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Implementation of
Key Federal Education Policies in the
Wake of the
Coronavirus Pandemic
District Survey
2020–21
Notice of Confidentiality
Information collected for this study comes under the confidentiality and data protection requirements of the
Institute of Education Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses
to this data collection will be used only for statistical purposes. The reports prepared for the study will summarize
findings across the sample and will not associate responses with a specific district or individual. All of the
information you provide may be used only for statistical purposes and may not be disclosed, or used, in
identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). Districts
receiving funds under the Elementary and Secondary Education Act (ESEA) are expected to cooperate with
Department evaluations (Education Department General Administrative Regulations (EDGAR) (34 C.F.R. § 76.591)).
Paperwork Reduction Act of 1995
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 XXXX-XXXX. The approximate time required to complete the survey is estimated to be
45 minutes, including time for reviewing instructions, searching existing data sources, gathering and maintaining
the data needed, and completing and reviewing the collection of information. If you have any comments
concerning the accuracy of the time estimates or suggestions for improving this form, please write to: U.S.
Department of Education, Washington, DC 20202-4651.
INTRODUCTION
The United States Department of Education is examining the influence of the coronavirus pandemic on how states and districts
implement key provisions of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act
of 2015 (ESEA) and use federal funds, including those provided specifically to help districts recover from the pandemic. The study
includes surveys of officials from all state educational agencies and from a nationally representative set of school district officials.
•
This survey may require more than one respondent, given the scope of topics. There are four sections: school
operations; support for schools; measuring student and school improvement; and federal funding. We expect that a
district representative with broad knowledge of the district’s school system, such as the Deputy Superintendent or Chief of
Staff, would be well suited to respond to Sections 1 through 3 of the survey on school operations, support for schools, and
measuring student and school improvement. The district’s Deputy Superintendent of Finance would likely be the most
appropriate respondent for Section 4 of the survey on use of federal funds.
•
Districts will not be identified in reporting. The reports prepared for the study will summarize findings across the set of
districts and will not associate responses with a specific district or individual (see Notice of Confidentiality on cover).
•
Your district’s responses are critical to drawing lessons about the implementation of federal policies during the
pandemic. Districts receiving funds under ESEA are expected to cooperate with Department evaluations (Education
Department General Administrative Regulations (EDGAR) (34 C.F.R. § 76.591)).
The study, including this survey, is being conducted by Westat and its partner, Mathematica.
Click the Next Button to
Start the Survey
2
Initial Question on Comprehensive Support and Improvement Schools
Some of the questions in this survey vary depending on whether a district has any Comprehensive Support and
Improvement (CS) schools. CSI schools are those in the bottom 5 percent of all Title I schools and schools with graduation
rates below 67 percent, as defined under the ESEA for federal accountability. Please respond to the question below so we
ensure that your district receives the appropriate survey questions.
1-0.
Does your district have any Comprehensive Support and Improvement (CSI) schools? If you are unsure, please consult
your district’s contact for Federal Programs.
1□
Yes
0□
No
Click the Next Button to Continue
to Section 1 of the Survey
3
Section 1. School Operations
Definitions for this section
Hybrid in-person and remote learning occurs when groups of students receive a mix of in-person, in school
instruction and remote learning on alternating days or weeks, or with different start and end times to the school day.
Most students refers to the largest percentage of students.
Remote learning is a method of instruction in which teachers and students are in different locations and interact
through internet-based or non-internet-based mechanisms. It may include both synchronous (simultaneous, such as
in a teleconference or a phone call) and asynchronous (non-simultaneous, such as via email or paper packets)
interaction.
Synchronous instruction involves live delivery of instruction or interaction between the teacher and student(s)
such as a live whole-class, small group, or individual meeting via an online platform or in-person.
These definitions also are available to respondents by hovering over the words that appear in blue text in the survey.
This section asks how schools in your district are operating in terms of in-person or remote instruction and the amount
of instructional time during the 2020–21 school year.
1-1.
During the first month of the 2020–21 school year, what type of instruction did MOST students receive from your district
and its schools? (Select one response.)
1-2.
1□
In-person only, in school buildings
2□
Remote learning only
3□
Hybrid in-person and remote learning
4□
Other (Specify): ____________________________________________
During the first month after the New Year’s holiday in January 2021, what type of instruction did MOST students receive
from your district and its schools? (Select one response.)
1□
In-person only, in school buildings
2□
Remote learning only
3□
Hybrid in-person and remote learning
4□
Other (Specify): ____________________________________________
4
1-3.
From the start of this school year in fall 2020 through [today], for how many school days did your district close
school buildings districtwide for all in-person instruction in response to the coronavirus? [Note: We will prepopulate ‘today’ with date respondent is viewing the survey.]
Note: Count the number of school days your district closed school buildings to all students districtwide for in-person
instruction, with or without remote learning. Do not include school closures due to other emergencies such as weather-related
disruptions or for school holidays or break periods.
Number of school days district closed school buildings districtwide for in-person instruction as of [today]
1-4.
During this school year (2020–21), did your district require a minimum number of minutes that third grade
students in remote learning should receive synchronous instruction?
2□
Yes, our district set minimum number of minutes of synchronous instruction that is the same for all third grade
students in remote learning
1□
Yes, our district set minimum number of minutes of synchronous instruction that is different for some third grade
student subgroups in remote learning
0□
No, our district did not set any minimum number of minutes
NA □
Not applicable, our district had no remote student learning this school year (2020–21) or does not offer third grade
Q. 1-4 SKIP INSTRUCTION
Districts that answer “Yes, our district set minimum number of minutes of
synchronous instruction for all third grade students in remote learning,” go to
Q.1-5a.
Districts that answer “Yes, our district set minimum number of minutes of
synchronous instruction that is different for some third grade student
subgroups in remote learning” skip to Q.1-5b.
Districts that answer “No” or “NA” skip to Q.1-6.
1-5a.
What is the minimum number of minutes per day that all third grade students in remote learning should receive
synchronous instruction?
Note: Fill in the number of minutes per day most appropriate for your district’s requirement. If necessary, please change
requirements for minutes per class, half-day, or week into the average per full school day.
Minimum number of minutes per day that third grade students in remote learning should receive
synchronous instruction
5
1-5b. What is the minimum number of minutes per day that third grade students in remote learning should receive
synchronous instruction for the following groups?
Note: Fill in the number of minutes per day most appropriate for your district’s requirement. If necessary, please change
requirements for minutes per class, half-day, or week into the average per full school day.
STUDENTS WITH VARYING MINIMUM LENGTH OF SYNCHRONOUS INSTRUCTION TIME
a.
MINIMUM NUMBER
OF MINUTES PER DAY
Students with disabilities ........................................................................................
_________
b. English learners......................................................................................................
_________
c.
_________
Other category of students .....................................................................................
(Specify how the district defined these students): ________________________________________________
1-6.
Has your district routinely and systematically examined data on student participation in remote learning
activities?
