leverage all their Federal
funds, including ESEA, IDEA, McKinney-Vento Homeless Assistance Act, and child
nutrition funds, to meet the academic, social, emotional, and mental health needs of
students resulting from the COVID-19 pandemic as they plan for the safe return to and
continuity of in-person instruction.
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;
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.
22
In an effort to level the playing field for small, rural districts, the Board / SEA
will use 2.5% of the state reserve funds, as outlined in Section D.4. Emergency
Needs, to provide funds to the Bureau of Educational Services for the Deaf and
the Blind and LEAs who are receiving little to no funding through the ARP
ESSER LEA funds, as distributed based on the Title I formulas. No other state
reserve funds will be distributed to LEAs. Please see Section D.4. Emergency
Needs for additional details regarding distribution of state reserve funds to
LEAs.
The Board / SEA will use the state reserve funds to address the impact of lost
instructional time, through the following three targeted activities.
Data Systems, Research and Monitoring
The Board / SEA will use state-level funds to support expanding data systems
needed for research regarding the impact of the pandemic and ongoing
monitoring of the impact of strategies implemented by the state and LEAs. This
will include costs to program the state longitudinal data system to support
expanded data collection and costs related to analysis and research, including
engaging with contractors as needed. A primary focus of this work will be
ensuring we have research and data systems capacity to accurately identify
students disproportionately affected by the pandemic, including research on the
impact on each of the student groups listed in A.3.i.-viii. Funds used for
collecting, researching and monitoring the impact of loss instructional time and
the impact of evidence-based interventions that support learning loss will be
tracked separately from state-level funds designated for other purposes such as
evidenced based summer learning and enrichment programs and evidenced
based comprehensive afterschool programs. The use of funds will be tracked to
assure they are only expended for allowable uses.
The Accountability Oversight Committee (AOC), an ad hoc committee of the
Board / SEA, will review data related regarding the effectiveness of the state’s
implementation of the ARP ESSER Plan no less than two times per year. Based
on this analysis, the AOC will make recommendations to the Board / SEA
regarding any adjustments that should be considered to improve the use of funds
or implementation. The data that will be included in the AOC’s annual report
is provided romanette ii below. The analysis will include a focus on the
disproportionate impact of the pandemic on certain groups of students,
including those listed in A.3.i-viii. In addition to the data outlined in romanette
ii below, the AOC will review the state’s interim assessment data. As a part of
the Idaho’s suite of standardized assessments, the Idaho Standards
Achievement Test by Smarter Balanced includes the Smarter Balanced Interim
Assessments. The Smarter Balanced Interim Assessments are provided at no
cost to LEAs, and between 30% and 40% of the state’s LEAs have used them
in recent years as a part of progress monitoring and/or formative assessment.
Moving forward, the Board / SEA will continue to strongly encourage LEAs to
23
use the Interim Block and Focused Interim Block assessments throughout the
year and the Department will provide professional development and
communications to support LEAs in effectively using them. The AOC will
review a sampling of the Smarter Balanced Interim Assessment data midyear
to monitor progress and attempt to identify LEAs that are demonstrating success
in accelerating student learning. The AOC recognizes the limitations of the
interim assessment data and will take care in making interpretations and using
the data.
Statewide Tools to Address Unfinished Learning
The Board / SEA has reviewed national data regarding the impacts of the
pandemic and has considered anecdotal evidence received from LEAs has
tentatively identified priorities for addressing learning gaps in our state: early
English language arts / literacy skills (K-4), middle grades mathematics (4-9),
and credit completion and course recovery for high school. The Board / SEA
will be conducting an analysis of the state’s data to confirm if these areas are
those with the greatest need. Once the priority areas are confirmed, the Board
/ SEA and Department will communicate them to LEAs and will provide
professional development and resources to support LEAs in addressing them.
The Board has created the Unfinished Learning Work Group, and has tasked
the Unfinished Learning Work Group with identifying evidence-based tools for
statewide use. The Unfinished Learning Work Group will work with the Board
/ SEA to develop specifications for resources and tools to be purchased through
a statewide contract using ARP ESSER state reserve funds. These evidence-
based tools will be provided to all LEAs for their use in support of accelerated
learning. Once the evidence based practices have been identified the state plan
will be updated to include the specific evidence based practices.
Professional Development
The Board / SEA will use state reserve funds to provide professional
development to LEAs, including administrators and teachers. Professional
development will be focused on: a) using data to identify gaps in student
learning caused by unfinished learning, with an emphasis on identifying
students disproportionately impacted by the pandemic; and b) implementing
accelerated learning strategies to address those gaps. Such strategies may
include high-dosage tutoring, extended learning time interventions (during or
before/after school), acceleration academies (focused instruction in one subject
during vacation breaks), with an emphasis on ensuring strategies are tied closely
to classroom content (and aligned to the state content standards) and designed
to meet the needs of their local student populations.
In addition to strategies focused on addressing disrupted learning, the Board /
SEA will use state reserve funds to provide professional development to LEAs
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regarding using ARP ESSER funds to increase resources available to students
and families to meet students’ social, emotional, and mental health needs and
will strongly encourage LEAs to set aside funds for this purpose. The Idaho
Rural Education Support Network and Idaho Digital Learning Academy have
gathered a list of social, emotional, and mental health resources, and the Board
/ SEA and Department will partner with them to distribute the list to all LEAs.
LEAs will be required to indicate how they are addressing these needs in their
Use of Funds Plan, as outlined in Section E.
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
Idaho’s previous assessment data has demonstrated gaps between subgroups of
students and their peers, including students from low socioeconomic
backgrounds, those receiving special education services, English Learners, and
students from diverse ethnic backgrounds. The Board / SEA is committed to
determining the extent to which these gaps have been exacerbated by the
pandemic. As previously indicated, the Board / SEA has reviewed national data
related to the impacts of the pandemic and has engaged in preliminary
discussions regarding prioritizing efforts to address learning gaps. However,
the Board / SEA is looking forward to reviewing Idaho’s data to determine if
the national trends related to learning gaps and disproportionate impact hold
true in our state. As outlined in Section D1.i., above, the Board / SEA will use
state reserve funds to support expansion of our data and research capacities to
ensure we have an accurate understanding of the student groups
disproportionately affective by the COVID-19 pandemic. The Board / SEA has
tasked the AOC with reviewing the data and reporting to the Board. An
emphasis of the AOC’s analysis will be the disproportionate impact of the
pandemic on certain groups of students, including those listed in A.3.i-viii.
The statewide data to be used to determine the disproportionate impact of the
pandemic on certain groups of students will be compiled by the Department
annually into Idaho’s Student Achievement Report. The Student Achievement
Report will be analyzed by the AOC, and the committee will provide
recommendations to the Board regarding policies and strategies that need to be
adjusted to address student needs and improve achievement. The majority of
the data to be included in the Student Achievement Report is already collected
by the state; however, the Department and the AOC will be comparing and
analyzing the data in new ways in order to identify students disproportionately
impacted by the pandemic. The 2022 Student Achievement Report will include
the following data:
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• Opportunity to Learn Survey Results
• Longitudinal representation of cohort performance on state standardized
assessments, including the Idaho Standards Achievement Test and the
Idaho Reading Indicator
• Comparison of performance on the state standardized assessment by
student subgroups (low socioeconomic, special education, English
learners, homeless, migrant, and foster).
