All survey questions are included in the ESSER Year 4 Annual PSU Survey section. Once the PSU has reviewed the questions and gathered the necessary information, they will complete the survey in Qualtrics.

Use this guidance document to assist you in gathering information before you complete the survey within the Qualtrics platform. Clarifying information and instructions for certain questions are written in purple font. Please note: The clarifying information provided within the guidance document is not included within the Qualtrics survey. It is meant to provide further information to assist PSUs in accurately completing the survey and in understanding some of the language within the Qualtrics platform.

We encourage PSU leaders to print out this guidance document, make notes, and/or make a copy of the document to complete the survey questions digitally prior to completing the survey within the Qualtrics platform.

Survey Overview

What is the purpose of this survey?

This survey is to collect data required from all states that received Elementary and Secondary Emergency Relief funds under the Coronavirus Aid, Relief, and Economic Security (CARES) Act (ESSER I), Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act (ESSER II), or the American Rescue Plan (ARP) Act (ARP ESSER / ESSER III). The data shall be submitted to the United States Department of Education.

Is this survey required?

Yes, ESSER funds came with annual reporting requirements. All grantees are required to report on ESSER funds received. Grantees must submit an annual report describing how the State and subrecipients used the awarded funds during the performance period.

To complete this requirement, NC DPI is required to collect information from subrecipients to compile and submit one report to the US Department of Education (USDE). Every PSU that received ESSER funds must complete this survey. (Please note, the survey includes references to the USED documents for internal reference purposes. The PSU does not need to go to or use the USED survey to complete the required survey.)

Will DPI be providing allotment and expenditure data required in the survey?

The data provided by DPI will not need to be entered directly into this survey. It will be provided directly to the USED. Below contains the list of the USED required data:

Provide ESSER I, II, and III SEA Reserve Fund:

total allotted,
total amount expended in FY 2022-2023,
total expenditures for prior reporting periods (for FY20, FY21, FY22) and
remaining balance.

The data to be provided to USED by DPI can be found in the following link: ESSER YEAR 4 ALLOTMENT AND EXPENDITURE DATA.

In the same link, you can find the 'Chart of Account (COA) Map'. The information on this page was used to align fund data to the USED Survey categories and activities.

You may need to refer to the data to answer questions in the survey. In the survey, we will indicate when you need to utilize this data.

To print the workbook, select “Download as PDF” in the top right, or click the download icon in the bottom right:

You will need to adjust the scaling to print correctly.

To download as an Excel or CSV file, select the "Crosstab” option from the download icon.

Who is required to complete this survey?

This survey is required to be completed by all public school units.

When is the due date for this survey?

This survey must be completed by noon on Tuesday, May 28th, 2024.

Can I save my progress and finish my survey in multiple sittings?

Yes, you can complete the survey in multiple sittings. The survey will automatically save your progress, as long as you access it using the same device. DO NOT SUBMIT the survey until you have finalized all your responses and your survey is complete.

Who should I contact with questions?

If you should have any questions while completing this survey, please email the following address: olr-esser-support@dpi.nc.gov

For what period of time is data being collected?
The data is being collected for the 2022-23 fiscal year.

How do I navigate the survey?
You can skip around in the survey by using the table of contents once you have completed the mandatory questions in Section 1. If you are not in full screen, please maximize your window or click the hamburger icon to open the table of contents. Refer to the screenshot below.

ESSER Year 4 Annual PSU Survey

Opening Page

Select your public school unit. Required question. LEAs must select their LEA number. Charters must select their school number. Must be completed before advancing the survey.

Dropdown menu selection in Qualtrics

Enter contact information of the person completing the survey. Required question. Must be completed before advancing the survey.

Definitions

This section provides a list of definitions for terms that are included throughout the survey.

Section 1: Identifier Information

If you need to locate the information for the following 3 questions, click here. [The linked Tabelau visualization provides information required in this section. To view your PSU’s information, use the dropdown menu at the top of the screen and navigate to your PSU] For assistance navigating the Tableau visualization, please refer to Appendix A].

Enter the DUNS # for your PSU. Required question. Must be completed before advancing the survey.

Enter the Unique Entity ID (SAM) for your PSU. Required question. Must be completed before advancing the survey.

Enter the NCES ID # for your PSU. Required question. Must be completed before advancing the survey.

Section 2: SEA Reserve Awards

The statements in this section are regarding the expenditure of the state reserve funds (Including all of the following PRCs: ESSER I - PRCs 164, 165, 166, 167, 168; ESSER II - 172, 173, 174, 175, 176, 177, 178; ESSER III - 182, 188, 189, 190, 191, 192, 193, 194, 195, 196, 197, 198, 201, 202, 203, 204, 205, 206) between July 1, 2022 and June 30, 2023.

2.1.a. For state reserve funds (Including all of the following PRCs: ESSER I - 164, 165, 166, 167, 168; ESSER II - 172, 173, 174, 175, 176, 177, 178; ESSER III - 182, 188, 189, 190, 191, 192, 193, 194, 195, 196, 197, 198, 201, 202, 203, 204, 205, 206) which strategies did the PSU use to identify which students were disproportionately impacted by the COVID-19 pandemic? (Reference to USED question 2.3b)

Answer True if the statement represents one of the strategies your PSU used to identify which students were disproportionately impacted by the COVID-19 pandemic. Click the dropdown menu to change the selection to False if the statement does not apply to your PSU.

Student demographic data, such as FRPL eligibility or English learner status	True
Student academic outcome data, such as academic data from state or local assessments	True
Other student outcome data, such as data on students’ school experiences and social emotional wellbeing	True
Data on the number of days on in-person instruction missed during the 2019-202 and 2020-2021 school years and/or participation rates in remote instruction when offered during school building closures	True
Opportunity to learn data, such as access to technology and access to educators, school counselors, and other support staff	True
State administrative data, such as unemployment claims	True
g. Health data, such as local COVID-19 infection rate or hospitalizations due to COVID-19	True
h. Stakeholder input	True
I. Other	True

2.1.b. Please specify which other strategies your PSU used to identify students disproportionately impacted by the COVID-19 pandemic [Open ended response- 1,500 character limit] (Reference USED question 2.3c) Skip Logic: This section will display if the completer selects “true” in response to “other” on the table above.

