State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Maine (Signed 6/7/21)
Summary
Maine's state plan for the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund, award number S425U210004, signed by Commissioner Pender Makin on 6/7/21 on the U.S. Department of Education template. The template states that the fund provides nearly $122 billion to States for reopening schools during the COVID-19 pandemic. Maine describes its Framework for Reopening Schools and Returning to In-Person Instruction and a county risk system for schools, begun on July 31, 2020 and updated on a two week cycle. Starting in May 2021, the state offered routine pooled COVID-19 PCR testing of unvaccinated students and staff at no cost. Schools with at least 30% participation may treat the three-foot distancing requirement as a recommendation.
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Cite this document
“State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Maine (Signed 6/7/21).”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/ppr-int-dfa37ccdaf69868d-pdf-e6c1a5d23a/
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State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
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Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210004
SEA Contact: Commissioner Pender Makin
Telephone: 207-624-6620
Email address: commish.doe@maine.gov
By signing this document, I agree to each of the assurances listed in Appendix C and
further assure that:
To the best of my knowledge and belief, all information and data included in this plan
are true and correct.
Chief State School Officer or Authorized Representative
(Printed Name)
Commissioner Pender Makin
Signature of Authorized SEA Representative Date:
6/7/21
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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.
Maine’s Framework for Reopening Schools and Returning to In-Person Instruction is
intended to assist Maine School Administrative Units (SAU) in the work of reintegrating
back to in-person, classroom instruction. Informed by Maine Center for Disease Control
and Prevention (CDC), international models, and examples from across the United States,
the framework includes six requirements for protecting health and safety and many
additional ideas, recommendations, resources and strategies to support a successful return
to in-person instruction. The framework’s six parts are Part I: Physical Health and Safety
Considerations, Part II: Social, Emotional, Behavioral, and Mental Health
Considerations, Part III: Academic Programs and Student Learning Considerations, Part
IV: Common Expectations for Hybrid and Remote Learning Models, and Part V:
Additional considerations.
As part of Maine’s framework, the Maine Department of Health and Human Services
(DHHS) and Maine CDC developed a system to categorize counties. The system, the
Maine Counties’ Risk of COVID-19 Spread for Schools, is designed to inform and
support local SAU decisions about whether and how to bring students back into the
classroom. This categorization is based on a holistic assessment of quantitative and
qualitative information. It includes, but is not limited to, recent data on case rates,
positivity rates, and syndromic data (e.g., symptoms of influenza or COVID-19). The
three-tiered health advisory system began on July 31, 2020 and continues to be updated
on a two week cycle. These recommendations are advisory.
Starting in May 2021, all schools have another COVID-19 risk mitigation strategy
provided by the State of Maine at no cost: routine pooled COVID-19 PCR testing of
unvaccinated students and staff. This will allow early identification and isolation of
asymptomatic COVID-19 cases, making in-classroom education safer. As such, Maine is
updating its six physical health and safety considerations requirements to change the
three-foot distancing requirement in schools to a recommendation, provided that the
school is participating in the State’s pooled testing program. Participation is defined as
having at least 30% of school staff and students participating in the program. This
program was available for the end of this school year and will continue to be available
through the 2021-2022 school year. Although the Maine CDC continues to recommend a
minimum three-foot distancing between and among all students, schools that are
participating in the testing program may shift away from this as a requirement after
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achieving the minimum 30% participation. The requirement for six-feet distance when
unmasked and eating or drinking continues to apply.
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently facing
students and schools across your State as a result of or in response to the COVID-
19 pandemic including, to the extent possible, data illustrating why these are the
most critical and/or most widespread issues facing schools and students.
The Maine Department of Education has identified needs and priorities through multiple
widespread discussions with stakeholders and through the collection of ideas for
investments that will create sustainable infrastructure in terms of professional capacities,
educational practices, and operational systems. The themes that emerged through this
work were unfinished learning, career exploration, workforce development, mental and
social-emotional health, improvement to facilities and transportation that promote health
and safety, and enhancing the education workforce. The themes point to a Whole Student
Approach and a statewide shift in educational practice. The Department will focus on
social-emotional learning, mental and behavioral health programs, restorative alternatives
to exclusionary discipline, trauma-informed practices, student-centered learning through
interdisciplinary, project-based instruction, and related professional development for
educators and school leaders.
To provide anytime, anywhere learning options and resources for educators, students and
their families, the Department in collaboration with curriculum coordinators, Maine
educational community organizations, museums, learning centers, and Maine educators,
created a library of asynchronous learning modules that are aligned to Maine’s Learning
Results. Integrated across subject areas and project-based, these asynchronous modules
ensure that learning is active, engaging, and continuous. Modules could be utilized for
enhancing lessons, remediation, enrichment, credit recovery, or for use during remote
learning – whenever a student cannot access classroom instruction. Each module is
designed around the essential question and modules are organized by grade level. The
Maine Online Opportunities for Sustained Education (MOOSE) was developed at the
onset of the pandemic and additional modules will be added for the 2021-2022 school
year that will focus on cultural awareness specific to Maine’s demographics.
Maine is one of eleven States that received funding from the U.S. Department of
Education’s Rethink K-12 Education Models Funding. Maine’s project, Rethinking
Remote Education Ventures (RREV) offers a multi-pronged solution with a primary goal
of generating innovative remote learning models to provide equitable access to high
quality remote learning opportunities for all students. RREV will provide statewide
resources and supports through professional development, coursework, and guided
engagement in effective use of design processes to empower educators and school leaders
as authentic research and development professionals. As new remote learning models are
designed and piloted, they will be made widely available through an open-source
community of practice platform to support collegial sharing, ongoing critical feedback,
and continual revision and improvement to sustain a culture of innovation and to foster
statewide access to exciting remote learning models. The project design centers around
the belief that by both building capacity for innovative mindsets in education and
supporting the design and implementation of the innovative ideas that are generated, we
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can develop and support agile, effective, and resilient learning experiences that are
responsive to local priorities and improve learning outcomes for all students.
The Maine Department of Education developed its first, state owned and free, PreK-12th
grade Social Emotional Learning (SEL) Curriculum, referred to as SEL4ME. The SEL
curriculum was intentionally developed by professions who, combined, have over 50
years of experience in education. Lessons are aligned with industry established best
practices, are leveraged through an equity lens and include over 450 modules that cover
PreK-12 scaffolded by grade. Following research and findings from the Maine’s Opioid
Prevention Task Force and Task Force on Childhood Trauma incorporating SEL into
educational practices both for primary prevention and to address trauma is supported by
evidence. The Maine Department of Education is dedicated to meeting the social
emotional and mental health needs of our educators and students. The SEL4ME
curriculum honors Maine’s strong history of promoting social emotional learning and is
flexible by design so that it can be used as an additional support for existing SEL, health
or counseling programs, while also being a reliable and foundational way to enable
schools to create brand new SEL programs across our State. The SEL4ME Team,
consisting of diverse Maine experts and stakeholders, will continue to edit, add and
develop new SEL content, ensuring that our State’s unique SEL needs are met. Moving
forward, we expect the curriculum to expand from classroom supports to include school
and district wide resources in the structured, and best practice use of SEL throughout
school culture. While this curriculum is not a requirement, research shows that the
benefits of incorporating social emotional learning into our schools are significant and the
SEL4ME Team will be providing free training and support to educators looking to use
the SEL4ME curriculum.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
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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.
Table A1.
Student group Highest priority needs
Students from low-income families The need for universal connectivity was
identified as the top priority of
stakeholders across the state in terms of
mitigating the impact from the COVID-
19 disruption. Teachers have been
struggling to connect with the many
students and families who do not have
access to the internet.
Students from each racial or ethnic SAUs are still adjusting to having multi-
background used by the State for cultural students in their schools, even
reporting purposes – please add a row for after decades of the changing
each racial or ethnic group (e.g., demographics in Maine. The educational
identifying disparities and focusing on system that was designed before our
underserved student groups by New Mainers arrived and is not keeping
race/ethnicity) up with the changes in the school
population.
Additional educational supports and
interventions are needed as the pandemic
has increased the achievement gap of
students who need the educational
opportunity and community of
supportive, caring educators. Along with
interventions, this is an opportunity for
SAUs to rethink programming and
assessments as students are graduating
academically unprepared for post-
secondary education. Families of New
Mainers are engaged with their
children(s’) education but could benefit
from a understanding of higher education
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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Student group Highest priority needs
expectations and availability through
supports provide by community based
organizations that are woven into the
New Mainers communities.
English learners The need to gauge the impact of remote
and hybrid learning on language
development and content acquisition,
especially for students who are at
proficiency levels 1 and 2 and Students
with Limited or Interrupted Formal
Education, has presented itself during the
public health emergency.
To provide intensified supports to ensure
that the impact remote and hybrid
learning is mitigated to the greatest
extent possible while addressing the
social and emotional needs that have
arisen from remote and hybrid learning
as well as a disproportionate effect of the
pandemic (in terms of socioeconomic
impact, illness, and lives lost).