• Comparison of performance on state standardized assessment by locale
designation (rural vs. urban)
• Comparison of performance on state standardized assessment by
attendance
• Comparison of graduation rates by student subgroups and by attendance
• Comparison of secondary student grades (with a focus on failure grade
rates) by student subgroups and by attendance
• Comparison of Go On rates by student subgroups
As outlined in Sections A and E of this plan, the state will distribute the AOC’s
Annual Report, including the Student Achievement Report to all LEAs. The
Board / SEA will use state reserve funds, as outlined in Section D1.i. above, to
provide professional development to support LEAs in conducting similar
analyses of their LEA-level data. The Board / SEA and Department will
encourage LEAs to consider other locally available data, such as benchmark
and formative assessments and teacher feedback, that they may use to identify
and support students disproportionately impacted by the pandemic. Further, the
professional development provided by the state will include information
regarding how to use accelerated learning strategies to address the needs of
students disproportionally impacted by the pandemic, including how strategies
can be adjusted to target the student groups listed in A.3.i.-viii. LEAs will also
be provided with evidence-based tools purchased by the state to address the
needs of all students, with an emphasis on those disproportionately impacted by
the pandemic. Such strategies may include high-dosage tutoring, extended
learning time interventions (during or before/after school), acceleration
academies (focused instruction in one subject during vacation breaks), with an
emphasis on ensuring strategies are tied closely to classroom content (and
aligned to the state content standards) and designed to meet the needs of their
local student populations.
Finally, the Board / SEA will require LEAs to indicate the evidence-based
strategies they will use to address the needs of individual students, including
students within subgroups disproportionally impacted by the COVID-19
pandemic, in their Use of Funds Plans, as outlined in Section E.
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.
26
The Board / SEA will review the AOC’s Annual Report, which will include an
analysis of data comparing the performance of students on statewide
standardized assessments based on their enrollment (movement between LEAs)
and attendance, including those identified as chronically absent. Professional
development will be provided to LEAs regarding use of the statewide data and
how they can conduct similar analysis at the LEA level. LEAs will be guided
to use their attendance and absenteeism data to identify students who missed
the most instruction during the 2019-2020 and 2020-2021 school years, and
those whose attendance is problematic during the 2021-2022 school year. To
support LEAs in addressing the needs of students who missed substantial
instruction, professional development will be provided to LEAs regarding how
they can use a tiered system of support to improve student attendance and
engagement. The tiered system of support will be based on resources available
through AttendanceWorks, as previously recommended to the Board by the
Accountability Oversight Committee.
The Board / SEA will offer LEAs with no or low formula-based allocations and
those who use their LEA-level ARP ESSER funds and have exhausted other
funding sources, but still need additional funds to implement the tiered system
of support, the opportunity to apply for funds from the state.
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;
As previously indicated, the Board / SEA will use 2.5% of the state reserve
funds, as outlined in Section D.4. Emergency Needs, to provide funds to the
Idaho Bureau of Educational Services for the Deaf and the Blind and LEAs who
are receiving little to no funding through the ARP ESSER LEA funds, as
distributed based on the Title I formulas. No other state reserve funds will be
distributed to LEAs. The Bureau of Educational Services for the Deaf and the
Blind and LEAs who receive funds through the Emergency Needs set aside may
use those funds for summer learning and enrichment programs. Please see
Section D.4. Emergency Needs for additional details regarding distribution of
state reserve funds to LEAs.
27
The Board / SEA will use the state reserve funds for summer learning and
enrichment programs in the following ways.
Data Systems, Research and Monitoring
As outlined in Section D1.i. above, the Board / SEA will use state-level funds
to support expanding data systems needed for research regarding the impact of
the pandemic and ongoing monitoring of the impact of strategies implemented
by the state and LEAs, including summer learning and enrichment programs.
Funds used for collecting, researching and monitoring the impact of loss
instructional time and the effectiveness of evidence-based summer learning and
enrichment programs will be tracked separately from funding used for
identifying the effectiveness of evidence based interventions that support
learning loss and the effectiveness of evidenced based comprehensive
afterschool programs.
Beginning with summer 2021, LEAs will be required to submit data regarding
student enrollment and attendance in summer programs. As the state has not
previously collected this data, state reserve funds will be used to program the
statewide longitudinal data system for this data collection, and to provide
training to districts to ensure they collect and report the data correctly.
Gathering this data will allow the Board / SEA to conduct an evaluation of the
effectiveness of summer programs. The state may utilize the following data
points to evaluate the effectiveness of summer programs:
• Comparison of student scores on the spring Idaho Reading Indicator
(prior to participation in summer) and the fall Idaho Reading Indicator
(after participation) for grades K-3;
• Comparison of students’ scores on the spring Idaho Standards
Achievement Test by Smarter Balanced and the Smarter Balanced
Interim Comprehensive Assessment administered at the end of summer
programs for grades 4-8;
• Student grades for secondary students enrolled in specific courses for
the purposes of credit recovery; and
• LEA established pre and post test results.
Statewide Tools to Address Unfinished Learning
As described in Section D1.i. above, the Board / SEA will use state reserve
funds to purchase evidence-based tools to support accelerated learning. The
tools will be made available to all LEAs and may be used by LEAs in summer
learning and enrichment programs. The funds reserved under this section will
only be used for evidence based summer learning and enrichment programs and
shall be tracked separately from funds used for other purposes. Once the
evidence based practices have been identified the state plan will be updated to
include the specific evidence based practices. The use of funds will be tracked
to assure they are only expended for allowable uses. Once identified, the state
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plan will be updated to include specific evidence-based summer learning and
enrichment programs.
Professional Development and Resource Distribution
The Board / SEA will use state reserve funds to provide professional
development focused on evidence-based summer learning and enrichment.
Idaho is participating in the Summer Learning and Enrichment Collaborative,
and the Board / SEA and Department will gather and distribute resources to
LEAs regarding evidence-based approaches to implementing effective summer
programs that address students’ academic and social, emotional, and mental
health needs, with an emphasis on supporting students disproportionately
affected by the pandemic. Professional development aligned to these resources
will be provided. Evidence-based practices included in the professional
development and/or distributed resources could include:
• facilitation by credentialed teachers with content knowledge;
• focus on single-subject intensives;
• use of rigorous curricula aligned to the state content standards and
consistent with the curricula used by the LEA during the school year;
• high-quality enrichment experiences; and
• an emphasis on consistent attendance and engagement.
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
As outlined in Section D1.i-ii., above, the Board / SEA will use state reserve
funds to support expansion of our data and research capacities to ensure we
have an accurate understanding of the student groups disproportionately
affective by the COVID-19 pandemic. The Board / SEA has tasked the AOC
with reviewing the data (outlined in D1.ii) and reporting to the Board. An
emphasis of the AOC’s analysis will be the disproportionate impact of the
pandemic on certain groups of students, including those listed in A.3.i-viii.
The Board / SEA will also use state reserve funds to provide professional
development to LEAs to support them in conducting internal analyses to
identify students within their LEA disproportionately impacted by the
pandemic. The Board / SEA and Department will guide LEAs to use spring
data, including statewide standardized assessment results and local
assessments, to review the needs of individual students and determine which
students should be enrolled in summer programs. The Board / SEA will guide
LEAs to provide prioritized enrollment in summer learning and enrichment
programs to students in their LEA identified as disproportionately affected by
the pandemic.
29
Idaho is participating in the Summer Learning and Enrichment Collaborative,
and the Board / SEA and Department will gather and distribute resources and
provide aligned professional development to LEAs, as outlined in Section D2.i.
above, regarding evidence-based strategies for meeting students’ needs, with an
emphasis on targeting strategies to effectively support students
disproportionately affected by the pandemic.
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.
The Board / SEA will use enrollment, attendance, and absenteeism data to
identify students who missed the most learning during the 2019-2020 and 2020-
2021 school years, as outlined in Section D.1.iii above. Professional
development will be provided to guide LEAs in using their attendance and
absenteeism data to identify the students who missed the most instruction
within their LEA, and LEAs will be guided to prioritize those students for
enrollment in summer programs.
Additionally, professional development regarding implementing a tiered
support system to address the needs of students demonstrating attendance issues
will be provided to LEAs beginning in the 2021-2022 school year.
