Covid 19 Information » ESSER ARP Grant Summit Academy

ESSER ARP Grant Summit Academy

Certification and Agreement for Funding for the American Rescue Plan Elementary and Secondary Education Relief Fund (ARP ESSER)

BACKGROUND

Purpose

 

The American Rescue Plan Act (ARP} 2021 was signed into law on March 11, 2021 and provides an additional

$122.8 billion for the Elementary and Secondary School Emergency Relief Fund (ARP ESSER Fund). ARP ESSER Fund awards to SEAs are in the same proportion as each State received funds under Part A of Title I of the Elementary and Secondary Education Act of 1965, as amended, in fiscal year 2020.

 

The Utah State Board of Education (USBE) is distributing these funds by application in alignment with the federal distribution formula. This new funding is intended to help local education agencies safely reopen schools, measure and effectively address accelerated learning, and take other actions to mitigate the impact of COVID-19 on the students and families who depend on our K-12 schools.

 

Although the ARP ESSER uses of funds are similar to those for ESSER I and ESSER II, there are important distinctions between the ARP ESSER and other ESSER programs, including the period of funds availability, equitable services to non-public schools, maintenance of effort, and a report on efforts to measure and address accelerated learning. LEAs may plan to use all remaining ESSER I and ESSER II funds before making use of the ARP ESSER funds, given the shorter remaining period of availability, however this is not a requirement. Please consult the accompanying fact sheet to learn more about the ARP ESSER program.

 

As part of the required state application for the U.S. Department of Education, USBE leaders met with a diverse group of stakeholders to get input on statewide needs in May 2021. USBE identified the following three issues currently facing students and schools across Utah as a result of or in response to the COVID-19 pandemic. We urge LEAs to consider these priority areas in designing plans for the use of ARP ESSER funds.

 

  1. Student mental health and social emotional needs including student health foundations and protective
  2. Missing or Disengaged Students in K-12
  3. Literacy

 

The ARP ESSER funds require that an LEA engage in meaningful consultation with stakeholders in the development of this plan. The LEA will assure that the public has been provided the opportunity to provide input to the LEA ARP ESSER plan, that the LEA has taken the public input into account, and that the local school board has adopted the LEA's plan for the use of ARP ESSER funds in an open and public meeting.

 

 

 

 

 

 

 

 

 

 

Draft for Public Comment 05/17/2021                             1


 

Federal Allowable Use Cases

 

Generally, in determining whether an activity is an allowable use of funds, a State or LEA must determine:

  • Is the use of funds intended to prevent, prepare for, or respond to the COVID-19 pandemic, including its impact on the social, emotional, mental health, and academic needs of students?
  • Does the use of funds fall under one of the authorized uses of ESSER or GEER funds?
  • Is the use of funds permissible under the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance, 2 CFR Part 200)? In particular, is it necessary and reasonable for the performance of the ARP ESSER award?

 

The use cases as described in the federal American Rescue Plan legislation is detailed below. In addition, LEAs may consider the following companion guidance that was created by the Hunt Institute to support states and LEAs.

 

Uses of Funds. -A local educational agency that receives funds from ARP ESSER:

  1. Shall reserve not less than 20 percent of such funds to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs, and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups described in section 1111(b)(2)(B)(xi) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b}(2}(B}(xi)), students experiencing homelessness, and children and youth in foster care; and

 

Shall use the remaining funds for any of the following:

  1. Any activity authorized by the Elementary and Secondary Education Act of
  2. Any activity authorized by the Individuals .with Disabilities Education
  3. Any activity authorized by the Adult Education and Family Literacy Act.
  4. Any activity authorized by the Carl Perkins Career and Technical Education Act of 2006.
  5. Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to
  6. Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each
  7. Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational
  8. Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious
  9. Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such
  10. Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the Individuals with Disabilities Education

 

Act and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.

