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Students

UNDERSTANDING ESSER FUNDS FOR PUBLIC SCHOOLS

ESSER I Funds: Must be spent by September 30th, 2022

  • Facilitate continuity of learning

  • Measure and address the significant learning loss caused by a lack of in-person educational opportunities.

ESSER II Funds: Must be spent by September 30th, 2023

  • Addressing learning loss

ARP Funds: Must be spent by September 30th, 2024

  • Administering high quality assessments that are valid and reliable to assess academic progress and assist educators in meeting students’ academic needs

  • Implementing evidence-based activities 

  • Providing information and assistance to parents and families on how they can effectively support students  

  • Providing integrated support systems pulling together schools, families and the community Section 2001, Subtitle A.2.E & Subtitle A.2.L

  • Infuse data systems that inform continuous improvement for students (section 2001, subtitle A.2.N- learning recovery/assessment/family support for learning)



The EdPower product suite manages ESSER accountability with ease. Districts can pull in standardized test data, create assessments, manage performance goals, launch academic plans and interventions; all while offering student, class, school, district and state data longitudinally! Teachers benefit too with a fully automated evaluation and professional development platform! 

HOW CAN EDPOWER HELP?

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OVERALL APPLICABLE USES FOR ESSER FUNDS:

  • Providing resources necessary to address the needs of individual schools.

  • Activities to address the unique needs of low-income children or students

  • Purchasing educational technology (including hardware, software, and connectivity)

  • Addressing the academic impact of lost instructional time

  • 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

  • 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.

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  • Tracking student attendance and improving student engagement in distance education.

  • Address the Academic Impact of Lost Instructional Time

  • ANY activity under ESEA

  • ANY activity under IDEA

  • ANY activity under Adult Education and Family Literacy Act

  • ANY activity under Carl D Perkins Career and Tech Ed Act

  • ANY activity under subtitle B if VII McKinney-Vento Homeless Assistance Act

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CONFERENCES

According to the Uniform Grants Guidance, federal funds can be used for the following if they are properly accounted for and meet the reasonable and necessary standard:

  • Attending a conference, including registration, room, and travel

  • Hosting a conference, speaker fees, facility rental fees, and transportation costs, unless restricted by the federal program (not food)

  • Membership in business, technical, or professional organizations

  • Online professional courses

  • Subscription to a business, technical, or professional periodical

SOCIAL EMOTIONAL AND EQUITABLE OPPORTUNITIES

  • Expanded learning opportunities integrating SEL and academic learning in and out of school

  • Evidence based programs emphasizing developmentally appropriate and culturally affirming SEL competencies

  • Integrated support systems

  • Supporting structures for relationship centered practices

  • Staff well being

  • Professional learning promoting SEL and safe environments

  • Data systems informing continuous

          improvement

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WHAT DOES IT MEAN FOR A PROGRAM TO BE EVIDENCE-BASED?

“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”)

    • Promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias (“tier 3”)

    • 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

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