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;
As previously indicated, the Board / SEA will use 2.5% of the state reserve
funds, as outlined in Section D.4. Emergency Needs, to provide funds to the
Idaho Bureau of Educational Services for the Deaf and the Blind and LEAs who
are receiving little to no funding through the ARP ESSER LEA funds, as
distributed based on the Title I formulas. No other state reserve funds will be
distributed to LEAs. The Bureau of Educational Services for the Deaf and the
Blind and LEAs who receive funds through the Emergency Needs set aside may
use those funds to implement evidence-based comprehensive after school
programs. Please see Section D.4. Emergency Needs for additional details
regarding distribution of state reserve funds to LEAs.
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The Board / SEA will use the state reserve funds to support implementation of
evidence-based comprehensive after school programs in the following ways.
Data Systems, Research and Monitoring
As outlined in Section D1.i. above, the Board / SEA will use state-level funds
to support expanding data systems needed for research regarding the impact of
the pandemic and ongoing monitoring of the impact of strategies implemented
by the state and LEAs, including after school programs. Funds used for
collecting, researching and monitoring the impact of loss instructional time and
the effectiveness of evidenced based comprehensive afterschool programs will
be tracked separately from funding used for identifying the effectiveness of
evidence based interventions that support learning loss and the effectiveness of
evidence-based summer learning and enrichment programs. Once identified,
the state plan will be updated to include specific evidence-based comprehensive
after school programs.
Beginning in the 2021-2022 school year, the Board / SEA will require LEAs to
submit data about student enrollment and attendance in before and afterschool
programs. As the state has not previously collected this data, state reserve funds
will be used to program the statewide longitudinal data system for this data
collection, and to provide training to districts to ensure they collect and report
the data correctly. The Board / SEA will use statewide standardized assessment
data, including interim assessments when appropriate, to compare the
performance of students attending before and afterschool programs to their
peers who do not attend. The Board / SEA will use state-level funds to support
data gathering and analysis, as needed.
Statewide Tools to Address Unfinished Learning
As described in Section D1.i. above, the Board / SEA will use state reserve
funds to purchase evidence-based tools to support accelerated learning. The
tools will be made available to all LEAs and may be used by LEAs within their
after school programs. The funds reserved under this section will only be used
for evidence based afterschool programs and shall be tracked separately from
funds used for other purposes. Once the evidence based practices have been
identified the state plan will be updated to include the specific evidence based
practices. The use of funds will be tracked to assure they are only expended for
allowable uses.
Professional Development
The Board / SEA will use state reserve funds to provide professional
development to LEAs on effective implementation of accelerated learning
strategies within the after school environment. Further, the Board / SEA will
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strongly encourage LEAs to begin or expand partnerships with non-profits and
other community agencies that provide or support before and after school
programming, and will ensure LEAs understand that they may use LEA-level
funds to support these partnerships. The Board / SEA will require LEAs to
report how their before and afterschool programs were created, including if they
have engaged in new community partnerships or built upon existing
partnerships, and to indicate if the number of available spots in before and
afterschool programs has increased using ARP ESSER funds. The SEA will
also require LEAs to provide information regarding their efforts to increase
attendance and participation in before and afterschool programs (or maintain
high attendance if previous data indicates it was already strong).
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
As outlined in Section D1.i-ii., above, the Board / SEA will use state reserve
funds to support expansion of our data and research capacities to ensure we
have an accurate understanding of the student groups disproportionately
affective by the COVID-19 pandemic. The Board / SEA has tasked the AOC
with reviewing the data (outlined in D1.ii) and reporting to the Board. An
emphasis of the AOC’s analysis will be the disproportionate impact of the
pandemic on certain groups of students, including those listed in A.3.i-viii.
The Board / SEA will also use state reserve funds to provide professional
development to LEAs to support them in conducting internal analyses to
identify students within their LEA disproportionately impacted by the
pandemic. The Board / SEA and Department will guide LEAs to use data,
including statewide standardized assessment results, interim assessments,
and/or locally-chosen progress monitoring, to review the needs of individual
students and determine which students should be enrolled in before and
afterschool programs. The Board / SEA will guide LEAs to provide prioritized
enrollment in summer learning and enrichment programs to students in their
LEA identified as disproportionately affected by the pandemic.
The Board / SEA will use state reserve funds to provide professional
development to LEAs regarding implementing evidence-based accelerated
learning strategies in after school programs to ensure students’ individual
learning gaps are addressed, with an emphasis on targeting strategies to
effectively support students disproportionately affected by the pandemic.
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
32
and 2020-2021 school years; and 2) students who did not consistently
participate in remote instruction when offered during school building closures.
The Board / SEA will use enrollment, attendance, and absenteeism data to
identify students who missed the most learning during the 2019-2020 and 2020-
2021 school years, as outlined in Section D.1.iii above. Professional
development will be provided to guide LEAs in using their attendance and
absenteeism data to identify the students who missed the most instruction
within their LEA, and LEAs will be guided to prioritize those students for
enrollment in summer before and afterschool programs.
Additionally, professional development regarding implementing a tiered
support system to address the needs of students demonstrating attendance issues
will be provided to LEAs beginning in the 2021-2022 school year.
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.
The Board / SEA will set aside 2.5% of the total state reserve allocation as the statewide
Emergency Needs funds, which will be distributed to LEAs that receive no or low
formula-based ARP ESSER LEA allocations based on Title I. Additionally, the Board
/ SEA will use a portion of the Emergency Needs funds to provide funding to the Idaho
Bureau of Educational Services for the Deaf and the Blind, as they have not qualified
for allocations, but have students in need of services.
The Idaho Bureau of Education Services for the Deaf and the Blind and LEAs with no
or low ARP ESSER LEA allocations will receive funds through a state established
formula. The Idaho Bureau of Education Services for the Deaf and the Blind and LEAs
with no or low LEA ARP ESSER allocations will be required to create and submit Use
of Funds Plans, as outlined in Section E, to indicate how they will use their funds,
including how they will address the academic, social emotional, and mental health
needs of students, with an emphasis on students disproportionately impacted by the
pandemic, including the student groups listed in A.3.i.-viii and those who missed the
most in-person instruction during the 2019-2020 or 2020-2021 school years. The
Board / SEA will allow the Idaho Bureau of Education Services for the Deaf and the
Blind and LEAs with no or low ARP ESSER LEA allocations to use the funds provided
to them to address the impact of lost instructional time, and to implement evidence-
based summer learning and enrichment programs, and/or comprehensive afterschool
programs, based on the identified needs of their student populations.
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E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied
by a focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the pandemic.
In this section, SEAs will describe how they will support their LEAs in developing high-quality
plans for LEAs’ use of ARP ESSER funds to achieve these objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will require its
LEAs to include in LEA plans consistent with the ARP ESSER requirements for the
use of ARP ESSER funds, how the SEA will require such plans to be made available
to the public, and the deadline by which the LEA must submit its ARP ESSER plan
(which must be a reasonable timeline and should be within no later than 90 days after
receiving its ARP ESSER allocation). The LEA plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement prevention
and mitigation strategies that are, to the greatest extent practicable, in line with
the most recent CDC guidance, in order to continuously and safely operate
schools for in-person learning;
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.
Response: Ensuring LEAs develop high-quality thoughtful plans identifying how they
will use their ARP ESSER funds is critical in addressing the significant impact of
COVID-19, including keeping schools open for in-person instruction, lost instructional
time, and the social and emotional health of both students and staff. The Department
has an important role in supporting LEAs in meeting the Federal Register requirements
for the ARP ESSER Plan. An LEA ARP ESSER Use of Funds template was developed
and will be distributed to LEAs to complete. The Board / SEA expects each LEA’s
local board of trustees to guide collaborative community efforts to develop their Use
of Funds Plans, and is requiring the LEA Plans to be signed by the LEA’s
superintendent or charter administrator and the president of the LEA’s local board of
trustees prior to submitting the plan to the Department. See Appendix H for the LEA
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ARP ESSER Use of Funds template. This template requires LEAs to address the
impact of lost instruction time on academics, social, emotional, and mental health needs
of all students with a targeted focus on the 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 children. Additionally, Idaho requires
LEAs to address interventions to support Native American students and Hispanic
students experiencing gaps. These underserved population groups are included in the
LEA plan template.