2.2. NOTE: This data will be provided by DPI and will not need to be entered directly into this survey.

Provide ESSER I, II, and III SEA Reserve Fund:

total allotted,
total amount expended in FY 2022-2023,
total expenditures for prior reporting periods (for FY20, FY21, FY22) and
remaining balance.

The data to be provided to USED by DPI can be found in the following link: ESSER YEAR 4 ALLOTMENT AND EXPENDITURE DATA.

On the 'PSU Selection' tab, select your PSU from the dropdown list to see the data that DPI will provide to USED.

In the same link, you can find the tab at the top of the page titled 'Chart of Account (COA) Map'. The information on this page was used to align fund data to the USED Survey categories and activities.

2.3. ESSER I, II, and III SEA Reserve Awards to PSUs

In the table below, please indicate the uses of the ESSER SEA reserve funds. Please note that the ESSER SEA Reserve Funds include all ESSER PRCs except PRCs 163, 171, and 181. (True=yes; False=no) (Reference USED question 2.4)

Click the dropdown menu to change the answer to false if your PSU did not use the funding specified funding source for the use identified in the left most column.

	ESSER I SEA Reserve Funds	ESSER II SEA Reserve Funds	ARP ESSER SEA Reserve Funds
Addressing Physical Health and Safety	True	True	True
Meeting Students' Academic, Social, Emotion, and Other Needs (Excluding Mental Health Supports)	True	True	True
Mental Health Supports for Students and Staff	True	True	True
Operational Continuity and Other Uses	True	True	True

2.4a Select which ESSER funds your PSU has remaining. Please note that the ESSER SEA Reserve Funds include all ESSER PRCs except PRCs 163, 171, and 181. This question does refer to SEA reserve awards; however, all PRCs your district receives OTHER than PRC 163, 171, and 181 are SEA reserve awards that have been allocated to PSUs. Please indicate the planned use of funds remaining in PRCs other than PRCs 163, 171, & 181. PRCs 164, 172, 182, and 202 have broad uses.

Use the Tableau table to identify purpose and object codes that are applicable. The remaining PRCs in SEA Reserve Awards are categorized by PRC (all purpose and object codes and are included in the category it is aligned to).

(Reference USED questions 2.4b, 2.5b, 2.6b)

Note: Please refer to relevant data in the following link to identify the amounts remaining in the ESSER SEA Reserve Funds: ESSER YEAR 4 ALLOTMENT AND EXPENDITURE DATA.

If you answer ‘ESSER I’, question 2.4b will appear. If you answer ‘ESSER II’, question 2.4c will appear. If you answer ‘ESSER ARP’, question 2.4d will appear. If you select none of the options, you can move on to Section 3.

2.4b Planned Uses of Remaining ESSER I SEA Reserve Awards to PSUs

In the table below, please indicate the planned use for any remaining ESSER SEA reserve funds as a percent (%). Please note that the ESSER SEA Reserve Funds include all ESSER PRCs except PRCs 163, 171, and 181. This question does refer to SEA reserve awards; however, all PRCs your district receives OTHER than PRC 163, 171, and 181 are SEA reserve awards that have been allocated to PSUs. Please indicate the planned use of funds remaining in PRCs other than PRCs 163, 171, & 181. PRCs 164, 172, 182, and 202 have broad uses.

(Reference USED questions 2.4b, 2.5b, 2.6b)

Note: Categories must sum to 100% of remaining funds. Please refer to relevant data in the following link to identify the amounts remaining in the ESSER SEA Reserve Funds: ESSER YEAR 4 ALLOTMENT AND EXPENDITURE DATA.

The Chart of Account Map can be found in the same link and can be used to help categorize the remaining amounts into the activities and categories requested by USED. (Consider using the COA Map to categorize the FY 2023-2024 encumbrances + expenditure YTD totals into the relevant categories in the tables below.)

	ESSER I SEA Reserve Funds
Addressing Physical Health and Safety	%
Meeting Students' Academic, Social, Emotion, and Other Needs (Excluding Mental Health Supports)	%
Mental Health Supports for Students and Staff	%
Operational Continuity and Other Uses	%
Not Yet Planned for Specific Use	%

2.4c Planned Uses of Remaining ESSER II SEA Reserve Awards to PSUs

(Reference USED questions 2.4b, 2.5b, 2.6b)

	ESSER II SEA Reserve Funds
Addressing Physical Health and Safety	%
Meeting Students' Academic, Social, Emotion, and Other Needs (Excluding Mental Health Supports)	%
Mental Health Supports for Students and Staff	%
Operational Continuity and Other Uses	%
Not Yet Planned for Specific Use	%

2.4d Planned Uses of Remaining ESSER SEA Reserve Awards to PSUs

(Reference USED questions 2.4b, 2.5b, 2.6b)

	ARP ESSER SEA Reserve Funds
Addressing Physical Health and Safety	%
Meeting Students' Academic, Social, Emotion, and Other Needs (Excluding Mental Health Supports)	%
Mental Health Supports for Students and Staff	%
Operational Continuity and Other Uses	%
Not Yet Planned for Specific Use	%

Section 3: Mandatory Subgrants to PSUs

3.1a. Select which of the remaining mandatory subgrants (PRCs 163, 171 and 181 only) that you have funds remaining.

If you answer ‘ESSER I’, question 3.1b will appear. If you answer ‘ESSER II’, question 3.1c will appear. If you answer ‘ESSER III’, question 3.1d will appear. If you select none of the options, it will skip to question 3.2.

