ESSER III Application for FIN 161
The American Rescue Plan (ARP) act included money for the Elementary and Secondary School Emergency Relief
Fund (ESSER). This third round of stimulus and stabilization funds is known as ESSER III, as the dollars can be
used in the same ways as the ESSER funds in both the Coronavirus Aid, Relief and Economic Security (CARES) Act
(ESSER I) and the Coronavirus Response and Relief Supplemental Appropriation (CRRSA, ESSER II). There is no
nonpublic equitable share connected to either FIN160 or FIN161.
At least 20 percent of the LEA’s ESSER III award must be used for activities that address lost learning
opportunities. MDE has separated the total ESSER III award into two components to ensure this minimum is
met. FIN161 represents 20 percent of the total ESSER III award and must be used only for activities that address
the academic impact of lost instructional time. FIN160 is the balance of the award (80 percent) and can be used
to support FIN161-specific activities or used for other COVID-19 pandemic response purposes.
The LEA ESSER III funding plan using both FIN160 and FIN161 must address identified needs related to the
COVID-19 pandemic and resulting impacts on student experience, access, representation, participation, and
outcomes. Review the ESSER III FIN160 & FIN161 Overview
for more information.
To apply for ESSER III funds, LEAs must
1. Complete the components of this FIN161 application:
a. Part A: Contact Information
b. Part B: Identifying Assets and Needs
c. Part C: Funding the Learning Recovery Plan and State Education Priorities
d. Part D: Award Assurances and Certifications
2. Upload this FIN161 application document to the Grant Management area of SERVS.
3. Sign and submit the application in SERVS.
4. Complete and submit the proposed budget in SERVS. The budget in SERVS must match the plan as
outlined in this application.
5. Submit the FIN160 application and budget in SERVS. LEAs are encouraged to use FIN160 to support
more robust activities in FIN161 than would be possible if using the required minimum.
Applications are due no later than October 1, 2021. MDE will begin reviewing and approving submitted
applications and budgets after June 21, 2021. Reviews can be conducted prior to this date if an LEA has an
immediate need and has drawn down 100% of their ESSER I (FIN151) and ESSER II (FIN155 or FIN156) awards. To
request immediate review, email MDE.FederalCOVIDFunds@state.mn.us
with the request, the reason an
immediate review is needed, and how the LEA will conduct meaningful stakeholder engagement in a shorter
period of time.
Part A: Local Educational Agency (LEA) Program Contact Information
District Name: Eden Prairie Schools
District Number: 272
Primary Contact Name: Matt Hippen
Primary Contact Email Address: mhippen@edenpr.org
Primary Contact Phone Number: 952-975-7074
Additional Contact Name: Jason Mutzenberger
Additional Contact Email Address: Jason_Mutzenberger@edenpr.k12.mn.us
Additional Contact Phone Number: 952-975-7071
Part B: Identifying Assets and Needs
The ARP Act requires districts and charter schools receiving ESSER III awards to measure and address the
academic, social, emotional, and mental health impacts on students of lost instructional time. Districts and
charter schools must use evidence-based interventions ensure that those interventions address the needs
student groups disproportionately impacted by the COVID-19 pandemic (each major racial and ethnic group,
children from low-income families, children with disabilities, English learners, gender, migrant students,
students experiencing homelessness, and children and youth in foster care).
Section 1: Asset Mapping
To the extent possible, districts and charter schools should coordinate each of its Learning Recovery projects
with local community organizations that serve similar purposes [34 CRF 76 § 76.580]. Tips for conducting an
Asset Mapping may be found on this Asset Mapping tool.
This section is required for all district and charter schools to complete.
a. The activities or actions the district or charter school leadership team has taken to map community
assets, including how parents, students, community partners and other stakeholders were involved.
Conducted a Community Engagement Impact Council facilitated discussion with local community
members and organizations that support this community. We heard a lot from this group about what
assets we have available to our community, such as TreeHouse, People Reaching Out to People (PROP),
SEWA – Asian Indian Family Wellness and the City of Eden Prairie. The leadership and cabinet teams in
the District have also brainstormed on the different assets that we have available to us.
b. Provide a description of the assets available in the community and identify key partners.
A long list of individuals and local organizations willing to volunteer and support our programs. Mental,
emotional & social supports available through organizations like Washburn Center for Children or
TreeHouse. Access to organizations who can support our community members with Affordable housing
support, accessibility to healthy food, accessibility to technology, employment etc, PROP, SEWA, local
facilities, parks and playground, amphitheater, Starring Lake Nature Center.