Technical assistance and support in developing the plan will be provided to LEAs until
all plans are submitted to the state. State support includes an upcoming webinar in June
on the four tiers of evidence-based interventions. The Comprehensive Center 17
organized an Idaho team that is currently participating in the Summer Learning and
Enrichment Collaborative. This professional learning community supports
organizations that are partnering to provide summer programs that engage students
academically, socially and emotionally, particularly those students hardest hit by the
pandemic. Information is posted on the ARP ESSER webpage at
https://www.sde.idaho.gov/federal-programs/american-rescue-plan/index.html , and
LEAs are invited to visit the Collaborative website and engage in the series of virtual
learning offerings. ESEA Federal Programs coordinators are planning a mini-webinar
series later this summer to share specific ideas on how ESSER funds can be used to
support the at-risk subgroup populations. This includes students identified as
homeless, children and youth in foster care, migratory students, and students in
correctional facilities.
LEAs who want to move to a community school model are encouraged. Community
schools are an evidence-based framework for coordinating recovery efforts and
actively engaging families and partner organizations. The Federal Programs’ FACE
coordinator is actively involved in supporting LEAs to become community schools.
On June 10, 2021, a virtual learning presentation will provide LEAs information on
how ESSER funds can support the practical implementation of the community school
strategy, ongoing professional development and implementation support. An
additional presentation is planned to provide LEAs information on the importance of
stakeholder involvement in developing and revising their Back-to-School plans and the
LEA ARP ESSER Use of Funds plan.
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
35
iv. teachers, principals, school leaders, other educators, school staff, and their
unions.
The LEA must also engage in meaningful consultation with each of the following to
the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations); and
iii. stakeholders representing the interests of children with disabilities, English
learners, children experiencing homelessness, children and youth in foster care,
migratory students, children who are incarcerated, and other underserved
students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for the
use of ARP ESSER funds and take such input into account.
Response: As part of the LEA ARP ESSER Plan – Use of Funds, LEAs must identify
the stakeholder roles providing input, describe the process, including timeline, for
involving stakeholders, and describe how the public was given an opportunity to
provide input in the development of the plan. Involving stakeholders includes
meaningful participation in conversations, discussions, and meetings where plan
components are addressed. Examples of obtaining public input could include
conducting a public hearing, posting the plan on the LEA’s website and soliciting
comment, and conducting a survey on sections of the plan. The Department will ensure
LEAs are aware of resources available to develop their plan and ensure stakeholder
input is included. Staff are currently scheduling a mini-webinar series that includes
stakeholder involvement in ESSER use of funds planning and program use of funds for
the underserved populations.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER funds.
The description must include:
i. How the SEA will support and monitor its LEAs’ implementation of evidence-
based interventions that respond to students’ academic, social, emotional, and
mental health needs, such as through summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended school year
programs – including the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
Response: The LEA ARP ESSER Plan template requires the LEA to describe how it
will consistently monitor student progress and effectiveness of the
strategies/interventions implemented to address gaps in student learning and well-
being. The Department will review LEA plans for inclusiveness and will provide
direct support for LEAs with gaps in their plans. Information from LEA plans will be
36
used to devise ongoing specific support plans and deliver through existing state support
mechanisms.
The Department will collaborate with federal technical assistance providers (e.g.,
Region 17 Comprehensive Center), to provide professional development and resource
support to LEA staff on topics to be determined through analysis of developed LEA
plans. It is anticipated, but not limited to, the following topics:
• Acceleration Academies
• Devising and best utilizing additional instructional time
o Before or After School
o Additional School Days
o Summer School
• Common formative assessments
• Early learning (K-4 literacy)
• Extended day partnerships (CBOs)
• Extracurricular Activities
• High-quality tutoring
• Mastery learning/Project-based learning
• Multi-tiered system of supports
• Narrowing standards
• SEL and mental health supports
• Strategic staffing (teacher advocates, advisory, looping)
• Student voice and perception
• Transition supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/
career/beyond)
• Four tiers of evidence-based interventions
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
Response: The Accountability Oversight Committee (AOC) is an ad-hoc committee of
the Board / SEA that provides the Board with recommendations related to assessment
and accountability. The AOC’s annual report is focused on analyzing data and
providing recommendations regarding policy and implementation strategies the state
can put in place to improve student achievement. For its fiscal year 2022 report, the
AOC will be including a special focus analyzing the effects of the COVID 19 pandemic
on student achievement, including a review of data to determine if disparate impacts
exist between subgroups of students. The Department will compile the data into the
2020-2021 Student Achievement Report, and the AOC will analyze the data and make
recommendations to the Board / SEA regarding its use. The data will be distributed to
LEAs to improve their understanding of any disparate impacts on student subgroups.
Professional development will be provided to LEAs on conducting analysis of local
data to identify disproportionately impacted students within their LEA and to support
development of appropriate intervention strategies.
37
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:
1. Students who have missed the most in-person instruction during the
2019-2020 and 2020-2021 school years;
2. Students who did not consistently participate in remote instruction when
offered during school building closures; and
3. Students most at-risk of dropping out of school.
Response: The LEA ARP ESSER Use of Funds template includes a section on
identifying, re-engaging, and supporting students who have experienced the impact of
unfinished learning. These data will be collected from the LEA plan templates and
analyzed at the state level to identify the largest gaps. The state will share the
information with LEAs, and these data will identify the areas of greatest need which
will inform technical assistance and professional development to support LEAs.
4. Describe the extent to which the SEA will support its LEAs in implementing additional
strategies for taking educational equity into account in expending ARP ESSER funds,
including but not limited to:
i. Allocating funding both to schools and for districtwide activities based on
student need, and
ii. Implementing an equitable and inclusive return to in-person instruction. An
inclusive return to in-person instruction includes, but is not limited to,
establishing policies and practices that avoid the over-use of exclusionary
discipline measures (including in- and out-of-school suspensions) and creating
a positive and supportive learning environment for all students.
Response: In the LEA ARP ESSER Use of Funds template, LEAs must describe how
remaining funds will be allocated to schools and for districtwide activities based on
student need to support student success both equitably and inclusively. These data will
provide a state-level view of where professional development and support is needed.
Additionally, the Board / SEA has approved the use of SEA set-aside/reserve fund for
LEAs that do not receive a Title I-A allocation and, therefore, do not receive an ESSER
formula allocation in recognition of their COVID pandemic needs that require funding
to address. As a result, with the ESSER I round of funding, LEAs that did not receive
a Title -A allocation received “equitable like” funding from one of the Governor’s
COVID relief funding sources. With CRRSA Act ESSER II and ARP ESSER, the
Board / LEA approved funding these same LEAs using monies from the State Set-
Aside Reserve.
In an effort to provide financial transparency, the Every Student Succeeds Act (ESSA)
requires public schools to report per-pupil federal and non-federal costs, and for states
to collect and publish this information. Idaho reports this information on its report card
website at https://idahoschools.org/ under the Non-Academics section of each LEA’s
38
page. The new maintenance of equity requirement under the American Rescue Plan
(ARP) will further protect funding levels for those high poverty LEAs and schools.
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.
Table F1.