  1. Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and children with disabilities, which may include assistive technology or adaptive
  2. Providing mental health services and supports, including through the implementation of evidence­ based full-service community
  3. Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster
  4. Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including by-
    • administering and using high-quality assessments that are valid and reliable, to accurately assess students' academic progress and assist educators in meeting students' academic needs, including through differentiating instruction;
    • implementing evidence-based activities to meet the comprehensive needs of students;
    • providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment; and
    • tracking student attendance and improving student engagement in distance
  5. School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health
  6. Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non-mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and
  7. Developing strategies and implementing public health protocols including, to the greatest extent practicable, policies in line with guidance from the Centers for Disease Control and Prevention for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other
  8. Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational

 

Non-Allowable Use Cases

 

The Department generally does not consider the following to be an allowable use of ESSER funds, under any part of section 313:

  1. subsidizing or offsetting executive salaries and benefits of individuals who are not employees of the LEAs
  2. expenditures related to state or local teacher or faculty unions or associations

 

Funding

 

The USBE intends to award funding to eligible LEAs based on FFY 2020 Title I-A allocations as directed by the U.S. Department of Education. The USBE has also established a base allocation for all LEAs using the state set aside as we did with the original ESSER I and ESSER II awards.

 

One-Time Funding

LEAs should note that the ARP ESSER is one-time funding that must be utilized by September 30, 2023 and plan expenses accordingly.

 

(Please note, due to the federal Tydings Amendment, awardees have an additional 12-months to submit final reimbursement paperwork, which is the 09/30/24 date referenced in the fact sheet. We are encouraging all of our LEAs to make plans to spend by the end of the award period 09/30/23.)

 

Equitable Services:

An LEA that receives ARP ESSER funds under this grant is not required to provide equitable services to non-public school students and teachers with the ARP ESSER funding. The Utah State Board of Education is administering the new Emergency Assistance for Non-Public Schools (Utah EANS Website) program, which allows non-public schools to seek equitable services directly from USBE.

 

Maintenance of Records:

Records pertaining to this award under 2 C.F.R. 200.334 and 34 C.F.R. 76.730, including financial records related to use of grant funds, must be retained separately from the LEAs original ESSER I funds awarded in 2020 and ESSER II awarded in 2021.

 

Application Deadline: September 17, 2021 at 5:00 PM in the Utah Grants Management System

 

Applications will be reviewed on a rolling basis through the Utah Grants Management system. Most outcomes are determined within 2-3 business days from submission.

 

USBE Points of Contact:

 

Sara Harward

CARES Educational Specialist, USBE [email protected]

 

Sarah Young

Director of Strategic Initiatives, USBE [email protected]


 

LEA Application

Please complete the fields below on pages 5-15 that are highlighted for response and upload to the Utah Grants Management System along with the budget request:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PROPOSED USE OF FUNDS

Below we are asking each LEA to provide an explanation of how the LEA intends to use the funds? ESSER funds in alignment with the allowable use cases described by the U.S. Department of Education. We encourage LEAs to prioritize evidence-based practices and call those out in their narrative.

 

1.     UNDERSTAND & ASSESS: Student Academic and Social Emotional Needs

 

USBE encourages LEAs to complete a needs assessment before determining how their portion of ESSER funds will be used. LEAs should follow existing needs assessment protocols to determine the most valuable and targeted use of ESSER funds. A needs assessment should include a review of the current state as compared to the desired state, the identification of barriers to reaching the desired state, and an analysis of the potential sources of the identified barriers.

 

  1. Impacts of COVID-19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19.

 

Like most students in the United States, students attending Summit Academy have been, and continue to be, greatly affected by the COV/0-19 pandemic. The LEA has taken steps to measure the exactly how students have been affected so that it can best plan and implement strategies to get students back on track to meet their educational needs. These measurements have been done through LEA-wide assessments in reading and math as well through surveys focused on measure the SEL needs of individuals.

 

According to data collected through Acadience testing, Summit Academy recognizes a significant dip in students' scores in both the language arts and mathematics. However, it have been ]determined


 

through looking at grade-level cohorts and how they have progressed through BOY, MOY, and EOY testing that scores declined the most in reading. While some data suggests a small retardation in the growth of student achievement, other data suggests an overall decline in student understanding of concepts. Reading scores are not on-track to meet the needs of the students. This decline in educational progress is more prominent in students from low-income families and students considered English language learners.