3.1b. The following statements are regarding the planned use of the remaining mandatory subgrant, PRC 163 only, beyond June 30, 2023. The amounts should be entered as a percentage and the percentage for each column should total 100%. If there is no plan to expend funds from the identified category, then place a zero (0) in the column. The exception to this is if no funds remained beyond June 30, 2022, in which case zero (0) would be entered for each response in the column. (Reference USED questions 3.b3, 3.b4, 3.b5) Unlike the chart in Section 2, in this section the PSU should indicate the planned use of remaining funds for PRC 163.

	ESSER I- CARES
% Remaining funds planned for addressing Physical Health and Safety	%
% Remaining funds planned for addressing Meeting Students' Academic, Social, Emotion, and Other Needs (Excluding Mental Health Supports)	%
% Remaining funds planned for addressing Mental Health Supports for Students and Staff	%
% Remaining funds planned for addressing Operational Continuity and Other Uses	%
% Remaining funds Not Yet Planned for Specific Use	%

3.1c. The following statements are regarding the planned use of the remaining mandatory subgrant, PRC 171 only, beyond June 30, 2023. The amounts should be entered as a percentage and the percentage for each column should total 100%. If there is no plan to expend funds from the identified category, then place a zero (0) in the column. The exception to this is if no funds remained beyond June 30, 2022, in which case zero (0) would be entered for each response in the column. (Reference USED questions 3.b3, 3.b4, 3.b5) Unlike the chart in Section 2, in this section the PSU should indicate the planned use of remaining funds for PRC 171.

	ESSER II- CRRSA
% Remaining funds planned for addressing Physical Health and Safety	%
% Remaining funds planned for addressing Meeting Students' Academic, Social, Emotion, and Other Needs (Excluding Mental Health Supports)	%
% Remaining funds planned for addressing Mental Health Supports for Students and Staff	%
% Remaining funds planned for addressing Operational Continuity and Other Uses	%
% Remaining funds Not Yet Planned for Specific Use	%

3.1d. The following statements are regarding the planned use of the remaining mandatory subgrant, PRC 181 only, beyond June 30, 2023. The amounts should be entered as a percentage and the percentage for each column should total 100%. If there is no plan to expend funds from the identified category, then place a zero (0) in the column. The exception to this is if no funds remained beyond June 30, 2022, in which case zero (0) would be entered for each response in the column. (Reference USED questions 3.b3, 3.b4, 3.b5) Unlike the chart in Section 2, in this section the PSU should indicate the planned use of remaining funds for PRC 181.

	ESSER III- ARP
% Remaining funds planned for addressing Physical Health and Safety	%
% Remaining funds planned for addressing Meeting Students' Academic, Social, Emotion, and Other Needs (Excluding Mental Health Supports)	%
% Remaining funds planned for addressing Mental Health Supports for Students and Staff	%
% Remaining funds planned for addressing Operational Continuity and Other Uses	%
% Remaining funds Not Yet Planned for Specific Use	%

3.2 Indicate whether any ESSER funds (all ESSER PRCs included) were used for any of the following between July 1, 2022 and June 30, 2023. In this series, True = Yes and False = No (Reference USED questions 3.b6)

Click the dropdown menu to change the answer to false if your LEA did not use the funding specified funding source for the use identified in the left most column.

Promoting vaccination	True
Consistent and correct mask use	True
Physical distancing	True
Screening testing to promptly identify cases, clusters, and outbreaks	True
Ventilation	True
Hand washing and respiratory etiquette	True
Staying home when sick and getting tested	True
Contact tracing	True
Cleaning and disinfection	True

3.3. Were any ESSER funds used to provide home internet access for any students between July 1, 2022 and June 30, 2023.? In this series, True = Yes and False = No (Reference USED questions 3.b7)

True

3.3.a. What types of home Internet services were provided by the district using ESSER funds? In this series, True = Yes and False = No. (Reference USED questions 3.b7) Skip Logic: The table below will only appear if the completer selected “True” in response to question 3.3.

Mobile hotspots with paid data plans	True
Internet connected devices with paid data plans	True
District pays for the cost of home internet subscription for student	True
District provides home internet access through a district-managed wireless network	True
Other	True

3.3.b. If you answered True to "other" in the question above, please provide a description of other internet services that were provided by the district using ESSER funds in the text box below. Skip Logic: This section will display if the completer selects “true” in response to “other” on the table above.

3.4. Were any ESSER funds used to seek reengagement of students with poor attendance or participation? In this series, True = Yes and False = No (Reference USED questions 3.b8)

True

3.4.a. How were ESSER funds used to seek reengagement of students with poor attendance or participation? In this series, True = Yes and False = No (Reference USED questions 3.b9) Skip Logic: The table below will only appear if the completer selected “True” in response to question 3.4.

Direct outreach to families	True
Engaging the school district homeless liaison	True
Partnering with community-based organizations	True
Offering home internet service and/or devices	True
Implementing new curricular strategies to improve student engagement	True
Offering credit recovery and/or acceleration strategies	True
Other	True

3.4.b. If you answered "True” to "other" in the question above, please provide a description of other reengagement strategies: Skip Logic: This section will display if the completer selects “true” in response to “other” on the table above.

3.5 Indicate the total number of these specific positions supported with any of the ESSER funds for the positions for the reporting period. Support indicates salaries and/or benefits were partially or fully paid with funds. (Note, ESSER refers to ESSER I, ESSER II, and ARP ESSER funds and includes both mandatory and SEA Reserve subgrants) (Reference USED questions 3.b10):

For this question, use the table found in Appendix B to identify suggested chart of account (COA) combinations that should be used to determine which positions your PSU supported with ESSER funds during this period.