Note: Data on student participation could include student log-ins, student interactions with teachers or online learning
platforms, or completion of assignments.
1□
Yes
0□
No
Q. 1-6 SKIP INSTRUCTION
Districts that answer “Yes” go to Q.1-7.
Districts that answer “No” skip to Q.1-9.
1-7.
Did your district routinely and systematically examine data on participation in remote learning for specific
schools, grade levels, or student subgroups?
1□
Yes
0□
No
Q. 1-7 SKIP INSTRUCTION
Districts that answer “Yes” go to Q.1-8.
Districts that answer “No” skip to Q.1-9.
6
1-8.
For which subgroups did your district routinely and systematically examine data on participation in remote
learning?
SELECT ONE RESPONSE
IN EACH ROW
STUDENTS RECEIVING PRIORITY
FOR IN-PERSON INSTRUCTION
YES
NO
a.
Students in low-performing schools ........................................................................................
1
0
b.
Students in specific grade levels ..............................................................................................
1
0
(Specify grade levels: PK K 1 2 3 4 5 6 7 8 9 10 11 12): ________________________________
c.
Students with disabilities ........................................................................................................
1
0
d.
English learners ......................................................................................................................
1
0
e.
Economically disadvantaged students .....................................................................................
1
0
f.
Homeless students, migrant students, or students in foster care..............................................
1
0
g.
Academically at-risk students ..................................................................................................
1
0
1
0
(Specify how the district defined these students): _____________________________________________________________
h.
Other category of students ......................................................................................................
(Specify how the district defined these students): _____________________________________________________________
1-9.
Has your district given priority to any groups of students for in-person, in-school instruction this school year
(2020–21)?
Note: Consider whether your district brought back certain groups of students before other students.
1□
Yes
0□
No
NA □
Not applicable, school buildings in the district have not opened this school year (2020–21)
Q. 1-9 SKIP INSTRUCTION
Districts that answer “Yes” go to Q.1-10.
Districts that answer “No” or “Not applicable” skip to Q.1-11.
7
1-10.
For which of the following groups of students has your district given priority for in-person, in-school instruction
this school year (2020–21)?
SELECT ONE RESPONSE
IN EACH ROW
STUDENTS RECEIVING PRIORITY
FOR IN-PERSON INSTRUCTION
a.
Students in specific grade levels ..............................................................................................
YES
NO
1
0
(Specify grade levels: PK K 1 2 3 4 5 6 7 8 9 10 11 12): ________________________________
b.
Students with disabilities ........................................................................................................
1
0
c.
English learners ......................................................................................................................
1
0
d.
Economically disadvantaged students .....................................................................................
1
0
e.
Students with no or limited access to remote learning technology (devices or internet
connections) ...........................................................................................................................
1
0
f.
Homeless students, migrant students, or students in foster care..............................................
1
0
g.
Academically at-risk students ..................................................................................................
1
0
1
0
(Specify how the district defined these students): _____________________________________________________________
h.
Other category of students ......................................................................................................
(Specify how the district defined these students): _____________________________________________________________
1-11.
Did your district receive a waiver from the state’s minimum instructional time requirement for the school year
2020–21 due to the coronavirus?
1□
Yes
0□
No
NA □
year
Not applicable, state has no requirement for a minimum number of instructional days, hours, or minutes this school
8
Section 2. Supports for Schools
Definitions for this section
Competency-based learning is a system of instruction, grading, or assessment based on students’ demonstrating
that they have learned the expected knowledge and skills needed to progress to the next academic content, grade,
or level.
Comprehensive Support and Improvement (CSI) schools are those in the bottom 5 percent of all Title I schools
and schools with graduation rates below 67 percent, as defined under ESEA for federal accountability. Content
refers to courses offered and assessed at the school level.
Lowest-performing schools refers to schools in your district that are lowest-performing based on overall low
achievement, low graduation rates, and/or low growth in student achievement; including any schools identified by
your state’s accountability system as lowest-performing or eligible for Comprehensive Support and Improvement
(CSI).
Most teachers refers to the largest percentage of teachers districtwide.
Professional development (PD) includes training seminars, workshops, or courses in large or small group settings
intended to develop staff capacity to perform in the topic area.
Remote learning is a method of instruction in which teachers and students are in different locations and interact
through internet-based or non-internet-based mechanisms. It may include both synchronous (simultaneous, such as
in a teleconference or a phone call) and asynchronous (non-simultaneous, such as via email or paper packets)
interaction.
Technical assistance includes any guidance or best practices resources your district developed or distributed,
referrals to other sources of information, and targeted communications or consultations with staff at individual
schools or groups of schools to provide advice. It does not include professional development or training.
Title I schools include those with targeted assistance and schoolwide Title I programs.
These definitions also are available to respondents by hovering over the words that appear in blue text in the survey.
9
The first set of questions asks about the kinds of support your district provided to schools this school year (2020–21).
2-1.
Has your district developed any new or updated guidance documents or resource materials on the following
topics for use this school year (2020–21)?
SELECT ONE RESPONSE IN EACH ROW
YES
NO
DON’T
KNOW
Curricula, standards, and subject matter content....................................................
1
0
DK
b. Remote learning strategies .....................................................................................
1
0
DK
c.
Specific strategies to help students catch up or accelerate learning .........................
1
0
DK
d. Supporting students’ social, emotional, and mental health needs ...........................
1
0
DK
Strategies to support physical distancing and other health or safety-related
procedures .............................................................................................................
1
0
DK
f.
Engaging students and families ...............................................................................
1
0
DK
g.
Specific ways to support English learners (ELs).......................................................
1
0
DK
h. Specific ways to support students with disabilities (SWDs) ......................................
1
0
DK
1
0
DK
TOPIC
a.
e.
i.
Specific ways to support other students with special needs (e.g., homeless
students, migrant students, students in foster care) ...............................................
Q. 2-1 SKIP INSTRUCTION
For each item where the district answers “Yes,” the item will appear in Q.2-2.
Districts that only answer “Yes” to three or fewer items will skip to Q.2-3.
10
2-2.
Indicate the three topics of new or updated guidance documents or resource materials on which your district
spent the most staff time and resources this school year (2020–21).
Note: The online form will allow districts to select at most three sources across all items listed.
SELECT ONE RESPONSE
IN EACH ROW
TOPIC AMONG THE TOP 3?
YES
NO
Curricula, standards, and subject matter content....................................................................
1
0
b. Remote learning strategies .....................................................................................................
1
0
c.
Specific strategies to help students catch up or accelerate learning .........................................
1
0
d. Supporting students’ social, emotional, and mental health needs ...........................................
1
0
e.
Strategies to support physical distancing and other health or safety-related procedures .........
1
0
f.
Engaging students and families ...............................................................................................
1
0
g.
Specific ways to support English learners (ELs).......................................................................
1
0
h. Specific ways to support students with disabilities (SWDs) .....................................................
1
0
1
0
TOPIC
a.
i.