Area 2018-2019 Idaho 2019-2020 Idaho 2020-2021 Idaho
State Student to Area State Student to Area State Student to Area
Ratio* Ratio* Ratio*
Special educators 24 special education 23 special education 21 special education
students per special students per special students per special
educator educator educator
Paraprofessionals – 11 special education 10 special education 11 special education
special education students per special students per special students per special
education education education
paraprofessional paraprofessional paraprofessional
English as a second 180 English language 145 English language 129 English language
language educators students per English students per English students per English
as a second language as a second language as a second language
educator educator educator
Paraprofessionals – 103 English language 113 English language 104 English language
English as a second students per English students per English students per English
language as a second language as a second language as a second language
paraprofessional paraprofessional paraprofessional
School counselors 421 students per 413 students per 403 students per
school counselor school counselor school counselor
31 out of 176 LEAs 31 out of 180 LEAs 39 out of 185 LEAs
had no school had no school had no school
counselors counselors counselors
Social workers 5796 students per 5673 students per 5822 students per
school social worker school social worker school social worker
39
Area 2018-2019 Idaho 2019-2020 Idaho 2020-2021 Idaho
State Student to Area State Student to Area State Student to Area
Ratio* Ratio* Ratio*
144 out of 176 LEAs 149 out of 180 LEAs 152 out of 185 LEAs
had no school social had no school social had no school social
workers workers workers
Nurses 1969 students per 1902 students per 1825 students per
school nurse school nurse school nurse
130 out of 176 LEAs 131 out of 180 LEAs 135 out of 185 LEAs
had no school nurses had no school nurses had no school nurses
School 1755 students per 1686 students per 1704 students per
psychologists school psychologist school psychologist school psychologist
107 out of 176 LEAs 109 out of 180 LEAs 117 out of 185 LEAs
had no school had no school had no school
psychologists psychologists psychologists
*The number for each area is determined by an individual serving in at least one
(1) applicable assignment and counts that person as one individual (full or part
time), and does not include those who were contracted by outside vendors.
ii. Describe how the SEA will assist its LEAs in identifying the most urgent areas
of shortages or potential shortages, with particular plans for individual LEAs
facing the most significant needs (e.g., by avoiding layoffs, providing high-
quality professional learning opportunities, and addressing the impact of stress
or trauma on educators). Include a description of how other Federal COVID-19
funding (e.g., ESSER and GEER funds under the CARES Act and CRRSA Act)
have already been used to avoid layoffs during the COVID-19 pandemic.
Response: To recruit and retain certificated individuals in the identified shortage areas,
the Department will provide the following professional development opportunities
which is in alignment with the second recommendation of the Educator Pipeline
Subcommittee of the Our Kids, Idaho’s Future – Final Report to continue to grow
statewide professional development efforts for educators:
• The Department partnered with NNU to develop behavioral health and wellness
professional development specific to grade level. For a list of opportunities
click here.
• Free Youth Mental Health First Aid twice a month
• Free Suicide Prevention Gatekeeper training, both online and community
trainings
• Various workshops on behavioral health and wellness at the annual Prevention
and Support Conference
• Various workshops on mental health at Idaho School Mental Health conference,
in collaboration with the Idaho School Counselors Association, the Idaho
School Psychologist Association, and the Association of Idaho School Social
Workers.
40
• Implementation and technical support for student wellness programs in Idaho
elementary, middle, and high schools via Idaho Lives Project and Sources of
Strength.
• Management and oversight of the Garrett Lee Smith Grant and the ID-AWARE
(Addressing Wellness and Resilience in Education) Grant.
• SEA provides PD for educators with a special education focus throughout the
year through the SEA and SESTA. For a list of trainings please see the ITC
link at https://idahotc.com/
Idaho LEAs have had access to CARES Act ESSER funds since June 24, 2020.
Approximately, half of CARES Act funds have been expended and drawn down from
LEAs as of May 3, 2021. For CARES Act ESSER, 25% of these expended funds have
been used for salaries and benefits to avoid, in part, layoffs during the COVID-19
pandemic.
The Idaho legislature has been given spending authority for CRRSA Act funds, and
these budget appropriations were signed into law by the Governor the week of May 10,
2021. These funds are being made available to LEAs in the Grant Reimbursement
Application (GRA) program, for which LEAs will have access the week of May 17,
2021.
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).
Response: The following are options provided by the Board / SEA to fill areas of need
in certified educators for the 2021-2022 school year.
• Three alternative authorization options to allow educators to serve as a teacher
of record, school counselor of record, and social worker of record while they
are completing a program that leads to certification.
• Four non-traditional routes to teacher certification that allows teachers to serve
as the teacher of record while they are finishing the requirements for
certification.
• Emergency provisional certification for areas a school district or charter school
identify as a declared emergency hire.
The Department has a Be an Educator webpage for the recruitment of certified
educators. The Department will continue to update the website to include options and
routes for certification.
The Department will provide Career Fairs through already established funding to assist
LEAs in recruitment of certified educators. The Career Fair will include information
41
for LEAs on how they can use different types of funding to cover costs for the
preparation of their staff that are working toward certification as well as the
professional development opportunities provided by the Department.
2. Staffing to Support Student Needs: Describe the extent to which the SEA has
developed or will develop strategies and will support its LEAs in increasing student
access to key support staff within school buildings, including school counselors, special
education personnel, nurses, social workers, and psychologists (e.g. hiring additional
personnel or freeing up these staff to focus on providing services to students).
Response: The Department has a Be an Educator webpage for the recruitment of
certified educators. The Department will continue to update the website to include
options and routes for certification.
The Board / SEA and Department of Education will collaborate with Department of
Labor and PERSI on ideas for recruiting individuals for employment opportunities.
The Department will provide Career Fairs through already established funding to assist
LEAs in recruitment of certified educators. The Career Fair will include information
on how LEAs can use different types of funding to cover costs for the preparation of
their staff that are working toward certification. In addition, information will be
provided on opportunities for preparation of paraeducators to increase the number of
qualified paraeducators available to LEAs.
The Department will provide resources of ideas on options for classified
staff/paraprofessionals to free up teachers, school counselors, school social workers,
school nurses, and school psychologists to focus on providing services to students.
The Department to create a website with resources available for behavioral health and
wellness.
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
42
will take to build its capacity in the future (which may include the use of ARP ESSER
and other Federal COVID-19 pandemic funds at the SEA and LEA levels), on issues
that may include the following:
i. Student learning, including the academic impact of lost instructional time
during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student engagement;
use of exclusionary discipline; access to and participation in advanced
coursework; access to technology, including educator access to professional
development on the effective use of technology; access to high-quality
educators; access to school counselors, social workers, nurses, and school
psychologists; and results from student, parent, and/or educator surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil expenditures at
the LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g., summer and
afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary (please refer
to Appendix B of this template; final requirements will be issued separately).
Response: The Board / SEA will ensure LEAs have the capacity to collect and report
data for all identified metrics by maintaining existing systems and using SEA set-aside
ARP ESSER funds to expand the state’s statewide longitudinal data system and support
data management, research, and analysis. The Board / SEA and Department have been
thoughtful in prioritizing use of existing data for analysis and only adding requirements
for new data submission when necessary. Additionally, the Board / SEA may use SEA
funds to address capacity issues at the LEA level, if needed. The existing data
management and reporting system for the Idaho Standards Achievement Test in
English Language Arts/Literacy, Mathematics, and Science includes the results of
interim assessments that LEAs may administer to students throughout the year to
identify learning needs relative to the state content standards. LEAs who use these
optional assessments can view their results in this system and the state can access this
information as well. The state’s early literacy assessment also incorporates a monthly
progress monitoring system that LEAs can use to support younger students and that the
state can access as needed.
Data on coursework, chronic absenteeism, exclusionary discipline, and school
personnel characteristics will continue to be available in the state’s longitudinal data
system, via which LEAs submit information several times throughout the year.
Idaho LEAs will also continue to administer student, parent, and staff engagement
surveys in the 2021-2022 school year. Fiscal data, including per-pupil expenditures by
LEA and school, are also available through the existing data infrastructure and will
continue to be included on the state and local report cards, (available at
IdahoSchools.org).
43
To assist LEAs in reporting these data, the Department will also generate consistent,
streamlined templates with associated guidance. This approach will mirror the process
the Department already uses for state intervention and remediation funds, where LEAs
report the specific amount allocated towards personnel, technology, curriculum,
professional development, or other resources.