____Special educators and related services ____Personnel Paraprofessionals

____Bilingual or English as a second language educators

____School counselors, school psychologists and/or social workers ____Nurses

____Short term contractors

____Classroom educators, not covered by previous categories ____Support personnel, not covered by previous categories

____Administrative staff, not covered by previous categories

3.6 Were any ESSER funds allocated to schools between July 1, 2022 and June 30, 2023? In this series, True = Yes and False = No (USED 3.c)

True

3.6.a. Indicate the criteria used to allocate funds to schools within the PSU: In this series, True = Yes and False = No. (Reference USED questions 3.c)

Flat amount per school or per pupil	True
Number or proportion of students at the school with specific curricular needs, such as students with disabilities or English language learners	True
Number or proportion of students at the school who are eligible for Free or Reduced-Price lunch and.or other indicators of low-income background	True
Measure(s) of lost instructional time (“learning loss”)	True
Stakeholder or community input	True
Title I status	True
Other data	True

3.6.c. If you answered "other" in the question above, please provide a description of other data used. Skip Logic: This section will display if the completer selects “true” in response to “other” on the table above.

Section 4 ARP ESSER Mandatory Subgrants to PSUs, Reserve to Address the Impact of Learning Loss (PRC 181 only)

4.1a Did you receive PRC 181? If you answer ‘yes’, question 4.1b will appear. If you answer ‘no’, you can skip to Section 5.

4.1b How is your PSU keeping track of 20% set aside expenditures internally? For this question please provide an overview of how your PSU tracked expenditures towards the mandatory 20% set aside.

4.2.a. The total amount reserved by the PSU to address the impact of learning loss (note: value must be at least 20% of value reported by DPI for ARP ESSER). (Reference USED question 3.d1):

This is the overall amount reserved for PRC 181 and does not only pertain to the reporting period. Indicate the total amount reserved by the PSU to address the impact of learning loss from PRC 181. Please use the ESSER YEAR 4 ALLOTMENT AND EXPENDITURE DATA to determine the minimum amount that should have been set aside. Note: Your PSU may have planned more than 20% for learning loss. PSUs may also want to use their CCIP application to determine the amount used.

4.2.b. Please enter the total expenditures of ARP ESSER PSU Reserve between July 1, 2022 and June 30, 2023

(Reference USED question 3.d2): For this question, please enter the total amount the PSU has expended of the total mandatory 20% set aside reserve during the reporting period.

4.2.c. On the following table, please provide the amount expended from the ARP ESSER LEA reserve between July 1, 2022 and June 30, 2023 to satisfy the LEA’s mandatory set-aside requirements of ARP ESSER funds. Please note that the total amount of these expenditures should equal the total amount that you entered in your response to question 4.2.b. (Reference USED questions 3.d3) The Purpose-Object Code Crosswalk in the Tableau [4th tab] will be helpful in answering this question. Use the tab titled “3b2, PRC, Purpose, Object Code Crosswalk” to determine which PRC, purpose, and object codes fall under each of the USED categories outlined below.

	Amount Expended
Summer learning or summer enrichment	$
Afterschool programs)	$
Extended Instructional Time (school day, school week, or school year	$
Tutoring
Additional Classroom Teachers	$
Other additional staffing and/or activities to assess and support social-emotional well-being (excluding mental health supports) for students, educators and/or families	$
Other additional staffing and/or activities to assess and support mental health needs for students, educators and/or families	$
Other additional staffing and/or activities to identify and/or respond to unique student needs and/or provide targeted support for vulnerable students (including low-income children or students, students with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care)	$
Universal screening, academic assessments, and intervention data systems, such as early warning systems and/or opportunity to learn data systems.	$
Improved coordination of services for students with multiple types of needs, such as full-service community schools or improved coordination with partner agencies, such as foster care services	$
Early childhood programs	$
Curriculum adoption and learning materials	$
Core staff capacity building / training to increase instructional quality and advance investments in talent pipelines for teachers and/or classified staff	$
Other	$

If you entered an expended amount to "other" in the question "n" above, please provide a description (1500 character limit): Skip Logic: This section will display if the completer enters a dollar amount in the “other” field on the table above.

4.2.d. Please describe how the expenditures reported in 4.2.c. address the disproportionate impact of COVID-19 on each listed underserved student groups, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, migratory students, students experiencing homelessness, youth in foster care, and other groups disproportionately impacted by the pandemic that have been identified by the SEA. [3,000 character limit]

Section 5: PSU Interventions and Participation

This section asks for information about ESSER-funded interventions at the PSU level including student participation numbers.

5.1. How did this PSU use ESSER (ESSER I, ESSER II and/or ARP ESSER) funds to support learning recovery or acceleration for student groups who were disproportionately impacted by the COVID19 pandemic? Mark true/false to each activity below. (Note, ESSER refers to ESSER I, ESSER II, and ARP ESSER funds and includes both mandatory subgrants and SEA Reserve subgrants.) (Reference USED question 4.b1)

If your PSU utilized funds for any of the following, you will leave the dropdown menu option as “True.” If your PSU did not utilize funds for a particular intervention outlined below, you will change the dropdown menu option to “False.”

1. Evidence-based summer learning or summer enrichment programs	True
2. Evidence-based afterschool programs	True
3. Extended Instructional Time (including extended school day, school week, or school year	True
4. Evidence-based high dosage tutoring	True
5. Early childhood education program expansion or enhancement	True
6. Full-Service Community Schools	True
7. Purchasing educational technology	True

Intervention Participation Charts and Questions

Skip Logic: For each intervention the PSU indicates that they offered, a chart and an additional question related to student demographics will appear. The PSU will be required to complete the information in the chart and the demographics question for each intervention offered. All of the charts are included below.

For each activity offered by the PSU, provide the number of eligible students in the PSU and the number of students that participated.

Evidence-based summer learning or summer enrichment programs

In the second column of the table below, change the dropdown menu option to “no” if the program is not available to all students.

	Is this program available to all students?	If no, indicate the number of students this program serves at full capacity:	Total unique headcount of students that participated in this activity.
1. Evidence-based summer learning or summer enrichment programs	Yes

Indicate the number of eligible students within each of the following student groups, and the number of eligible students from that student group that participated in evidence-based summer learning or summer enrichment.