Specific ways to support other students with special needs (e.g., homeless students, migrant
students, students in foster care) ............................................................................................
11
2-3.
During this school year (2020–21), did your district provide or arrange for professional development (PD) on the
following topics? Indicate whether the district provided or arranged for PD on the topic for no schools, some
schools, or all schools.
SELECT ONE RESPONSE IN EACH ROW
DISTRICT PROVIDED OR ARRANGED
FOR PD ON TOPIC FOR:
PROFESSIONAL DEVELOPMENT (PD) TOPIC
NO
SCHOOLS
SOME
SCHOOLS
ALL
SCHOOLS
a.
Curricula, standards, and subject matter content .........................................
1
2
3
b.
Remote learning strategies ...........................................................................
1
2
3
c.
Specific strategies to help students catch up or accelerate learning ..............
1
2
3
d.
Supporting students’ social, emotional, and mental health needs.................
1
2
3
e.
Strategies to support physical distancing and other health or safety-related
procedures ..................................................................................................
1
2
3
f.
Engaging students and families ....................................................................
1
2
3
g.
Specific ways to support English learners (ELs) ............................................
1
2
3
h.
Specific ways to support students with disabilities (SWDs) ...........................
1
2
3
i.
Specific ways to support other students with special needs (e.g., homeless
students, migrant students, students in foster care) .....................................
1
2
3
Q. 2-3 SKIP INSTRUCTION
For each item where the district answers “All schools,” the item will appear in Q. 2-4.
For each item where the district answers “Some schools,” the item will appear in Q. 2-5.
12
2-4.
Did your district provide or arrange for the same number of hours of professional development (PD) on the topic
for all schools? If not, identify the types of schools where the district provided or arranged for more hours of PD
on the topic?
[NOTE THAT ONLY DISTRICTS THAT RESPOND ‘YES’ TO QUESTION 1-0 WILL SEE THE CSI SCHOOLS COLUMN]
DID DISTRICT
PROVIDE OR
ARRANGE FOR
SAME NUMBER
OF HOURS OF PD
ON TOPIC
ACROSS
SCHOOLS?
IF NO, FOR WHICH SCHOOLS DID THE
DISTRICT PROVIDE OR ARRANGE
FOR MORE HOURS OF PD?
(SELECT ALL THAT APPLY IN EACH ROW)
YES
NO
LOWESTPERFORMING
SCHOOLS
Curricula, standards, and subject
matter content ...................................
1
0
1
2
3
4 ___________
b.
Remote learning strategies .................
1
0
1
2
3
4 ___________
c.
Specific strategies to help students
catch up or accelerate learning ..........
1
0
1
2
3
4 ___________
Supporting students’ social,
emotional, and mental health needs ..
1
0
1
2
3
4 ___________
Strategies to support physical
distancing and other health or safetyrelated procedures ............................
1
0
1
2
3
4 ___________
f.
Engaging students and families ..........
1
0
1
2
3
4 ___________
g.
Specific ways to support English
learners (ELs).....................................
1
0
1
2
3
4 ___________
Specific ways to support students
with disabilities (SWDs) ......................
1
0
1
2
3
4 ___________
Specific ways to support other
students with special needs
(e.g., homeless students, migrant
students, students in foster care)........
1
0
1
2
3
4 ___________
PROFESSIONAL DEVELOPMENT (PD)
TOPIC
a.
d.
e.
h.
i.
13
CSI
SCHOOLS
TITLE I
SCHOOLS
OTHER TYPES
OF SCHOOLS
(SPECIFY)
2-5.
For which schools did your district provide or arrange for PD on the topic?
[NOTE THAT ONLY DISTRICTS THAT RESPOND ‘YES’ TO QUESTIN 1-0 WILL SEE THE CSI SCHOOLS COLUMN]
SELECT ALL THAT APPLY IN EACH ROW
DISTRICT PROVIDED OR ARRANGED
FOR PD ON THE TOPIC FOR:
PROFESSIONAL DEVELOPMENT (PD) TOPIC
LOWESTPERFORMING
SCHOOLS
CSI
SCHOOLS
TITLE I
SCHOOLS
OTHER TYPES
OF SCHOOLS
(SPECIFY)
a.
Curricula, standards, and subject matter content ...
1
2
3
4 ___________
b.
Remote learning strategies .....................................
1
2
3
4 ___________
c.
Specific strategies to help students catch up or
accelerate learning.................................................
1
2
3
4 ___________
Supporting students’ social, emotional, and mental
health needs ..........................................................
1
2
3
4 ___________
Strategies to support physical distancing and other
health or safety-related procedures........................
1
2
3
4 ___________
f.
Engaging students and families ..............................
1
2
3
4 ___________
g.
Specific ways to support English learners (ELs) ......
1
2
3
4 ___________
h.
Specific ways to support students with disabilities
(SWDs) ...................................................................
1
2
3
4 ___________
Specific ways to support other students with
special needs (e.g., homeless students, migrant
students, students in foster care)............................
1
2
3
4 ___________
d.
e.
i.
14
2-6.
Indicate the three topics on which your district provided the most hours of professional development (PD) to the
MOST teachers during this school year (2020–21).
Note: The online form will allow districts to select at most three sources across all items listed.
SELECT ONE RESPONSE IN
EACH ROW
TOPIC AMONG TOP 3?
YES
NO
Curricula, standards, and subject matter content....................................................................
1
0
b. Remote learning strategies .....................................................................................................
1
0
c.
Specific strategies to help students catch up or accelerate learning .........................................
1
0
d. Supporting students’ social, emotional, and mental health needs ...........................................
1
0
e.
Strategies to support physical distancing and other health or safety-related procedures .........
1
0
f.
Engaging students and families ...............................................................................................
1
0
g.
Specific ways to support English learners (ELs).......................................................................
1
0
h. Specific ways to support students with disabilities (SWDs) .....................................................
1
0
1
0
PROFESSIONAL DEVELOPMENT (PD) TOPIC
a.
i.
2-7.
Specific ways to support other students with special needs (e.g., homeless students, migrant
students, students in foster care) ............................................................................................
Overall, do you estimate that your district provided more hours of professional development (PD) to teachers,
about the same, or fewer hours of PD this school year (2020–21) compared to last school year (2019–20)? (Select one
response.)
3□
Teachers received more hours of PD this school year (2020–21)
2□
Teachers received about the same number of hours of PD this school year (2020–21)
1□
Teachers received fewer hours of PD this school year (2020–21)
15
The next set of questions asks about the strategies your district required schools to implement this school year (2020–21)
and how they differed from last school year (2019–20).
2-8.
During this school year (2020–21), did your district REQUIRE schools to use any of the following strategies to help
either all or a subset of students catch up or accelerate learning? Indicate whether the district required use of the
strategy for no schools, some schools, or all schools.
SELECT ONE RESPONSE IN EACH ROW
DISTRICT REQUIRED STRATEGY IN:
STRATEGY
NO
SCHOOLS
SOME
SCHOOLS
ALL
SCHOOLS
Instructional changes
a.