Children with disabilities With 90 early learning programs
operating within the Child Development
Services (CDS) office statewide closed
due to the pandemic, many identified
students were unable to access their IFSP
(Individual Family Service Plan) and IEP
(Individual Education Program) services
creating a need to explore expanding
public Pre-K classrooms to include more
CDS children.
Challenges with remote education for
children who have IEPs included
engaging students consistently while in
remote mode. Moreover, in some
instances families elected remote
education for their children even when
in-person instruction that adhered to
safety protocols was offered. Some
schools offered hybrid instruction by
educating separate cohorts of students on
separate days of the week, yet offered
their students who had IEPs the
opportunity to attend schools when both
cohorts were in attendance thus doubling
the learning opportunity as compared to
non-disabled peers. Nevertheless, not all
eligible students with disabilities
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Student group Highest priority needs
accepted the opportunity for full or near
full time in-person instruction.
In some isolated cases, school districts
that had used Coronavirus Relief Funds
(CRF) to develop collaborative child
care programs (called Day Programing)
with community partners so that children
had a safe place to be and to develop
socially with academic support on non-
school days were not equipped to
provide for the individualize social and
behavioral needs of all students who
have disabilities. Thus some children and
families may have missed several days of
programming until suitable arrangements
and changes to the IEPs could be made.
Completion of necessary evaluations and
re-evaluations of students as required in
a timely manner through IDEA was a
challenge given remote instruction and
sometimes uneven participation or
attendance of children. Oftentimes,
LEAs applied to use CARES Act ESSER
and CRF program funds to contract for
extra time with psychologists who
completed the required evaluations as
soon as possible when students and
providers were able to work together.
The Department anticipates that
additional evaluations and services will
be needed as some of the students who
were not attending or participating in
remote or in-person modes of instruction
during the public health emergency
return to in-person education as
conditions improve.
Students experiencing homelessness Coordinate with homeless advocates,
housing coalitions, homeless shelters for
getting a sense of needs and community
solutions as the largest need is, as
always, a need for safe and secure living
conditions with access to basic needs like
food, clothing, and hygiene items.
Social emotional supports that help
students manage emotions, be heard, feel
and show empathy, and make thoughtful,
responsible decision has presented itself
through this public health emergency.
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Student group Highest priority needs
Additional support is needed for SAUs
to increase the capacity of identifying
students who are experiencing
homelessness as many SAUs in Maine
are rural and small with limited staff
time dedicated to the identification
process.
Engage statewide McKinney-Vento
Coordinators in meetings and
professional learning to be able to
establish a network of peers serving as
resources but also supporting the
development of statewide informational
materials for schools, students, families
and community members about available
assistance and support.
Children and youth in foster care The Maine Department of Education’s
Office of Student and School Supports
and the Maine State Legislature have
taken a renewed interest in the well
being of children and particularly youth
in foster care. Legislation was proposed
to support youths who experienced
educational disruption due to foster
placements during high school to ease
their ability to earn credits to achieve a
diploma. Additionally, Legislation was
proposed that would support students
who formerly were in foster care during
their transition to higher education. The
Legislation was drafted to support
identified needs among Maine children
and youth in foster care and exiting from
foster care.
The Department proposes to
communicate broadly to SAUs via
Priority Notices, ARP Office Hours, and
during Stakeholder and Regional
Superintendents’ Meetings that ARP
ESSER may be used to support all
students but especially under-served
students, including youth in foster care,
as they work toward completing high
school and move on to post-secondary
educational opportunities. For example,
models of exemplary internship, job
shadowing, or college application
projects will be offered to LEAs for their
consideration.
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Student group Highest priority needs
Migratory students The need for universal connectivity was
identified as the top priority in addition
to family-school communication and
home-based services to connect with the
family and gain a better understanding of
the needs.
Maine students who participate in the
Migrant program include students whose
parents work within the state but in
seasonal industries such as holiday
wreath-making and more traditional
harvesting, as well as students whose
parents come to the United States
annually in the summer and fall to labor
in moderate-to-large scale fruit groves
and vegetable farms. A number of
families who have Spanish as their first
language travel to “Down East” Maine
each summer for work. The Maine
Department of Education has established
short-term summer educational program
in the Down East area during the
summer harvest. The Department
proposes to encourage local school
districts in the area that operate summer
programs for their regularly attending
students to include the children of
transient migrant workers in their
programs. That way the children of the
migrant laborers will have more
extended and integrated learning
opportunities. Program funds will
support extended instructional time,
integrate English learning, and develop
culturally and individually responsive
and critically oriented leaning
opportunities for all participants in the
SAUs’ summer programs.
Other groups of students identified by Initiatives that impact culture and
the State (e.g., youth involved in the education in ways to promote more
criminal justice system, students who equitable, inclusive, productive, and
have missed the most in-person resilient society are needed and should
instruction during the 2019-2020 and focus on universally accessible, high
2020-2021 school years, students who quality early childhood programs,
did not consistently participate in remote recruitment, preparation, and retention of
instruction when offered during school high quality, diverse educator workforce,
building closures, LGBTQ+ students) comprehensive curriculum and
assessment guidelines focused on critical
thinking, multiple perspectives
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Student group Highest priority needs
throughout history, citizenship for
democratic society, and values a child’s
whole identity of social, emotional,
spiritual, and mental well-being.
In addition, maintain accountability
systems that align and minimize
standardized testing while holding
communities accountable for access to
high quality education that is responsive
to students’ needs.
School discipline reform in needed that
prioritize supporting students to reach
their full potential and be integrated into
school communities. Also, data
systems that are publicly accessible and
transparent and infrastructure to ensure
equitable access to technology.
The MOOSE program which used
previous funding sources to develop
model curricular activities for use in a
variety of ways will expand to develop
lessons that include learning both
implicitly as well as explicitly about the
history of marginalization of individuals
who identify as LGTBQ+. Curricular
units will also highlight pioneers in the
struggle for acceptance of individuals
who identify as LGTBQ+ as well as
leaders in the struggle for civil rights for
individuals who identify as LGTBQ+.
Curricular materials that focus directly
(i.e. learning about Harvey Milk) and
indirectly (i.e. including stories of
families that have same gender parents in
routine classroom lessons) normalize
individuals who identify as LGBTQ+
and make the learning environment more
welcoming for students. In that way,
students who identify as LGBTQ+ who
were unengaged both before and during
the public health emergency can be
welcomed into an environment that is
supportive.
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
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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.
Furthermore, the Department have worked with less traditional yet important organized
groups who have asked to participate in plans for moving ahead with public education as
we regroup and recover as the effects of the pandemic lessen. Representatives of these
groups offer views of how under-served groups have experienced the pandemic. For
example, a group of educators for education equity offer perspectives that represent
experiences of marginalized groups of students and also advocate for recruiting educators
from under-represented groups who will reflect the student bodies of some of the schools
in more urban and suburban areas in the state. (Rural communities that accept migrant
laborers seasonally also serve under-represented students in Maine.) A coalition of
leaders of immigrant groups in the state have informed officials in the Department that
students have shied away from some urban schools during the pandemic resulting in a
high rate of absenteeism due to the lack of culturally responsive practices in the schools
that have enrolled children of immigrant families largely from African countries for
decades. Visual and performing arts educators offer a perspective of educators in
programs that are often at risk of being cut due to budget shortfalls; these educators can
document for the Department both the ways their programs have been marginalized,
traditionally, and how the programs can address student social, emotion, expressive, and
advocacy needs as school programs regroup in the wake of the public health emergency.
Advocates of outdoor education – especially for young children – also document the
ways in which natural environments promote positive physical and mental health,
develop a sense of aesthetics, promote cognitive development and self-reflection, and
also provide opportunities for learning about the environment and climate change. These
outdoor programs for young children will provide optimal learning environments for
children who did not enroll in school even when they were eligible to start Kindergarten
or pre-Kindergarten due to the pandemic.
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;
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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.
The Maine Department of Education collects data from schools for
State and Federal reporting requirements, to determine equitable
distribution of resources, and to inform program and policy analysis.
Schools and districts report data to the Department throughout the
school year through the following data collection systems: NEO for
school and staff data and information, Synergy for student data and
information, and Maine Educator Information System (MEIS) for
educator credentialing. State level data collection is a very important
factor in calculating State subsidy for districts, informing legislative
policies, providing transparency to taxpayers, and helping the
Department support schools and districts as they make decisions
about program and curriculum needs.
The Operational Data Store (ODS) called NEO contains numerous
data sets submitted by schools and districts related to facilities,
financial, nutrition, staff and student data. The student data collected
in Synergy and reported out in NEO includes enrollment and
attendance but not currently any data related to the mode of
instruction. Through a data collection survey, the Maine Department
of Education obtained mode of instruction, enrollment, and
attendance data. The new layer of data, mode of instruction, was
requested through a priority notice that was distributed to every
superintendent statewide.