Eligible refers to students within the student group who meet eligibility criteria for participation, such as belonging to the appropriate grade for the activity. Note, the total unique headcount does not need to equal the sum of rows a – n, as a student may be counted in multiple rows.

The table before refers to the following program: 1. Evidence-based summer learning or summer enrichment programs. Please note that a student may be counted more than once since an individual student may belong to more than one subgroup.

	# Enrolled eligible students at PSU in subgroup	# Eligible students in subgroup participating
a. Students with one or more disabilities
b. Low-income students
c. English learners
d. Students in foster care
e. Migratory students
f. Students experiencing homelessness
g. Native American or Alaska Native
h. Asian
i. Black or African American
j. Hispanic/Latino
k. Native Hawaiian or other Pacific Islander
l. White
m. Two or more races
n. Other student subpopulation

If you answered "other student subpopulation" please specify. Skip Logic: This question will only show up if you enter a number in “Other student subpopulation” in the table above.

2. Evidence-based afterschool programs

In the second column of the table below, change the dropdown menu option to “no” if the program is not available to all students.

Is this program available to all students?

If no, indicate the number of students this program serves at full capacity:

Total unique headcount of students that participated in this activity

2. Evidence-based afterschool programs

Yes

The table before refers to the following program: 2. Evidence-based afterschool programs.

	# Enrolled eligible students at PSU in subgroup	# Eligible students in subgroup participating
a. Students with one or more disabilities
b. Low-income students
c. English learners
d. Students in foster care
e. Migratory students
f. Students experiencing homelessness
g. Native American or Alaska Native
h. Asian
i. Black or African American
j. Hispanic/Latino
k. Native Hawaiian or other Pacific Islander
l. White
m. Two or more races
n. Other student subpopulation

If you answered "other student subpopulation" please specify. Skip Logic: This question will only show up if you enter a number in “Other student subpopulation” in the table above.

3. Extended Instructional Time (including extended school day, school week, or school year)

In the second column of the table below, change the dropdown menu option to “no” if the program is not available to all students.

	Is extended instructional time in place at all schools within the PSU?	If no, indicate the unique headcount of students enrolled in schools within the PSU with mandatory extended instructional time: #
3. Extended Instructional Time (including extended school day, school week, or school year	Yes

Indicate the number students from each student group enrolled in schools with extended instructional time:

Note, the total unique headcount does not need to equal the sum of rows a – n, as a student may be counted in multiple rows.

The table before refers to the following program: 3. Extended instructional time (including extended school day, school week, or school year. Skip Logic: The table below will only appear if the completer selects “no” on the table above indicating that extended instructional time is not in place at all schools within the LEA.

	# Enrolled eligible students at PSU in subgroup	# Eligible students in subgroup participating
a. Students with one or more disabilities
b. Low-income students
c. English learners
d. Students in foster care
e. Migratory students
f. Students experiencing homelessness
g. Native American or Alaska Native
h. Asian
i. Black or African American
j. Hispanic/Latino
k. Native Hawaiian or other Pacific Islander
l. White
m. Two or more races
n. Other student subpopulation

If you answered "other student subpopulation" please specify. Skip Logic: This question will only show up if you enter a number in “Other student subpopulation” in the table above.

4. Evidence-based high dosage tutoring

In the second column of the table below, change the dropdown menu option to “no” if the program is not available to all students.

Is this program available to all students?

If no, indicate the number of students this program serves at full capacity:

Total unique headcount of students that participated in this activity

4. Evidence-based high dosage tutoring

Yes

Eligible refers to students within the student group who meet eligibility criteria for participation, such as belonging to the appropriate grade for the activity.

Note, the total unique headcount does not need to equal the sum of rows a – n, as a student may be counted in multiple rows.

The table before refers to the following program: 4. Evidence-based high dosage tutoring.

	# Enrolled eligible students at PSU in subgroup	# Eligible students in subgroup participating
a. Students with one or more disabilities
b. Low-income students
c. English learners
d. Students in foster care
e. Migratory students
f. Students experiencing homelessness
g. Native American or Alaska Native
h. Asian
i. Black or African American
j. Hispanic/Latino
k. Native Hawaiian or other Pacific Islander
l. White
m. Two or more races
n. Other student subpopulation

If you answered "other student subpopulation" please specify. Skip Logic: This question will only show up if you enter a number in “Other student subpopulation” in the table above.

5. Early Childhood Education or Enhancement

In the second column of the table below, change the dropdown menu option to “no” if the program is not available to all students.

	Did this LEA expand its early childhood program?	If yes, then how many additional students or slots were funded with ESSER I, ESSER II, or ARP ESSER in the most recent school year? Please include students or slots that were fully and partially funded.	Did this LEA enhance its early childhood program?	Total Unique Headcount of students enrolled in an early childhood education program within the PSU.
5. Early childhood education program expansion or enhancement	Yes

Indicate the number of eligible students from each student group enrolled in an early childhood education program within the PSU below:

Note, the total unique headcount does not need to equal the sum of rows a – n, as a student may be counted in multiple rows.

The table before refers to the following program: 4. Early Childhood education program expansion or enhancement.

	# students enrolled
a. Students with one or more disabilities
b. Low-income students
c. English learners
d. Students in foster care
e. Migratory students
f. Students experiencing homelessness
g. Native American or Alaska Native
h. Asian
i. Black or African American
j. Hispanic/Latino
k. Native Hawaiian or other Pacific Islander
l. White
m. Two or more races
n. Other student subpopulation

If you answered "other student subpopulation" please specify. Skip Logic: This question will only show up if you enter a number in “Other student subpopulation” in the table above.

6. Full-Service Community Schools

	How many new or additional full-service community schools were launched using these funds in this PSU?	How many current full-service community schools received additional services and/or support using these funds?	What is the total enrollment in full-service community schools supported with ESSER funds within this PSU?
6. Full-Service Community Schools

7. Purchasing Educational Technology

In the second column of the table below, change the dropdown menu option to “no” if the technology was not purchased for all students.