Consistent with Appendix B, the state will also produce more general guidance to assist
LEAs in creating appropriate policies that allow them to safely maintain in-person
learning in the summer and during school year 2021-2022. This guidance will build on
the state’s Back to School Framework.
2. Monitoring and Internal Controls: Describe how the SEA will implement appropriate
fiscal monitoring of and internal controls for the ARP ESSER funds (e.g., by updating
the SEA’s plan for monitoring funds and internal controls under the CARES and
CRRSA Acts; addressing potential sources of waste, fraud, and abuse; conducting
random audits; or other tools). In this response, please describe the SEA’s current
capacity to monitor ARP ESSER; steps, if needed, to increase capacity; and any
foreseeable gaps in capacity, including how the SEA will provide its LEAs with
technical assistance in the anticipated areas of greatest need.
Response: As ARP ESSER funds are released, Idaho will provide regular trainings to
LEAs about the rules for using these funds and effective strategies for identifying local
high priority needs. The state will base these strategies on the analysis components
outlined in Section A. These steps will assist LEAs in setting up appropriate and
effective use of these funds at the start of the process. For reporting, Idaho currently
maintains a Grant Reimbursement Application (GRA) that educational entities use to
provide documentation about the use of funds for federal flow through grants.
However, this application does not include all of the reporting information associated
with the use of ARP ESSER funds, such as the amount of funds spent on unfinished
learning and on social/emotional needs. Consequently, to support appropriate
monitoring of these funds, the state will create a separate ARP ESSER tracking system
that includes all of the associated federal reporting requirements. LEAs receiving these
funds will be required to report their use of funds on a quarterly basis. Staff members
will review all submissions and follow up with any entities who have not submitted
their information or who have submitted information, insufficient data, or a
questionable use of funds. Each submission period, staff will randomly select five
percent of the LEAs for more detailed auditing.
The state will also regularly track changes in the identified priority metrics over time
to help determine whether interventions have been effective or require refinement.
Particular attention will be paid to the effectiveness of support for traditionally
underserved student groups, such as Native American and Hispanic students. Idaho
anticipates it will be the able to develop and support this new ARP ESSER monitoring
framework with existing staff, who are well practiced in assisting LEAs in
appropriately using and reporting on other sources of funds.
44
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Response: The data below are current as of 5/13/2021. The data in Table 1 are based on the
current LEA-level operating status information that Idaho tracks. The possible values are “Online,”
“Virtual School,” “Hybrid,” “In Person with Online School Option,” and “In Person.” To align
with the categories in Table 1, these values are mapped as follows:
• Online and Virtual School entries = Remote or online only
• Hybrid and In Person with Online School Option = School buildings open with
remote/online and in-person instruction (hybrid)
• In Person = School buildings open with full-time in-person instruction
Since Idaho only captures these data at the LEA level, all schools within an LEA are considered
to have the same status as the LEA as a whole to generate the counts in Table 1. It is also impossible
to fully discern with the existing data whether a particular educational environment is being offered
to all students or some students. Consequently, schools are listed as offering the option associated
with their operating status to all students. All other schools are listed in the “Not offered” category.
Based on these caveats, users should cautious in interpreting these data.
Table 1
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
Add or change rows as needed
Number of schools All Offered to all Offered to Not
schools students some offered
students
Remote or online only 760 17 - 743
School buildings open with both remote/online and 760 294 - 466
in-person instruction (hybrid)
School buildings open with full-time in-person 760 449 - 311
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).
Response: Due to these underlying data limitations discussed above, the state is not able to
confidently disaggregate the figures by instructional level.
45
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
Add or change rows as needed
Response: The data in Table 2 are based on enrollment data as of 5/13/2021. Students who are
enrolled in more than one entity are counted in each location. Student enrollment data are merged
with the operational status information summarized above Table 1.
Table 2. Enrollment and mode of instruction
Number of students Total Remote or Both remote/online and in- Full-time in-
enrollment online only person instruction (hybrid) person instruction
Students from low-income 98,070 4,160 38,159 55,751
families
White, not Hispanic 229,134 7,538 91,784 129,812
Black or African 3,335 64 1,297 1,974
American, not Hispanic
Hispanic, of any race 57,759 1,418 27,674 28,667
Asian, not Hispanic 3,460 65 1,436 1,959
American Indian or 3,211 70 1,347 1,794
Alaskan Native, not
Hispanic
Native Hawaiian or 976 21 429 526
Pacific Islander, not
Hispanic
Two or more races, not 9,415 443 4,236 4,736
Hispanic
Race/Ethnicity NA NA NA NA
information not available
English learners 18,601 126 8,725 9,750
Children with disabilities 33,918 1,040 14,691 18,187
Students experiencing 5,521 149 2,132 3,240
homelessness
Children and youth in 1,105 40 433 632
foster care
Migratory students 3,758 0 2,236 1,522
46
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.
47
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 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
48
• 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).
49
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you needs. This provision allows applicants
about a new provision in the Department of discretion in developing the required
Educations General Education Provisions description. The statute highlights six types
Act ("GEPA") that applies to applicants for of barriers that can impede equitable access
new grant awards under Department or participation: gender, race, national origin,
programs. This provision is Section 427 of color, disability, or age. Based on local
GEPA, enacted as part of the Improving circumstances, you should determine
America's Schools Act of 1994 (Public Law whether these or other barriers may prevent
(P.L.) 103-382). your students, teachers, etc. from such access
to, or participation in, the Federally-funded
To Whom Does This Provision Apply? project or activity. The description in your
application of steps to be taken to overcome
Section 427 of GEPA affects applicants for
these barriers need not be lengthy; you may
new grant awards under this program. ALL
provide a clear and succinct description of
APPLICANTS FOR NEW AWARDS
how you plan to address those barriers that
MUST INCLUDE INFORMATION IN
are applicable to your circumstances. In
THEIR APPLICATIONS TO ADDRESS
addition, the information may be provided in
THIS NEW PROVISION IN ORDER TO
a single narrative, or, if appropriate, may be
RECEIVE FUNDING UNDER THIS
discussed in connection with related topics in
PROGRAM.
the application.
(If this program is a State-formula grant
Section 427 is not intended to duplicate the
program, a State needs to provide this
requirements of civil rights statutes, but
description only for projects or activities that
rather to ensure that, in designing their
it carries out with funds reserved for State-
projects, applicants for Federal funds address
level uses. In addition, local school districts
equity concerns that may affect the ability of
or other eligible applicants that apply to the
certain potential beneficiaries to fully
State for funding need to provide this
participate in the project and to achieve high
description in their applications to the State
standards. Consistent with program
for funding. The State would be responsible
requirements and its approved application, an
for ensuring that the school district or other
applicant may use the Federal funds awarded
local entity has submitted a sufficient section
to it to eliminate barriers it identifies.
427 statement as described below.)
What are Examples of How an Applicant
What Does This Provision Require?
Might Satisfy the Requirement of This
Section 427 requires each applicant for funds Provision?
