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Implementation of
Key Federal Education Policies
in the Wake of the
Coronavirus Pandemic
State Educational Agency 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. While individual states may be identified in reporting, individual respondents will not be identified. 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). States 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.
1
INTRODUCTION TO SURVEY
The U.S. 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 (ESEA), as amended by the Every Student Succeeds Act of
2015 (ESSA), and use federal funds, including those provided specifically to help districts recover from the pandemic. The study
includes surveys of officials from all state education agencies and from a nationally representative set of school district officials.
•
The survey may require more than one respondent, give 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 state
educational agency representative with broad knowledge of the state’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 state’s Chief Finance Officer would likely be the most
appropriate respondent for Section 4 of the survey on use of federal funds.
•
States may be identified in reporting, but individual respondents will not be identified.
•
Your state’s responses are critical to drawing lessons about the implementation of federal policies during the
pandemic. States receiving funds under the 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
Section 1. School Operations
Definitions for this section
Attendance can be measured using any method during periods of remote learning. It may include collecting data
on participation such as students who log into online learning platforms, join live classes by video, submit online
or paper assignments, or communicate with their teachers.
Periods of remote learning include periods of time when school buildings are closed for in-person instruction
and when schools use a hybrid of in-person and remote learning. Hybrid in-person and remote learning occurs
when groups of students receive in-person instruction in schools on alternating days or weeks, or with staggered
start and end times to the school day.
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.
These definitions also are available to respondents by hovering over the words that appear in blue text in the
survey.
This section asks about the amount of instructional time required by your state, school closures, and remote
learning during the 2020–21 school year.
1-1.
Has your state reduced the minimum number of required instructional days or hours/minutes for this school
year (2020–21) compared to the policy in place before the coronavirus pandemic?
1□
Yes
0□
No
NA □
Not applicable – state has no instructional time requirement, eliminated the
requirement, or waived the requirement for all districts and schools for
2020–21
Q.1-1 SKIP INSTRUCTION
States that answer “Yes” to Q.1-1 go to Q.1-1a.
States that answer “No” to Q.1-1 skip to Q.1-2.
States that answer “Not applicable” to Q.1-1 skip to Q.1-3.
3
1-1a.
By how many instructional days, hours, or minutes did your state reduce the minimum time requirement this
school year (2020–21) compared to the policy in place before the coronavirus pandemic? (Select one response.)
Note: Fill in the number of instructional days, hours, or minutes most appropriate for your state’s requirement. Please fill in
requirements based on a school-year total and not minutes per quarter or semester.
Number of instructional days reduced over the school year
Number of instructional hours reduced over the school year
Number of instructional minutes reduced over the school year
1-2.
Did your state grant waivers from the minimum instructional time requirement for this school year (2020–21)?
(Select one response.)
1□
State did not grant any instructional time waivers
2□
State granted instructional time waivers to some districts or schools
Q.1-2 SKIP INSTRUCTION
States that answer “State granted instructional time waivers to some
districts or schools” go to Q.1-2a.
States that answer “State did not grant any instructional time waivers” skip
to Q.1-3.
1.2a.
How many districts received waivers from the minimum instructional time requirement for this school year
(2020–21)? Please provide your best estimate.
Number of districts that received a waiver
1-3.
How many total days, if any, did your state close school buildings statewide for in-person instruction in response
to the coronavirus this school year (2020–21)?
Note: Count the total number of instructional days your state closed school buildings statewide for in-person instruction,
with or without remote learning, in response to the coronavirus. Do not include school closures due to other emergencies
such as weather-related disruptions or for school holidays or break periods.
Number of total instructional days school buildings closed statewide for in-person instruction
1-4.
This school year (2020–21), other than statewide closures, were individual districts permitted by your state to
close school buildings for in-person instruction in response to the coronavirus?
Note: Only consider instances when a district is permitted to close school buildings for in-person instruction, with or
without remote learning, in response to the coronavirus.
1□
Yes
0□
No
4
Q.1-4 SKIP INSTRUCTION
States that answer “Yes” go to Q.1-4a.
States that answer “No” skip to Q.1-5.
1-4a.