Reduce the scope of new material or content taught ...........................................
1
2
3
b.
Repeat more material or content from the student’s previous grade than usual...
1
2
3
c.
Provide more math or English language arts (ELA) instruction (e.g., “doubledosing” with two periods of math or ELA) ..........................................................
1
2
3
Assign students to multiple classes with the same set of peers (small learning
communities) ......................................................................................................
1
2
3
Purposefully assign students to at least one of the same teachers as last year
(teacher looping).................................................................................................
1
2
3
Use paraprofessionals or instructional aides to provide additional,
individualized, and/or small group instruction ....................................................
1
2
3
g.
Provide tutoring for students identified as needing academic help ......................
1
2
3
h.
Dedicate time during the day or week for teachers to provide additional,
individualized, and/or small group instruction ....................................................
1
2
3
d.
e.
Adapt staffing to provide individualized or small group instruction
f.
Credit recovery or course progression strategies
i.
Offer or expand credit recovery programs during the school year .......................
1
2
3
j.
Offer or expand competency-based learning for students ....................................
1
2
3
k.
Offer dual-enrollment or dual-credit coursework for high school students...........
1
2
3
Offer or expand after- or before-school programs that provide supplemental
academic instruction...........................................................................................
1
2
3
m. Increase the length of the school day ..................................................................
1
2
3
n.
Increase the length of the school year .................................................................
1
2
3
o.
Offer or expand summer school ..........................................................................
1
2
3
Use family engagement liaisons, individual outreach, or a family engagement
protocol to re-engage students who dropped out or lost contact .........................
1
2
3
Provide or increase home visits by district or school staff ....................................
1
2
3
Expanding length of school year, school week, or school day
l.
Family engagement
p.
q.
16
Q.2-8 SKIP INSTRUCTION
For each item where the district answers “Some schools,” the item will appear in Q.2-9.
Note: All districts receive all items in Q.2-10.
2-9.
Which schools were REQUIRED to use the following strategies to catch up or accelerate learning during the
2020–21 school year?
[NOTE THAT ONLY DISTRICTS THAT RESPOND ‘YES’ TO QUESTION 1-0 WILL SEE THE CSI SCHOOLS COLUMN]
SELECT ALL THAT APPLY IN EACH ROW
DISTRICT REQUIRED THE STRATEGY IN:
STRATEGY
LOWESTPERFORMING
SCHOOLS
CSI
SCHOOLS
TITLE I
SCHOOLS
OTHER TYPES
OF SCHOOLS
(SPECIFY)
Instructional changes
a.
Reduce the scope of new material or content taught ............
1
2
3
4 ____________
b.
Repeat more material or content from the student’s
previous grade than usual ....................................................
1
2
3
4 ____________
Provide more math or English language arts (ELA)
instruction (e.g., “double-dosing” with two periods of math
or ELA) ...............................................................................
1
2
3
4 ____________
Assign students to multiple classes with the same set of
peers (small learning communities) ......................................
1
2
3
4 ____________
Purposefully assign students to at least one of the same
teachers as last year (teacher looping) ..................................
1
2
3
4 ____________
Use paraprofessionals or instructional aides to provide
additional, individualized, and/or small group instruction ...
1
2
3
4 ____________
Provide tutoring for students identified as needing academic
help .....................................................................................
1
2
3
4 ____________
Dedicate time during the day or week for teachers to
provide additional, individualized, and/or small group
instruction ...........................................................................
1
2
3
4 ____________
Offer or expand credit recovery programs during the school
year .....................................................................................
1
2
3
4 ____________
j.
Offer or expand competency-based learning for students .....
1
2
3
4 ____________
k.
Offer dual-enrollment or dual-credit coursework for high
school students ....................................................................
1
2
3
4 ____________
c.
d.
e.
Adapt staffing to provide individualized or small group
instruction
f.
g.
h.
Credit recovery or course progression strategies
i.
17
2-9.
(continued)
SELECT ALL THAT APPLY IN EACH ROW
DISTRICT REQUIRED THE STRATEGY IN:
LOWESTPERFORMING
SCHOOLS
CSI
SCHOOLS
TITLE I
SCHOOLS
OTHER TYPES
OF SCHOOLS
(SPECIFY)
Offer or expand after- or before-school programs that
provide supplemental academic instruction .........................
1
2
3
4 ____________
m. Increase the length of the school day ...................................
1
2
3
4 ____________
n.
Increase the length of the school year ..................................
1
2
3
4 ____________
o.
Offer or expand summer school ...........................................
1
2
3
4 ____________
Use family engagement liaisons, individual outreach, or a
family engagement protocol to re-engage students who
dropped out or lost contact ..................................................
1
2
3
4 ____________
Provide or increase home visits ............................................
1
2
3
4 ____________
STRATEGY
Expanding length of school year, school week, or school
day
l.
Family engagement
p.
q.
18
2-10. Do you estimate that your district REQUIRED use of these strategies this school year (2020–21) in fewer schools,
about the same number of schools, or more schools than last year (2019–20)?
Note: If your district did not require a strategy last year, but did require the strategy this school year, please
indicate that the strategy was required in “more schools this year than last year”.
SELECT ONE RESPONSE IN EACH ROW
FEWER
SCHOOLS
ABOUT THE MORE SCHOOLS
THIS YEAR
SAME
THIS YEAR
THAN LAST NUMBER OF
THAN LAST
YEAR
YEAR
SCHOOLS
DISTRICT REQUIRED STRATEGY IN:
Instructional changes
a.
Reduce the scope of new material or content taught ...........................................
1
2
3
b.
Repeat more material or content from the student’s previous grade than usual...
1
2
3
c.
Provide more math or English language arts (ELA) instruction (e.g., “doubledosing” with two periods of math or ELA) ..........................................................
1
2
3
Assign students to multiple classes with the same set of peers (small learning
communities) ......................................................................................................
1
2
3
Purposefully assign students to at least one of the same teachers as last year
(teacher looping).................................................................................................
1
2
3
Use paraprofessionals or instructional aides to provide additional,
individualized, and/or small group instruction ....................................................
1
2
3
g.
Provide tutoring for students identified as needing academic help ......................
1
2
3
h.
Dedicate time during the day or week for teachers to provide additional,
individualized, and/or small group instruction ....................................................
1
2
3
d.
e.
Adapt staffing to provide individualized or small group instruction
f.
Credit recovery or course progression strategies
i.
Offer or expand credit recovery programs during the school year .......................
1
2
3
j.
Offer or expand competency-based learning for students ....................................
1
2
3
k.
Offer dual-enrollment or dual-credit coursework for high school students...........
1
2
3
Offer or expand after- or before-school programs that provide supplemental
academic instruction...........................................................................................
1
2
3
m. Increase the length of the school day ..................................................................
1
2
3
n.
Increase the length of the school year .................................................................
1
2
3
o.
Offer or expand summer school ..........................................................................