The Data Team Governance, which is led by the Education Data
Manager and comprised of the Maine Department of Education staff
members and SAU school leaders is defining and discussing the
ongoing collection of learning modality. This student level data will
be collected ongoingly in the individual SAU’s Student Information
System and reported to the Maine Department of Education through
Synergy and reported out back out to SAUs through NEO by January
30 for July through September and October through December, by
April 30 for January through March and by July 30 for April through
June. For the 2022-2023 school year and beyond, Quarter 1 data
(July through September) will be reported to the Department by
October 30.
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
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most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The
Department will periodically review data listed in A.5.i on SEA
websites.
The Maine Department of Education will be sharing the data
collected on the ARP data collection survey on our website by
June 21, 2021 as referenced in the requirements of section 2001(i).
The link will be shared with the U.S. Department of Education and
the Office of Elementary and Secondary Education. The website
will help school administrators, school personal and staff, students,
families and community members and a widespread of
stakeholders visual and understand the data that was collected and
presented.
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.
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:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
Complete the table below, adding rows as necessary, or provide a
narrative description.
Table B1.
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Mitigation strategy SEA response
Universal and correct Maine’s Framework for Reopening Schools and
wearing of masks Returning to In-Person Instruction developed in
consultation with the DHHS and the Maine
CDC includes recommendations for schools
and six requirements, such as physical
distancing, mask wearing and other measures,
to mitigate the risk of COVID-19 transmission
within schools. The framework indicates that
adults, including educators and staff, and
students age five and above are required to
wear a mask/face covering that covers their
nose and mouth when indoors. Masks are
recommended for children ages two to four,
when developmentally appropriate. Masks/face
coverings must be worn by all students and
staff on all modes of school transportation (ie.
Bus, vans). Face masks/coverings must be
worn during voluntary indoor school sports.
Face shields may be an alternative for those
students and staff with documented medical or
behavioral challenges who are unable to wear
masks/face coverings. Face shields worn in
place of a face covering must extend below the
chin and back to the ears.
Physical distancing Under the requirements of Maine’s Framework
(e.g., including use of for Reopening Schools and Returning to In-Person
cohorts/podding) Instruction adults must maintain six feet of
distance from others to the extent possible
while maintaining 3 feet of distance is
acceptable between and among students when
combined with the other safety requirements,
including the wearing of masks.
Handwashing and All students and staff in a school must receive
respiratory etiquette training in proper hand hygiene. All students
and staff must wash hands or use sanitizing gel
upon entering the school, before and after
eating, before and after donning or removing a
face mask, after using the restroom, before and
after use of playgrounds and shared equipment,
and before and after riding school
transportation.
Cleaning and Cleaning and disinfection of frequently
maintaining healthy touched surfaces is recommended as the virus
facilities, including can be spread if someone touches a surface
improving ventilation contaminated with the virus and then touches
their eyes, nose, or mouth. However, as
COVID-19 is primarily spread through
respiratory droplets, preventing person-to-
person transmission is more important than
16
Mitigation strategy SEA response
frequent cleaning and disinfection. The
following strategies and protocols are
recommended: 1. Clean and disinfect
frequently touched surfaces (e.g., door handles,
sink handles, drinking fountains, keyboards,
light switches) within the school and on school
buses at least daily or between uses as
practicable. 2. Develop a schedule for
increased, routine cleaning and disinfection. 3.
Ensure safe and correct use and storage of
cleaning and disinfection products, including
storing products securely away from children.
Use products that meet EPA disinfection
criteria. 4. Have users wash their hands before
and after using shared objects. Focus increased
cleaning and disinfecting on high-touch items
5. Use only routine maintenance for outdoor
playgrounds and other natural play areas, as
hand hygiene will be emphasized before and
after use of these spaces. Outdoor play
equipment with high-touch surfaces such as
railings and handles should be cleaned and
disinfected regularly if used continuously. 6.
Install signage and equipment to enable
effective health and safety procedures. 7.
Ensure organizations that share or use the
school facilities follow the health and safety
guidelines established in this guidance. Please
note that classrooms and/or areas that have
been used by an individual diagnosed with
COVID-19 must be closed off until thorough
cleaning and sanitization takes place.
Contact tracing in The Maine Department of Education is
combination with currently employing over twenty retired nurses
isolation and after receiving training through the Maine
quarantine, in Center for Disease Control and Prevention to
collaboration with the provide Maine schools with specialized
State, local, supports throughout the contact tracing
territorial, or Tribal process. The Maine Department of Education
health departments contact tracers will support the work of school
nurses and other school staff as they
communicate with and monitor close contacts
of positive cases. The contact tracing team
assists in the notification to those who have
been deemed a close contact to a staff member
or student who has tested positive for COVID-
19. This team will enroll “close contacts” into
Sara Alert, an online platform that Maine CDC
uses to notify and monitor people exposed to
17
Mitigation strategy SEA response
the coronavirus. The Maine CDC will continue
to investigate confirmed cases and outbreaks
associated with schools.
The Framework for Return to In-Person
Instruction developed in consultation with the
Department of Health and Human Services and
the Maine Center for Disease Control includes
recommendations for schools and six
requirements, such as physical distancing,
mask wearing and other measures, to mitigate
the risk of COVID-19 transmission within
schools. Under these requirements, a “medical
isolation space” (separate from the nurse’s
office) must be designated for students/staff
who exhibit COVID-19 symptoms during the
school day. Adequate ventilation is required
for classrooms, with schools having flexibility
in implementation such as using properly
working ventilation systems or outdoor air
exchange using fans in open windows or
doors.
Diagnostic and Starting in May 2021, all schools have another
screening testing risk mitigation strategy provided by the State
at no cost: routine pooled COVID-19 PCR
testing of unvaccinated students and staff. This
will allow early identification and isolation of
asymptomatic COVID-19 cases, making in-
classroom education safer. As such, Maine is
updating its six requirements to change the
three-foot distancing requirement in schools to
a recommendation, provided that the school is
participating in the State’s pooled testing
program. Participation is defined as having at
least 30% of school staff and students
participating in the program (see the School
Standard Operating Procedure (SOP) for
details.) This program is available now, and
will continue to be continue to available
through the 2021-2022 school year. Although
the Maine CDC continues to recommend a
minimum three-foot distancing between and
among all students, schools that are
participating in the testing program may shift
away from this as a requirement after
achieving the minimum 30% participation.
The requirement for six-feet distance when
unmasked and eating or drinking continues to
apply.
18
Mitigation strategy SEA response
Efforts to provide All Maine residents who are Pre-K through
vaccinations to Grade 12 school staff/teachers, or who work at
educators, other staff, licensed childcare providers are eligible to be
and students, if vaccinated, regardless of age. The State of
eligible Maine’s COVID-19 Response vaccination
website provided hundreds of vaccination sites
through health care centers, pharmacies, and
mobile vaccination units. Several Maine
School Administrative Units (SAUs) also serve
as vaccination sites.
Appropriate Nothing in the Framework for Return to In-
accommodations for Person Instruction developed in consultation
children with with the Department of Health and Human
disabilities with Services and the Maine Center for Disease
respect to the health Control includes recommendations for schools
and safety policies and six requirements, such as physical
distancing, mask wearing and other measures,
to mitigate the risk of COVID-19 transmission
within schools should be interpreted as
preventing a school from making
accommodations on an individualized
basis as required by state or federal
disabilities laws.
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;
Maine’s Framework for Reopening Schools and Returning to In-Person
Instruction is intended to assist Maine school administrative unit (SAU) in
the work of reintegrating back to in-person, classroom instruction.
Informed by Maine Center for Disease Control and Prevention,
international models, and examples from across the US, the framework
includes six requirements for protecting health and safety and many
additional ideas, recommendations, resources and strategies to support a
successful return to in-person instruction. The framework’s six parts are
Part I: Physical Health and Safety Considerations, Part II: Social,
Emotional, Behavioral, and Mental Health Considerations, Part III:
Academic Programs and Student Learning Considerations, Part IV:
Common Expectations for Hybrid and Remote Learning Models, and Part
V: Additional considerations will continue to be updated as appropriate.
The Maine Department of Health and Human Services (DHHS) and Center
for Disease Control and Prevention (Maine CDC) will continue to provide
updates to the Maine Counties’ Risk of COVID-19 Spread for Schools io
inform and support local SAU decisions about whether and how to bring
students back into the classroom. These recommendations are advisory.
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The Maine CDC COVID-19 Response also provides a dashboard with
COVID-19 cases by school.