Other than statewide closures, approximately how many districts closed school buildings districtwide for inperson instruction in response to the coronavirus at any point during this school year (2020–21)? Please provide
your best estimate.
Note: Only consider instances when a district closed school buildings districtwide for in-person instruction, with or without
remote learning, in response to the coronavirus. Do not include school closures due to other emergencies such as weatherrelated disruptions or for school holidays or break periods.
Number of districts that closed school buildings districtwide for in-person instruction
NA
1-5.
□ My state does not track this information
For this school year (2020–21), did your state require or recommend an approach for schools and districts to
count remote learning hours toward your state’s instructional time requirements? (Select one response.)
For example, states may provide guidance on how to count asynchronous remote learning time toward instructional time
requirements.
1□
Yes, the state requires schools and districts to follow a state-defined approach
2□
Yes, the state recommends schools and districts follow a state-defined approach
0
□ No, the state does not require or recommend a state-defined approach
NA
1-6.
□ Not applicable – no remote learning
For this school year (2020–21), did your state require attendance tracking during periods of remote learning?
1□
Yes
0□
No
NA
□ Not applicable – no remote learning
Q.1-6 SKIP INSTRUCTION
States that answer “Yes” or “No” go to Q.1-7.
States that answer “Not applicable” skip to Q.2-1.
1-7.
For this school year (2020–21), did your state specify a definition or standard for what constitutes attendance
during a day of remote learning?
1□
Yes
0□
No, the state allows schools and districts to determine what constitutes attendance
5
Section 2. Supports for Schools
Definitions for this section
Additional Targeted Support and Improvement (ATSI) schools are those with subgroups performing at or
below the lowest 5 percent of all Title I schools as defined under ESEA for federal accountability.
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.
ESSA Tiers 1 and 2 evidence comes from studies using a well-implemented experimental or quasi-experimental
design.
ESSA Tier 3 evidence comes from a well-implemented, correlational study that statistically controls for selection
bias.
ESSA Tier 4 evidence based on high-quality research that the intervention is likely to improve student outcomes
and an effort to study the effects of the intervention is underway.
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.
Targeted in another way includes other groups of schools targeted by your state. Examples include schools
targeted by grade level (e.g., middle schools only); specific geographic areas; high share of special populations
(e.g., English learners, students with disabilities); or experiencing other specific needs or changes (e.g., significant
staff turnover).
Targeted Support and Improvement (TSI) schools are those with consistently underperforming subgroups as
defined by the State in its consolidated State plan for ESEA federal accountability.
Technical assistance includes any guidance or best practices resources your state 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.
6
The first set of questions asks about the kinds of support your state provided to districts and schools this school year
(2020–21).
2-1.
Has your state 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 and Q.2-1a INSTRUCTION
Each item in Q.2-1 where the state answers “Yes,” the item will
appear in Q.2-1a. Note: The online form will allow respondents to
select at most three topics across all topics listed in Q.2-1a.
7
2-1a.
Indicate the three topics of new or updated guidance documents or resource materials on which your state spent
the most staff time and resources this school year (2020-21)?
SELECT ONE RESPONSE
IN EACH ROW
TOPIC AMONG THE TOP
THREE?
TOPIC
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 procedure ...........
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
a.
i.
2-2.
Specific ways to support other students with special needs (e.g., homeless students, migrant
students, students in foster care .............................................................................................
During this school year (2020–21), did your state provide or arrange for professional development (PD) on the
following topics? Indicate whether your state provided or arranged for PD on the topic for no schools/districts,
some schools/districts, or all schools/districts.
SELECT ONE RESPONSE IN EACH ROW
STATE PROVIDED OR ARRANGED
FOR PD ON TOPIC FOR:
PROFESSIONAL DEVELOPMENT (PD) TOPIC
NO SCHOOLS/
DISTRICTS
SOME SCHOOLS/
DISTRICTS
ALL SCHOOLS/
DISTRICTS
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 safetyrelated 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
8
Q.2-2 SKIP INSTRUCTION
For each item in Q.2-2 where the state answers “All schools/districts,”
the item will appear in Q.2-3.
For each item in Q.2-2 where the state answers “Some schools/districts,”
the item will appear in Q.2-4.
2-3.