1
2
3
Use family engagement liaisons, individual outreach, or a family engagement
protocol to re-engage students who dropped out or lost contact .........................
1
2
3
Provide or increase home visits ...........................................................................
1
2
3
Expanding length of school year, school week, or school day
l.
Family engagement
p.
q.
19
2-11.
During this school year (2020–21), did your district REQUIRE schools to use the following strategies to address
students’ social-emotional or mental health needs? Indicate whether the district required the strategy in no
schools, some schools, or all schools.
SELECT ONE RESPONSE IN EACH ROW
DISTRICT REQUIRED STRATEGY IN:
NO
SCHOOLS
SOME
SCHOOLS
ALL
SCHOOLS
Increase the number of staff to support students’ mental health, such as school
counselors, psychologists, social workers, and behavioral aides ..........................
1
2
3
b.
Offer or expand district-provided social-emotional learning (SEL) programs .......
1
2
3
c.
Offer or expand positive school climate and/or cyber bullying prevention
programs ............................................................................................................
1
2
3
d.
Systematically identify signs of trauma among students ......................................
1
2
3
e.
Conduct a needs assessment of students needing meals, technology to access
school resources, or other supports ....................................................................
1
2
3
Offer or expand the use of student peer advisors for student mentoring and
support ...............................................................................................................
1
2
3
STRATEGY
a.
f.
Q.2-11 SKIP INSTRUCTION
For each item where districts answer “Some schools,” the item will appear in Q.2-12.
Note: All districts receive all items in Q.2-13.
20
2-12.
Which schools were REQUIRED to use the following strategies to address students’ social-emotional or mental
health needs during the 2020–21 school year?
[NOTE THAT ONLY DISTRICTS THAT RESPOND ‘YES’ TO QUESTION 1-0 WILL SEE THE CSI SCHOOLS COLUMN]
SELECT ALL THAT APPLY IN EACH ROW
DISTRICT REQUIRED THE STRATEGY IN:
LOWESTPERFORMING
SCHOOLS
CSI
SCHOOLS
TITLE I
SCHOOLS
OTHER TYPES
OF SCHOOLS
(SPECIFY)
Increase the number of staff to support students’ mental
health, such as school counselors, psychologists, social
workers, and behavioral aides..............................................
1
2
3
4 ____________
Offer or expand district-provided social-emotional learning
(SEL) programs ....................................................................
1
2
3
4 ____________
Offer or expand positive school climate and/or cyber
bullying prevention programs ..............................................
1
2
3
4 ____________
d.
Systematically identify signs of trauma among students .......
1
2
3
4 ____________
e.
Conduct a needs assessment of students needing meals,
technology to access school resources, or other supports.....
1
2
3
4 ____________
Offer or expand the use of student peer advisors for student
mentoring and support ........................................................
1
2
3
4 ____________
STRATEGY
a.
b.
c.
f.
2-13.
Do you estimate that your district REQUIRED use of these strategies in fewer schools, about the same number of
schools, or more schools than last year (2019–20)?
Note: If your district did not require a strategy last year, but did require the strategy this school year, please
indicate that the strategy was required in “more schools this year than last year.”
SELECT ONE RESPONSE IN EACH ROW
FEWER
SCHOOLS
THIS YEAR
THAN LAST
YEAR
ABOUT THE
SAME
NUMBER OF
SCHOOLS
MORE
SCHOOLS
THIS YEAR
THAN LAST
YEAR
Increase the number of staff to support students’ mental health, such as
school counselors, psychologists, social workers, and behavioral aides ..........
1
2
3
b.
Offer or expand district-provided social-emotional learning (SEL) programs ..
1
2
3
c.
Offer or expand positive school climate and/or cyber bullying prevention
programs .......................................................................................................
1
2
3
d.
Systematically identify signs of trauma among students .................................
1
2
3
e.
Conduct a needs assessment of students needing meals, technology to access
school resources, or other supports ...............................................................
1
2
3
Offer or expand the use of student peer advisors for student mentoring and
support ..........................................................................................................
1
2
3
STRATEGY
a.
f.
21
The next set of questions asks about new strategies your district implemented to improve student achievement this
school year (2020–21).
2-14.
Did your district implement a new intervention, program, or practice in this school year (2020–21) to improve
student achievement?
Note: “New” intervention, program, or practice is one that was not implemented in 2019–20.
1□
Yes
0□
No
Q.2-14 SKIP INSTRUCTION
Districts that answer “Yes” go to Q.2-15.
Districts that answer “No” skip to Q.3-1.
2-15.
Did your district rely on information from the following sources to choose a new intervention, program, or
practice in any of your schools for this school year (2020–21)?
SELECT ONE RESPONSE
IN EACH ROW
YES
NO
DON’T
KNOW
District’s needs assessment ...........................................................................................
1
0
DK
b. Guidance or advice from the state education department or a technical assistance
center funded by the state ............................................................................................
1
0
DK
c.
A list of vendors approved by the state ..........................................................................
1
0
DK
d. A list of evidence-based models, interventions, or strategies provided by the state ........
1
0
DK
e.
Information provided by the selected intervention’s developer or vendor .....................
1
0
DK
f.
Recommendations from colleagues in other school districts ..........................................
1
0
DK
g.
Information from a U.S. Department of Education Comprehensive Center ....................
1
0
DK
h. Information from a U.S. Department of Education Regional Educational Laboratory .....
1
0
DK
Information from the What Works Clearinghouse, Evidence for ESSA, or another
organization that rates evidence ...................................................................................
1
0
DK
Information from the district’s research/evaluation office .............................................
1
0
DK
k. Information from professional associations ...................................................................
1
0
DK
l.
Information from a college/university researcher ..........................................................
1
0
DK
m. Other source .................................................................................................................
1
0
DK
SOURCES CONSULTED FOR NEW STRATEGIES
a.
i.
j.
(Specify): ________________________________________________________________________________________________________
22
Section 3.
Measuring Student and School Improvement
Definitions for this section
Comprehensive Support and Improvement (CSI) schools are those in the bottom 5 percent of all Title I schools
and schools with graduation rates below 67 percent, as defined under ESEA for federal accountability.
Content refers to courses offered and assessed at the school level.
Grade retention refers to repeating the current grade in the next school year.
High school graduation requirements refers to accumulating the minimum number of course credits in
prescribed courses, demonstrating academic proficiency in required content, and meeting other requirements to
earn a standard or regular high school diploma.
Interim assessments are generally school or district-level assessments administered at the beginning or middle of
instruction. Results can be aggregated across students, administration windows, or concepts. Information gained
can be used to predict a student’s ability to succeed on a large scale summative assessment, evaluate a program or
pedagogy, or identify gaps in a student’s knowledge and adjust instruction. Interim assessments are also known as
“benchmark,” “predictive,” or “through” assessments. Interim assessments do not include any assessments typically
administered by specially trained education personnel to identify students as English Learners or students with
disabilities.
