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Connecticut's American Rescue Plan (ARP) Act, 2021
Emergency and Secondary School
Emergency Relief Fund (ESSER) Guidance:
Reimagining Schools to Transform Students' Lives
Connecticut State Department of Education
May 9, 2021
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
American Rescue Plan (ARP) Act, 2021
Elementary and Secondary School
Emergency Relief Fund (ARP ESSER)
O
ur Connecticut school communities—with students at the center—continue to be bold and innovative
as they respond to the COVID-19 pandemic. In partnership with districts, stakeholders, students,
and families, the Connecticut State Department of Education (CSDE) is planning a transformative
and equitable recovery starting with summer initiatives for learning and fun every day, everywhere, and
continuing forward into the next school year. The CSDE and the Connecticut Department of Public Health
(DPH), in collaboration with the Office of the Governor, the Office of Early Childhood (OEC), and Office of
Policy and Management, are promoting an educational response focused on renewal, reducing opportunity
gaps, accelerating learning and advancing equity by providing access to supports, resources, and enhanced
enrichment opportunities.
The United States Department of Education (USED) has recognized the importance of supporting these efforts,
particularly with the infusion of resources to support education in Connecticut. The American Rescue Plan
Act of 2021 Elementary and Secondary School Emergency Relief Fund (ARP ESSER) has granted the State
of Connecticut an additional $1,105,919,874, providing the opportunity to develop bold, high-impact plans
to address the substantial disruptions to student learning, interpersonal interactions, and social-emotional
well-being. This represents a total of $1,709,414,391 in federal COVID-19 relief funding specifically directed to
education in Connecticut since the start of the pandemic.
ESSER I created the opportunity to survive, ESSER II created the opportunity to thrive, and ARP ESSER is
Connecticut’s opportunity to transform our schools. School districts’ use of ESSER II funding was shaped by
the CSDE State-Level Priorities for education. This document, Connecticut's ARP ESSER Guidance, expands
upon those priorities while providing specific examples of the initiatives local education agencies (LEAs) can
adopt to accomplish our common goals of education renewal, learning acceleration, and enrichment for
every student. We urge LEAs to reflect on the needs assessment conducted for the ESSER II application and to
consider how ARP ESSER funds might help expand the depth and breadth of existing initiatives in their LEA ARP
ESSER Plan.
Commitment to Equity:
It is our collective responsibility to fulfill the priorities outlined on the following page through an equity-
focused lens. Access must be focused on our K-12 populations most disproportionately impacted by
COVID-19, including students of color, students with disabilities, English learners, students experiencing
homelessness, disengaged youth, youth in foster care, students from low-income families, students
involved in the justice system, and/or who experienced barriers to remote learning or whose progress
was disrupted.
1 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
State-Level Priorities Revisited:
Reimagining Schools to Transform Students’ Lives
While all of the existing State-Level Priorities shaping the school community’s work over the past year remain
important, some have evolved. For ARP ESSER, CSDE revisited the State-Level Priorities to reflect the collective
call to think boldly and create transformative programs for the students of Connecticut.
• Learning Acceleration, Academic Renewal, and Student Enrichment:
Advancing equity and access in education for students in Connecticut remain top priorities. Resources
must focus on academic supports and recovery to accelerate learning for our students, particularly
those disproportionately affected by the pandemic.
• Family and Community Connections:
The complex issues brought about by the pandemic have made it clear that the success of schools,
families, and communities are interdependent and all have a stake in students’ well-being. Investing in
mutually beneficial school-family-community partnerships will not only support students to achieve
their full potential, but it will also strengthen families and stabilize communities.
• Social, Emotional, and Mental Health of the Students and of our School Staff:
The school community experience during the pandemic has been one of collective challenge and
trauma. We must be prepared to use strategic wraparound social, emotional, and mental health
supports to restore and successfully re-engage our school communities.
• Strategic Use of Technology, Staff Development, and the Digital Divide:
Applying what we have learned during the pandemic requires careful consideration of the importance
of student access to in-person learning and enrichment balanced with the strategic use of technology
to engage and expand learning opportunities. Resources should be allocated to maintain or upgrade
access to technology and connectivity for the long term and to ensure that technology training and
support is provided to students, school staff, and families to maximize student outcomes.