	Was educational technology purchased for all students?	If no, indicate the number of students for whom educational technology was purchased:
7. Purchasing educational technology	Yes

Indicate the number of eligible students within each of the following student groups, and the number of eligible students from that student group that received or were directly supported by the educational technology:

Eligible refers to students within the student group who meet eligibility criteria for the educational technology, such as belonging to the appropriate grade and/or having a specific need for the educational technology.

The table before refers to the following program: 7. Purchasing educational technology. Skip logic: This table will only show if the completer selected “No” in response to the following question above “was educational technology purchased for all students.”

	# Enrolled eligible students at PSU in subgroup	# Eligible students in subgroup receiving or supported by the educational tech
a. Students with one or more disabilities
b. Low-income students
c. English learners
d. Students in foster care
e. Migratory students
f. Students experiencing homelessness
g. Native American or Alaska Native
h. Asian
i. Black or African American
j. Hispanic/Latino
k. Native Hawaiian or other Pacific Islander
l. White
m. Two or more races
n. Other student subpopulation

If you answered "other student subpopulation" please specify. Skip Logic: This question will only show up if you enter a number in “Other student subpopulation” in the table above

5.2. Which intervention(s) has been the most effective in addressing the impact of lost instructional time? [Select up to three] Select the three most effective interventions your PSU has used to address the impact of lost instructional time with any ARP-ESSER funds. You are not required to select three, but you must select at least 1.

Summer learning/enrichment
Afterschool programs
Extended instructional time
Tutoring
Additional classroom teachers
Additional staffing/activities to support social-emotional well-being (excluding mental health supports)
Additional staffing/activities to support mental health needs
Additional staffing/activities to identify/respond to unique student needs (including socio-economic/demographic factors)
Universal screening, academic assessments, and intervention data systems
Improved coordination of services for students with multiple types of needs
Early childhood programs
Curriculum adoption and learning materials
Core staff capacity building (PD)
Other

If you answered "other" in the question above, please provide a description below:

5.2.a. Fill in the table below with data that demonstrates the effectiveness of each of the interventions you selected in Q5.2. (OLR Specific Question) In the table below, select the same interventions that you indicated were most effective in Q5.2

	Intervention type (as defined by USED) Select up to 3	Effectiveness
		Data Sources ( e.g. IReady, NC Check Ins, Student Surveys, etc)	Relevant data that indicates effectiveness (e.g. 80% of students improved by 10 points from their pre to post assessment)
Intervention 1:	Summer learning/enrichment
Intervention 2:	Summer learning/enrichment
Intervention 3:	Summer learning/enrichment

5.3. After ESSER ends, are you planning to sustain (continue) any of the 20% set aside funded interventions? (OLR Specific Question)

Yes

5.3.a If yes, which intervention(s) will you sustain [Select all that apply] (OLR Specific Question) Skip Logic: This question will only show up if you select YES for question 5.3.

Summer learning/enrichment
Afterschool programs
Extended instructional time
Tutoring
Additional classroom teachers
Additional staffing/activities to support social-emotional well-being (excluding mental health supports)
Additional staffing/activities to support mental health needs
Additional staffing/activities to identify/respond to unique student needs (including socio-economic/demographic factors)
Universal screening, academic assessments, and intervention data systems
Improved coordination of services for students with multiple types of needs
Early childhood programs
Curriculum adoption and learning materials
Core staff capacity building (PD)
Other

If you answered "other" in the question above, please provide a description below: Skip Logic: This question will only show up if you select “OTHER” in Question 5.3.a.

5.3.b If no, why are you choosing not to sustain any of the 20% set aside funded interventions? [Select all that apply] (OLR Specific Question) Skip Logic: This question will only show up if you select NO for question 5.3.

Intervention(s) did not yield intended outcomes
Intervention(s) are not cost effective for our PSU
Other non-20% set aside funded interventions are more effective for our students
After ESSER, the PSU will no longer have the budget to sustain the intervention(s)
Other

5.3.b.1 If you answered “other” in the question above, please provide why you are choosing not to sustain the 20% set aside funded interventions: Skip Logic: This question will only show up if you select “OTHER” in Question 5.3.b.

5.3.a.1 How do you plan to sustain the intervention(s)? [Select all that apply] (OLR Specific Question)

Blending or braiding funding from multiple sources
Other federal grants
Other state grants
Other foundation or private grants
Community partnerships
Deselecting other interventions/programs/expenses to pay for the intervention(s)
Updating applications for federal entitlement funds (e.g. Title I-A) to use the intervention(s) within these program(s)
Other

If you answered "other" in the question above, please provide a description below: Skip Logic: This question will only show up if you select “OTHER” in Question 5.3.a.1.

Section 6: Full-Time Equivalent (FTE) Positions

6.1 Please provide the count of FTE staff assigned to serve each school in this LEA, regardless of funding source as of September 30, 2022. For example, if one full-time nurse is shared equally by five schools within an PSU FTE to each school served. These data will be merged with school membership data to calculate staff-to-student ratios. (Reference USED question 4.c1)

To complete the information for the PSU, you will follow these steps:

Please download PSU#_PSUName_FTE Positions, enter the data for each school, and reupload using naming convention:

PSU#_PSU Name_FTE Positions.
Example: "010_Alamance-Burlington Schools_FPositions".

If you have more schools than the number of available charts in the spreadsheet, please copy/paste the chart and complete it for each additional school in your PSU.

6.2 Provide the number of full-time equivalent (FTE) positions for the PSU as of September 30, 2023. (The number of FTE positions includes all staff regardless of whether the position is funded by Federal, State, local, or other funds—and equals the sum of the number of full-time positions plus the full-time equivalent of the number of part-time positions.) (Reference USED question 5.a)

NOTE: This question is indeed referring to September 30th, 2023, as this section relates to the Federal FY.