Section 2: Needs Assessment
Tips for conducting a comprehensive community needs assessment may be found on the Conducting a Needs
Assessment tool.
This section is required for all district and charter schools to complete.
Please describe:
a. The activities or actions the district or charter school leadership team has taken to measure the
academic, social, emotional, and mental health impacts on students of lost instructional time.
The district completed a deep dive on the data from the 2020-21 school year to identify where some of
our greatest needs are. Here is the information that we collected:
OVERVIEW
In regard to how we analyzed the impact of COVID-19 on student academic performance, we are sharing
more detailed information regarding student academic needs, broken down by the student demographic
categories of race/ethnicity and FRP status. We also disaggregate data based on the specific
programming students receive, including English language support and special education services.
Specifically, we share more detailed information regarding two key metrics of student performance: (1)
reading well by third grade, in which we triangulate three important measures of reading proficiency,
and (2) mastery of Minnesota’s academic standards in reading, math, and science.
To address the impact of COVID-19 on student social-emotional needs, we are sharing student
perception data from EPS students around the topics of classroom engagement and teacher-student
relationships. The student feedback surveys are anonymous; therefore, detailed student demographic
breakdown of social-emotional measures are not always possible.
Academic Performance Measure 1 of 2: Reading Well by Third Grade Data Disaggregated by Student
Group
Eden Prairie Schools implements an assessment system that fosters the careful selection of the right
assessment at the right time in a tiered decision-making process to improve learning and achievement
for each student. For our 3rd grade students, we triangulate three related, but distinct, measures of
reading proficiency to determine if each student is reading at grade level by the end of third grade. These
measures are (1) FastBridge aReading which assesses broad reading skills and comprehension, (2)
FastBridge CBM-R which is an oral reading fluency assessment and measures fluency, and (3) the reading
component of the Minnesota Comprehensive Assessment (MCA) and Minnesota Test of Academic Skills
(MTAS) which measure the degree to which our students are proficient in their mastery of Minnesota
Academic Standards.
The 2020-2021 school year was the first year we began using this triangulated measure, and as such, we
do not have longitudinal data to share. The infographic below summarizes the overall percentage of
students proficient on each metric, and the table below summarizes disaggregated data on the
percentage of students who were proficient in two of these three measures at the end of the 2020-2021
school year
Key Findings: From the baseline data collected in 2020-2021, we see there are achievement disparities
between students of color and white students. Specifically, ~20% fewer Black and African American
students and Hispanic/Latino students were considered to be reading well by the end of third grade
compared to their White peers. There are also large disparities in reading proficiency among students
receiving English language or special education support compared to the overall student population.
Though we cannot explicitly pinpoint the impact of COVID-19 on this metric because we do not have pre-
COVID-19 data to compare, this baseline data suggests students of color and students receiving
additional programming may have been impacted more due to COVID-19, resulting in the observed
lower reading achievement in third grade.
Reading by 3
rd
Grade: Meets Two of Three Criteria
2020-2021*
Overall
75.2%
Asian
95.7%
Black or African American
57.9%
Hispanic/Latino
58.8%
Two or more races
77.8%
White
78.6%
EL
34.3%
FRP
52.2%
SpEd
45.3%
Note: American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander groups have fewer than
10 students and are not shown to protect student confidentiality.
* Indicates school year affected by COVID-19
Academic Performance Measure 2 of 2: Mastery of Minnesota Academic Standards Data
Disaggregated by Student Group
The demonstrated mastery on the Minnesota Comprehensive Assessment and alternate Minnesota Test
of Academic Skills (MCA & MTAS) assessments comprise another metric we used to analyze the impact of
the COVID-19 on student academic achievement to determine which students were disproportionately
impacted. The MCA & MTAS assessments measure the degree to which students are proficient in their
mastery of Minnesota Academic Standards.
In the infographic below, we report that in 2021, 70% of students were proficient in reading, 61% were
proficient in math, and 58% were proficient in science. From the spring of 2019 to spring of 2021 -- a
crucial time frame to measure the impact of COVID-19 -- Eden Prairie Schools had a 4% decrease in
reading proficiency, an 8% decrease in math proficiency, and a 4% decrease in science proficiency. These
decreases were a smaller magnitude than the decreases seen across the state. The three tables below
summarize disaggregated data on the percentage of students who demonstrated mastery in reading,
math and science over the last three years these assessments were administered. (The requirement to
administer the MCA & MTAS was waived during the 2019-2020 school year due to COVID-19.)