• Building Safe and Healthy Schools:
Ensuring our school buildings are safe and healthy environments that enable all of our students to
excel remains an important aspect of recovering from COVID-19. Resources may be used consistent
with federal relief funding allowable uses as a means to continue facility repairs and improvements,
such as improving ventilation and providing more space for distancing. Resources should continue
to be allocated to support the physical health and safety of our students and staff (e.g., to ensure
adequate personal protective equipment).
2 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
Required LEA Plans for ARP ESSER Funding
ARP ESSER shares many similarities with its predecessor, ESSER II; however, there are three key differences that
LEAs are required to consider while planning their application as indicated below.
Checklist
F Safe Return to In-Person Instruction and Continuity of Services Plan (publicly available online 30 days
after receiving ARP ESSER funds allocation, anticipated May 24th): LEAs are required to publish a plan
for the safe return to in-person instruction and continuity of services that includes the extent to which
the LEA has adopted policies and a description of any such policies on each of the following (section
2001(i)(1) of ARP):
• Health and safety strategies:
– universal and correct wearing of masks;
– physical distancing (e.g., use of cohorts/podding, handwashing and respiratory etiquette);
– cleaning and maintaining healthy facilities, including improving ventilation;
– contact tracing in combination with isolation and quarantine, in collaboration with the State,
local, territorial, and/or Tribal health departments;
– diagnostic and screening testing;
– efforts to provide vaccinations to educators, other staff, and students, if eligible; and
– appropriate accommodations for children with disabilities with respect to health and safety
policies, as well as coordination with state and local health officials.
• Continuity of services (including but not limited to):
– Addressing student academic needs, as well as student and staff social, emotional, mental, and
other health needs, which may include student health and food services.
Further considerations
Federal regulations require all of these plans to be made publicly available online. It is also required
that these plans be in an understandable and uniform format; to the extent practicable, are written in
a language that parents can understand or, if not practicable, orally translated; and upon request by a
parent who is an individual with a disability, provided in an alternative format accessible to that parent.
Before making its plan publicly available, an LEA must seek public comment on the plan and develop the
plan after taking into account public comment. If an LEA developed a plan before ARP was enacted that
does not address the above requirements but otherwise complied with the requirements for public posting
and comments, the LEA must revise its plan no later than six months after it last reviewed its plan.
LEAs are required to review and, as appropriate, revise their Safe Return to In-Person Instruction and
Continuity of Services Plan at least every six months through September 30, 2023, including seeking
public input and taking such input into account in determining whether to revise the plan and, if
revisions are determined necessary, on the revisions it makes to its plan.
For further context you can reference The American Rescue Plan Act or the Interim Final Requirements
of ARP ESSER.
3 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
F LEA ARP ESSER Plan (application will be available in eGMS on May 24th, mid-August deadline will be
defined by the CSDE): Federal regulations requires LEAs to submit a plan that at minimum describes:
• How the LEA will use the mandatory 20% set-aside to address the academic impact of learning loss
(note federal regulation uses term, “lost instruction time”) through the implementation of evidence-
based interventions such as summer learning or enrichment, extended day, comprehensive after
school, or extended school year programs
• How the remaining ARP ESSER funds consistent with statutory requirements will be used
• How the LEA will ensure that the ARP ESSER funded interventions, including but not limited to the 20%
set-aside, will respond to the academic, social, emotional, and mental health needs of all students,
particularly those students disproportionately impacted by the COVID-19 pandemic, including
students from low-income families, students of color, English learners, children with disabilities,
students experiencing homelessness, children and youth in foster care, and migratory students
• How and to what extent ARP ESSER funds will be used to implement prevention and mitigation
strategies that are, to the greatest extent practicable, in line with the most recent CDC guidance on
reopening schools
F LEAs must engage in meaningful consultation with stakeholders when creating their LEA ARP ESSER
Plan. The description must include how the LEA provided the public the opportunity to provide input in
the development of the plan, a summary of the input (including any letters of support), and how the LEA
took such input into account.