 

2.   DESIGN: LEA ARP ESSER Plan and Aligned Budget

 

In building budgets, please keep in mind that federal funds should be utilized to supplement your state and local funds. The ARP ESSER budget submitted through the Utah Grants Management System does not have to include state and local funds, but their availability and utilization should be considered the foundation for building recovery and acceleration plans. As you are braiding various state and federal funds, be mindful that some funds expire at different times than others. The increased federal funds will enhance the opportunities that you can offer, but we encourage you to think holistically as you assess your LEA's situation and make plans for academic recovery and acceleration.

 

  1. Plan to Address Accelerated learning: Please provide a narrative response for how your LEA plans to use at least 20 percent of funds to address accelerated learning through the implementation of evidence-based interventions (e.g., providing intensive or high-dosage tutoring or accelerating learning), such as summer learning or summer enrichment, extended day, comprehensive after-school programs, or extended school year programs, and ensure that those interventions respond to students' social, emotional, and academic needs and address the disproportionate impact of COVID-19 on underrepresented student

 

The ARP Act defines the term "evidence-based" as having the meaning in section 8101(21) of the ESEA. Accordingly, "evidence-based" includes several tiers of evidence. Specifically, "evidence-based," when used with respect to a State, LEA, or school activity, means an activity, strategy, or intervention that:

  • Demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on-
    • Strong evidence from at least one well-designed and well-implemented experimental study ("tier 1");
    • Moderate evidence from at least one well-designed and well-implemented quasi-experimental study ("tier 2"); or
    • Promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias ("tier 3"); or
  • Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention ("tier 4").

 

Given the novel context created by the COVID-19 pandemic, an activity need not have generated such evidence during the COVID-19 pandemic to be considered evidence-based. The


 

Department's What Works Clearinghouse (available at https://ies.ed.gov/ncee/wwc/ identifies the tier of evidence that reviewed studies meet, as applicable. As part of the "demonstrates a rationale (tier 4}" level of evidence, grantees may develop and use approaches that are novel, if they are consistent with theoretical and empirical findings from research and the grantee will continue to review the effects of the practice to build the evidence base. Developing a logic model can help to demonstrate a rationale. Logic model resources are available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp.

 

  1. Narrative for how your LEA plans use at least 20% of the total ARP ESSER award to address accelerated learning through the implementation of evidence-based

Nearly 85% of granted funds will go directly towards implementing and sustaining educational programs meant to address the challenges that have grown during the COV/D-19 Pandemic. Summit Academy will focus on three different accelerated learning projects which are evidence-based. These projects will also provide the LEA data that will provide the evidence needed to show that these supports are effective and a good use of funding.

Project 1 - Tier II Reading Intervention Program {3% of funding)

Due to declining reading scores for some students, resulting from the COVID-19 Pandemic, Summit Academy is creating a Tier II reading intervention program targeting students in grades 7 and 8. This program is designed to address the needs of students who have struggled more than others in reaching reading benchmarks. Students are selected for this program using Acadience assessment data as a screener. Those students who are in the most need are being placed in a pull-out class were they have access to staff and resources intended to address the their needs. Part of this program will include the use of Read 180 to supplement the Tier I instruction they are receiving in the classroom.

Project 2 - Tier I Reading Support (21% of funding)

Summit Academy will purchase licenses for all students to have access to the Lexia Literacy Program. Grades K-5 will have access to Lexia Cores Reading while grades 6-8 will have access to Lexia PowerUp Literacy. Access to these literacy program directly supports the instruction in literacy that students get in the classroom. Lexia is a research-based and proven instructional tool which allows students to use technology resources to improve their literacy skills.