Did your state provide or arrange for the same number of hours of professional development (PD) on the topic
for all schools/districts? If not, identify the types of schools/districts where the state provided or arranged for
more hours of PD on the topic.
DID STATE PROVIDE
OR ARRANGE FOR
SAME NUMBER OF
HOURS OF PD ON
TOPIC ACROSS ALL
SCHOOLS/
DISTRICTS?
TOPIC
IF NO, FOR WHICH SCHOOLS/DISTRICTS
DID YOUR STATE PROVIDE OR ARRANGE
FOR MORE HOURS OF PD?
(SELECT ALL THAT APPLY IN EACH ROW)
YES
NO
CSI
SCHOOLS/
DISTRICTS
WITH
A CSI SCHOOL
TITLE I
SCHOOLS/
DISTRICTS
OTHER TYPES
OF SCHOOLS/
DISTRICTS
(SPECIFY)
a.
Curricula, standards, and subject matter content .......
1
0
1
2
3 _____________
b.
Remote learning strategies .........................................
1
0
1
2
3 _____________
c.
Specific strategies to help students catch up or
accelerate learning.....................................................
1
0
1
2
3 _____________
Supporting students’ social, emotional, and mental
health needs ..............................................................
1
0
1
2
3 _____________
Strategies to support physical distancing and other
health or safety-related procedures............................
1
0
1
2
3 _____________
f.
Engaging students and families ..................................
1
0
1
2
3 _____________
g.
Specific ways to support English learners (ELs) ..........
1
0
1
2
3 _____________
h.
Specific ways to support students with disabilities
(SWDs) .......................................................................
1
0
1
2
3 _____________
Specific ways to support other students with special
needs (e.g., homeless students, migrant students,
students in foster care)...............................................
1
0
1
2
3 _____________
d.
e.
i.
9
2-4.
For which schools/districts did your state provide or arrange for PD on the topic?
SELECT ALL THAT APPLY IN EACH ROW
STATE PROVIDED OR ARRANGED FOR PD ON THE
TOPIC FOR:
PROFESSIONAL DEVELOPMENT (PD) TOPIC
CSI
SCHOOLS/
DISTRICTS WITH
A CSI SCHOOL
TITLE I
SCHOOLS/
DISTRICTS
OTHER TYPES
OF SCHOOLS/
DISTRICTS
(SPECIFY)
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 safetyrelated 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 _____________
10
Q.2-5 INSTRUCTION
Q.2-5 will list all items from Q.2-2 where the state answered
“All schools/districts” or “Some schools/districts.”
2-5.
Indicate the top three topic areas on which your state spent the most time and resources providing or arranging
for professional development (PD) to schools and districts during this school year (2020–21).
SELECT ONE RESPONSE
IN EACH ROW
TOPIC AMONG THE TOP THREE?
PROFESSIONAL DEVELOPMENT (PD) TOPIC
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
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 supporting English learners (ELs)....................................................
1
0
h. Specific ways to support students with disabilities (SWDs) ........................................
1
0
1
0
a.
e.
i.
2-6.
Specific ways to support other students with special needs (e.g., homeless students,
migrant students, students in foster care) ................................................................
Has your state provided access to curricula or other instructional materials for use in remote learning?
1□
0
Yes
□ No
Q.2-6 SKIP INSTRUCTION
States that answer “Yes” go to Q.2-6a.
States that answer “No” skip to Q.2-7.
2-6a.
Are the curricula or other instructional materials for use in remote learning that your state provided required or
optional for this school year (2020–21)? (Select one response.)
1□
Required
2□
Optional
3□
Both, some are required and some are optional
11
The next set of questions asks about how your state supports schools and districts in identifying and
implementing evidence-based models, interventions, or strategies to improve student learning.
2-7.
To what extent does your state use the following strategies to promote the use of evidence-based models,
interventions, or strategies to improve student achievement during this school year (2020–21)?
SELECT ONE RESPONSE IN EACH ROW
DID NOT
USE THIS
STRATEGY
STATE STRATEGIES TO PROMOTE THE USE OF
EVIDENCE-BASED INTERVENTIONS
a.
b.
c.
d.
e.
f.
g.