The Maine Department of Education released requirements and guidance
for school reopening that prioritizes returning as many students as possible
to in-person learning—safely, following a comprehensive set of health and
safety requirements. This guidance includes best practices developed by
the American Academy of Pediatrics, U.S. Centers for Disease Control and
Prevention (CDC), and other states. Because COVID19 is a novel disease,
scientific literature is growing rapidly with new information emerging
almost every day. Guidance will continue to evolve as the science
develops. Official minimal requirements for schools are included as part of
the Maine Department of Education’s Framework for Returning to
Classroom Instruction. No single action or set of actions will completely
eliminate the risk of COVID-19 transmission, but taken together, the
following health and safety measures can greatly reduce that risk. Schools
should establish a culture of health and safety that focuses on regularly
enforcing these important practices. The PK-12 and Adult Education
Public Health Guidance can be found in Attachment B.
The Maine Department of Education also supports a COVID-19 Toolkit
that provides the latest information about the Department's response to the
public health emergency. See Attachment C for landing page of the
COVID-19 Toolkit, which links browsers to multiple locations and
resources.
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
The Commissioner or Deputy Commissioner of Maine Department of
Education have participated in daily briefings with state emergency
preparedness and Maine CDC officials during the pandemic. The
Framework for Reopening Schools and Returning to In-Person Instruction,
which is designed to inform SAUs decisions about whether and how to
bring students back to the classroom was developed in collaboration with
the Maine Department of Health and Human Services and the Maine CDC.
The Maine Counties’ Risk of COVID-19 Spread for Schools advisory
continues to be updated on a two-two basis which aligns with the
incubation period for COVID-19 and allows for greater stability in the
trend data for small counties.
On April 30, 2021, the Maine Department of Health and Human Services
and the Maine Department of Education announced the application for the
Maine K-12 Schools Pooled Testing Program was opened. This program is
open to all any K-12 school administrative unit (SAU), public or private
20
school and has an expected start date of May 10th. SAUs that have a
public Pre-K may be included in pool testing. The program is accepting
applications on a rolling basis through the Fall of 2021, and will be offered
to public and approved private schools that wish to start this spring, use it
for summer school programming, and/or the beginning of the 2021-2022
school year. This program is voluntary. Pooled PCR testing is an efficient
way to test large groups of students and staff in schools on a weekly basis.
Pooled PCR testing involves collecting swabs from small groups of
students, (class cohort), placing the swabs in a common test tube together
in a "batch" or "pool" with no Personal Identifiable Information (PII). The
pooled sample is tested for the detection of SARS-CoV-2 (Covid-19). If a
pool tests positive, the individuals in that pool (class cohort) will be tested
using BinaxNOW or PCR testing. Any positive individual(s) would be sent
home to begin a ten day isolation period.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe
how the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
requirements in section 2001(i) of the ARP Act and the requirements relating to
the ARP ESSER funds 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
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.
21
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.
The Maine Counties’ Risk of COVID-19 Spread for Schools developed by
the Maine Department of Health and Human Services (DHHS) and Center
for Disease Control and Prevention (Maine CDC) will continue to provide
updates to inform and support local SAU decisions about whether and how
to bring students back into the classroom. The tiered system that was
implemented through the 2020-2021 school year, which is based on a
holistic assessment of quantitative and qualitative information that includes
but is not limited to recent data on case rates, positivity rates, and
syndromic data, will break down into three-color based categorizations by
county: red, yellow, and green.
• Categorization as “red” suggests that the county has a high risk
of COVID-19 spread and that in-person instruction should not be
conducted.
• Categorization as “yellow” suggests that that the county has an
elevated risk of COVID-19 spread and that hybrid instruction models
should be adopted.
• Categorization as “green” suggests that the county has a
relatively low COVID-19 risk and that in-person instruction can be
adopted, although an SAU may opt for hybrid instruction if its buildings or
readiness make adhering to baseline requirements a challenge.
With this tiered system, SAUs across Maine developed three reopening
plans for school year 2020-2021 that could be utilized depending on the
Counties’ Risk of COVID-19. Many reopening plans were linked on SAU
websites and covered by local media outlets. See Attachment E for a media
outlet example.
The Maine Department of Education has informed SAUs through priority
notices sent directly to superintendents of the requirements in section
2001(i) of the American Rescue Plan Act (ARP) and the requirements
relating to the APR Elementary and Secondary School Emergency Relief
(ESSER) funds published in the Federal Register. In addition, the Maine
Department of Education will provide technical assistance and support to
SAUs related to the requirements through office hours, technical assistance
and detailed information on our website. Website links and other publicly
available information will be collected in the ARP ESSER application
along with detailed information about the SAUs public comment period.
The application will be reviewed by a team at the Department of Education
who will verify that plans and public comment periods were observed. Safe
return to in-person instruction and continuity of services plans will be
22
reviewed by the Office of Federal Emergency Relief Programs and
departmental team members during the ARP ESSER application process to
validate and confirm that plans have adopted policies and implemented
CDC guidelines, been updated recently for school year 2021-2022, and
ensured continuity of services. The assurances, included in part 1 of the
ARP ESSER application illustrated that the SAU would comply with all
reporting requirements, which includes the periodicity review of the safe
return to in-person instruction and continuity of services plans.
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.
At the onsite of planning for the ARP State Plan, the Maine Department of
Education gather members from the groups above to brainstorm and generate
ideas for investments, projects and initiatives that align with the ARP federal
requirements and support all students, especially those who are the furthest from
opportunity. This brainstorming activity provided feedback that emerged themes
of unfinished learning, career exploration, workforce development, social-
emotion and mental health, culturally responsive pedagogy, physical health and
23
safety, facilities, transportation, equipment, and education workforce as priorities
and needs. With the themes, the Maine Department of Education engaged in
additional conversations to determine ways to align the ARP State Plan with the
Department’s strategic plan and the 10-year state economic plan to leverage and
sustain the investments committed to in the ARP State Plan. With the feedback
and themes, the Maine Department of Education identified the most urgent needs
for students are feeling supported and safe while being challenged and engaged.
The ARP State Plan’s guiding commitments are diversity, equity, inclusion,
access, and opportunity while focusing on the priorities.
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 Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
ESSER I (CARES MOOSE (Maine The SEA requires
Act) Opportunity for that SAUs complete
Online Sustained an application for use
Education) Learning of the CARES
Module Library ESSER funds. The
provides free access application collects
to a-synchronous, information about
interdisciplinary, how the school
project-based determined the most
learning modules important needs and
aligned to the Maine provides project
Learning Results for narratives with
all grades, PK-12 budgets. The major
developed by Maine themes of the SAUs
24
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
educators, curriculum CARES ESSER
leaders, and application are
educational summer learning (just
community under $10 million),
organizations. The mental and social
SEA obligated just emotion health (just
under $2.8 million to over $1 million), and
provide anytime, improvement in air
anywhere learning quality and
options and resources ventilation (just under
for educators, $3.8 million).
students and their
families.
The SEA deployed a
team of Department
of Education Contact
Tracers, retired
nurses, to provide
Maine schools with
specialized supports
throughout the
contact tracing
process and
communicate with
and monitor close
contacts of positive
cases within Maine
schools. The SEA
obligated just under
$1 million to support
Maine schools and
keep all students
actively engaged in
learning while
mitigating the spread
and effects of this
pandemic.
Maine’s SAUs are
required to complete
an application
illustrating projects
that align to federal
25
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
emergency relief
funding
GEER I (CARES The pandemic
Act) brought to the
forefront the drastic
inequities caused by
lack of connectivity
for many k-12
students in Maine,
with nearly 15% of
Maine students
unable to connect
with teachers and
classmates through
technology. Maine’s
GEER application
was submitted,
articulating a plan to
address the digital
divide with their
#ConnectKidsNow
initiative. The SEA
GEER funding
supported universal
connectivity to ensure
that all students had
the opportunity to
continue learning
through online
platforms regardless
of geography or
socio-economic
status, and to receive
instruction during the
current suspension of
classroom-based
instruction. The SEA
obligated just under
$7.8 million to
provide devices and
connectivity for all
students.
In order to be
responsive to critical
staff shortages in
26
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
Maine schools as a
result of the
pandemic, the Maine
Department of
Education, in
collaboration with
Maine Community
College System and
Eastern Maine
Community College,
developed the
Learning Facilitator
Program, a fast-track
training program for
paraprofessional level
educators to expand,
strengthen and
support a high quality
educator workforce.
The SEA obligated
just over $1.8 million
to support a week-
long 3-credit course
with foundational
elements of
classroom
management and
school culture and a
combination of online
work, professional
learning community
meetings, and a
structured teaching
apprenticeship (315
hours).
ESSER II (CRRSA The SEA continues to The SEA is planning
Act) see the need for the to launch a subgrant
team of Department opportunity for all
of Education Contact Maine SAUs to
Tracers to provide identify and acquire a
Maine schools with learning management
specialized supports system (LMS).
throughout the SAUs will conduct a
contact tracing needs assessment to
process and determine priority
27
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
communicate with areas, identify student
and monitor close needs, and develop a
contacts of positive plan of how to self-
cases within Maine select the appropriate
schools. The SEA LMS. With
obligated just under professional
$800,000 to continue development and an
supporting Maine LMS that allows
schools while SAUs to plan,
mitigating the spread execute, and assess a
and effects of this specific learning
pandemic through process allowing for
summer 2021 and a personalized
school year 2021- approach to
2022. education. The SEA
is planning to
obligate
approximately $5
million to support
SAUs implement an
LMS starting in
school year 2021-
2022.