Key Findings: For reading proficiency, Hispanic/Latino students had an 8% decrease, and Black or African
American students had a 4% decrease from the most recent pre-COVID-19 assessed year (2018-2019) to
the most current COVID-19 impacted year (2020-2021). These decreases are greater than the observed
changes in reading proficiency of White students, which was only 2%. Students receiving English
Language or special education services were also significantly impacted by COVID-19 in reading.
For math proficiency from 2018-2019 to 2020-2021, Hispanic/Latino students had approximately the
same decrease in proficiency compared to their White peers (10% vs. 9%), whereas Black or African
American students had a lower magnitude decrease of 5%. Though there was not as large of an impact
of COVID-19 on our Black or African American students’ math achievement as in other groups, we note
that the overall percentage of Black or African American students who are proficient in math is the
lowest among all race/ethnicity categories. Students receiving English Language had a 6% decrease in
math proficiency from 2018-2019 to 2020-2021, which is greater than the overall decrease of 4% for all
students. Students receiving special education services did not see a meaningful change in math
proficiency due to COVID-19 from 2018-2019 to 2020-2021.
We see a similar trend in science proficiency as we did in math. The impact of COVID-19 on Black or
African American student science proficiency versus White student science proficiency was the same (-
6%), whereas Hispanic/Latino students experienced a larger impact (-8%) on science proficiency.
Students receiving special education services also experienced a 6% decrease in science proficiency due
to COVID-19, which is larger than the overall decrease of 4%. Interestingly, students receiving EL services
had an increase in science proficiency from pre-COVID-19 to COVID-19 assessment years.
Reading: MCA and MTAS Proficiency by Grade and Student Group
READING – MCA & MTAS Proficiency
Percentage of Students Meeting Grade Level Standards for MCA & MTAS
2017-
2018
2018-
2019
2019-2020*
2020-
2021*
Overall 74% 74%
n/a –
COVID-19
70%
Asian
83%
83%
84%
Black or African
American
48% 49%
44%
Hispanic/Latino
57%
59%
51%
Two or more races 73% 71%
69%
White
81%
80%
78%
EL
22%
21%
16%
FRP
48%
48%
42%
SpEd
38%
35%
35%
Note: American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander groups have
fewer than 10 students and are not shown to protect student confidentiality.
* Indicates school year affected by COVID-19. Due to the challenges of COVID-
19, MDE does not support
widely comparing 2021 MCA & MTAS assessment results to previous years’ results.
Math: MCA and MTAS Proficiency by Grade and Student Group
MATH – MCA & MTAS Proficiency
Percentage of Students Meeting Grade Level Standards for MCA & MTAS
2017-
2018
2018-
2019
2019-2020*
2020-
2021*
Overall 70% 69%
n/a – COVID-
19
61%
Asian
87%
86%
82%
Black or African
American
38% 38%
33%
Hispanic/Latino
47%
46%
36%
Two or more races 63% 64%
56%
White
78%
77%
68%
EL
30%
27%
21%
FRP
39%
39%
32%
SpEd
34%
31%
30%
Note: American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander groups have
fewer than 10 students and are not shown to protect student confidentiality.
* Indicates school year affected by COVID-19. Due to the challenges of COVID-
19, MDE does not support
widely comparing 2021 MCA & MTAS assessment results to previous years’ results.
Science: MCA and MTAS Proficiency by Grade and Student Group
SCIENCE – MCA & MTAS Proficiency
Percentage of Students Meeting Grade Level Standards for MCA & MTAS
2017-
2018
2018-
2019
2019-2020*
2020-
2021*
Overall 64% 62%
n/a –
COVID-19
58%
Asian
73%
81%
74%
Black or African
American
27% 33%
27%
Hispanic/Latino
42%
45%
37%
Two or more races 58% 53%
54%
White
71%
71%
65%
EL
6%
7%
10%
SCIENCE – MCA & MTAS Proficiency
Percentage of Students Meeting Grade Level Standards for MCA & MTAS
2017-
2018
2018-
2019
2019-2020*
2020-
2021*
FRP
31%
33%
31%
SpEd
33%
33%
27%
Note: American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander groups have
fewer than 10 students and are not shown to protect student confidentiality.