Project 3 -Summer Learning Program {61% of funding)

Summit Academy implemented a summer learning program in 2021 that was directed towards all students who needed additional support due to the COV/D-19 Pandemic. Students were able to receive additional instruction in math and literacy. The purpose of this program is to assist any student who needs addition educational time with teachers to make up for learning loss.

 

Summit Academy plans on using the funds granted through ARP ESSER to continue this summer learning program in 2022. The funding will go toward the salaries and benefits of


 

teachers who work outside of their contracted days to run this program. Students will be invited to this program based on their scores on MOY and EOY assessments in math and literacy.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ii.          Please complete the table below for each of the activities that you will be pursuing to address learning loss.

 

Evidenced- based Activity Description

Timeframe for Implementation

Estimated Total Budget for Activity

Data Source for Measuring Effect (ex. Attendance, Acadience, RISE, ACT Aspire, local measure, etc.)

-     Disaggregat

ed by specific student subgroups

Baseline Measure from 2018-

2019 or

2019-2020

(as applicable)

Target for measured effect· at conclusion of activity

Tier II Reading Intervention Program

August 2021 - May 2022

$10,000

Acadience, RISE, and local measures disaggregated by specific student subgroups

Acadience and RISE data from the EOY assessment in Spring 2021 and assessment given in Fall 2021

40 Students who qualify for this intervention will be up to grade level by the end of the year, as measured by Acadience and RISE testing.


 

 

Tier I Reading Support through Lexia

August 2021 - May 2022

$73,000

End of Year (EoY) Acadience Reading Scores for students in grades 1-8 in the yellow or red ranges disaggregated by student subgroup

Acadience data from the BOY assessment given in Fall 2021

3% growth in 2nd Grade Acadience composite scores on the EDY assessment as measured with the BOY scores.

Summer Learning Program and other additional interventions

June 2022-July 2022

$210,000

Beginning of Year Fall 21 (BoY) Acadience Reading Scores for students in grades 1-8 in the yellow or red ranges disaggregated by student subgroup

End of Year 21 (EoY)

Acadience Reading Scores for students in grades   1-8 in the yellow or red ranges disaggregat ed by student subgroup

Increase 5% of student scores on BoY testing in Reading and Math for those who attend  the Summer Learning Program.

 

 

  • What is your process for evaluating the success of the above activities and revising your ARP ESSER plan to reflect improvements?

 

All three of these programs will produce quantitative data which will allow the LEA to adjust as needed. Middle of the year testing will be the first formal opportunity measure the effectiveness of the Tier II and Tier I literacy programs. This will be followed up with both RISE and Acadience testing, in addition to in-house EOY assessments. As data is analyzed, adjustments to the programs will be made. Potential revisions may include the amount of time students spend utilizing the programs and which students are part of the Tier II program.

 

The Summer Learning Program will be evaluated through the BOY assessments in the Fall of 2022. The LEA is already plans on adjusting the program based on the experience of doing a summer learning program in 2021. Revisions to the program may include scheduling, curriculum, and technology resources.

 

 

 

iv.         How will 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 experiendng homelessness, children and youth in foster care, and migratory students USBE encourages LEAs to reference their needs assessment to support their narrative.

In addition to BoY testing, a survey measuring the learning needs and the socio/­ emotional needs of all students was sent to homes at the beginning of the 21-22 school year. With the data returned, the LEA can determine academic needs of all students, especially students who come from low-income families and who are considered ELL. This survey has been especially helpful in addressing the SEL needs of our students as they work through the COV/D-19 pandemic.

B.     Plan for remainder of funds:

 

Please provide a narrative response that details your LEA ARP ESSER plan for the remaining funds in alignment with the allowable use cases. We recommend you call out the federal use case language and category number in your response, as well as including your budget narrative from the Utah Grants Management System.

 

Summit Academy plans to use the remaining funds to support students' needs in two additional areas. These areas are as follows.

 

Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for on/ine learning to all students, providing guidance for carrying out requirements under the Individuals with Disabilities Education Act and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.