The SEA requires
that SAUs complete
an application for use
of the CRRSA
ESSER funds. The
application collects
information about
how the school
determined the most
important needs and
provides project
narratives with
budgets. The major
themes of the SAUs
CRRSA ESSER
application are
summer learning (just
over $34 million),
mental, social
emotion health (just
over $11 million and
28
Funding source Prior/current SEA Planned SEA and
and LEA uses LEA uses (including
(including funding funding amounts, if
amounts, if applicable)
applicable)
transportation (just
over $4.3 million).
GEER II (CRRSA The SEA plans to
Act) continue to respond
to the inequitable
access to the human
and internet
connectivity that
students face through
continuing the
universal
connectively, the
Learner Facilitator
Program, and the
MOOSE platform.
ii. To what extent ESSER I and ESSER II funds have been awarded to
LEAs and, if funds have not yet been made available to LEAs, when
they will be. In addition, please provide any available information on
the total dollar amounts of ESSER I and ESSER II funds that have
been obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
The Maine Department of Education first alerted SAUs to the
Coronavirus Aid, Relief, and Economic Security Act (CARES) through a
news release on April 1, 2020. The Department wanted to inform SAUs
that funding to mitigate some of the financial impacts of the pandemic
were forth coming. In mid-April of 2020, a website was developed to begin
collecting information and sharing relevant updates with SAUS. Shortly
after the website launched SAUs received notification of their CARES
ESSER allocations, based on the proportionate share of Title I. At the
beginning of May 2020, the Maine Department of Education’s School
Finance Team began hosting office hours to support SAUs’ federal
programs coordinators and business managers by providing additional
information around the CARES ESSER funding application preparations.
The application was made available via the Maine Department of
Education’s Consolidated Application and Grant Reimbursement website
on Monday, May 18, 2020. As of June 1, 2021, the Maine Department of
Education has received 175 CARES ESSER applications out of 179 SAUs.
Within, our electronic grant management system the Maine Department of
Education can track SAU reimbursements. The Consolidated Application
and Grant Reimbursement system indicates that $9,899,784.14 of the
CARES ESSER funds for SAUs has been invoiced while the remaining
$30,325,456.58 has been earmarked in the CARES ESSER application.
29
The Maine Department of Education first alerted SAUs to the Coronavirus
Response and Relief Supplemental Appropriations (CRRSA) Act through a
news release on January 7, 2021. The Department wanted to urge SAUs to
prioritize the use of funds for addressing student needs, ascertaining and
addressing learning loss, preparing schools for reopening, and repairing
and upgrading air quality systems in school buildings. On January 22,
2021, SAUs were notified of the CRRSA ESSER allocations and the
application was made available via the Maine Department of Education’s
Consolidated Application and Grant Reimbursement website on Monday,
January 29, 2021. As of June 1, 2021, the Maine Department of Education
has received 119 CRRSA ESSER applications out of 179 SAUs. Within
our electronic grant management system the Maine Department of
Education can track SAU reimbursements. The Consolidated Application
and Grant Reimbursement system indicates that $2,410,205.27 of the
CRRSA ESSER funds for SAUs has been invoiced while the remaining
$162,983,274.05 will been earmarked in the CRRSA ESSER application.
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
The Maine Department of Education is supporting blended and
braided with other federal, state and local funding sources to create
a sustainable funding strategy and more effectively leverage
multiple funding streams toward a common goal. Our teams,
which include the ESEA Federal Programs, the School Finance
Team, Office of Special Services and the McKinney-Vento
Coordinator have created opportunities to discuss overlapping
concerns and ways to identified statewide needs that might be
supported with multiple funding sources to maximize the
investment. The Department also provides additional information
to our SAUs about braiding and blending funding to avoid the
financial COVID cliff.
3
Please note that the needs of students experiencing homelessness must be addressed (along with the other groups
disproportionately impacted by the COVID-19 pandemic) through the use of the ARP ESSER SEA reservations and
the required LEA reservation for the academic impact of lost instructional time; the funding provided to support the
needs of students experiencing homelessness by section 2001(b)(1) of the ARP Act is in addition to the supports and
services provided with ARP ESSER funds.
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D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
The themes that emerged through the multiple widespread discussions with
stakeholders are unfinished learning, career exploration, workforce
development, culturally responsive pedagogy, mental and social emotional
health, improvement to facilities and transportation that promote health and
safety, and enhancing the education workforce. The themes point to the
development of a Whole Student approach and a statewide shift in
educational practice.
In addition to addressing short-term recovery needs, the Maine
Department of Education will consider leveraging the ARP ESSER
funding for potential long-term infrastructure investments. These
investments can support systemic changes to ensure core resources
needed to close opportunity gaps become more widely and routinely
available.
Additional MOOSE modules will be developed to provide anytime,
anywhere learning options and resources for educators, students and their
families. The asynchronous learning modules are aligned to Maine’s
Learning Results, provide clear goals and allows a student flexibility in
their learning and the time needed to engage in the learning.
In Maine, Multi-tiered System of Support (MTSS) is defined as a
comprehensive framework designed to address the academic,
behavioral, and social-emotional needs of each student in the most
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inclusive and equitable learning environment. MTSS is a whole-
school framework that organizes the people, programs and policies
into an integrated support system that begins with a base layer that
includes strategic use of evidence-based practices, a consistent and
effective implementation process, and available resources including
people, time, and data. The Maine Department of Education will
equipped all schools with professional development and technical
assistance in MTSS and the Whole Student practices.
The Maine Department of Education is in the developmental phase
of establishing an Extended Learning Program to support the
development of extended learning opportunities for students across
the state and connect students to local industry employers. The goal
is to develop and strengthen the statewide career exploration
opportunities for students in grades 7-12. Program staff will design
and provide professional development training to school personnel.
They will also conduct focus group sessions to clearly identify the
needs and opportunities in different regions of the state and enhance
expanded learning opportunities and career exploration initiatives in
all 16 counties in partnership with community organizations,
businesses, and schools.
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
Models of aspirational programs for pursuing careers and/or
enrollment in post-secondary education will particularly support
students who are or were in foster care, who experienced
homelessness, and who are from low-income families. Furthermore,
such models may be adapted into IEP transition plans for secondary
students who have disabilities.
Models of early career and technical education summer experiences
for middle level students will demonstration how programs in career
and technical education can address the ways in which gender
stereotypes limit career aspirations for girls, boys, and students who
identify as non-binary.
Models of curricular modules in MOOSE that address health and
wellness, and career readiness, will embed learning about the ways
gender stereotypes and expectations of conformity limit the social,
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emotional, and cognitive development of students of all genders and
will provided needed models of education about healthy dating
relationships, consent, harassment, and assault. Models of this kind
will address needs of students who identify as LGBTQ+ as well as
students for whom schools have traditionally been unwelcoming due
to local norms (perhaps unsanctioned, but existing) about gendered
roles and expectation as well as harassment based on gender
expression of many kinds.
Models of curricular modules in MOOSE that relate to African
American history and culture will address curricular shortcomings
that existed prior to the pandemic and were exacerbated by the
pandemic. For example, curricular units that address the history and
experiences of African Americans who are primarily descendants for
formerly enslaved people will benefit all students while also
reflecting the experiences of a number of Maine students.
Similarly, modules that address the history and experiences of
families who are 20th and 21st century immigrants from African
countries will also have their experiences reflected in curricular
materials and serve as one way to make schools more welcoming to
these students who have experienced high rates of abseneeism during
the pandemic.
During the winter of 2021, the Department of Education’s Diversity,
Equity, and Inclusion (DEI) team met on an on-going basis and a
subgroup of that team – the education sub-committee – secured
funding for evening Professional Development sessions that were
open to any educator in the state. In total, 9 evening sessions on
topics of anti-racist education, demystifying Islam (many recent
immigrants to Maine are from countries in northern Africa and from
Iraq), understanding the effects of micro-aggressions on student
learning, and understanding the history and current day experiences
of Wabanaki people in Maine. Responses from surveys of the
participants in these evening voluntary workshops indicated a clear
desire to learn more about the topics in the series the DEI group had
named Beyond the Movement. Educators who participated in these
workshops revealed they learned new aspects about the needs and
experiences of students of color in their schools, about how to
sustain anti-oppressive work in schools even when few faculty
members overtly participate in the work, and the importance of
teaching empathy along with history and facts about the experiences
of indigenous people. ARP ESSER funds will allow the DEI
education team to contract with additional lecturers, national
presenters, local trainers, and even with the original presenters in the
Beyond the Movement series of 2021, to move beyond the beginning
stages of anti-oppressive educational practices to support the
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learning of under-represented groups of students – especially
students of indigenous descent, children of immigrant families,
students of color, students who identify as LGBTQ+, and students
from families with low-income. Furthermore, professional
development from the DEI Education sub-committee will address
the need for teachers and students to develop critical literacy and
media skills so that students and teachers both can ”read their
worlds” to see clearly their place in it and to take action to improve
their circumstances and those of others. Under-served students need
and deserve access to the highest quality information and critical
skills to evaluate messages and media; the pandemic has revealed the
need to have residents and citizens aware of facts and evidence-
based claims during a public health emergency.