Lowest-performing schools refers to schools in your district that are lowest-performing based on overall low
achievement, low graduation rates, and/or low growth in student achievement; including any schools identified by
your state’s accountability system as lowest-performing or eligible for Comprehensive Support and Improvement
(CSI).
Professional development (PD) includes training seminars, workshops, or courses in large or small group settings
intended to develop staff capacity to perform in the topic area.
Remote learning is a method of instruction in which teachers and students are in different locations and interact
through internet-based or non-internet-based mechanisms. It may include both synchronous (simultaneous, such as
in a teleconference or a phone call) and asynchronous (non-simultaneous, such as via email or paper packets)
interaction.
Summative assessments are state-mandated tests required for accountability purposes that are intended to
measure students’ knowledge and skills at (or near) the end of a school year or course relative to grade-level content
standards.
Title I schools include those with targeted assistance and schoolwide Title I programs.
These definitions also are available to respondents by hovering over the words that appear in blue text in the survey.
23
The next set of questions asks about administering and using assessments.
3-1.
Other than regular screenings to identify students with disabilities and English Learners, did your district
REQUIRE schools to administer an interim assessment to determine students’ academic needs at the beginning of
this school year (2020–21)? Indicate whether the district required assessments to students in all schools, some
schools, or no schools. (Select one response.)
2□
Yes, the district required all schools to administer an interim assessment
1□
Yes, the district required some schools to administer an interim assessment.
0□
No, the district did not require any schools to administer an interim assessment.
Q.3-1 SKIP INSTRUCTION
Districts that answer “No” skip to Q.3-5
Districts that answer “Yes, all schools” skip to Q.3-3.
Districts that answer “Yes, some schools” go to Q.3-2.
3-2.
Which schools were REQUIRED to administer an interim assessment to determine students’ academic needs at the
beginning of this school year (2020–21)?
[NOTE THAT ONLY DISTRICTS THAT RESPOND ‘YES’ TO QUESTION 1-0 WILL SEE THE CSI SCHOOLS ROW]
SELECT ONE RESPONSE
IN EACH ROW
SCHOOL TYPE
YES
NO
1
0
Title I schools ...................................................................................................
1
0
d. Elementary schools ..........................................................................................
1
0
e.
Middle schools .................................................................................................
1
0
f.
High schools.....................................................................................................
1
0
g.
Other types of schools ......................................................................................
1
0
a.
Lowest-performing schools ..............................................................................
b. CSI schools .......................................................................................................
c.
(Specify): _________________________________________________________________________________________
3-3.
In schools that required an interim assessment, was the assessment required of all students or specific groups of
students? (Select one response.)
2□
Interim assessment was required of all students
1□
Interim assessment was required of some students
Q.3-3 SKIP INSTRUCTION
Districts that answer “some students” go to Q.3-4
Districts that answer “all students” skip to Q.3-5.
24
3-4.
For which groups of students did your district REQUIRE schools to administer an interim assessment at the
beginning of the school year?
SELECT ONE REPONSE
IN EACH ROW
GROUPS OF STUDENTS
a.
Students in specific grade levels ...................................................................................................
YES
NO
1
0
(Specify grade levels: PK K 1 2 3 4 5 6 7 8 9 10 11 12) _____________________
b.
Students with disabilities (SWDs)..................................................................................................
1
0
c.
English learners (ELs) ..................................................................................................................
1
0
d.
Economically disadvantaged students ..........................................................................................
1
0
e.
Students with no or limited access to technology (devices or internet connection) ........................
1
0
f.
Homeless students, migrant students, or students in foster care ...................................................
1
0
g. Academically at-risk students........................................................................................................
1
0
1
0
(Specify how district defines these students) ___________________________________________________________________________
h. Other category of students ............................................................................................................
(Specify how district defines these students) ___________________________________________________________________________
3-5.
To what extent did NOT having statewide summative assessment data from last year (2019–20), due to the
coronavirus pandemic, affect your district’s and schools’ ability to conduct the following functions and processes
this school year (2020–21)?
SELECT ONE RESPONSE IN EACH ROW
FUNCTIONS/PROCESSES
NO EFFECT/
STATE
ASSESSMENTS
NOT USED FOR
THIS PURPOSE
SMALL
EFFECT
MODERATE
EFFECT
SUBSTANTIAL
EFFECT
a.
Measuring and monitoring school improvement .....
1
2
3
4
b.
Allocating funding, staff, other resources to schools .
1
2
3
4
c.
Evaluating teacher performance ..............................
1
2
3
4
d.
Determining professional development (PD) needs ..
1
2
3
4
e.
Identifying students needing additional academic
support ....................................................................
1
2
3
4
Placing students in classes or in small groups for
targeted instruction .................................................
1
2
3
4
Identifying English learners (ELs) who can exit EL
services ...................................................................
1
2
3
4
Measuring and monitoring the progress of student
subgroups ................................................................
1
2
3
4
f.
g.
h.
25
The next question asks about changes in measuring student progress and attainment in your district.
3-6.
Compared to before the coronavirus pandemic, have the criteria for these student measures changed for this
school year (2020–21)? If your district made a change to the criteria for these student measures, was that a district
or state decision?
SELECT ONE RESPONSE IN EACH ROW
HAVE CRITERIA CHANGED?
ATTAINMENT OR PROGRESS MEASURES
IF YES, WAS CHANGE
REQUIRED BY STATE?
YES
NO
STATE
REQUIRED
CHANGE
STATE DID
NOT REQUIRE
CHANGE
a.
Grade retention standards ...............................................
1
0
1
2
b.
Course grading policies ....................................................
1
0
1
2
c.
High school graduation requirements ..............................
1
0
1
2
d.
Other ...............................................................................
1
0
1
2
(Specify): ______________________________________________________________
26
Section 4. Federal Funding
Definitions for this section
Comprehensive Support and Improvement (CSI) schools are those in the bottom 5 percent of all Title I schools
and schools with graduation rates below 67 percent, as defined under ESEA for federal accountability.
Instruction expenditures refers to the total current operation expenditure for activities dealing with the interaction
of teachers and students in the classroom, home, or hospital as well as co-curricular activities. Report amounts for
activities of teacher and instructional aides engaged in regular instruction, special education, and vocational
education programs. Exclude adult education programs.
Lowest-performing schools refers to schools in your district that are lowest-performing based on overall low
achievement, low graduation rates, and/or low growth in student achievement; including any schools identified by
your state’s accountability system as lowest-performing or eligible for Comprehensive Support and Improvement
(CSI).
Remote learning is a method of instruction in which teachers and students are in different locations and interact
through internet-based or non-internet-based mechanisms, including videoconferences, teleconferences, email,
paper packets, and other methods of communicating and sharing information.
The Coronavirus Aid Relief and Economic Security (CARES) Act provides federal assistance to reduce the
public health and economic impacts of the coronavirus pandemic. Key sections of the CARES Act include:
The Governor’s Emergency Education Relief (GEER) Fund, which could provide funding for state education
agencies (SEAs) and local education agencies (LEAs) if the Governor chose to do so.