USED THIS
USED THIS
STRATEGY
STRATEGY
MORE
ALONG WITH
EXTENSIVELY
OTHER
STRATEGIES THAN OTHER
STRATEGIES
EQUALLY
THIS WAS
THE
PRIMARY
STRATEGY
FOR
PROMOTING
EVIDENCE
USE
The state refers district and school leaders to the What
Works Clearinghouse, Evidence for ESSA, or another
organization that rates evidence to obtain information on
evidence-based models, interventions, or strategies to
improve student performance..............................................
1
2
3
4
The state links district and school leaders with staff from the
U.S. Department of Education’s Regional Educational
Laboratories or Comprehensive Centers to obtain
information on evidence-based models, interventions, or
strategies to improve student performance ..........................
1
2
3
4
The state provides district and school leaders with
information about evidence-based models, interventions,
or strategies to improve student performance ......................
1
2
3
4
The state provides a list of vetted partners that district and
school leaders can engage to implement approved evidencebased strategies....................................................................
1
2
3
4
The state requires districts to describe the evidence base for
proposed interventions in applications for school
improvement funds or districts receive competitive
preference for describing such evidence ..............................
1
2
3
4
The state requires districts to include plans for evaluating
the effectiveness of interventions in applications for school
improvement funds or districts receive competitive
preference for evaluation plans ............................................
1
2
3
4
Something else .....................................................................
1
2
3
4
(Specify): __________________________________________________________________
12
2-8.
Has your state developed a list of approved evidence-based models, interventions, or strategies for any schools
and districts to improve student achievement?
1□
Yes
0□
No
Q.2-8 SKIP INSTRUCTION
States that answer “Yes” go to Q.2-9.
States that answer “No” skip to Q.3-1.
2-9.
To what extent did your state consider the following criteria in choosing what to include on the list of approved
models, interventions, and strategies to improve student achievement?
SELECT ONE RESPONSE IN EACH ROW
NOT
CONSIDERED
CONSIDERED
WITH
MINIMAL
WEIGHT
CONSIDERED
WITH EQUAL
WEIGHT
CONSIDERED,
WITH MORE
WEIGHT
REQUIRED
Has research from studies using a
well-implemented experimental or
quasi-experimental design (meets
ESSA Tier 1 or 2 evidence) ................
1
2
3
4
5
Has research showing promising
evidence from a well-implemented,
correlational study that statistically
controls for selection bias (meets
ESSA Tier 3 evidence) ......................
1
2
3
4
5
c.
High-quality research shows that the
intervention is likely to improve
student outcomes and a study is
planned or underway to examine
the effects of the strategy (meets
ESSA Tier 4 evidence) .....................
1
2
3
4
5
d.
Evidence of effectiveness that meets
other evidence criteria .....................
1
2
3
4
5
Instructional design of the program
(structure and sequencing, support
materials, skills targeted) .................
1
2
3
4
5
f.
Alignment with the state’s academic
content standards ............................
1
2
3
4
5
g.
Availability of aligned assessments
to monitor student progress and/or
attainment .......................................
1
2
3
4
5
h.
Alignment with school or district
identified needs ...............................
1
2
3
4
5
CRITERIA FOR INCLUSION
a.
b.
e.
13
2-10.
To what extent did your state consider any of these sources of information to determine that the models,
interventions, and strategies on the state’s approved list have evidence of effectiveness?
SELECT ONE RESPONSE IN EACH ROW
DID NOT
CONSIDER
THIS
SOURCE
CONSIDERED
WITH
MINIMAL
WEIGHT
CONSIDERED
WITH EQUAL
WEIGHT
CONSIDERED
WITH MORE
WEIGHT
THIS WAS
THE
PRIMARY
SOURCE OF
INFORMATION
Research published by third-party
organizations that evaluate programs or
by college/university researchers ..........
1
2
3
4
5
Information provided by the program’s
developer or vendor .............................
1
2
3
4
5
Recommendations from other states, or
from schools and districts within the
state......................................................
1
2
3
4
5
The What Works Clearinghouse,
Evidence for ESSA, or other
organization that rates evidence ...........
1
2
3
4
5
Information from a U.S. Department of
Education Comprehensive Center .........
1
2
3
4
5
Information from a U.S. Department of
Education Regional Educational
Laboratory............................................
1
2
3
4
5
Another source .....................................
1
2
3
4
5
INFORMATION SOURCE
a.
b.
c.
d.
e.
f.
g.
(Specify): _______________________________________
14
2-11.
Are any of the following types of schools (and their districts) required to select strategies to improve student
academic achievement from your state’s list of approved evidence-based models, interventions, or strategies?
SELECT ONE RESPONSE
IN EACH ROW
SCHOOLS THAT MUST SELECT FROM STATE-APPROVED LIST
YES
NO
a.
All schools ................................................................................................................
1
0
b.
CSI schools ...............................................................................................................
1
0
c.
TSI and/or ATSI schools ...........................................................................................
1
0
d.
Title I schools ...........................................................................................................
1
0
e.
Another type of school .............................................................................................
1
0
(Specify): ________________________________________________________________________________________________
Q.2-11 SKIP INSTRUCTION
States that select “Yes” for all schools, skip to Section 3.
(Q.2-11 rows b, c, d, and e will be grayed out.)
Otherwise states respond to rows b through e.
15
Section 3. Measuring Student and School Improvement
Definitions for this section
Additional Targeted Support and Improvement (ATSI) schools are those with subgroups performing at or
below the lowest 5 percent of all Title I schools as defined under ESEA for federal accountability.
Attendance can be measured using any method during periods of remote learning. It may include collecting data
on participation such as students who log into online learning platforms, join live classes by video, submit online
or paper assignments, or communicate with their teachers.
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.
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.
State’s federal accountability system as described in your state’s accountability plan required under the Every
Student Succeeds Act and approved by the U.S. Secretary of Education.
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.
Targeted Support and Improvement (TSI) schools are those with consistently underperforming subgroups as
defined by the State in its consolidated State plan for ESEA for federal accountability.
Title I schools includes 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.
16
The first set of questions asks about administering and using interim and summative assessments.
3-1.
Other than regular screening to identify students with disabilities and English-learners, did your state REQUIRE
districts to administer an interim assessment to determine students’ academic needs at the beginning of this
school year (2020–21)?
2□
Yes, state required districts to administer an interim assessment in all schools
1□
Yes, state required districts to administer an interim assessment in some schools
0□
No, the state did not require districts to administer an interim assessment
Q.3-1 SKIP INSTRUCTION
States that answer “No” skip to Q.3-5.
States that answer “Yes, all schools” skip to Q.3-3.
States 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)?
SELECT ONE RESPONSE IN
EACH ROW
SCHOOL TYPE
YES
NO
a.
CSI schools .....................................................................................................................
1
0
b.
TSI and/or ATSI schools .................................................................................................
1
0
c.
Title I schools .................................................................................................................
1
0
d.
Other types of schools ....................................................................................................
1
0
(Specify):
3-3.
In schools that were required to administer an interim assessment, was the assessment required of all students
or specific groups of students? (Select one response.)
1□
Interim assessment was required of all students
0□
Interim assessment was required of some students
Q.3-3 SKIP INSTRUCTION
States that answer “all students” skip to Q. 3-5.
States that answer “some students” go to Q. 3-4.
17
3-4.
For which group of students were schools REQUIRED to administer an assessment at the beginning of this school
year (2020–21)?
SELECT ONE RESPONSE
IN EACH ROW
GROUPS OF STUDENTS
YES
NO
Students in specific grade levels ....................................................................................
1
0
(Specify grade levels: PK K 1 2 3 4 5 6 7 8 9 10 11 12) _____________________________________________________
1
0
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
a.
(Specify how district defines these students) _____________________________________________________________
h.
Other category of students ............................................................................................
(Specify how district defines these students) _____________________________________________________________
The next set of questions asks about how your state is assessing student achievement and measuring and monitoring
school improvement during the 2020–21 school year.
3-5.
How, if at all, has your state changed the measures used in the state’s federal accountability system for this
school year (2020–21), compared with measures used before the coronavirus pandemic (2018–19)?
SELECT ONE RESPONSE IN EACH ROW
INCREASED
DID NOT
CHANGE
DECREASED
NOT
APPLICABLE
Number of times state summative assessments are
administered .........................................................................
1
2
3
NA
Number of subjects tested other than math and English
language arts (ELA) ................................................................
1
2
3
NA
Number of grades tested other than grades 3-8 and once in
high school ............................................................................
1
2
3
NA
The minimum score students need to achieve on the state
assessment to be identified as proficient in ELA or math ....
1
2
3
NA
Number of indicators other than academic achievement
(e.g., school climate measures, attendance, or postsecondary
outcomes) ..............................................................................
1
2
3
NA
Threshold for the number of days absent or percentage of
days absent for a student to be counted as chronically absent
1
2
3
NA
The minimum subgroup size (e.g., “minimum n-size”)
1
2
3
NA
TYPE OF MEASURE
a.
b.
c.
d.
e.
f.
g.
18
3-6.
Has your state changed any state summative assessment used for federal accountability in the following ways for
this school year (2020–21), compared with state summative assessments used before the coronavirus pandemic
(2018-19)?
SELECT ONE RESPONSE
IN EACH ROW
CHANGE FOR 2020–21
YES
NO
We used an assessment with fewer items .................................................................
1
2
b. We used an assessment with fewer constructed-response or performance-based
items .......................................................................................................................
1
2
c.
We moved the assessment from a paper and pencil to a computer/online format ....
1
2
d. We moved from one end-of-year summative assessment to a series of interim
assessments .............................................................................................................
1
2
e.
1
2
a.
3-7.
We allowed some or all students to take state assessments from home .....................
For this school year (2020–21), did your state specify and require changes to the criteria for the following student
attainment or progress measures?
SELECT ONE RESPONSE
IN EACH ROW
ATTAINMENT OR PROGRESS MEASURES
YES
NO
a.
Grade retention standards ............................................................................
1
0
b.
Course grading policies ................................................................................
1
0
c.
High school graduation requirements ...........................................................
1
0
d.
Other attainment or progress measure .........................................................
1
0
(Please specify):
19
3-8.
To what extent did NOT having statewide summative assessment data from last year (2019–20), due to the
coronavirus pandemic, affect your state’s ability to conduct the following functions and processes this school
year (2020–21)?
SELECT ONE RESPONSE IN EACH ROW
NO EFFECT/ STATE
ASSESSMENTS NOT
USED FOR THIS
SMALL
MODERATE
SUBSTANTIAL
PURPOSE
EFFECT
EFFECT
EFFECT
Calculating indicators used in the state’s federal
accountability system .................................................
1
2
3
4
Determining overall school academic achievement
performance ..............................................................
1
2
3
4
c.
Identifying CSI, TSI, and ATSI schools ........................
1
2
3
4
d.
Developing or monitoring district or school
improvement plans ....................................................
1
2
3
4
implement district or school improvement plans .......
1
2
3
4
Implementing or expanding remote learning options
for districts, schools, or families .................................
1
2
3
4
g.
Evaluating teacher performance ................................
1
2
3
4
h.
Evaluating the effectiveness of interventions ..............
1
2
3
4
i.
Reviewing the state’s academic content or
achievement standards ..............................................
1
2
3
4
j.
Evaluating attendance definitions or criteria ..............
1
2
3
4
k.
Determining professional development (PD) or
technical assistance needs ..........................................
1
2
3
4
FUNCTIONS/PROCESSES
a.
b.
e.
f.
Allocating additional resources to districts to
20
3-9.
How will (or did) your state administer mandated summative assessments in English language arts (ELA) and
math this school year (2020–21) for students in the following grades?
SELECT ONE RESPONSE IN EACH ROW
CONTENT/SUBJECT
IN PERSON,
IN SCHOOL FOR
ALL STUDENTS
REMOTE FOR
ALL STUDENTS
HYBRID APPROACH: IN
PERSON, IN SCHOOL
FOR SOME AND
REMOTE FOR OTHER
STUDENTS
GRADE 4
a.
ELA .................................................................
1
2
3
b.
Math ...............................................................
1
2
3
GRADE 8
c.
ELA .................................................................
1
2
3
d.
Math ...............................................................
1
2
3
High school grade or course chosen for your
state’s federal accountability system
e.