 

Summit Academy will use 15% of the funding to support students' needs in distance learning. This will be done through purchasing access to online content through Edgenuity. This content will be used to help those students who are not yet able to attend in-person classes due to health concerns or other factors arising from the COV/D-19 pandemic. Students are able to continue their learning with quality online instructions, supported by our teaching staff

 

Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and children with disabilities, which may include assistive technology or adaptive equipment.

 

A small part of the money, 6%, will be used to purchase hardware and technology for student use in the classroom to support students needing additional support due to the pandemic. These purchases will increase the abilities of students and instructors to interact with each other, including students with disabilities those considered low-income.

 

3.  Implementation and Policy


 

A.    LEA Safe Return to In-Person Instruction Commitment

 

An LEA that receives ARP ESSER funds must, within 30 days of receiving the funds, make publicly available on its website a plan for the safe return to in-person instruction and continuity of services by addressing the mitigation strategies described by the federal legislation and interim final rule. Before making the plan publicly available, the LEA must seek public comment on the plan.

 

We recognize that for most Utah LEAs, schools are already providing this in-person instruction. The requirements outlined below are in in compliance with the ARP ESSER award, and should speak to the plans for school in fall 2021. Please complete the "LEA Response" within the table below for each of the mitigation strategies describing if the LEA has any policies and what those policies are for the given mitigation strategy.

 

Mitigation strategy

USBE and UDOH Guidance Resources

.

LEA Response:

.                         ..

Universal and correct wearing of masks

https://coronavirus.utah.gov/mask/

 

https://www.cdc.gov/coronavirus/201 9-ncov/prevent-getting-sick/cloth- face-cover-guidance.html

 

https:1/coronavirus-

download. utah.g_ov!_School!_COV/0-

Our LEA will continue to work with the Salt Lake County Health Department to determine the policies and actions that are necessary to respond to the current status of COV/0-19 in our context.

19 School Manual FINAL.pd[-page

105-109

Physical distancing (e.g., including use of cohorts/podding)

f1.m2s :1/coronavirus-

download. utah.gov!_School!_COV/O-

We will continue to use the guidelines reflected in the COV/0-19 school manual.

19 School Manual FINAL.pd[ -page

101-102

Handwashing and respiratory etiquette

https:1/coronavirus-

download. utah.g_ov!_School!_CO V/O-

In addition to practices already in place, we will continue to use the guidelines reflected in the COV/0-19 school manual.

19 School Manual  FINAL.pd[-page

109-111

Cleaning and maintaining healthy facilities, including improving ventilation

https:1/coronavirus-

download. utah.gov!_Schooli_COV/0-

Summit Academy is committed to maintaining healthy facilities and will continue to follow the guidance found in the COV/0-19 school manual.

19 School Manual FINAL.pd[ -page

75-84


 

Contact tracing in combination with isolation and quarantine, in collaboration with the State, local, territorial,  or Tribal health departments

ht!Qs:1/coronavirus-

download. utah.g_ov!._School!._COV/0-

Summit Academy works closely with their assigned representatives at the Salt Lake County Health Department to do contract tracing and notification following the guidance found in the COV/0-19 school manual.

 

The LEA continues to maintain accurate records to ensure that proper quarantine and isolation procedures are followed.

19 School Manual FINAL.edt- page

27-35

Diagnostic and screening testing

httes://coronavirus-

download. utah.g_ov!._School!._COV/0-

The LEA will continue to follow the COV/0-19 school manual to determine when and how testing is done. The LEA has access to the supplies through the State of Utah to provide screening when the Test to Stay is procedure is needed.

19 School Manual FINAL.edt -page

37-43; 46-51; 52-56

Efforts to provide vaccinations to educators, other staff, and

students, if eligible

httes:1/coronavirus-

download. utah.g_ov!._Schoo/!._COV/0-

The LEA encourages all staff and students of eligible for the vaccine to get the vaccine through a qualified medical professional.

19 School Manual  FINAL.edt-page

57-59

Appropriate accommodations for children with disabilities with respect to the health and safety policies

httes:1/coronavirus-

download.utah.g_ov!._School!._COV/0-

The LEA is committed to protecting the rights of all students and staff in need of accommodations due to disabilities. The LEA agrees to follow all recommendations given in the COV/0- 19 school manual.

19 School Manual FINAL.edt -page

106, 109, 114

 

  1. Please provide a link to your website where you will post this plan within 30 days ofreceiving the funds, to make it publicly available as required in federal legislation and This link will be made available on the USBE website and be provided to the U.S. Department of Education.

 

https://www.summitacademyschoo/s.org

 

4.  GEPA Section 427 (20 U.S.C. 1228a) Compliance

 

  1. LEA Description of GEPA Compliance

 

Please describe how the LEA will comply with the requirements of GEPA Section 427 (20 U.S.C. 1228a). Comprehensive GEPA requirements are listed under the assurances section of this document. Your description must include information on the steps the LEA proposes to take to permit students,


 

teachers, and other program beneficiaries to overcome barriers (including barriers based on gender, race, color, national origin, disability, and age) that impede access to, or participation in, the program.

 

Description of GEPA Compliance:

 

In line with the LEA's mission statement, Summit Academy complies with all requirements of GEPA Section 427. The LEA assures that if there is any barrier that may arises preventing or limiting access to this program based on gender, race, color, national origin, disability, or age, the LEA will make the necessary accommodations. Further information in regards to policies ensuring GEPA compliance may be found at https://www.summitacademyschools.org/apps/pages/board-policies.

 

 

ASSURANCES

The superintendent or charter school director assures the following:

 

Plan Development and Approval Requirements

  • The LEA must engage in meaningful consultation with stakeholders, including, but not limited to:
  1. students;
  2. families;
  • school and district administrators (including special education administrators); and
  1. teachers, principals, school leaders, other educators, school staff, and their
  • The LEA must also engage in meaningful consultation with each of the following to the extent present in or served by the LEA:
  1. Tribes;

1i.         civil rights organizations (including disability rights organizations); and

tii.          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 LEA assures that the public has been provided the opportunity to provide input to the development of this
  • The LEA has taken the public input into account in developing this
  • The local school board has adopted the LEA's plan for the use of ARP ESSER funds in an open and public

 

Programmatic Requirements

 

  • LEA plans to use at least 20 percent of funds to address accelerated learning through the implementation of evidence-based interventions and ensure that those interventions respond to students' social, emotional, and academic needs and address the disproportionate impact of COVID-19 on underrepresented student
    • To put a greater focus on social and emotional learning the Utah State Board of Education will be using the term "accelerated learning" in place of "learning loss" and assure that the use of this term is in alignment with the federal use of "learning "
    • . The LEA will only use the ARP ESSER grant Coronavirus Relief Fund to cover costs that-
    • Are necessary expenditures incurred due to the public health emergency with respect to the Coronavirus Disease 2019 (COVID-19)
  • The LEA will implement evidence-based interventions, as required by section 2001(e)(1) of the ARP Act

 

  • The LEAs 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, gender, English learners, children with disabilities, students experiencing homelessness, children and youth in foster care, and migratory students), as required by section 2001(e)(l) of the ARP Act
  • 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-pla n/ american-rescue-pla n-elementary-and-seco ndary­ schooI-emergency-reIief/ (ARP ESSER requirements) 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
    • Before making the plan publicly available, the LEA must seek public comment on the
    • The LEA ARP ESSER plan includes adoption or the extent of adoption of the policies and strategies that provide 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 in the LEA ARP ESSER plan
    • The LEA will periodically review and revise their plan for the safe return to in-person instruction and continuity of services, no less frequently than every six months for the duration of the ARP ESSER grant (through September 30, 2023) as part of the grant administration and monitoring
      • Each LEA will be required to submit an assurance that this step has been completed

during COVID-19 relief funding reporting and fiscal year close out occurs twice a year. This step will be required, and LEA reimbursements will be placed on hold until the assurance and submission of updated link has been provided to USBE.

  • All posted LEA plans have a point of contact and/or survey form included on the website where the plan for the safe return to in-person instruction and continuity of services is published to allow for public feedback and input throughout the calendar
  • The LEA will consider all public feedback in reviewing and making any revisions to the plan. The plan and any subsequent and substantive changes will be required to be approved by the local LEA school board in a public
  • An LEA that receives ARP ESSER funds under this grant is not required to provide equitable services to non-public school students and teachers with the ARP ESSER All non-public schools can seek funding support from USBE through the Emergency Assistance for Non-Public Schools (EANS) program. Please refer them to the USBE website: https:ljschools.utah.gov/coronavirus?mid=4985&aid=10
  • When issuing statements, press releases, requests for proposals, bid solicitations and other documents describing projects or programs funded in whole or in part with Federal money, U.S. Department of Education grantees shall clearly state:
    • the percentage of the total costs of the program or project which will be financed with Federal money;
    • the dollar amount of Federal funds for the project or program; and
    • the percentage and dollar amount of the total costs of the project or program that will be financed by non-governmental
    • Recipients must comply with these conditions under Division B, Title V, Section 505 of Public Law 115-245, Consolidated Appropriations Act,
  • Grantees and subgrantees that receive grant funds under programs of the Department are responsible for maintaining internal controls regarding the management of Federal program funds under the Uniform Guidance in 2 CFR 302 and 200.303. In addition, grantees are responsible for ensuring that subgrantees are aware of the cash management and requirements in 2 CFR part 200, subpart D.

 

Fiscal Requirements

 

  • Grantees and subgrantees that receive grant funds under programs of the Department are responsible for maintaining internal controls regarding the management of  Federal program funds under the Uniform Guidance in 2 CFR 302 and 200.303. In addition, grantees are responsible for ensuring that subgrantees are aware of the cash management and requirements in 2 CFR part 200, subpart D.

 

Local Educational Agency Maintenance of Equity for High-Poverty Schools

 

  • Section 2004(c) of the ARP Act stipulates that an LEA, as a condition of receiving ARP ESSER funds under section 2001, a local educational agency shall not, in fiscal year 2022 or 2023-
    • Reduce per-pupil funding (from combined State and local funding) for any high-poverty school served by such local educational agency by an amount that exceeds-
      • The total reduction in local educational agency funding (from combined State and

local funding) for all schools served by the local educational agency in such fiscal year (if any); divided by

  • The number of children enrolled in all schools served by the local educational

agency in such fiscal year; or

  • Reduce per-pupil, full-time equivalent staff in any high-poverty school by an amount that exceeds-
    • The total reduction in full-time equivalent staff in all schools served by such local

educational agency in such fiscal year (if any); divided by

  • The number of children enrolled in all schools served by the local educational agency in such fiscal year.
  • Exception: The above condition shall not apply to a local educational agency in federal fiscal year 2022 or 2023 that meets at least 1 of the following criteria in such fiscal year:
    • Such local educational agency has a total enrollment of less than 1,000
    • Such local educational agency operates a single
    • Such local educational agency serves all students within each grade span with a single
    • Such local educational agency demonstrates an exceptional or uncontrollable circumstance, such as unpredictable changes in student enrollment or a precipitous decline in the financial resources of such agency, as determined by the Secretary of

 

Reporting Requirements for ARP ESSER

 

As described in the Grant Award Notification ("GAN"), USBE will 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:

 

  • The LEA will comply with all reporting requirements at such time and in such manner and contain such information as the federal government, state lawmakers, and USBE may reasonably require in the
    • Records pertaining to this award under 2 C.F.R. 334 and 34 C.F.R. 76.730, including financial records related to use of grant funds, must be retained separately from the LEAs ESSER I funds (awarded in 2020) and ESSER II funds (awarded in 2021).
  • How the LEA is developing strategies and implementing public health protocols including, to the greatest extent practicable, policies and plans in line with the CDC guidance related to mitigating COVID-19 in schools;

 

  • Overall plans and policies related to LEA 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;
  • 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;
  • 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 may be necessary to ensure accountability and transparency of ARP ESSER