(other than an individual person) to include in
The following examples may help illustrate
its application a description of the steps the
how an applicant may comply with Section
applicant proposes to take to ensure equitable
427.
access to, and participation in, its Federally-
assisted program for students, teachers, and (1) An applicant that proposes to carry
other program beneficiaries with special out an adult literacy project serving,
50
among others, adults with limited English intends to conduct "outreach" efforts to
proficiency, might describe in its girls, to encourage their enrollment.
application how it intends to distribute a
brochure about the proposed project to (4) An applicant that proposes a project to
such potential participants in their native increase school safety might describe the
language. special efforts it will take to address
concerns of lesbian, gay, bisexual, and
(2) An applicant that proposes to develop transgender students, and efforts to reach
instructional materials for classroom use out to and involve the families of LGBT
might describe how it will make the students.
materials available on audio tape or in
braille for students who are blind. We recognize that many applicants may
already be implementing effective steps to
(3) An applicant that proposes to carry ensure equity of access and participation in
out a model science program for their grant programs, and we appreciate your
secondary students and is concerned that cooperation in responding to the
girls may be less likely than boys to enroll requirements of this provision.
in the course, might indicate how it
Idaho’s GEPA Statement:
Idaho adheres to Section 427 of the General Education Provisions Act (GEPA) through its policies
and practices for barrier-free programs. In carrying out its educational mission, the Board / SEA
and Department ensures to the fullest extent possible equitable access to, participation in, and
appropriate educational opportunities for all individuals served. Board / SEA and Department is
committed to ensuring that Federally funded activities, programs, and services are accessible to all
teachers, students, program beneficiaries, contractors, and the public. The Board / SEA and
Department ensures equal access and participation to all persons regardless of their race, color,
ethnicity, religion, national origin, age, citizenship status, disability, gender or sexual orientation
in its education programs, services, and/or activities. For state-level activities as well as all other
activities supported by federal assistance through our electronic grant application, Idaho enforces
all federal and state laws and regulations designed to ensure equitable access to all program
beneficiaries and to overcome barriers to equitable participation. The Board / SEA and Department
holds LEAs accountable for ensuring equal access and providing reasonable and appropriate
accommodations to meet the needs of a diverse group of students, staff, community members and
other participants. LEAs are provided training on Section 427 GEPA and are required to annually
upload their GEPA statement in the Consolidated Federal and State Grant Application (CFSGA).
Specifically, all State Department of Education public facing documents are made accessible and
we continue to make information on Idaho programs available in Spanish and other languages as
needed. The State Department of Education works with LEAs to make information on its programs
available to Special Education teachers and administrators. The State Department of Education
continues to work with LEAs to make data available on its programs to the districts, schools, and
the public to ensure equitable access and participation.
51
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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Assurances LEA Response
1. The LEA assures that, to the best of the LEA’s Yes ☐ No
knowledge and belief, all information in this ☐
plan is true and correct.
2. The LEA engaged in meaningful consultation Yes ☐ No ☐
with stakeholders and gave the public an
opportunity to provide input in the
development of this plan. Specifically, the LEA
engaged in meaningful consultation with
students; families; school and district
administrators (including special education
administrators); and teachers, principals,
school leaders, other educators, school staff,
and their unions.
3. The LEA engaged in meaningful consultation Yes ☐ No ☐
with each of the following, to the extent
present in or served by the LEA: Tribes; civil
rights organizations (including disability rights
organizations); and stakeholders representing
the interests of children with disabilities,
English learners, children experiencing
homelessness, children in foster care,
migratory students, children who are
incarcerated, and other underserved students.
4. The plan is in an understandable and uniform Yes ☐ No ☐
format; to the extent practicable, written in a
language that parents can understand or, if
not practicable, orally translated; and, upon
request by a parent who is an individual with a
disability, will be provided in an alternative
format accessible to that parent.
5. The plan is publicly available on the LEA Yes ☐ No ☐
website.
NOTES:
• If the LEA developed a Back-to-School plan before ARP ESSER was enacted (March 11, 2021) and that plan
was developed with public input, but the plan does not include all of the required information, as outlined
in Table 1 and Table 2 above, the LEA must revise its plan to include all required elements..
• LEAs are required to review and revise their Back-to-School / Safe Return to In-Person Instruction Plan no
less frequently than every 6 months.
Date of most recent review of the LEA’s current Back-to-School Plan:
If the LEA answered “No” to any elements in Table 1 or Table 2,
LEA Plan Modification Deadline): November 24, 2021 (6 months after May 24, 2021).
If the LEA answered “Yes” to all elements in Table 1 and Table 2, next planned LEA Plan Review Date
(no more than 6 months from the last plan review date):
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Appendix G: ARP Section 2001(e)(1-2): Use of LEA Funds
2001(e)(1)
(e) USES OF FUNDS.—A local educational agency that receives funds under this section—
(1) shall reserve not less than 20 percent of such funds to address learning loss through 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, and emotional needs and address the
disproportionate impact of the coronavirus on the student subgroups described in section
1111(b)(2)(B)(xi) of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(2)(B)(xi)), students experiencing homelessness, and children and youth in foster care.
2001(e)(2)
(2) shall use the remaining funds for any of the following:
(A) Any activity authorized by the Elementary and Secondary Education Act of 1965.
(B) Any activity authorized by the Individuals with Disabilities Education Act.
(C) Any activity authorized by the Adult Education and Family Literacy Act.
(D) Any activity authorized by the Carl D. Perkins Career and Technical Education Act of 2006.
(E) Coordination of preparedness and response efforts of local educational agencies with State,
local, Tribal, and territorial public health departments, and other relevant agencies, to improve
coordinated responses among such entities to prevent, prepare for, and respond to coronavirus.
(F) Activities to address the unique needs of low-income children or students, children with
disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and
foster care youth, including how outreach and service delivery will meet the needs of each
population.
(G) Developing and implementing procedures and systems to improve the preparedness and
response efforts of local educational agencies.
(H) Training and professional development for staff of the local educational agency on sanitation
and minimizing the spread of infectious diseases.
(I) Purchasing supplies to sanitize and clean the facilities of a local educational agency, including
buildings operated by such agency.
(J) Planning for, coordinating, and implementing activities during long-term closures, including
providing meals to eligible students, providing technology for online learning to all students,
providing guidance for carrying out requirements under the Individuals with Disabilities Education
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Act and ensuring other educational services can continue to be provided consistent with all Federal,
State, and local requirements.
(K) Purchasing educational technology (including hardware, software, and connectivity) for
students who are served by the local educational agency that aids in regular and substantive
educational interaction between students and their classroom instructors, including low-income
students and children with disabilities, which may include assistive technology or adaptive
equipment.
(L) Providing mental health services and supports, including through the implementation of
evidence-based full-service community schools.
(M) Planning and implementing activities related to summer learning and supplemental afterschool
programs, including providing classroom instruction or online learning during the summer months
and addressing the needs of low-income students, children with disabilities, English learners,
migrant students, students experiencing homelessness, and children in foster care.
(N) Addressing learning loss among students, including low-income students, children with
disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and
children and youth in foster care, of the local educational agency, including by—
(i) administering and using high-quality assessments that are valid and reliable, to accurately assess
students’ academic progress and assist educators in meeting students’ academic needs, including
through differentiating instruction;
(ii) implementing evidence-based activities to meet the comprehensive needs of students;
(iii) providing information and assistance to parents and families on how they can effectively
support students, including in a distance learning environment; and
(iv) tracking student attendance and improving student engagement in distance education.
(O) School facility repairs and improvements to enable operation of schools to reduce risk of virus
transmission and exposure to environmental health hazards, and to support student health needs.
(P) Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the
indoor air quality in school facilities, including mechanical and nonmechanical heating,
ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control
systems, and window and door repair and replacement.
(Q) Developing strategies and implementing public health protocols including, to the greatest
extent practicable, policies in line with guidance from the Centers for Disease Control and
Prevention for the reopening and operation of school facilities to effectively maintain the health
and safety of students, educators, and other staff.
(R) Other activities that are necessary to maintain the operation of and continuity of services in
local educational agencies and continuing to employ existing staff of the local educational agency.
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Appendix H: LEA ARP ESSER Use of Funds Template
Instructions: Complete this plan template by engaging meaningful consultation with stakeholders, as
identified in the assurances below, and by giving the public an opportunity to provide input in the
development of this plan. Submit this plan, or a Plan developed by the LEA that includes all requirements,
to Lisa at lenglish@sde.idaho.gov by October 1, 2021.