The Elementary and Secondary School Emergency Relief (ESSER) Fund, which provided funding for state
education agencies (SEAs) and local education agencies (LEAs) through a formula.
The Coronavirus Relief Fund (CRF) provided states, the District of Columbia, and the U.S. Territories with grants to
fund short-term (March -December 2020) needs related to the coronavirus public health emergency. In some states,
the CRF was used to support services in K-12 schools such as distance learning, personal protective equipment, and
instructional recovery programs.
Title I schools include those with targeted assistance and schoolwide Title I programs.
The definitions also are available to respondents by hovering over the words that appear in blue text in the survey.
27
The questions in this section ask about receipt and use of the Coronavirus Aid Relief and Economic Security (CARES) Act
funds. The district’s Deputy Superintendent of Finance would likely be the most appropriate respondent for Section 4 of the survey
on use of federal funds.
4-1.
Did your district receive funds from the state under the Coronavirus Aid Relief and Economic Security (CARES)
Act funding programs authorized by Congress to help in recovering from the coronavirus pandemic?
DISTRICT
RECEIVED
FUNDS?
TYPE OF GRANT UNDER THE CARES ACT
YES
NO
IF YES, IN WHAT MONTH AND YEAR
WERE THE FUNDS FIRST RECEIVED
FROM THE STATE?
a.
Elementary and secondary school emergency relief (ESSER) fund ...
1
0
____________________________________
b.
Governor’s emergency education relief (GEER) fund .......................
1
0
____________________________________
c.
Coronavirus Relief Fund (CRF) .......................................................
1
0
____________________________________
d.
Education Stabilization Fund Rethink K-12 Education Models grants
(ESF-REM) .......................................................................................
1
0
____________________________________
Q. 4-1 SKIP INSTRUCTIONS
Districts that answer “Yes” to Q.4-1a (ESSER) or Q.4-1b (GEER) go to Q.4-2. Note: Districts will
receive relevant columns only in Q.4-2.
Districts that respond “Yes” to Q.4-1c (CRF), “No” to Q.4-1a (ESSER), and “No” to Q.4-1b
(GEER) (i.e., only received CRF) skip to Q.4-3.
Districts that respond “Yes” to Q.4-1d (ESF-REM), “No” to Q.4-1a (ESSER), “No” to Q.4-1b
(GEER), and “No” to Q.4-1c (CRF) (i.e., only received ESF-REM) skip to Q.4-10.
Districts that respond “No” to all of Q.4-1a, b, c, and d (i.e., did not receive any CARES Act
funding) skip to Q.4-10.
28
4-2.
For what purposes did your district use ESSER and GEER funds during 2020–21 school year? Estimate the
approximate percentage of funds from each funding source that was used for each of the activities or purposes
listed below. Include expenditures on training or technology that are relevant to each activity.
Note: If your district used CARES Act funds to hire new staff to carry out activities described in items “a” through “d,” please
include those expenditures in the appropriate category. Expenditures to maintain the employment of existing staff carrying
out these activities should be included in item “e.”
ENTER ESTIMATED
PERCENTAGE IN EACH ROW
FOR
EACH COLUMN
ACTIVITY/PURPOSE
ESSER
GEER
a.
Planning and coordination with other agencies and entities in preparation for
continuation of the pandemic or a future disaster ............................................................
_______%
_______%
b.
Providing distance education and remote learning during full or partial school closures,
including purchasing educational technology to support remote learning ........................
_______%
_______%
c.
Changing facilities or schedules to maintain physical distance and enhance safety for
students and staff ............................................................................................................
_______%
_______%
d.
Adding academic, social-emotional, or mental health support to aid students .................
_______%
_______%
e.
Continuing to employ existing staff ..................................................................................
_______%
_______%
f.
Other regular district or school operations .......................................................................
_______%
_______%
100%
100%
TOTAL
Q. 4-2 INSTRUCTIONS
Districts that did not use ESSER or GEER funds for disaster planning (Q.4-2a ESSER = 0 and
GEER = 0) will not receive Q.4-3.
Districts that did not use ESSER or GEER funds for distance or remote learning (Q.4-2b
ESSER = 0 and GEER = 0) will not receive Q.4-4 and Q.4-5.
Districts that did not use ESSER or GEER funds for physical distance or other safety
precautions (Q.4-2c ESSER = 0 and GEER = 0) will not receive Q.4-6 and Q.4-7.
Districts that did not use ESSER or GEER funds for supports for students (Q.4-2d ESSER = 0
and GEER = 0) will not receive Q.4-8 and Q.4-9.
29
4-3.
Did your district use CARES Act funding to carry out the following disaster planning and preparation activities
during the 2020–21 school year?
SELECT ONE RESPONSE
IN EACH ROW
YES
NO
Coordinating with state or local public health departments and related agencies to obtain
data and advice on safety precautions ............................................................................
1
2
Collaborating with state educational agency on guidelines for opening or closing schools in
response to the pandemic or other emergencies ............................................................
1
2
Planning and coordination for providing meals to eligible students during long-term
closures .........................................................................................................................
1
2
d.
Other planning and coordination during long-term closures ..........................................
1
2
e.
Developing strategies and plans for supporting continuity of operations in the district ...
1
2
ACTIVITY
a.
b.
c.
4-4.
Did your district use CARES Act funding to carry out the following activities related to distance education or
remote learning during the 2020–21 school year? Indicate whether the district carried out the CARES Act-funded
activity in no schools, some schools, or all schools.
SELECT ONE RESPONSE IN EACH ROW
DISTRICT CARRIED OUT THE CARES ACTFUNDED ACTIVITY IN:
ACTIVITY RELATED TO DISTANCE EDUCATION
NO
SCHOOLS
SOME
SCHOOLS
ALL
SCHOOLS
students and their families ...............................................................
1
2
3
Purchasing and maintaining technology (hardware, software,
connectivity) to be used by school staff to support remote learning ..
1
2
3
instructional support staff provide instruction in a distance learning
environment ....................................................................................
1
2
3
Purchasing new online instructional programs or materials .............
1
2
3
AND REMOTE LEARNING
a.
b.
c.
d.
Purchasing and distributing digital devices or Internet access to
Professional Development or training to help teachers and
Q. 4-4 SKIP INSTRUCTION
For each item where the district answers “Some schools,” the item will appear in Q.4-5.
30
4-5.
For which schools did your district carry out the CARES Act-funded activity related to distance education and
remote learning during the 2020–21 school year?
[NOTE THAT ONLY DISTRICTS THAT RESPOND ‘YES’ TO QUESTION 1-0 WILL SEE THE CSI SCHOOLS COLUMN]
SELECT ALL THAT APPLY IN EACH ROW
DISTRICT CARRIED OUT THIS ACTIVITY IN:
LOWESTPERFORMING
SCHOOLS
CSI
SCHOOLS
TITLE I
SCHOOLS
OTHER TYPES
OF SCHOOLS
(SPECIFY)
Purchasing and distributing digital devices or Internet
access to students and their families ....................................