ELA .................................................................
1
2
3
f.
Math ...............................................................
1
2
3
21
Section 4. Federal Funding
Definitions for this section
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 that provided funding for state
education agencies (SEAs) and local education agencies (LEAs) through a formula.
The definitions also are available to respondents by hovering over the words that appear in blue text in the survey.
The questions in this section, ask about the ways in which your state allocated funding under the Coronavirus Aid Relief
and Economic Security (CARES) Act Education Stabilization Fund (ESF). Please respond to the questions in this section
based on actions your state has taken since receiving ESF funds, including any funding received during the 2019–20
school year or the summer of 2020. The state’s Chief Finance Officer would likely be the most appropriate respondent
for Section 4 of the survey on use of federal funds.
4-1.
The 2020 Elementary and Secondary School Emergency Relief (ESSER) Fund allows state education agencies
(SEAs) to reserve up to 10 percent in an SEA reserve. Please provide the dollar amount that was allocated to the
SEA reserve. You may estimate if you do not have exact figures. [Note: We will pre-populate the total allocation
from an extant source.]
Maximum federal ESSER funds allocation for [STATE]:
[$xxx,xxx,xxx]
ACTIVITY
AMOUNT
Amount of SEA reserve ...................................................................................................
Q.4-1 SKIP INSTRUCTION
States that enter an amount > 0 go to Q.4-2.
States that enter “0” skip to Q.4-3.
22
$
4-2.
Please indicate how the SEA allocated the ESSER state reserve funds.
ACTIVITY
4-3.
AMOUNT
a.
Improving technological capacity and access – including hardware and software,
connectivity, and instructional expertise ..................................................................
$
b.
Revising curricula or instructional strategies, distributing best practices and
innovations to support remote learning....................................................................
$
c.
Promoting parent awareness of and efforts to support remote learning ....................
$
d.
Adapting school facilities or schedules in response to the coronavirus ......................
$
e.
Other emergency needs as determined by the SEA to address issues responding to
the coronavirus .......................................................................................................
$
f.
Administrative costs .................................................................................................
$
g.
Funds allocated directly to LEAs in excess of the required minimum 90 percent of
total grant funds .......................................................................................................
$
Were funds from your state’s Governor’s Emergency Education Relief (GEER) Fund allocated to school districts
serving kindergarten-grade 12?
1□
Yes
0□
No
Q. 4-3 SKIP INSTRUCTION
States that answer “Yes” go to Q.4-4.
States that answer “No” skip to end of survey.
23
4-4.
When distributing funds from the GEER Fund, which criteria did the state use to determine the local educational
agencies that are most significantly impacted by the coronavirus? Which three criteria were given the greatest
weight (If at least three criteria were used)?
USED TO
DETERMINE
LEAs MOST
IMPACTED
THREE
CRITERIA
GIVEN
GREATEST
WEIGHT IN
DETERMINING
IMPACT
SELECT ONE
RESPONSE IN
EACH ROW
SELECT ONE
RESPONSE IN
EACH ROW
YES
NO
YES
NO
Extent of access to the technology infrastructure and tools required for distance
education (e.g., broadband access and the availability of needed devices) .....................
1
0
1
0
b.
Percentage of families served by the LEA with incomes below the poverty line ..............
1
0
1
0
c.
Percentage of students in an LEA that represent historically underserved populations
(e.g., students with disabilities, English learners, students experiencing homelessness) .
1
0
1
0
d. Financial capacity of an LEA to respond to the impact of the coronavirus, including the
amount of assistance provided to the entity through other ESF programs ......................
1
0
1
0
e.
Unemployment data for the geographic area in which the LEA is located .......................
1
0
1
0
f.
Extent to which the LEA is located in a geographic area in which a significant number
or percentage of individuals have tested positive for COVID-19 ......................................
1
0
1
0
Other .............................................................................................................................
1
0
1
0
CRITERIA
a.
g.
(Please describe): __________________________________________________________________________________________
THANK YOU FOR COMPLETING THIS SURVEY.
24
| File Type | application/pdf |
| Author | Patty Troppe |
| File Modified | 2020-12-11 |
| File Created | 2020-12-11 |