LEA # and Name:
Website link to the LEA’s ARP ESSER Plan – Use of Funds
Section 1: Using ARP ESSER funds for the continuous and safe operation of in-person learning
1. Describe the LEA’s process, including timeline, for engaging meaningful consultation with
stakeholders. Identify the stakeholder groups involved. Describe how the public was given an
opportunity to provide input in the development of this plan.
[Open-ended response]
2. Describe how funds will be used to implement prevention and mitigation strategies that are
consistent with the most recent Centers for Disease Control and Prevention (CDC) guidelines4 for
reopening and operating schools for in-person learning.
[Open-ended response]
3. Describe how the LEA will use no less than, 20% of allotted ARP 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. Specifically, address how the LEA will utilize 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.
d. Subgroups of students disproportionally impacted by COVID-19, including students from
low-income families, students of color, English learners, children with disabilities, students
experiencing homelessness, children in foster care, migratory students, Hispanic students,
and Native American students.
[Open-ended response]
4. Describe how the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2)
of the ARP Act (See Appendix G) . In your description, please identify how funds will be allocated
to schools and for districtwide activities based on student need to equitably and inclusively support
student success.
[Open-ended response]
4 The most recent guidelines can be found here: https://www.cdc.gov/coronavirus/2019-ncov/community/schools-
childcare/index html
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Draft pending Idaho State Board of Education approval of amendments
5. Describe 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 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 in foster care, and migratory students.
[Open-ended response]
6. Describe how the LEA will consistently monitor student progress and effectiveness of the
strategies/interventions implemented to address gaps in student learning and well-being.
[Open-ended response]
Section 2: Assurances
Assurance LEA Response
1. The LEA assures that, to the best of the LEA’s knowledge and belief, all information Yes No
in this plan is true and correct. ☐ ☐
2. The LEA engaged in meaningful consultation with stakeholders and gave the public
an opportunity to provide input in the development of this plan. Specifically, the LEA
engaged in meaningful consultation with students; families; school and district Yes No
administrators (including special education administrators); and teachers, principals, ☐ ☐
school leaders, other educators, school staff, and their unions. Keep documentation
of stakeholder communications and meetings on file at the LEA.
3. The LEA engaged in meaningful consultation with each of the following, to the
extent present in or served by the LEA: Tribes; civil rights organizations (including
disability rights organizations); and stakeholders representing the interests of
Yes No
children with disabilities, English learners, children experiencing homelessness,
☐ ☐
children in foster care, migratory students, children who are incarcerated, and other
underserved students. Keep documentation of stakeholder communications and
meetings on file at the LEA.
4. The plan is in an understandable and uniform format; to the extent practicable,
written in a language that parents can understand or, if not practicable, orally Yes No
translated; and, upon request by a parent who is an individual with a disability, will ☐ ☐
be provided in an alternative format accessible to that parent.
5. The plan is publicly available on the LEA website. Yes No
☐ ☐
[5a] If the LEA response with ‘yes’, this is an open-ended item for the URL
Please provide the URL:
Superintendent’s Printed Name:
Superintendent’s Signature: Date:
School Board President’s Printed Name:
School Board President’s Signature: Date:
Submit this plan to Lisa at lenglish@sde.idaho.gov no later than October 1, 2021.
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October 28, 2021
Follow-up response to the September 13, 2021 letter regarding Section D of the American Rescue
Plan Elementary and Secondary School Emergency Relief (ARP ESSER) State plan template:
In the letter dated September 13, 2021, the State Board of Education, Idaho’s State Education
Agency was requested to provide additional detail describing how Idaho will meet the
requirements outlined in sections(s) D.1.i-iii, D.2.i-iii, and D.3.i-iii. and provide an update on our
progress selecting evidence-based interventions for meeting these requirements. The amendment
to Idaho’s ARP ESSER State Plan approved by the Board, dated August 26, 2021, provides the
state level activities we have or will be initiating to meet these requirements, this addendum
identifies specific evidence based resources and practices and further clarification to the plan
approved by the Board.
The Board, working with the Governor’s Office has established an Unfinished Learning
Workgroup to take a deeper dive into various accelerated learning strategies and identify evidence
based interventions to address the academic impact of lost instruction time that can be used for
summer learning and summer enrichment programs, extended day programs, and comprehensive
afterschool or extended school year programs including supports for developing communities of
learning.
To date the group has identified the following evidence-based practice guides, school resources,
and intervention programs. Additional interventions and resources will be identified over the next
year with adjustment made based on LEA level use and success in addressing learning loss for our
students.
Practice Guides: https://ies.ed.gov/ncee/wwc/practiceguides
• Math Specific: https://ies.ed.gov/ncee/wwc/PracticeGuide/16
• Using Assessment Data: https://ies.ed.gov/ncee/wwc/PracticeGuide/12
• Out-of-School Time: https://ies.ed.gov/ncee/wwc/PracticeGuide/10
• Addressing Unfinished Learning After COVID-19 School Closures:
https://www.cgcs.org/CMS/LIB/DC00001581/CENTRICITY/DOMAIN/313/CGCS UN
FINISHED%20LEARNING.PDF
• Collaborative for Student Growth:
https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief Covid19-Slide-
APR20.pdf
Intervention Programs: https://ies.ed.gov/ncee/wwc/FWW
• Math Specific: https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Math
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• Literacy Specific: https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Literacy
• Numeracy Project: https://www.isu.edu/rmc/resources/numeracy-project-resources/
Additional Resources:
• Mike Mattos - Solution Tree webinar on RTI
• Delaware Strategy to Accelerate Learning
• Accelerate, Don’t Remediate
• Promising Practices to Accelerate Learning for Students With Disabilities During
COVID-19 and Beyond
Additional work is being done to identify:
• Professional development that supports teacher’s use of formative and interim assessment
data to inform instruction, avoid misuse of large scale testing data, and identify and monitor
progress of those students most severely impacted by learning loss.
• Instructional models/structures (e.g., in-school tutoring model, additional time via summer
school, etc.) focused on grade-level content.
• Instructional material for intervention focused on both content and practice standards.
• Classroom instructional strategies that use just-in-time instruction to support learning
grade-level content; use word problems and visual models to frame instruction around just-
in-time learning; formative assessment and pre-teaching of upcoming topics through visual
models.
Idaho will use data from our statewide assessments, including summative and interim assessments
as well as data submitted from the local education agencies (LEA) on LEA level assessments to
monitor progress and the impact of the evidence-based interventions and the disproportionate
impact of COVID-19 on all sub groups of students, including each subgroup listed in question
A.3.i-viii. The Board’s Accountability Oversight Committee (AOC) will be compiling and
reporting to the Board results and progress made, as identified by these assessments, based on the
different evidenced-based interventions used by the LEAs. Additional resources will be made
available to LEAs who do not show evidence of accelerated learning for those student subgroups
that have been identified as disproportionately impacted by COVID-19.
Based on the evaluation provided through the AOCs annual report as well as interim data analysis
additional resources and instructional support will be provided to LEAs for engaging students who
missed the most instructional time or who do not consistently participate in remote instruction
when offered during school building closers.
The Unfinished Learning Work Group has identified and the Board has approved an accelerated
learning math collaborative proposal as the first evidenced based statewide tool to address
unfinished learning. The Board approved this proposal as a statewide tool at its October Regular
Board meeting. Additional tools will be brought forward to the Board for consideration as
statewide intervention tools as they are identified. Once identified the proposals will go through
the state procurement process as applicable to the estimated cost of each evidenced based program.
These proposals will be identified based on their use as evidence-based summer learning and
enrichment programs, comprehensive afterschool programs, or both. Student growth/accelerated
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learning will be monitored for all LEA’s and students who participate in these programs and
reported regularly to the Board.
Additionally, the Board has contracted with a private company to build a data dashboard and
additional reporting tools to help monitor the progress made toward eliminating the unfinished
learning gap. This includes a comprehensive analysis on unfinished learning and LEA level access
that will help LEAs identify the expected progress of individual students and make adjustments in
the individual learning for those students that are not making progress.
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