* Indicates school year affected by COVID-19. Due to the challenges of COVID-
19, MDE does not support
widely comparing 2021 MCA & MTAS assessment results to previous years’ results.
Social-Emotional Measure: Student Perception Data
We collect student perception data for students in grades 3-12 annually using Panorama Education’s
student survey, a research-based survey platform. National norms, which are derived from 3,000+
schools and 2,000,000+ students, are provided by Panorama Education for each survey topic and are
reported in terms of “percentage of students who responded favorably” to the questions within a topic.
Students in grades 3-5 and students in grades 6-12 receive surveys with slightly different wording to
reflect the reading level of students in these grades.
To address the impact of COVID-19 on student social-emotional needs, we detail the favorable response
rates from EPS student perception data around the topics of classroom engagement and teacher-student
relationships. The student feedback surveys are anonymous; therefore, detailed student demographic
breakdown of social-emotional measures is not always possible. We administer these student feedback
measures in January of each school year, and as such, the 2019-2020 school year data was collected
before COVID-19 impacted the student experience.
Key Findings: Overall, the two measures of classroom engagement and classroom teacher-student
relationships that we used to gage student social-emotional needs, either did not change or increased
from 2019-2020 to 2020-2021. When looking at this student social-emotional needs data disaggregated
by race/ethnicity, we observed that students of color and students receiving additional support services
(multilingual English learners and students with disabilities) self-reported more favorable opinions on
their engagement in the classroom and on their interactions with their teachers. This data continues to
be triangulated with input from students and families. Our goal is to consider how we might replicate in
brick and mortar the more individualized experience students described during hybrid and distance
learning through intentional SEL supports and through 1-1 skill building opportunities.
Classroom Engagement
Grades 3-5
Grades 6-12
2019-
2020
2020-
2021*
2019-
2020
2020-
2021*
Overall
68%
68%
51%
51%
Asian
75%
76%
55%
56%
Black or African
American
61% 70% 53% 58%
Hispanic/Latino
64%
64%
48%
49%
Two or more races
69%
70%
51%
50%
White
66%
66%
50%
48%
EL
70%
74%
60%
67%
FRP
67%
71%
52%
55%
SpEd
61%
63%
47%
51%
Note: American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander groups have
fewer than 10 students and are not shown to protect student confidentiality.
* Indicates school year affected by COVID-19
Teacher-Student Relationships
Grades 3-5
Grades 6-12
2019-
2020
2020-
2021*
2019-
2020
2020-
2021*
Overall
78%
78%
67%
72%
Asian
80%
82%
68%
75%
Black or African
American
76% 76% 69% 76%
Hispanic/Latino
78%
77%
67%
70%
Two or more races
80%
80%
66%
70%
White
77%
77%
66%
71%
EL
80%
82%
73%
84%
FRP
77%
79%
68%
72%
SpEd
73%
77%
67%
74%
Note: American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander groups have
fewer than 10 students and are not shown to protect student confidentiality.
* Indicates school year affected by COVID-19
Eden Prairie Schools also connects with various groups in the community. Here are some of the key
findings from the meetings with these community groups:
Special Education Advisory Council – The District continues to meet with this group every month. This
group includes parents from our special education families attending Eden Prairie Schools. During these
meetings, the group highlighted three areas where they see a need for additional support: 1 to 1
supports and more availability to mental/social/emotional supports.
American Indian Parent Advisory Committee (AIPAC) – The District continues to meet with the AIPAC
group every month. This group includes our American Indian liaison and parents from our American
Indian families attending Eden Prairie Schools. During these meetings, the group highlighted three areas
where they see a need for additional support: Tutoring to help students recover from learning loss,
scholarships for EPIC courses and literacy resources for home learning.
Community Engagement Impact Council (CEIC) and Other Groups – The district facilitated discussions
with the CEIC group, along with a few other Family school and Community Resource Navigator group,
that specifically asked what they are seeing as the biggest impacts to students, due to COIVD-19 and
what are the needs the district needs to address to recover from those COVID-19 impacts. Below are the
individuals involved, along with their Organization Affiliation and Other groups they represent.
Cultural Liaison Conversations with Families – The District also has several cultural liaisons that work
throughout our sites, and work directly with our students, many of whom are from historically
underserved populations. We asked this group, based on conversation they have had with students and
families, to identify what are the greatest needs of our students and their families during the COVID
pandemic. We also asked them to identify what supports could the District provide, that would provide
the greatest benefit to our students.
ThoughtExchange Discussion - Eden Prairie schools also conducted a ThoughtExchange discussion that
was made available to staff, students, families, and other community members. Outside of seeing how
many participants requested to complete the discussion through a different language, the district was
unable to identify the specific demographics of those individuals filling out the ThoughtExchange.
Because of that, we focused heavily on marketing the ThoughtExchange to those underserved
populations. This promotion included the use of the Family School and Community Resource Navigator
groups, ECFE outreach classes, and other CE list serves.
b. The key findings that support your determination of the identified needs. Include a description of
student groups disproportionately impacted by the COVID-19 pandemic.
The key findings, around the data analysis piece for our needs assessment, are in the narrative above.
Through our “discussion type” needs assessments we found that there was a large need in our
underserved populations for additional education supports. These supports need to be available in
different modalities and times that are convenient and accessible to our most vulnerable
students/families. These supports could include but are not limited to before and after group tutoring
support, 1 on 1 academic or mental supports and targeted services specific to those students who are
struggling. We also identified the need for outreach in these areas as we have had some of these
programs available in the past that have not been well attended. Outreach to our families with students
who are struggling will be important to ensure they are aware of opportunities and engaged in the
learning recovery process. Accessibility to all programs is extremely important. There was also a major
need to provide more mental health counseling for students, staff, and families. We have found that the
current mental health support staff have long waiting lists, because they overwhelmed with the current
needs of our students. We have also identified the need for additional credit recovery opportunities for
our students who were affected the most by COVID. We heard a lot about the need to provide additional
outdoor learning opportunities that engage the students and supports their mental, social, and
emotional wellbeing. We heard the need for additional supports needed not just for Multilingual
students, but also their families to ensure all stakeholders have the access to engage in their students
learning. There has also been communication around the need for lower class sizes to help staff connect
with each student and focus on each students’ greatest needs. Another need for those families where
English is not their 1
st
language, is that additional orientations (around distance learning expectations,
mental health, etc.) would be helpful for families to support their children’s learning or mental health.
Part C: Funding the Learning Recovery Plan and State Education Priorities
Districts and charter schools must develop a Learning Recovery Plan that addresses the impact of lost instructional time through the
implementation of evidence-based interventions such as summer learning or enrichment, comprehensive afterschool, extended day, or
extended school year programs. Learning Recovery Plans that use one or more of the State Education Priorities will receive rapid approval for
related allowable activities. More information about the priorities and their implementation can be found in the
Funding State Education
Priorities with ESSER III (FIN160 & FIN161) document.
Section 1: Learning Recovery Plan
c. Describe the Learning Recovery Plan the district or charter school leadership team proposes to address the impact of lost
instructional time through the implementation of evidence-based interventions such as summer learning or enrichment,
comprehensive afterschool, extended day, or extended school year programs. The overall plan may include activities not funded by
ESSER III (FIN160 or FIN161) funds.
The District’s Learning recovery plan focuses largely on the needs of historically underserved populations and those who have been most
affected by the COVID-19 Pandemic. This plan includes identifying who these students are, where they live and what is the best way to
engage them in their path of learning recovery. This may include adding additional staffing (paraprofessional, teachers, interventionists,
district-wide nurse, outreach coordinator, family liaison staff, mental health staff) supports that support the learning recovery during the
school day. We have identified a great need to course correct some current teaching practices in our core subjects of Math, Science and
reading. The district plans to hire additional subject specific coaches that will support our teachers in growing their skills in specific
subject areas and hopefully change how we are teaching our students for the better. We also plan on investing heavily in the professional
development of our staff to grow their abilities in teaching our students. From all of our communications with students, families,
community members we continued to hear the need for a robust tutoring program that is available before and after school, on site or in
the community and at times that work with our students and families. We also have identified the need to address the mental, social, and
emotional health of our students, staff and families. We are looking to provide additional counseling/therapist/social work supports to all
staff and students. These additional supports may be additional staffing, consulting with outside vendors or even expanding district-wide
mental, social and emotional health curriculum. We are also working on different ways to educate the community around mental health.
This may include a mental health awareness campaign. We also want our young pre-school age students, who may have lost a year of
learning opportunity last year, to have access to our programming. Therefore, we are looking to provide early learning scholarships to
those students who may not be able to afford it. We also are looking to engage our students by providing outdoor learning environments.
We will also be providing more additional learning opportunities that would include expanding learning opportunities during the school
day, field trips, providing learning resources for outside the school day, summer learning or enrichment programs. These programs will be
designed to support the learning recovery work and we will be ensuring all students have access to these programs. We also know the
students that are struggling the most will benefit the greatest from 1-to1 support. So, we will be working on providing these students
with more of these opportunities during and after the school day.
d. Complete the chart below to describe specific interventions, their relation to the related State Education Priorities, and the specific
activities.
Evidence-based Interventions Related State Education Priorities
Brief description of activities related to the evidence-based
intervention and the priority area
These activities must match budget line items entered in SERVS.
Summer learning or enrichment
programs
Expand Access to voluntary Prekindergarten
and School Readiness. Hands-on Learning
Opportunities, including field trips,
Kindergarten Entry Profile
The district is looking to provide preschool and other enrichment
programs that would be free to some families, that would run
parallel with our fee-based programs. More hands-on learning
opportunities will be provided through our youth programming in
the summer, through our before and after school programming and
during the regular school day. We will also be running an AVID
Summer Bridge course for Science and Math that is designed to
strengthen students’ math and science skills.
Comprehensive afterschool
programs
Expand Access to Tutoring, Grow Your
Own(Adults), Family Engagement Model,
Out of School Time Learning Opportunities,
Kindergarten Entry Profile, Hand on
Learning Opportunities, MTSS – academic;
behavior; social-emotional, Neighborhood
programs
The district will provide multiple opportunities for tutoring including
subject area specific online tutoring opportunities, traveling
opportunities and opportunities during the school day. Working on
a Grow Your Own program that will pay for compensation,
scholarships, textbooks, tuition & fees, etc. Out of School time
opportunities would include providing families with “at home
literacy/math resources”, Field Trips outside the school day. The
district is also looing to start a Mental Health Awareness Campaign
where we provide opportunities for families to attend events around
mental health.
Evidence-based Interventions Related State Education Priorities
Brief description of activities related to the evidence-based
intervention and the priority area
These activities must match budget line items entered in SERVS.
Extended day programs N/A N/A
Extended school year programs N/A N/A
Add additional rows as needed.
Section 2: Funding the Learning Recovery Plan
This section is required for all district and charter schools to complete.
LEAs are encouraged to spend more than the minimum twenty percent (FIN161) for activities that support learning recovery. LEAs may use
FIN160 funds for FIN161-specific activities. Review the ESSER III FIN160 & FIN161 Overview
for more information.
Please describe how ESSER III funds will be used to fill gaps using FIN160 and allow for full implementation of the Learning Recovery Plan.
FIN 160 funds may be used to cover all of the same programs that have been included in this application, based on funding needs. These
programs include but are not limited to the following: Robust Tutoring program, expanding the Grow Your Own program, ensure all
families are receiving the expectations and resources they need to ensure their students succeed, adding staffing for paras, teachers
interventionists, family liaisons, and other student services staff, consulting with local organizations to support the expansion of MTSS
work we are completing at our sites, providing free programing to families who may not be able to afford our early learning and youth
enrichment programs, costs associated with creating and implementing the districts family engagement model.
These activities must match budget line items entered in SERVS.
Part D: Assurances and Certifications
As a condition of accepting federal awards, LEAs must assure the rules, regulations, and reporting requirements of the applicable laws are met.
LEAs are responsible for all of the assurances and failure to implement or meet them could result in a reduction, repayment, or other
consequence from the U.S. Department of Education, the Minnesota Department of Education, or other oversight body. LEA officials should read
assurances carefully and document the ways in which they are meeting them.
Check each box as confirmation that the LEA assures these statements are true and accurate.
☒ PROGRAMMATIC, FISCAL, AND REPORTING ASSURANCES
• In accepting the funds made available under this GAN, the local educational agency (LEA) assures it will submit a plan to the Minnesota Department of
Education that contains such information the Minnesota Department of Education may reasonably require, including all information required by the
U.S. Department of Education’s (ED) Interim Final Requirements on ARP ESSER. The local educational agency will submit the plan by October 1, 2021.
• The LEA will use ARP ESSER funds for activities allowable under section 2001(e) of the ARP and will reserve at least 20% of its ARP ESSER funds to
address learning loss through the implementation of evidence-based interventions.
• The LEA will comply with the maintenance of equity provision in section 2004(c) of the ARP.
• The LEA assures either:
o (a) It will, within 30 days of receiving ARP ESSER funds, develop and make publicly available on the LEA’s website a plan for the safe return of in-
person instruction and continuity of services as required in section 2001(i)(1) of the ARP and in ED’s Interim Final Requirements, or
o (b) It developed and made publicly available on the LEA’s website such a plan that meets statutory requirements before the enactment of the ARP
that meets ARP requirements. (ARP was enacted March 11, 2021).
• Before making the plan publicly available, the LEA must seek public comment on the plan and take such comments into account in the development of
the plan.
• The LEA will comply with all reporting requirements at such time and in such manner and containing such information as the Minnesota Department
of Education or U.S. Department of Education may reasonably require including on matters such as:
• 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 addressing COVID-19 in schools;
• Overall plans and policies related to State 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 (remote, hybrid, in-person) 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 as may be necessary to ensure accountability and transparency of ARP ESSER funds.
• Records pertaining to the ARP ESSER award under 2 C.F.R. § 200.334 and 34 C.F.R. § 76.730, including financial records related to use of grant funds,
will be retained separately from other grant funds, including funds an LEA receives under the Coronavirus Aid, Relief, and Economic Security Act
(CARES Act) and the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSA Act). The LEA will cooperate with any
examination of records with respect to such funds by making records available for inspection, production, and examination, and authorized individuals
available for interview and examination, upon the request of (i) ED and/or its Inspector General; or (ii) any other federal agency, commission, or
department in the lawful exercise of its jurisdiction and authority.
☒ GENERAL ASSURANCES AND CERTIFICATIONS
• The LEA will comply with all applicable assurances in OMB Standard Forms 424B and D (Assurances for Non-Construction and Construction Programs),
including the assurances relating to the legal authority to apply for assistance; access to records; conflict of interest; merit systems; nondiscrimination;
Hatch Act provisions; labor standards; flood hazards; historic preservation; protection of human subjects; animal welfare; lead-based paint; Single
Audit Act; and the general agreement to comply with all applicable Federal laws, executive orders and regulations.
• With respect to the certification regarding lobbying in Department Form 80-0013, no 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 the making or renewal of Federal grants under this program; the SEA will complete and
submit Standard Form-LLL, “Disclosure Form to Report Lobbying,” when required (34 C.F.R. Part 82, Appendix B); and the SEA will require the full
certification, as set forth in 34 C.F.R. Part 82, Appendix A, in the award documents for all subawards at all tiers.
• To the extent applicable, the LEA will include in its local application a description of how the LEA will comply with the requirements of section 427 of
GEPA (20 U.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 comply with all applicable requirements of the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal
Awards (sometimes referred to as the Uniform Guidance, or the Uniform Grant Guidance (UGG)).
• The LEA will comply with the provisions of all applicable acts, regulations and assurances; the following provisions of Education Department General
Administrative Regulations (EDGAR) 34 CFR parts 76, 77, 81, 82, 84, 97, 98, and 99; the OMB 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 the Uniform
Guidance in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.
☒ GENERAL EDUCATION PROVISIONS ACT (GEPA) ASSURANCES
• The LEA will administer each program covered by the application in accordance with all applicable statutes, regulations, program plans, and
applications, including, but not limited to federal education program laws, the General Education Provisions Act, the Education Department General
Administrative Regulations, and the Uniform Grant Guidance.
• 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 local educational agency will use fiscal control and fund accounting procedures that will ensure proper disbursement of, and accounting for,
Federal funds.
• The LEA will make reports to [insert name of SEA] and to ED as may reasonably be necessary to enable [insert name of SEA] and ED to perform their
duties and that LEA will maintain such records, including the records required under 20 U.S.C. 1232f, and provide access to those records, as [insert
name of SEA] or ED 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 ED programs.
• Any application, evaluation, periodic program plan or report relating to an ED program will be made readily available to parents and other members of
the general public.
• In the case of any project involving construction—
o the project is not inconsistent with overall State plans for the construction of school facilities, and
o 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 of Education 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 an ED program significant
information from educational research, demonstrations, and similar projects, and for adopting, where appropriate, promising educational practices
developed through such projects.
• None of the funds expended 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 organization.