After completing Section 6, you have completed the survey. You will need to click the “Submit Survey” button to submit your survey.

Submit Survey

Information related to submission:

IMPORTANT - PLEASE READ

The Table of Contents will show a checkmark (✔) next to each section that has been viewed. However, this does not mean that you have completed all of the required questions in a section. Please remember to review each section in the Table of Contents to make sure all the questions have been completed before submitting your survey - especially Sections 2 and 3 to make sure your survey refreshed to the correct questions. DO NOT SUBMIT the survey if you intend to change your answers later - the survey will automatically save your progress, as long as you access it using the same device.

If all your questions have been answered, please click the Submit & Exit button to complete your survey.

Appendix A

Tableau Information

Link to Tableau for Survey Completion: ESSER YEAR 4 ALLOTMENT AND EXPENDITURE DATA

The Tableau provides information needed to complete the survey. To see information for your PSU, use the dropdown menu and select your PSU’s name [see screenshot below]. PSUs are listed alphabetically. If you would like to download a PDF of the information for your records, click “Download PDF” to the right of the PSU selection dropdown menu.

Once you select your PSU from the dropdown menu, use the information provided in the “PSU Information” section to complete Q5, Q6, and Q7 [see screenshot below].

The expenditures by activity on the Total State Expenditures sheet [Questions 3.b1 and 3.b2] will not be input into the PSU survey although they will be reported to USED by the SEA. These figures are for your reference and provide you with information about the total PSU expenditures by authorized USED activity for ESSER I, II, and III (ARP-ESSER). You can view state totals of expenditures by clicking the tabs on the top of the screen [see screenshot below].

3.b1 shows the PSU expenditures by subgrant fund and accounting object for the current reporting period, and 3.b2 shows the PSU expenditures by subgrant fund and activity for the current reporting period. Refer to 3b1 By Object Code and 3b2 PRC - Purpose - Object Code for Chart of Account information that was used to complete these sections.

Appendix B

The table in this appendix provides information that can be used to complete Question 3.5.

You can also use the COA logic to complete Questions 6.1 and 6.2 in the survey, but only for the 4 employee categories on the Excel spreadsheet. DO NOT ADD any categories to the Excel sheet.

The results can be obtained by using payroll history reports for FY 2022-2023.

Appendix C: FAQs

New FAQs Added 5/22/24. Newly added questions are denoted with a purple “Q”

General FAQs and Section 1

Q: Where can I find a copy of the survey as a PDF without the guidance?

A: You can find the PDF of the survey on the SBS Homepage under the What’s New section.

Q: Who do I contact for technical issues with the survey?

A: You can contact Shannon Miller in SBS at shannon.miller@dpi.nc.gov

Q: Our school did not use any ESSER funds during the reporting period, should we still complete the survey?

A: Yes. Please respond to the survey using False/No/0 etc. so that we have a record that your school did not spend any funds during the reporting period.

Q: Is the survey collecting information on the 2022-23 school year?

A: Yes, this survey pertains to FY23. The period of performance covered in this survey is July 1, 2022 through June 30, 2023.

Q: Can I start the survey and then save and come back to it? Or does it need to be completed in one session?

A: The survey does not have to be completed in one session. The survey will automatically save your progress, as long as you access it using the same device. DO NOT SUBMIT the survey until you have finalized all your responses and your survey is complete.

Q: Where do I find my NCES ID, my UEID, and my DUNS #?

A: Use the ESSER Year 4 Allotment and Expenditure Data Tableau and locate your PSU # on the dropdown menu. The PSUs NCES ID, UEID, and DUNS # are listed at the top of the screen. For more assistance with the Tableau, refer to Appendix A in the Guidance Document.

Q: I am noticing discrepancies between what is showing on the Tableau and my PSU’s own records. What should I do?

A: Please reach out to our dedicated support email address at olr-esser-support@dpi.nc.gov and provide details about the discrepancies.

Q: Where can I find a recording of the webinar?

A: The webinar recording is linked here: https://drive.google.com/file/d/1vgjIrD5kAdfeCYwC9SwjG93WmjM-koYR/view?usp=drive_link

Q: How can I download a csv version of the information for my Tableau?

A: In the bottom right corner you should see a download options (box with the arrow pointing down.) Click the download button. Select Crosstab. Select .csv.

Q: Can we request an extension to complete this survey if we are currently in the process of monitoring and ESSER audits?

A: Unfortunately an extension on the survey cannot be provided due to the reporting time frame from USED.

Section 2 FAQs

Q: Is PRC 184 included in this survey and reporting for the SEA subgrants in Section 2?

A: No, although it comes from ARP, it is not included in this survey/reporting. You can see all of the PRCs included for this survey in Section 2 (p. 6) of the guidance document.

Section 3 FAQs

Q: How do we account for summer positions in question 3.5?

A: Each specific position supported with any ESSER funds should be reported in this question. So, if you have a specific administrative position that you funded with ESSER for one month during the summer to run summer school you would count that admin position as 1. If that same individual is also paid partially from ESSER funds during the regular school year for instructional coaching, you would count that as a separate position. In other words, any unique positions funded through ESSER during the summer months, should be reported in question 3.5 regardless of if the individual worked both during the regular school year and the summer in similar positions.

Q: We did not receive any funding for the mandatory subgrants (PRCs 163, 171, or 181) - do I need to complete sections 3 and 4?

A: Question 3.1b will not appear unless you received funding for the mandatory subgrants. Please answer the remaining questions in Section 3 as they pertain to all PRCs. For Section 4, the questions following 4.1a will not appear unless you received PRC 181. If they did not appear, you can move on to Section 5.

Section 4 FAQs

Q: If we are a charter school, do we need to include PRC 182 in the ARP-ESSER specific questions in section 4?

A: No, PRC 182 is part of the 10% SEA Set-Aside.