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 Department’s MOOSE interdisciplinary curricular materials will
be available for SAU educators to use to supplement and enhance
their own curriculum for students who missed the most in-person
instruction thus providing the students with engaging and skills-
reinforcing supplemental learning experiences.
Guidance from the Maine Department of Education communication,
ARP Office Hours, and regional superintendents’ meetings will
highlight the Whole Student approach envisioned by the
Commissioner of Education and will underscore ways that smaller
class sizes supported by the grant will address the unfinished
learning experienced by students who had the most interruptions to
their learning.
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;
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Communication about the efficacy of Summer Learning programs
has been delivered to SAUs via priority notices and stakeholder
meetings. SAUs that provide summer enrichment programs either
as an extension of their own educational program or through
contracts with community partners will report back to the Maine
Department of Education data on the number of participants and
goals of the program. Qualitative data in the form of quotes from
participants, news stories about the summer programs, samples of
students’ projects, summary reports from site directors, or survey
comments from parents will round out the individual SAU
evaluation. On a larger scale, statewide and SAU specific data the
Department collects about attendance, suspensions and expulsions,
graduation rates, and educator turnover/persistence will be
examined to note any positive trends both as a whole and by
identified student and educator groups for which data are collected.
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
Summer programming and high quality tutoring during the school
year or during summer programming will address unfinished
learning in nearly all groups that have faced disproportionate impact
from COVID-19. SAUs have the ability to utilized ARP ESSER
funding for summer programming and enrichment programs for all
students but can also utilize this funding blended with other Federal
Funding to enhance programming for students furthest from
opportunity.
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.
Guidance from the Maine Department of Education
communication, ARP Office Hours, and regional superintendents’
meetings will highlight the Whole Student approach envisioned by
the Commissioner of Education and will promote interdisciplinary
student-centered instruction and enrichment learning opportunities.
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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;
In Maine, the Department of Education acknowledges the authority
and responsibility local school districts have to select local or
reginal partnerships. The Department will encourage partnerships
with community organizations that understand the needs of
participating students well and who follow civil rights and non-
discriminatory guidelines. SAUs will report data on the number of
participants and goals of the program. Qualitative data in the form
of quotes from participants, news stories about the summer
programs, summary reports from site directors, or survey
comments from parents will round out the individual SAUs
evaluation of the community partnership. On a larger scale, state-
wide and SAU specific data the Department collects about
attendance, suspensions and expulsions, graduation rates, and
educator turnover/persistence will be examined to note any
positive trends as a whole and by identified student groups for
which data are collected.
The Office of Federal Emergency Relief Programs will collaborate
with the State Coordinator for the 21th Century Community
Learning Centers to identify overlapping opportunities for
academic enrichment, additional services and programming.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of comprehensive afterschool
programming; and
The Maine Department of Education will encourage SAUs to reduce
the barriers for students furthest from the opportunity to participate
in afterschool programming by helping SAUs in identifying the what
the challenges might be delivery method, operational hours, and/or
lack of transportation.
36
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.
Guidance from the Maine Department of Education communication,
ARP Office Hours, and regional superintendents’ meetings will
highlight the Whole Student approach envisioned by the
Commissioner of Education and will promote interdisciplinary
student-centered instruction and enrichment learning opportunities.
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.
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
37
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.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations);
and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
The Maine Department of Education will host office hours and technical
assistance that will provide SAUs with the requirements and obligations within
the ARP Act. The Department will support SAUs to identify ways and groups that
should be consulted with. In addition, the ARP ESSER application will require
38
that the SAUs describe their consultation process and the stakeholders for which
they engaged in meaningful consultation with. The Department will also be
collecting information related to the timeframe, method, and advertisement of the
public comment period along with the type of feedback that was provided.
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;
ii. How the SEA will support and monitor its LEAs in specifically
addressing the disproportionate impact of the COVID-19 pandemic
on certain groups of students, including each of the student groups
listed in question A.3.i.-viii; and
iii. How the SEA will support and monitor its LEAs in using ARP
ESSER funds to identify, reengage, and support students most likely
to have experienced the impact of lost instructional time on student
learning, such as:
a. Students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote
instruction when offered during school building closures; and
c. Students most at-risk of dropping out of school.
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-
39
of-school suspensions) and creating a positive and supportive
learning environment for all students.
The Maine Department of Education will continue to communicate with
Maine school superintendents, principals, special education
administrators, curriculum leaders, and unionized teacher the importance
of educational equity when utilizing the ARP ESSER funds. The Office
of Federal Emergency Relief Programs will also be reviewing the ARP
ESSER application to confirm that districtwide and school projects are
based on student needs identified in the comprehensive needs
assessment.
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.
Each year, states are required to submit proposals for teacher
shortage areas to the United States Department of Education. The
Maine Department of Education uses one of the approved
methodologies from the United States Department of Education to
determine designated shortage areas. The Maine Department of
Education compares the number and percentage of positions in each
discipline filled by teachers who are not fully certified in the field
they are teaching to the total number of full time equivalent (FTE)
working in those that discipline/content area. This number is not to
exceed 5% of the total FTE’s for the state of Maine. From there, the
proposed shortage areas are shared for public comment.
Stakeholders from across the state are asked to provide input on the
proposed shortage areas and submit additional shortage areas for
consideration. Over the past two years, feedback from the public
comment period has primarily been focused on the shortage in
Special Education. While the teacher shortage report is one source
40
of data, it does not specifically address the gaps in specific content
areas or geographic regions. In addition, this report does not include
particular administrative position classifications (e.g., counselor,
media specialist, principal, and other roles).” Maine’s Teacher
Shortage report is Attachment F.
Based on the methodology used, the identified shortage areas in
Maine for 2020-2021 are:
o Science: General Science 5-8; Science Physical Science 7-
12; Life Sciences 7-12
o Mathematics 7-12
o Career and Technical Education: Food Production
Manager; Carpentry; Welding, Brazing and Soldering;
Agricultural Business and Production Technology;
Business administration and Management; Computer
technology; Machine Tool/Machine shop; Child Care and
Guidance; Plumbing; Public Safety/Protective Services;
Forestry Products and Processing; Emergency Medical
Services and Technology; Transportation Careers; Auto
Body Repair/Collision Repair Technician; Diesel
Mechanic; Marine Maintenance/Occupations; Health and
Medical Occupations; Building Maintenance; Electrical
Occupations
o Health and Physical Sciences Pre-K-12
o Academically Advanced Gifted Education Pre-K-12
o Early Childhood - Pre-K Age below
o English as a Second Language Pre-K-12
o Art and Music Education Theatre Pre-K-12; Art Pre-K-12;
and
o World Languages: French Pre-K; Spanish Pre-K-12;
Italian Pre-K-12; Latin Pre-K-12.
To better support the needs of conditionally certified special
educators, the Maine Department of Education implemented Maine’s
Alternative Certification and Mentoring Program in collaboration
with the University of Maine. This program connects new special
educators with mentorship and job-embedded coursework and have
the following goals: Support conditionally certified special educators
during their first year of practice, Work with SAUs Educational
collaboratives to develop special educator mentoring capacity across
the state, and Develop and make available mentor training and
professional development resources for LEAs and educational
collaboratives. The Office of Special Services also offered office
hours and professional learning opportunities to special educators
throughout the pandemic in order to provide timely support.
41
The Department will collaborate with Maine’s teacher educators
who work in both public and private institutions of higher education
to discuss ways and develp models to encourage teacher certification
candidates to remain in the state to teach and to encourage and
support candidates from under-represented groups to persist with
teacher preparation programs and eventually teach in Maine’s
schools. Teachers who reflect the diversity of Maine’s student body
will effectively support the recovery of unfinished learning of
students of color, students who identify as LGBTQ+, and English
learners into the next several years.
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.
In the past, the Joint Standing Committee on Education and
Cultural Affairs within the Maine State Legislature has requested
that the Maine Education Policy Institute (MEPRI) conducted
various studies to investigate teacher shortages and retention in
Maine. The MEPRI study along with the Maine Department of
Education’s Office of Certification & Credentialing, the Educator
Preparation Program, and Educator Excellence, Recruitment and
Retention Program will continue to assist in identifying teacher
shortages and support SAUs through the emergency teacher
certification and alternative pathways to certification.
The Maine Department of Education continues provide
meaningful, job-embedded and responsive professional learning
and to evaluate the education profession through Recognizing
Inspirational School Employees (RISE) Award which honors and
promotes the excellence exhibited by classified school employees
who provide exemplary service to students in pre-kindergarten
through high school, and Maine Teacher of the Year Award (TOY)
to honor and recognize excellence in teaching, and highlight the
importance and impact of the profession.
The Maine Department of Education supports teachers’
professional
leaning by providing scholarships for teachers to achieve
certification through the National Board for Professional Teaching
Standards (NBPTS). Scholarships are prioritized for teachers who
42
are employed in a school in which at least 50% or more students
qualify for free or reduced lunch, or who work in an identified
shortage area. In order to support retention of highly effective
educators, the Maine Department of Education provides an annual
$3,000 Salary Supplement to National Board Certified Teachers
who are employed in a school in which less than 50% of students
qualify for free or reduced lunch, and an annual $5,000 Salary
Supplement for National Board Certified Teachers who are
employed in a school in which 50% or more students qualify for
free or reduced lunch.
Many SAUs’ CARES ESSER and CRRSA ESSER application
included salaries for additional services related to cleaning and
custodial support, increase in transportation and drivers need to
follow spacing guidelines, supplementary support for health
screening and monitoring, and educational support to engage in
academic instructional practice and inventions such as summer
learning and after school programming.
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).
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).
The Maine Department of Education, in partnership with the
Maine Community College system, launched the Learning
Facilitator Program in the fall of 2020 supported with funding from
the Governor's Emergency Education Relief fund. The purpose of
the program was to address an immediate need for support staff in
schools across Maine. The program is provided at no cost to
participants and includes a boot camp, micro-credentialing,
communities of practice, and school placements. Participants who
43
successfully complete the programming are eligible for educational
technician certifications. Federal funding was leveraged in order
to support the coursework and placements of over 100 educator
support. The Department intends to build upon the success of the
first cohort and offer additional programming for the 21-22 school
year.
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and 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).
44
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
(e.g., by updating the SEA’s plan for monitoring funds and internal controls under
the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and
abuse; conducting random audits; or other tools). In this response, please describe
the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will
provide its LEAs with technical assistance in the anticipated areas of greatest
need.
The Office of Federal Emergency Relief Programs will work with the Office of
School Finance’s Fiscal Review and Compliance Team, which is responsible for
developing and coordinating fiscal compliance with federal, state, and local
regulatory requirements to support our SAUs with records management and
auditing requirements. The Maine Department of Education has recently updated
the Federal Grant Management Handbook, Fiscal Guidance for Federal Grant
Programs which is provided to all SAUs engaging with federal funding.
In addition to Federal Grant Management Handbook, the Maine Department of
Education and the sub-recipients, SAUS, are bond by Title 34 of the Code of
Federal Regulations (CFR), Education Department General Administrative
Regulations (EDGAR), and the Federal Uniform Grant Guidance (2 CFR, Part
200). The sub-recipient is required to permit the Maine Department of Education
and auditors to have access to records and financial statements as necessary for
the Maine Department of Education requirements per 2 CFR §200.331. Sub-
recipients must comply with all reporting requirements including those in Section
15011(b)(2) of Division B of the CARES Act, Performance and Financial
Monitoring and Reporting in 2 C.F.R. §§ 200.327-329, and submit required
quarterly reports, at such time and in such manner and containing such
information as the U.S. Secretary of Education may reasonably require in the
future.
The Maine Department of Education’s Office of Federal Emergency Relief
Programs is responsible for the oversight and monitoring of programs and
activities carried out under the American Rescue Plan (ARP) Elementary and
Secondary School Emergency Relief (ESSER). The General Education Provisions
Act (GEPA) requires that each state "adopt and use proper methods of
administering each applicable program, including monitoring of agencies,
institutions, and organizations responsible for carrying out each program."
45
Monitoring procedures must be designed to promote the recipient's progress in
achieving program goals and objectives; adherence to laws, regulations and
assurances governing the program and conformity to the approved ARP ESSER
application, performance reports or other relevant documents. Likewise,
Education Department General Administrative Regulations (EDGAR) requires
the Maine Department of Education to monitor grants to assure compliance with
applicable Federal requirements and that performance goals are being achieved.
The Office of Federal Emergency Relief Programs will continue to annually
monitor SAUs for effective implementation of ARP ESSER programs and
compliance with applicable statutory requirements. Additionally, the office will
utilize this process to provide meaningful technical assistance to those SAUs in
need of additional supports. This structure will allow the office to build
relationships with district and school leaders; ensure accountability to federal
statute requirements; and to maximize the use of all federal resources to increase
student achievement. Monitoring will cover requirements specific to CARES
ESSSER, CRRSA ESSER and ARP ESSER. The process will include questions
and conversation of a more systemic nature, as it is expected that decisions on
how ARP ESSER funds are expended are made within the framework of the
districts for identify student needs, especially those who are the furthest from
opportunity.
46
Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Click here to enter text.
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
Required Data Collection for Maine to Receive ARP ESSER III
Funds
The Maine Department of Education (DOE) is working quickly to get the vital resources from the
American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP ESSER III”)
Fund, authorized under the American Rescue Plan Act of 2021 to Maine’s School Administrative
Units (SAUs). We are taking the required steps of meeting with stakeholders, attending informational
sessions, awaiting guidance from the U.S. Department of Education, and developing the State’s
application materials. The ARP ESSER III funding will enable SAUs to promote safe school
operations and equity-driven, sustainable, evidence-based programs to serve students – especially
those who have been most significantly impacted by the pandemic.
In order to receive the ARP ESSER III funds, the DOE is required to collect the following data. For
ease of reporting, we will ask SAUs to report the data that reflects their April 1, 2021 status through
a Qualtrics survey that will be distributed on Friday, May 7, 2021. Given the tight timeline and to
assist SAUs in preparation for reporting, the following data will be needed:
1. Mode of instruction: The number of schools, at each instructional level (elementary,
middle, high), in the SAU 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,
and
2. Enrollment: Student enrollment for all students and disaggregated for each of the student
groups* for each mode of instruction; and
3. Attendance: Student attendance for all students and disaggregated for each of the student
groups* for each mode of instruction.
We recognize the extraordinary amount of work during this especially challenging year and we
deeply appreciate your best effort to gather the data requested and your attention to this matter. The
completed survey will need to be submitted by Wednesday, May 19.
Additional information about this survey, and ARP ESSER III in general, is forthcoming. Please
contact Shelly Chasse-Johndro, Director, Office of Federal Relief Programs, with any questions.
*Student groups include: Students from low-income families; students from each racial or ethnic
group; students from each racial or ethnic group; students from low-income families; gender; English
learners; children with disabilities; children in foster care; migratory students.
47
Elementary School Level
Mode of instruction for Elementary Schools: Count schools as elementary schools if the majority of the
grades in the school are PK-5.
PLEASE NOTE: Each row should account for all elementary schools in your SAU, so that, for Page 3 of 11
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 “total” column.
The number of elementary schools statewide 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:
Number of All schools Offered to all Offered to Not offered
schools students some students
Remote or 221 schools 34 schools 6 schools
online only
School 216 schools 3 schools 41 schools
buildings open
with both
remote/online
and in-person
instruction
(hybrid)
School 150 schools 35 schools 40 schools
buildings open
with full-time
in-person
instruction
In Maine, there are 380 elementary schools in our state.
Middle School Level
Mode of instruction for Middle Schools: Count schools as middle schools if the majority of the grades in
the school are 6-8.
PLEASE NOTE: Each row should account for all middle schools in your SAU, so that, for Page 3 of 11 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 “total” column.
The number of middle schools statewide 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:
Number of All schools Offered to all Offered to Not offered
schools students some students
Remote or 91 schools 8 schools 3 schools
online only
School 98 schools 5 schools 9 schools
buildings open
with both
48
remote/online
and in-person
instruction
(hybrid)
School 60 schools 13 schools 21 schools
buildings open
with full-time
in-person
instruction
In Maine, there are 80 middle schools in our state.
High School Level
Mode of instruction for High Schools: Count schools as high schools if the majority of the grades in the
school are 9-12.
PLEASE NOTE: Each row should account for all high schools in your SAU, so that, for Page 3 of 11 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 “total” column.
The number of high schools statewide 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:
Number of All schools Offered to all Offered to Not offered
schools students some students
Remote or 78 schools 10 schools 4 schools
online only
School 102 schools 6 schools 8 schools
buildings open
with both
remote/online
and in-person
instruction
(hybrid)
School 42 schools 12 schools 21 schools
buildings open
with full-time
in-person
instruction
In Maine, there are 119 high schools in our state.
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).
49
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
ENROLLMENT
On April 1, 2021, what was the student enrollment count and mode of instruction for the student groups
below? PLEASE NOTE: Each row should account for all students in your SAU, so that, for each row, the
sum of the numbers in the “remote or online only,” “both remote/online and in-person instruction
(hybrid)” and “full-time in-person instruction” columns is equal to the number in the “total” column.
Statewide Student Enrollment Counts by Mode of Instruction as of April 1, 2021
Number of Total Remote or Both Full-time in-
students enrollment online only remote/online person
and in-person instruction
instruction
(hybrid)
Students from 59,754 students 9,792 students 29,054 students 20,908 students
low-income
families
White, not 134,752 19,228 students 71,118 students 44,406 students
Hispanic students
Black or 7,096 students 972 students 5,072 students 1.052 students
African
American, not
Hispanic
Hispanic, of 4,090 students 761 students 2,386 students 943 students
any race
Asian, not 2,349 students 550 students 1,335 students 464 students
Hispanic
American 1,077 students 161 students 389 students 527 students
Indian or
Alaskan
Native, not
Hispanic
Native 194 students 31 students 90 students 73 students
Hawaiian or
Pacific
Islander, not
Hispanic
Two or more 4,356 students 769 students 2,454 students 1,133 students
races, not
Hispanic
50
Number of Total Remote or Both Full-time in-
students enrollment online only remote/online person
and in-person instruction
instruction
(hybrid)
Race/Ethnicity 228 students 37 students 149 students 42 students
information not
available
English 5,581 students 746 students 4,079 students 756 students
learners
Children with 27,821 students 3,966 students 13,885 students 9,970 students
disabilities
Students 1,586 students 261 students 993 students 332 students
experiencing
homelessness
Children and 585 students 81 students 234 students 270 students
youth in foster
care
Migratory 43 students 5 students 36 students 2 students
students
ATTENDANCE ON APRIL 1, 2021
On April 1, 2021, what was the student attendance rate by mode of instruction for the student groups
below? PLEASE NOTE: Each row should account for all students in your SAU, so that, for each row, the
sum of the numbers in the “remote or online only,” “both remote/online and in-person instruction
(hybrid)” and “full-time in-person instruction” columns is equal to the number in the “total” column.
Statewide Student Attendance Rate* by Mode of Instruction on April 1, 2021
*Attendance rate is represented by a percent
Percentage of Average Remote or Both Full-time in-
Attendance Percentage online only remote/online person
and in-person instruction
instruction
(hybrid)
Students from 87.03% 86.02% 86.79% 88.27%
low-income
families
White, not 90.02% 89.19% 90.85% 90.03%
Hispanic
Black or 87.49% 86.19% 88.36% 87.94%
African
American, not
Hispanic
Hispanic, of 87.35% 87.79% 87.12% 87.14%
any race
51
Percentage of Average Remote or Both Full-time in-
Attendance Percentage online only remote/online person
and in-person instruction
instruction
(hybrid)
Asian, not 90.82% 89.68% 92.21% 90.57%
Hispanic
American 86.71% 86.57% 87.54% 86.02%
Indian or
Alaskan
Native, not
Hispanic
Native 89.70% 90.20% 89.87% 89.01%
Hawaiian or
Pacific
Islander, not
Hispanic
Two or more 89.34% 90.42% 89.16% 88.45%
races, not
Hispanic
Race/Ethnicity 87.16% 74.75% 92.60% 94.14%
information not
available
English 92.40% 91.42% 91.77% 94.02%
learners
Children with 86.91% 86.38% 86.92% 87.43%
disabilities
Students 80.57% 82.10% 76.75% 82.87%
experiencing
homelessness
Children and 89.63% 89.52% 86.70% 92.68%
youth in foster
care
Migratory 89.35% 93.50% 76.51% 98.03%
students
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;
52
• 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.
53
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
54
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
55
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you access to, and participation in, its Federally-
about a new provision in the Department of assisted program for students, teachers, and
Educations General Education Provisions other program beneficiaries with special
Act ("GEPA") that applies to applicants for needs. This provision allows applicants
new grant awards under Department discretion in developing the required
programs. This provision is Section 427 of description. The statute highlights six types
GEPA, enacted as part of the Improving of barriers that can impede equitable access
America's Schools Act of 1994 (Public Law or participation: gender, race, national origin,
(P.L.) 103-382). color, disability, or age. Based on local
circumstances, you should determine
To Whom Does This Provision Apply? whether these or other barriers may prevent
your students, teachers, etc. from such access
Section 427 of GEPA affects applicants for
to, or participation in, the Federally-funded
new grant awards under this program. ALL
project or activity. The description in your
APPLICANTS FOR NEW AWARDS
application of steps to be taken to overcome
MUST INCLUDE INFORMATION IN
these barriers need not be lengthy; you may
THEIR APPLICATIONS TO ADDRESS
provide a clear and succinct description of
THIS NEW PROVISION IN ORDER TO
how you plan to address those barriers that
RECEIVE FUNDING UNDER THIS
are applicable to your circumstances. In
PROGRAM.
addition, the information may be provided in
(If this program is a State-formula grant a single narrative, or, if appropriate, may be
program, a State needs to provide this discussed in connection with related topics in
description only for projects or activities that the application.
it carries out with funds reserved for State-
Section 427 is not intended to duplicate the
level uses. In addition, local school districts
requirements of civil rights statutes, but
or other eligible applicants that apply to the
rather to ensure that, in designing their
State for funding need to provide this
projects, applicants for Federal funds address
description in their applications to the State
equity concerns that may affect the ability of
for funding. The State would be responsible
certain potential beneficiaries to fully
for ensuring that the school district or other
participate in the project and to achieve high
local entity has submitted a sufficient section
standards. Consistent with program
427 statement as described below.)
requirements and its approved application, an
What Does This Provision Require? applicant may use the Federal funds awarded
to it to eliminate barriers it identifies.
Section 427 requires each applicant for funds
(other than an individual person) to include in
its application a description of the steps the
applicant proposes to take to ensure equitable
56
What are Examples of How an Applicant procedures to ensure that every aspect of the
Might Satisfy the Requirement of This American Rescue Plan (ARP) Elementary
Provision? and Secondary School Emergency Relief
(ESSER) funds application and reopening
The following examples may help illustrate plans fully aligns with the requirements of
how an applicant may comply with Section Section 427. This review of the Maine
427. Department of Education and the SAU
policies will occur prior to the beginning of
(1) An applicant that proposes to carry
any approved projects. Upon completion of
out an adult literacy project serving,
the reviews steps will be taken, as needed, to
among others, adults with limited English
revise, modify, or develop new policies and
proficiency, might describe in its
procedures for complete alignment and
application how it intends to distribute a
compliance with Section 427 to ensure equal
brochure about the proposed project to
access and participation to all persons
such potential participants in their native
regardless of their race, color, ethnicity,
language.
religion, national origin, gender, age,
(2) An applicant that proposes to develop citizenship status, or disability to the
instructional materials for classroom use programs and services provided by the
might describe how it will make the federally funded ARP ESSER federal
materials available on audio tape or in emergency grant.
braille for students who are blind.
The ARP ESSER application is focused on
(3) An applicant that proposes to carry supporting SAUs to safely reopen and
out a model science program for sustain the safe operation of schools and
secondary students and is concerned that address the disproportionate impact of
girls may be less likely than boys to enroll COVID-19 on underrepresented student
in the course, might indicate how it subgroups, including each major racial and
intends to conduct "outreach" efforts to ethnic group, children from low-income
girls, to encourage their enrollment. families, children with disabilities, English
learners, gender, migrant students, students
(4) An applicant that proposes a project to experiencing homelessness, and children
increase school safety might describe the and youth in foster care.
special efforts it will take to address
concerns of lesbian, gay, bisexual, and Professional development, technical
transgender students, and efforts to reach assistance and any programming will be
out to and involve the families of LGBT offered for all participants and every effort
students. will be made to eliminate unfair barriers to
their participating, such as translating
We recognize that many applicants may written materials from English to Spanish,
already be implementing effective steps to or Braille. Specialized electronic equipment
ensure equity of access and participation in and other needed accommodations will also
their grant programs, and we appreciate your be made available for those who request it.
cooperation in responding to the
requirements of this provision. The State has a comprehensive Affirmative
Action Plan (AAP) committed to creating a
In accordance with Section 427 of the workforce that reflects the diversity of
Department of Education’s General qualified individuals in the labor market. It is
Provision Act (GEPA), the Maine the policy of the state to recruit, hire, train,
Department of Education and all and promote persons in all job titles, without
participating School Administrative Units regard to race, color, sex, national origin, age,
(SAUs) plan to review existing policies and
57
religion, marital status, disability, veteran
status, sexual orientation, or other extraneous
consideration not directly and substantively
related to merit or performance. Employment
decisions and personnel actions, including,
but not limited to compensation, benefits,
promotion, demotion, layoff/recall, transfer,
termination, and training are based on the
principle of ensuring equal employment
opportunity and affirmative action.
58
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.
59
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