 

Records Retention

  • The LEA will cooperate with any examination of records with respect to ARP ESSER grant by making records available for inspection, production, and examination, and authorized individuals available for interview and examination, upon the request of (i) the governor; (ii) the Department of Education and/or its Inspector General; or (iii) any other federal agency, commission, or department in the lawful exercise of its jurisdiction and

 

General Education Provisions Act (GEPA) Requirements for LEAs

Section 442 (20 U.S.C. 1232e} Assurances

 

  • Any LEA receiving funding under this program will have on file with the SEA a set of assurances that meets the requirements of section 442 of the General Education Provisions Act (GEPA) {20 U.S.C. 1232e).
  • To the extent applicable, an LEA will include in its local application a description of how the LEA will comply with the requirements of section 427 of GEPA (20 S.C. 1228a). The description must include information on the steps the LEA proposes to take to permit students, teachers, and other program beneficiaries to overcome barriers (including barriers based on gender, race, color, national origin, disability, and age) that impede equal access to, or participation in, the program.
  • The LEA will administer ARP ESSER funds in accordance with all applicable statutes, regulations, program plans, and applications;
  • The control of funds provided to the LEA, and title to property acquired with those funds, will be in a public agency and that a public agency will administer those funds and property;
  • The LEA will use fiscal control and fund accounting procedures that will ensure proper disbursement of, and accounting for, ARP ESSER funds paid to that agency;
  • The LEA will make reports to the governor and to the S. Secretary of Education as may reasonably be necessary to enable the governor and the Secretary to perform their duties and that the local educational agency will maintain such records, including the records required under section 443, and provide access to those records, as the governor or the Secretary deem necessary to perform their duties;

 

  • The LEA will provide reasonable opportunities for the participation by teachers, parents, and other interested agencies, organizations, and individuals in the planning for and operation of ARP ESSER fund expenditures;
  • Any application, evaluation, periodic program plan or report relating to ARP ESSER will be made readily available to parents and other members of the general public;
  • In the case of any project involving construction-
    • The project is not inconsistent with overall State plans for the construction of school facilities, and
    • In developing plans for construction, due consideration will be given to excellence of

architecture and design and to compliance with standards prescribed by the Secretary under section 504 of the Rehabilitation Act of 1973 in order to ensure that facilities constructed with the use of Federal funds are accessible to and usable by individuals with disabilities

  • The LEA has adopted effective procedures for acquiring and disseminating to teachers and administrators participating in each program significant information from educational research, demonstrations, and similar projects, and for adopting, where appropriate, promising educational practices developed through such projects; and
  • None of the funds expended under ARP ESSER will be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity or its employees or any affiliate of such an

 

Assurance on Lobbying (34 CFR part 82)

The undersigned certifies, to the best of his or her knowledge and belief, that:

  1. No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative
  2. If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form­ LLL, "Disclosure Form to Report Lobbying," in accordance with its instructions
  3. The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose

 

 

This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.


 

To the best of my knowledge and belief, all of the information and data in this certification and agreement are true and correct. I acknowledge and agree that the failure to comply with all Assurances and Certifications in this Agreement, all relevant provisions and requirements of the American Rescue Plan Act or ARP Act, Text - H.R.1319 - 117th Congress (2021-2022): American Rescue Plan Act of 2021. (2021, March 11). https://www.congress.gov/bill/117th-congress/house-bill/1319/text, or any other applicable law or regulation may result in liability under the False Claims Act, 31 U.S.C. § 3729, et seq.; 0MB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485; and 18 USC§ 1001, as appropriate.

 

Superintendent or Charter School Director (Typed Name): Michael Clark

 

Telephone: (801) 572-9007

 

Signature of Superintendent or Charter School Director*:.

 

 

C::--- - -                                      

 

Date:

I /1r/z,1

 

*Digital signatures are preferred and require a timestamp for authentication. If a digital signature is not possible, USBE will accept a handwritten signature uploaded as a PDF.