Q: In question 4.2.a, should we report the amount reserved from PRC 181 for the 22-23 school year or should we report our overall reserve from PRC 181?

A: For question 4.2.a, you will report the total amount reserved overall from PRC 181 which should be at least 20% of the PSU’s total PRC 181 allocation. Your PSU may have reserved more than 20% but cannot report less than 20% of the total 181 allocation.

Section 5 FAQs

Q: On the intervention participation charts in Section 5, should we only count a student once even if they represent multiple subgroups?

A: A student can be counted more than once in the subgroup/demographic section. In other words, the total unique headcount and the sum of the number of students in the subgroup/demographic section do not need to match. You should count a student for each subgroup that they represent.

Q: Does section 5 refer to all ESSER funds and subgrants for all years or only the year of 2022-2023?

A: Section 5 refers to all ESSER mandatory subgrants and SEA reserve subgrants between July 1, 2022- June 30, 2023. All questions in the survey refer to this reporting period unless otherwise noted.

Q: What is a full service community school referenced in Section 5?

A: This definition is included in Section 2 of the survey. The term ‘‘full-service community school’’ means a public elementary school or secondary school that—participates in a community-based effort to coordinate and integrate educational, developmental, family, health, and other comprehensive services through community-based organizations and public and private partnerships; and provides access to such services in school to students, families, and the community, such as access during the school year (including before- and after-school hours and weekends), as well as during the summer.

Q: Where can I find the required subgroups/demographics required for reporting for the interventions?

A: These are included in the guidance document in Section 5 (p. 22). On the actual Qualtrics survey, you will only be required to complete demographic data for those interventions for which you selected “true” in question 5.1.

Q: If I don’t have access to low-income/EDS student data for the intervention participation charts in section 5, how should I determine how many participating students are low-income?

A: You can estimate the number of low-income students using the publicly available Economically Disadvantaged Status (EDS) student data by school or district. For example if you have 100 students who participated in an intervention at a particular school that has an EDS percentage of 55%, then you would put 55 students in the low-income row for that particular activity. This is, of course, an estimate. EDS percentages can be found at this website: https://www.dpi.nc.gov/data-reports/economically-disadvantaged. Please make sure to document the process you used for your own records (e.g. school based percentages for certain interventions vs. school-based for others).

Q: What is considered evidence based?

A: This definition is included in Section 2 of the survey with a list of other definitions found in the survey.

The ARP Act defines the term “evidence-based” as having the meaning in section 8101(21) of the ESEA. Accordingly, “evidence-based” includes several tiers of evidence. Specifically, “evidence-based,” when used with respect to an SEA, LEA, or school activity, means an activity, strategy, or intervention that:

Demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on—
Strong evidence from at least one well-designed and well-implemented experimental study (“tier 1”);
Moderate evidence from at least one well-designed and well-implemented quasi experimental study (“tier 2”); or
Promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias (“tier 3”); or
Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention (“tier 4”).

Given the novel context created by the COVID-19 pandemic, an activity need not have generated such evidence during the COVID-19 pandemic to be considered evidence-based.

Section 6 FAQs

Q: In question 6.1, should we only provide the count of FTE staff for the 4 positions listed on the Excel spreadsheet as of September 30, 2022?

A: Yes, you should only provide the count of FTE for the 4 position types listed on the excel spreadsheet. Do not add position types to the spreadsheet. Please note the date for this question is different from much of the survey and is asking for this information as of September 30, 2022.

Q: In question 6.2, do we provide a count of all FTEs regardless of funding source?

A: Yes, this question is different from 6.1 in two ways. First, you are providing all FTEs and not just the four FTEs listed on the spreadsheet in 6.1. Second, you are providing the number of FTEs as of September 30, 2023. Question 6.2 refers to the Federal FY23.

Q: Are questions 6.1 and 6.2 just looking for FTEs funded fully or partially by ESSER?

A: No, questions 6.1 and 6.2 are interested in the total number of FTEs regardless of funding source.

Table of Contents

Using the Guidance Document

Survey Overview

What is the purpose of this survey?

Is this survey required?

Will DPI be providing allotment and expenditure data required in the survey?

When is the due date for this survey?

Can I save my progress and finish my survey in multiple sittings?

Who should I contact with questions?

ESSER Year 4 Annual PSU Survey

Opening Page

Definitions

Section 1: Identifier Information

Section 2: SEA Reserve Awards

2.2. NOTE: This data will be provided by DPI and will not need to be entered directly into this survey.Provide ESSER I, II, and III SEA Reserve Fund:

2.3. ESSER I, II, and III SEA Reserve Awards to PSUs

2.4b Planned Uses of Remaining ESSER I SEA Reserve Awards to PSUs

2.4c Planned Uses of Remaining ESSER II SEA Reserve Awards to PSUs

2.4d Planned Uses of Remaining ESSER SEA Reserve Awards to PSUs

Section 3: Mandatory Subgrants to PSUs

Section 4 ARP ESSER Mandatory Subgrants to PSUs, Reserve to Address the Impact of Learning Loss (PRC 181 only)

Section 5: PSU Interventions and Participation

Intervention Participation Charts and Questions

Evidence-based summer learning or summer enrichment programs

2. Evidence-based afterschool programs

3. Extended Instructional Time (including extended school day, school week, or school year)

4. Evidence-based high dosage tutoring

5. Early Childhood Education or Enhancement

6. Full-Service Community Schools

7. Purchasing Educational Technology

Section 6: Full-Time Equivalent (FTE) Positions

Submit Survey

Appendix A

Appendix B

Appendix C: FAQs

General FAQs and Section 1

Section 2 FAQs

Section 3 FAQs

Section 4 FAQs

Section 5 FAQs

Section 6 FAQs

2.2. NOTE: This data will be provided by DPI and will not need to be entered directly into this survey.

Provide ESSER I, II, and III SEA Reserve Fund: