COVID-Related State and Federal Preliminary One-Time Funding

  • Below are summaries of how specific funding types may be spent by a Local Education Agency (LEA).

  • Learning Loss Mitigation Fund 

     

    The Learning Loss Mitigation Funds (LLM) shall be used for activities that directly support pupil academic achievement and mitigate learning loss related to COVID-19 school closures, and shall be expended for any of the following purposes:

    • Address learning loss or accelerating progress to close learning gaps through learning supports before the start of the school year and into the school year.
    • Extending instructional school year or take any other action that increases the amount of instructional time/services provided based on student learning needs.
    • Provides additional academic services, instructional materials or supports, or devices/connectivity.
    • Provides integrated supports to address learning barriers and training to teachers and parents, access to school meals, or socio-emotional programs.

     

    Examples of allowable uses include:

    • Incremental cost to provide core/base services under physical distancing guidelines: lower class size
    • Any technology for in-person or distance learning, including access/connectivity, software, LMS, subscriptions, text adoptions with online resources
    • Teacher and parent professional learning.
    • Program enhancements
    • “Repurposed” staff protected by layoff prohibition

     

    Elementary & Secondary School Emergency Relief Funds CARES ACT- ESSER I

     

    Allowable uses for ESSER are listed in twelve board categories:

    1. Any purpose authorized by ESEA as amended by ESSA, IDEA, the Adult Education & Literacy Act, the Perkins CTE Act and the McKinney Vento Homeless Assistance Act;
    2. Coordination of preparedness and response efforts with public health;
    3. Providing principals and other school leaders with the resources necessary to address the needs of their individual schools;
    4. Activities to address unique needs of low-income students, students with disabilities, English learners, racial and ethnic minorities, homeless and foster youth;
    5. Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies;
    6. Training and professional development for staff on the LEA on sanitation and minimizing the spread of infectious disease;
    7. Purchasing supplies to sanitize and clean the buildings operated by LEAs;
    8. Planning for and coordinating during long-term closure, including providing meals to eligible students, providing technology for online learning for all students, providing guidance for carrying out requirements under IDEA and ensuring other educational services can continue to be provided consistent with all requirements;
    9. Purchasing educational technology (including hardware, software, and connectivity) that aids in regular and substantive educational interaction between students and classroom instructors;
    10. Providing mental health services and supports;
    11. Planning and implementing activities related to summer learning and supplemental afterschool programs and addressing the needs of low-income students with disabilities, English Learners, migrant students, foster youth, and students experiencing homelessness;
    12. Other activities that are necessary to maintain the operation of and continuity of services and continuing to employ existing staff.

     

    Elementary & Secondary School Emergency Relief Funds Coronavirus Response and Relief Supplemental Appropriation Act (CRRSAA) - ESSER II

     

    The CRRSAA Action Section 313(d) added 3 new broad categories of allowable use identified below. Although the language is new to CRRSAA, the US Department of Education has indicated ESSER I funds may also be used for these purposes:

     

    1. 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, including by:
      1. Administering and using high-quality assessments that are valid and reliable
      2. Implementing evidence-based activities to meet the comprehensive needs of students
      3. Providing information and assistance to parents and families on how they can effectively support students
      4. Tracking student attendance and improving student engagement in distance education
    2. School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
    3. 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 replacement. 

     

    Elementary & Secondary School Emergency Relief Funds ARP - ESSER III

     

    The overarching purpose drops “to prevent, prepare for, and respond to coronavirus” and instead states the purpose is to “carry out this section.”

     

    • Must reserve at least 20% of the grant amount for learning loss mitigation
      • Through the implementation of evidence-based interventions, such as summer learning, extended day, comprehensive after school 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 following student subgroups (I) each major racial and ethnic group; (II) economically disadvantaged students as compared to students who are not economically disadvantaged; (III) children with disabilities as compared to children without disabilities; (IV) English proficiency status; (V) gender; and (VI) migrant status, students experiencing homelessness, and children and youth in foster care

     

    Additional allowable uses under ESSER III include:

    • Developing strategies and implementing public health protocols including, to the greatest extent practicable, policies in line with guidance from the CDC for the reopening and operation of school facilities. USED has identified this activity is allowable in using ESSER I and II grant funds.

     

    Activities that are NOT authorized under ESSER III (vs. ESSER I & II):

    • Activities authorized by the McKinney Vento Homeless Students Act because there is dedicated funding in the ARP for students experiencing homelessness.
    • Providing principals and other school leaders with the resources necessary to address the needs of their individual schools is NOT an authorized activity under ESSR III

     

    Equitable Services provision does NOT apply to ESSER III

    • Congress set aside funding in the ARP for the Emergency Assistance to Non-public schools (EANS) program. More information is available at https://www.cde.ca.gov/jf/cr/eansfaqs.asp. As a result, the requirement to consult with private schools regarding the equitable services requirement does not apply to ESSER III.
  • Elementary & Secondary School Emergency Relief Funds

     

    Construction costs:

    • May be charged to ESSER grants if the construction is needed to prevent, prepare for, and respond to the coronavirus
    • Requires prior written approval from CDE by submitting an application to EdReliefFunds@cde.ca.gov
    • Must meet general cost principles (reasonable, necessary, allocable)
    • Must follow federal procurement requirements
    • Must follow federal construction regulations including Davis-Bacon prevailing wage requirements
    • Must be timely implemented

     

    AB86 COVID-19 Relief & School Reopening

     

    In-Person Instruction:

    • In-person instruction grants may be used for any purpose consistent with providing in-person instruction for any pupil participating in in-person instruction including, but not limited to: 
      • COVID-19 esting
      • Cleaning and disinfection
      • Personal Protective Equipment
      • Ventilation and other upgrades necessary for health and safety
      • Salaries for staff providing in-person instruction or services, and
      • Social and mental health support services provided in conjunction with in-person instruction
    • Pursuant to EC Section 43520.5, in-person instruction means instruction under the immediate physical supervision and control of a certificated employee of the LEA while engaged in educational activities required of the pupil.
    • For the purposes of the IPI and ELO Grants, pursuant to EC Section 43504(b), in-person instruction may include hybrid models offering fewer than five days per week of in-person instruction, provided that the LEA is offering in-person instruction to the greatest extent possible

     

    Expanded Learning Opportunities

    • LEAs shall use at least 85% of the Extended Learning Opportunities grant for expenditures related to providing in-person services pursuant to the list of allowable costs that follows.
    • LEAs that forfeit In-Person instruction grant funds may use up to 10% of the grant to support school reopening for instructional services related to learning loss. Funds expended under this clause count toward the 85% requirement.
    • LEAs shall use at least 10% of the grant to hire paraprofessionals to provide supplemental instruction and support through the duration of this program, with a priority for full-time paraprofessionals. Intent is that LEAs prioritize the protections included for classified employees for the 2020-21 school year. The amounts required under this section count toward the 85% requirement.
    • LEAs may expend up to 15% of the grant to increase or improve services for pupils participating in distance learning or to support activities intended to prepare an LEA for in-person instruction. 

     

    Several supplemental instruction and support strategies may be supported with grant funds:

    1. Extending instructional time beyond requirements in 2021-22 and 2022-23
    2. Accelerate progress to close learning gaps with learning supports including but not limited to:
      1. Tutoring small group learning supports
      2. Learning recovery programs and materials
      3. Educator training in accelerated learning strategies and addressing learning gaps
      4. Integrated pupil supports to address other barriers to learning - health, counseling, or mental health services, access to school meals, before and after school programs, or programs to address trauma and SEL, or referrals for support for family or pupil needs
      5. Community learning hubs
      6. Supports for credit deficient pupils to complete graduation or grade promotion requirements and to increase or improve pupils’ college eligibility
      7. Other academic pupil services such as diagnostic, progress monitoring, & benchmark assessments
      8. Training for school staff on trauma-informed practices
    3. Integrated student supports to address other barriers to learning, such as the provision of health, counseling, or mental health services, access to school meal programs, before and after school programs, or programs to address student trauma and social-emotional learning, or referrals for support for family or student needs
    4. Community learning hubs that provide students with access to technology, high-speed internet, and other academic supports.
    5. Supports for credit deficient students to complete graduation or grade promotion requirements and to increase or improve students’ college eligibility.
    6. Additional academic services for students, such as diagnostic, progress monitoring, and benchmark assessments of student learning. 
    7. Training for school staff on strategies, including trauma-informed practices, to engage students and families in addressing students’ social-emotional health needs and academic needs.