1
2
3
4 ____________
Purchasing and maintaining technology (hardware,
software, connectivity) to be used by school staff to support
remote learning ...................................................................
1
2
3
4 ____________
Training to help teachers and instructional support staff
provide instruction in a distance learning environment........
1
2
3
4 ____________
Purchasing new online instructional programs or materials .
1
2
3
4 ____________
ACTIVITY RELATED TO DISTANCE EDUCATION AND
REMOTE LEARNING
a.
b.
c.
d.
4-6.
Did your district use CARES Act funding to carry out the following activities to maintain physical distance or other
safety precautions in school buildings during this school year (2020–21)? Indicate whether the district carried out
the CARES Act-funded activity in no schools, some schools, or all schools.
SELECT ONE RESPONSE IN EACH ROW
DISTRICT CARRIED OUT THE CARES ACTFUNDED ACTIVITY IN:
NO
SCHOOLS
SOME
SCHOOLS
ALL
SCHOOLS
create more room among students and teachers ..............................
1
2
3
b.
Changing student transportation options and schedules ...................
1
2
3
c.
Modifying cleaning and sanitation procedures to minimize the
spread of infectious diseases, including purchasing supplies,
training, or expanding staff ..............................................................
1
2
3
Purchasing masks or other personal protective equipment (PPE) for
students or staff ...............................................................................
1
2
3
ACTIVITY RELATED TO MAINTAINING PHYSICAL DISTANCE OR
OTHER SAFETY PRECAUTIONS
a.
d.
Purchasing needed supplies and re-arranging classroom space to
Q. 4-6 SKIP INSTRUCTION
For each item where the district answers “Some schools,” the item will appear in Q.4-7.
31
4-7.
For which schools did your district carry out the CARES Act-funded activity related to maintaining physical
distance or other safety precautions in school buildings during 2020–21 school year?
SELECT ALL THAT APPLY IN EACH ROW
DISTRICT CARRIED OUT THIS ACTIVITY IN:
LOWESTPERFORMING
SCHOOLS
CSI
SCHOOLS
TITLE I
SCHOOLS
OTHER TYPES
OF SCHOOLS
(SPECIFY)
Purchasing needed supplies and re-arranging classroom
space to create more room among students and teachers .....
1
2
3
4 ___________
b.
Changing student transportation options and schedules.......
1
2
3
4 ___________
c.
Modifying cleaning and sanitation procedures to minimize
the spread of infectious diseases, including purchasing
supplies, training, or expanding staff ...................................
1
2
3
4 ___________
1
2
3
4 ___________
ACTIVITY RELATED TO MAINTAINING
PHYSICAL DISTANCE OR OTHER
SAFETY PRECAUTIONS
a.
d.
Purchasing masks or other personal protective equipment
(PPE) for students or staff.....................................................
4-8.
Did your district use CARES Act funding during 2020–21 school year to provide the following supports or services
intended to help students catch up academically or adjust to the effects of the coronavirus pandemic? Indicate
whether the district used CARES Act-funding to provide the supports or services to help students catch up in no
schools, some schools, or all schools.
SELECT ONE RESPONSE IN EACH ROW
DISTRICT USED
CARES ACT FUNDING TO ADD SUPPORT IN:
ACTIVITY TO SUPPORT STUDENTS
NO
SCHOOLS
SOME
SCHOOLS
ALL
SCHOOLS
a.
Adapt staffing to provide individualized or small group instruction ..
1
2
3
b.
Expanding length of school year, school week, or school day ...........
1
2
3
c.
Expanding social, emotional, or mental health support ....................
1
2
3
d.
Introducing or expanding family engagement ..................................
1
2
3
Q. 4-8 SKIP INSTRUCTION
For each item where the district answers “Some schools,” the item will appear in Q.4-9.
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4-9.
For which schools did your district carry out the CARES Act-funded activity related to supports or services
intended to help students catch up or adjust to the effects of the coronavirus pandemic during the 2020–21 school
year?
SELECT ALL THAT APPLY IN EACH ROW)
DISTRICT CARRIED OUT THIS ACTIVITY IN:
LOWESTPERFORMING
SCHOOLS
CSI
SCHOOLS
TITLE I
SCHOOLS
OTHER TYPES
OF SCHOOLS
(SPECIFY)
Adapt staffing to provide individualized or small group
instruction............................................................................
1
2
3
4 ___________
Expanding length of school year, school week, or school
day ......................................................................................
1
2
3
4 ___________
c.
Expanding social, emotional, or mental health support ........
1
2
3
4 ___________
d.
Introducing or expanding family engagement ......................
1
2
3
4 ___________
ACTIVITY TO SUPPORT STUDENTS
a.
b.
4-10. Estimate the number of full-time equivalent (FTE) staff the district intended to support with CARES Act funds as of
October 1, 2020, and the total number of FTE staff employed in the district as of October 1, 2020 and as of October
1, 2019 (prior year).
FTE STAFF
FTE STAFF SUPPORTED BY
CARES ACT FUNDS AS OF
OCTOBER 1, 2020
(CURRENT YEAR)
TOTAL FTE STAFF
AS OF OCTOBER 1, 2020
(CURRENT YEAR)
TOTAL FTE STAFF
AS OF OCTOBER 1, 2019
(PRIOR YEAR)
a.
All staff .....................................
__________
__________
__________
b.
All teachers ...............................
__________
__________
__________
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Examples of Activities to Support Students
Adapt staffing to provide individualized or small group instruction. Examples of activities to support students
include:
•
Use paraprofessionals or instructional aides to provide additional, individualized, and/or small group
instruction
•
Provide tutoring for students identified as needing academic help
•
Dedicate time during the day or week for teachers to provide additional individualized, and/or small group
instruction
Expanding length of school year, school week, or school day. Examples of activities to support students
include:
•
Offer or expand after- or before-school programs that provide supplemental academic instruction
•
Increase the length of the school day
•
Increase the length of the school year
•
Offer or expand summer school
Expanding social, emotional, or mental health support. Examples of activities to support students include:
•
Increase the number of staff to support students’ mental health, such as school counselors, psychologists, social
workers, and behavioral aides
•
Offer or expand district-provided social-emotional learning (SEL) programs
•
Systematically identify signs of trauma among students
•
Conduct a needs assessment of students needing meals, technology to access school resources, or other
supports
•
Offer or expand the use of student peer advisors for student mentoring and support
Introducing or expanding family engagement. Examples of activities to support students include:
•
Use family engagement liaisons, individual outreach, or a family engagement protocol to re-re-engage students
who dropped out or lost contact
•
Provide or increase home visits
The examples also are available to respondents by hovering over the words that appear in blue text in the survey.
THANK YOU FOR COMPLETING THIS SURVEY.
34
| File Type | application/pdf |
| File Modified | 2020-12-11 |
| File Created | 2020-12-11 |