• Stakeholders with whom the LEA should consult include, but are not limited to:
– students;
– families/legal guardians;
– school and district administrators (including special education administrators);
– teachers, principals, school leaders, other educators, school staff, and their unions;
– Tribes (if applicable);*
– civil rights organizations (including disability rights organizations);*
– stakeholders representing the interests of children with disabilities, English learners, children
experiencing homelessness, children and youth in foster care, migratory students, children
who are incarcerated, and other underserved students.*
*To the extent present in or served by the LEA
Further considerations
ARP ESSER Funds must be obligated by September 30, 2024.
Federal regulations require LEAs to use evidence-based interventions when addressing the academic
impact of learning loss. LEAs are encouraged to consult the CSDE Evidence-Based Practice Guides,
which are intended to inform school and district decision-making regarding instructional and student
support programming and to optimize the use of local, state, and federal school improvement funds,
much like ARP ESSER. LEAs are encouraged to also utilize well-regarded evidence bases such as the
EdResearch for Recovery Project.
To assist LEAs in meeting the federal requirement of meaningful consulation with stakeholders, we
encourage LEAs to consult Connecticut’s Framework for Family Engagement, their local Regional
Educational Service Center (RESC), the State Education Resource Center (SERC), and the Counsel of
Chief State School Officers (CCSSO’s) handbook.
For further context, districts can reference The American Rescue Plan Act or the Interim Final
Requirements of ARP ESSER.
4 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
Initiatives/Resources to Spark Innovation
The priorities outlined advance the power of developing robust partnerships with community and education stakeholders, including the CSDE, and
encourage LEAs to explore how they can serve the “whole student.” Transformation will occur when we leverage existing and/or form new school-
family-community partnership structures, especially when these partnerships advance more than one priority. This chart provides information about
some implementable initiatives and resources in Connecticut and nationwide that an LEA may wish to pursue or build upon. Note that it is not an
exhaustive list and will continue to be updated.
at least 20%
set aside
Learning
Acceleration, Social, Strategic Use
Family & Building Safe
Academic Emotional, of Technology
Initiatives/Resources Community & Healthy
Renewal, & & Mental & Staff
Connections Schools
Student Health Development
Enrichment
CT Learning Hub: This resource supports statewide access to high-quality, high-
impact resources from CSDE and external partners to support academic, social,
and emotional, multilingual access. The Hub provides eight sub hubs to meet the X X X X
needs of educators, parents, students, and communities, including on-demand
professional development resources supporting each statewide priority.
Connecticut-Based Initiatives/Resources
TeachRock: With the support of CSDE and Governor Lamont, LEAs can apply to
utilize TeachRock as a creative way to engage students and help them achieve
success in their studies. This integrated model arts curricula weaves music history
through core subjects such as English language arts and social studies. Partner X X X
LEAs will take part in focused professional learning on designing engaging
instruction and on the implementation of TeachRock curricula materials, which
will all be available in an online library.
Social-Emotional Learning (SEL) Assessment with DESSA: The CSDE has con-
tracted with Aperture Education to provide the DESSA SEL assessment system,
access to the online portal, training, and on-going support at no cost to school X X
districts. Aperture has a specific information page for Connecticut districts.
Advancing Wellness and Resilience Education: Taking inspiration from Project
AWARE which is currently being implemented in three public schools across
Connecticut: Middletown, Naugatuck, and Windham, LEAs should explore
partnerships and collaboration between state and local systems to promote the
healthy development of school-age youth and prevent youth violence. AWARE X X
sets out to increase awareness of mental health issues of school-age youth, train
educators and other youth-serving adults to detect and respond to mental health
issues, and connect youth and families to appropriate services.
External organizations have not been vetted, approved, or endorsed by the state; they are included here as example resources.
5 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
at least 20%
set aside
Learning
Acceleration, Social, Strategic Use
Family & Building Safe
Academic Emotional, of Technology
Initiatives/Resources Community & Healthy
Renewal, & & Mental & Staff
Connections Schools
Student Health Development
Enrichment
*Launch pending* AccelerateCT Playbook: The bold, redesigned educational
response to learning outlined in AccelerateCT will promote renewal, reduce
opportunity gaps, accelerate learning, and advance equity to allow for the most X X X X
effective response to the disruption caused by the COVID-19 pandemic. Here,
you will find strategies broken down by priority as well as age group.
Evidence-based mentorship programs: The Governor’s Prevention Partnership
provides mentoring programs and youth development professionals with the
knowledge and resources needed to help young people thrive. By collaborating
with the Governor’s Prevention Partnership, LEAs can learn how to harness X
Connecticut-Based Initiatives/Resources
mentoring best practices and cutting-edge research to create a vibrant
mentoring program and facilitate transformational mentoring experiences.
Connecticut School-Based Diversion Initiative (SBDI): In partnership with
CSDE, SBDI helps keep kids in school, improve student outcomes, and ensure
that students receive fair and equitable in-school discipline regardless of mental
health, special education needs, or demographic characteristics such as race or X X X
ethnicity. SBDI is proven to reduce rate of in-school arrests, expulsions, and out-
of-school suspensions.
LRP Special Education Connections: The CSDE provides a subscription to Spe-
cial Education Connections, a special education e-News and resources website,
at no cost to school districts. To assist with the special education complexities
due to the pandemic, CSDE has upgraded subscriptions to include access to LRP
legal case law. LRP provides concise summaries of significant local and national
case decisions, evolving policy guidance, and regulatory changes directly to your X X
e-mail inbox every week. If you don’t know your district’s login information, or
you would like to schedule a free online orientation to learn more about Special
Ed Connection®, contact the Special Ed Connection® Hotline at specialedcon-
nection@lrp.com or dial 800-515-4577 x6303.
Engaging Families through Home Visits: Research shows that family
engagement helps students succeed, and following a very disconnected and
challenging year, home visit programs and similar offerings are more important X X
than ever. Drawing inspiration from Parent Teacher Home Visits, districts in
Connecticut are already implementing programs and seeing marked success.
External organizations have not been vetted, approved, or endorsed by the state; they are included here as example resources.
6 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
at least 20%
set aside
Learning
Acceleration, Social, Strategic Use
Family & Building Safe
Academic Emotional, of Technology
Initiatives/Resources Community & Healthy
Renewal, & & Mental & Staff
Connections Schools
Student Health Development
Enrichment
School Based Health Centers (SBHC): Inspired by Connecticut’s School Based
Health Centers (SBHC), LEAs can partner with local providers to create health
centers located within or on school grounds that serve students in grades preK-12.
SBHCs are comprehensive primary healthcare facilities licensed as outpatient clinics X X
or as hospital satellites. The health centers are staffed by multi-disciplinary teams of
pediatric and adolescent physical, mental, and behavioral health specialists.
*Launch pending* Apex Learning: In partnership with CSDE, all Connecticut stu-
dents in grades 6-12 can access Apex’s online course catalogue for credit recov-
ery, enrichment, and personal learning. This online tool is free for Connecticut X X
schools and supports student needs from foundational skills to advanced course-
Connecticut-Based Initiatives/Resources
work and everything in between.
*Launch pending* Defined Learning: In partnership with CSDE, this online curric-
ula resource is at no cost to LEAs and provides project- and career-based learn-
ing for all Connecticut K-12 students. Supplementing the local curricula, Defined X X
Learning elevates the level of engagement in real-world inquiry projects, enrich-
ment, and asynchronous and independent learning with a career focus.
Educators Rising: With the support of CSDE and Governor Lamont, this national
curriculum introduces high school students early on to careers in education and
diversifies pipelines to the state’s educator workforce based on research showing X
that pre-college engagement of prospective teachers allows districts to invest in
current students of color while also cultivating future educators.
NextGen Educators: With the support of CSDE and Governor Lamont, this pro-
gram is designed to bring highly motivated college students seeking education
degrees into Connecticut’s classrooms today. Not only does this initiative address
today’s most pressing needs, but it can also serve as an innovative teacher pipeline X
for well-qualified educators, now and into the future. Currently, four universities
have placed close to 100 students in districts, and many will be hired to work
during the summer months to assist with summer school and learning loss.
NEAT Marketplace at Oak Hill: The CSDE is dedicated to supporting LEAs’,
families and students with their Assistive Technology needs. CSDE provides, at no
cost to school districts, NEAT membership which includes AT Webinars, Lending X X
Library, Professional Development, and support to build capacity.
External organizations have not been vetted, approved, or endorsed by the state; they are included here as example resources.
7 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
at least 20%
set aside
Learning
Acceleration, Social, Strategic Use
Family & Building Safe
Academic Emotional, of Technology
Initiatives/Resources Community & Healthy
Renewal, & & Mental & Staff
Connections Schools
Student Health Development
Enrichment
Career Pathways: The Office of Workforce Strategy (OWS) will provide technical
assistance to districts and schools seeking to develop new career-focused cours-
es, giving middle and high school students essential skills to begin their careers in X
an in-demand industry.
Work-Based Learning: OWS will assist districts and schools in fostering local
employer partnerships to develop internship, pre-apprenticeship, job shadow, or X X
mentorship opportunities for middle and high school students.
Connecticut-Based Initiatives/Resources
Dual Credit/Dual Enrollment: OWS will provide strategic support to districts and
schools interested in developing new opportunities for high school students to
earn college credit in a professional area of interest while working towards high X
school graduation requirements.
Digital Literacy Professional Development: OWS will assist districts and schools
in forming partnerships with leaders in the technology and technology education
sectors who can offer high-quality training to teachers. This will be crucial for
K-12 educators who wish to make continued use of the unprecedented influx of X X
technology into schools over the past year by effectively embedding technology
into in-person learning experiences going forward.
Family Resource Centers (FRC): Connecticut’s FRCs provide access, within a
community, to a broad continuum of early childhood and family support services
that foster the optimal development of children and families. LEAs have an X X X
opportunity to partner with FRCs to expand their support of student learning and
well-being beyond the school building.
Youth Service Bureaus (YSB): YSBs serve as the coordinating unit for
community-based youth services to provide comprehensive delivery of
prevention, intervention, treatment and follow-up services. Services range
from counseling, employment and training, enrichment activities, truancy X X
interventions, juvenile justice system diversion, and other positive youth
development programs for families and youth. LEAs are encouraged to create
partnerships with YSBs to enhance services provided to their students.
External organizations have not been vetted, approved, or endorsed by the state; they are included here as example resources.
8 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
at least 20%
set aside
Learning
Acceleration, Social, Strategic Use
Family & Building Safe
Academic Emotional, of Technology
Initiatives/Resources Community & Healthy
Renewal, & & Mental & Staff
Connections Schools
Student Health Development
Enrichment
Reframing the school day/year: Massachusetts, Texas, New York, and California are
a just a few states where districts have embraced the evidence based-approach to
reimagining when and how long students attend school. There are many ways to
expand learning time, so we encourage districts to consider what model might work X
best for their students and families in order to best facilitate learning recovery and
student enrichment. Expanding learning time is proven to help underserved students
accelerate learning.
High-quality tutoring: Research shows that personalized, intensive tutoring
accelerates students learning and that those learning gains persist overtime. Whether
implementing high-quality tutoring in person or utilizing online tutoring services, LEAs X
are encouraged to consider how tutoring can accelerate learning for all students and
do so beyond the upcoming school year.
Rethinking classroom models: While adverse experiences like the COVID-19 pandemic
can have profound effects on students, research shows that learning environments
and conditions can be designed in ways that can help students overcome these effects
and thrive. LEAs are encouraged to explore how they can make innovative changes to X X
learning environments, including reducing class size or adding more hands on supports
in the classroom, to achieve better outcomes for students.
Programs outside of typical school hours: These programs can help students get back
into an educational routine; help students feel connected to their peers, schools, and
instructors; provide academic supports; and provide enrichment opportunities. ARP X X X
ESSER funds can be combined with Nita M. Lowey 21st Century Community Learning
Centers Grant Program funds to create programs that support students from low-in-
come backgrounds, students who are struggling, and students who are at risk of later
academic disengagement.
Enhance access to professional student support personnel: Increasing staffing of
school social, emotional, and behavioral support personnel, including counselors,
social workers, psychologists, nurses, and others, has a marked impact on student
success. With increased capacity and access to services by students and families, X X
districts are able to better serve the needs of all students, especially students who were
disproportionately impacted by COVID-19. An innovative example of how to enhance
access can be seen in Nashville Public Schools with their “Navigators” program.
External organizations have not been vetted, approved, or endorsed by the state; they are included here as example resources.
9 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
at least 20%
set aside
Learning
Acceleration, Social, Strategic Use
Family & Building Safe
Academic Emotional, of Technology
Initiatives/Resources Community & Healthy
Renewal, & & Mental & Staff
Connections Schools
Student Health Development
Enrichment
Student enrichment in partnership with community based organizations (CBOs): From
YMCAs to Taekwondo Centers to art centers and beyond, our communities are filled
with strong organizations that can help LEAs meet students where they are. LEAs have X X
an opportunity to partner with CBOs to expand their support of student learning and
well-being beyond the school building.
Supporting educator mental health: As educators continue working during a global
health crisis, educator well-being and support will be essential to school and district
success. Drawing inspiration from Louisiana, LEAs might consider partnering with
virtual therapy programs to provide affordable and convenient support for educators. X X
The USED also encourages LEAs to host on-campus wellness fairs and to provide free
wellness check-ups and free or reduced gym memberships from local community
partners.
Full-service community schools: Recommended by the USED, these integrated
student support services leverage school sites and community-based resources to
ensure students’ social, emotional, physical, and mental health while also making sure X X X
their academic needs are better met. Further details can be found on pages 35-37 of
the USED guidance.
CCSSO Well-being and Connection: This guidance supports districts to address
the critical set of challenges in planning for—and restarting—teaching and learning.
Designed to be a comprehensive guide, this can be used to plan, launch, and sustain X X X X X
initiatives that address student and staff well-being, academic supports, and the system
conditions necessary to make it all happen.
Designing for enrichment and healing: Taking inspiration from the success of Urban95,
an initiative using urban design to promote early childhood development, and the
forthcoming book Schools that Heal, a collection of research-based designs to help
schools be places of healing, much like Sandy Hook Elementary, we encourage LEAs X X
to think about how they can utilize these funds to make meaningful investments. For
students, it might be a creative space designed for collaboration, and for educators, it
might be an intentional space to recharge.
External organizations have not been vetted, approved, or endorsed by the state; they are included here as example resources.
10 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
at least 20%
set aside
Learning
Acceleration, Social, Strategic Use
Family & Building Safe
Academic Emotional, of Technology
Initiatives/Resources Community & Healthy
Renewal, & & Mental & Staff
Connections Schools
Student Health Development
Enrichment
Involve families in learning: One way to do this is through Interactive Homework, an
evidence-based model of interactive homework to regularly keep families informed
and involved in their children’s learning and help more students complete their home- X X
work and improve their skills. Interactive homework creates a three-way partnership
involving students, families, and schools.
Relationship mapping strategy: Inspired by the work of Making Caring Common,
districts can ensure each student in their school has a positive connection with at least
one school adult using this step-by-step guide. Research has shown that a positive X X
connection can have tremendous benefits that include improved social-emotional
capacities.
Digital wellness program for students: Using The Student Resilience Project as
a model of an alternative to in-person support, districts can create a web-based,
research-informed toolkit to encourage students’ well-being by helping them learn to X X X
manage stress in healthy ways and increase their sense of belonging. Websites could
feature videos, skill-building activities, resources, and more.
Hands-on ‘green’ curriculum: Drawing inspiration from the Green Bronx Machine
Curriculum, implement curriculum that combines the art and science of growing food.
This can help educators reach students of all abilities while also teaching personal X X X X
responsibility, building entrepreneurial skills, promoting workforce development, and
transforming lives, one seed at a time.
FAFSA Completion and Postsecondary Enrollment: Although increasing economic
insecurity and labor market expectations make postsecondary education and
postsecondary financial assistance more important than ever, Connecticut’s FAFSA
completion rate and postsecondary enrollment rate lags previous years’ and other
states’. Districts can expand their own efforts, support students’ use of online X
scholarship and college advising platforms like CollegePoint, or partner with regional
financial aid counselors through CONNTAC, Inc. to encourage postsecondary
enrollment and put it within reach of family budgets.
External organizations have not been vetted, approved, or endorsed by the state; they are included here as example resources.
11 Connecticut State Department of Education
Connecticut's ARP ESSER Guidance: Reimagining Schools to Transform Students' Lives
Authorized Uses of ARP ESSER Funds
LEAs may use funds for any activity authorized under the major federal grant categories including the
Elementary and Secondary Education Act (ESSA), the Individuals with Disabilities Education Act (IDEA), the
Adult Education and Family Literacy Act (AEFLA), the Carl D. Perkins Career and Technical Education Act
(Perkins), or the McKinney-Vento Homeless Education Assistance Act. The following more specifically describe
the types of eligible activities under section 2001(e)(2) of ARP:
• Addressing learning loss among students, including providing guidance for carrying out requirements
low-income students, children with disabilities, under the IDEA and ensuring other educational
English learners, racial and ethnic minorities, services can continue to be provided consistent
students experiencing homelessness, and children with all Federal, State, and local requirements.
and youth in foster care, of the local educational • Purchasing educational technology (including
agency, including by: (A) Administering and using hardware, software, and connectivity) for students
high-quality assessments that are valid and reliable, who are served by the local educational agency
to accurately assess students’ academic progress that aids in regular and substantive educational
and assist educators in meeting students’ academic interaction between students and their classroom
needs, including through differentiating instruction; instructors, including low-income students and
(B) Implementing evidence-based activities to meet children with disabilities, which may include
the comprehensive needs of students; (C) Providing assistive technology or adaptive equipment
information and assistance to parents and families
on how they can effectively support students, • Providing mental health services and supports,
including in a distance learning environment; (D) including through the implementation of
Tracking student attendance and improving student evidence-based full-service community schools.
engagement in distance education. • Planning and implementing activities related to
• Coordination of preparedness and response summer learning and supplemental afterschool
efforts of local educational agencies with State, programs, including providing classroom
local, Tribal, and territorial public health depart- instruction or online learning during the summer
ments, and other relevant agencies, to improve months and addressing the needs of low-income
coordinated responses among such entities to students, children with disabilities, English
prevent, prepare for, and respond to coronavirus. learners, migrant students, students experiencing
homelessness, and children in foster care.
• Providing principals and others school leaders
with the resources necessary to address the • School facility repairs and improvements to enable
needs of their individual schools. operation of schools to reduce risk of virus trans-
mission and exposure to environmental health
• Activities to address the unique needs of low-in- hazards, and to support student health needs.
come children or students, children with disabili-
ties, English learners, racial and ethnic minorities, • Inspection, testing, maintenance, repair, replace-
students experiencing homelessness, and foster ment, and upgrade projects to improve the indoor
care youth, including how outreach and service air quality in school facilities, including mechani-
delivery will meet the needs of each population. cal and non-mechanical heating, ventilation, and
air conditioning systems; filtering, purification
• Developing and implementing procedures and other air cleaning; fans, control systems, and
and systems to improve the preparedness and window and door repair and replacement.
response efforts of local educational agencies.
• Developing strategies and implementing public
• Training and professional development for staff health protocols including, to the greatest extent
of the local educational agency on sanitation and practicable, policies in line with guidance from
minimizing the spread of infectious diseases. the CDC for the reopening and operation of
• Purchasing supplies to sanitize and clean the school facilities to effectively maintain the health
facilities of a local educational agency, including and safety of students, educators, and other staff.
buildings operated by such agency. • Other activities that are necessary to maintain the
• Planning for, coordinating, and implementing operation of and continuity of services in local
activities during long-term closures, including educational agencies and continuing to employ
providing meals to eligible students, providing existing staff of the local educational agency.
technology for online learning to all students,
12 Connecticut State Department of Education
The Connecticut State Department of Education is committed to a policy of affirmative action/equal opportunity for all
qualified persons. The Connecticut Department of Education does not discriminate in any employment practice, education
program, or educational activity on the basis of age, ancestry, color, civil air patrol status, criminal record (in state employment
and licensing), gender identity or expression, genetic information, intellectual disability, leaming disability, marital status,
mental disability (past or present), national origin, physical disability (including blindness), race, religious creed, retaliation for
previously opposed discrimination or coercion, sex (pregnancy or sexual harassment), sexual orientation, veteran status or
workplace hazards to reproductive systems, unless there is a bona fide occupational qualification excluding persons in any
of the aforementioned protected classes.
Inquiries regarding the Connecticut State Department of Education’s nondiscrimination policies should be directed to: Levy
Gillespie, Equal Employment Opportunity Director/Americans with Disabilities Act (ADA) Coordinator, Connecticut State
Department of Education, 450 Columbus Boulevard, Suite 505, Hartford, CT 06103, 860-807-2071, levy. gillespie@ct.gov.