Planning Resources for Educational Agencies

A Note to Education Agencies

The American Rescue Plan Elementary and Secondary School Emergency Relief Fund (ARP ESSER) provides nearly $122 billion to States to support schools in safely reopening and addressing the wide-ranging impact of COVID-19 on students. At least half of the state’s allocation and at least 20% of the district’s allocation must address learning loss using evidence-based interventions as defined in 2015 ESSA law.

State educational agencies (SEAs) were asked to submit their plans for the use of ARP ESSER funds to the Department of Education by June 7th.  You can view state plans here. The site also tracks which ones have been approved. 

In these plans, SEAs have to communicate how they plan to use their share of the funds to support students, specifically addressing the academic impact of lost instructional time and its disproportionate impact on certain groups of students. States are required to use evidence-based interventions, like high quality tutoring. ProvenTutoring programs are eligible interventions because they have been proven effective through rigorous research and are evidence-based as defined in 2015 ESSA law. State plans also include the guidance that will be provided to districts in the development of their plans.

Local educational agencies (LEAs) are currently designing their plans for Fall 2021. All LEAs must use at least 20% of their funds to address learning loss with evidence-based interventions. Below are sample descriptions for ProvenTutoring programs that can be incorporated into LEA plans. These descriptions were written to address a specific section in the State Plan template: Part D. Maximizing State-Level Funds to Support Students, #1 Academic Impact of Lost Instructional Time. This is the section in the template that requires states to discuss the evidence-based interventions they would like to use to address learning loss.

Each program description includes the following:

  • Description of the evidence-based intervention;
  • Extent to which it will be evaluated;
  • How the evidence-based interventions will specifically address the disproportionate impact of COVID-19 on certain groups of students; and
  • How programs can support the identification of students who lost the most instructional time.

Please note that, in some cases, a specific state is mentioned in the descriptions as an example. It does not mean the state has adopted the program.

Link to State Plan Template

Program Descriptions for State Plans

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