ESSER Data Gathering �Office Hours
September/October 2022
Hosted by:
Josh Halsey, Hannah Sullivan, Gary Campbell, Tam Belknap,
Pete Zupan and Cynthia Stinson
Oregon Department of Education
1
Overview of District Data Collection Request
This school-year (2022-23) is the third year of ESSER implementation.
Like other public funds, acceptance of ESSER funds included an obligation to provide USDE, via ODE, with information and data regarding:
Oregon Department of Education
2
Reporting timeline
Oregon Department of Education
3
| 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 | 2024-25 | 2025-26 |
ESSER I | Data�Year 1 | Data�Year 2 | Data�Year 3 | Data�Year 4 | | | |
| Report�Year 1 | Report�Year 2 | Report�Year 3 | Report�Year 4 | | | |
ESSER II | | Data�Year 1 | Data�Year 2 | Data�Year 3 | Data Year 4 | | |
| | Report�Year 1 | Report Year 2 | Report�Year 3 | Report�Year 4 | | |
ESSER III | | Data�Year 1 | Data�Year 2 | Data�Year 3 | Data�Year 4 | Data�Year 5 | |
| | Report �Year 1 | Report�Year 2 | Report�Year 3 | Report Year 4 | Report Year 5 |
What's New:�Student Participation Data �
Oregon Department of Education
5
What's New: Student Participation Data Details
Beginning this school year (2022-2023), you will be asked to gather and report on additional student eligibility and participation data, including student demographic information, for the following evidence-based activities that are paid for in whole or part with any ESSER funds:
Oregon Department of Education
6
How is evidence-based defined?
Oregon Department of Education
7
More information on the Federal Evidence-Based Definition
Oregon Department of Education
8
| Strong Evidence | Moderate Evidence | Promising Evidence | Demonstrates a Rationale |
Study Design | Experimental study | Quasi-experimental study | Correlational study with statistical controls for selection bias | Provides a well-specified logic model informed by research or evaluation |
Favorable Effects | The intervention shows a statistically significant and positive effect | The intervention shows a statistically significant and positive effect | The intervention shows a statistically significant and positive effect | Relevant research or an evaluation that suggests the intervention is likely to improve outcomes |
Other Effects | It is not overridden by statistically significant and negative evidence from other high-quality studies. | It is not overridden by statistically significant and negative evidence from other high-quality studies. | It is not overridden by statistically significant and negative evidence from other high-quality studies. | An effort to study the effects of the intervention, ideally producing promising evidence or higher, will happen as part of the intervention. |
Sample Size and Overlap | Includes a large sample and a multi-site sample, overlapping with populations and contexts. | Includes a large sample and a multi-site sample, overlapping with populations and contexts. | | |
How are these activities federally defined?�Slide 1
Oregon Department of Education
9
How are these activities federally defined?�Slide 2
Oregon Department of Education
10
How are these activities federally defined?�Slide 3
Oregon Department of Education
11
How are these activities federally defined?�Slide 4
Oregon Department of Education
12
How are these activities federally defined?�Slide 5
Oregon Department of Education
13
Student Participation Definitions
Oregon Department of Education
14
Student Eligibility and Participation Reporting
Oregon Department of Education
15
Student Demographic Groups Reported
Oregon Department of Education
16
Reporting Options�Student Participation
Oregon Department of Education
17
You will be able to report on demographic eligibility and participation data in one of two ways:
Option 1: Report SSIDs for eligible and participating students per activity.
Option 2: Report aggregate student demographic groups per activity.
ODE ESSER Personnel
Josh Halsey, Director: Josh.Halsey@ode.oregon.gov
Cynthia Stinson, Senior Manager: Cynthia.Stinson@ode.oregon.gov
Hannah Sullivan, Research Analyst: Hannah.Sullivan@ode.oregon.gov
Tam Belknap, Program Analyst: Tam.Belknap@ode.oregon.gov
Gary Campbell, Program Analyst: Gary.Campbell@ode.oregon.gov
ESSER Email: ODE.ESSER@ode.oregon.gov
Oregon Department of Education
17
Questions & Responses from 09/28/22�Page 1
Oregon Department of Education
18
Q: Are school districts being asked to provide data regarding student participation in ESSER funded activities since the funds were provided or are districts expected to provide student participation data for this school year and beyond?
A: School districts, and the charter schools they sponsor, are asked to track student participation for ESSER funded activities for this current school year (2022-23) and any subsequent school years that ESSER funds will be used.
Q: Do students identifying as non-binary fall into the LGBTQ2SIA+ category?
A: Yes, any programing or resources that are oriented towards meeting the needs of non-binary students is generally accounted for under the LGBTQ2SIA+ category. We use ODE’s June 2020 LGBTQ2SIA+ Student Success Plan definition of the acronym that includes non-binary alongside transgender while being aware that the two terms are different and represent different groups of individuals.
Q: Do we know what use USDE will make of this data?
A: While USDE has not explicitly stated how the data being requested will be used, ODE believes that the data will be used to measure the impact ESSER funds have had on schools, communities and students.
Q: When a program is drop-in and any student can attend, will we report that every student in the school had access and their data?
A: For eligibility you would report all students; for participation, you would report the students who attended at least half of the time.
Questions & Responses from 09/28/22�Page 2
Oregon Department of Education
19
Q: Should districts wait to submit any reimbursement claims for this school year, until we know if the claim form will be updated?
A: If districts can hold off on reimbursement requests until we have a system in place, that would be ideal. However, please don’t delay reimbursement requests if there is financial need.
Q: For education technology student participation, is it just which students used the tech, or are there more details needed, besides demographics?
A: Education Technology is reported as a general category, you will only have to report the number of students served by the 14 demographic groups within the broad category of "Purchasing Educational Technology."
Q: Is there any value in combining these two data sets since budget, staffing and student recruitment will often be the responsibility of the same person, especially in small districts?
A: The actual reporting tool for the annual report will ask for everything in one place. We are trying to reduce the impact on that reporting burden by potentially including the expenditure data within reimbursement request forms.
�Q: Have the ESDs been involved in this conversation? They serve a lot of data needs for small districts.
A: Yes, we have been in conversation with some of the ESDs that serve our smallest districts.
Questions & Responses from 09/30/22�Page 1
Oregon Department of Education
20
Q: How much detailed information on students is required for the new student participation requirement?
A: The federal report is asking for aggregated demographic information, not individual names or identities of students. Any individual student data would be collected for the purpose of reporting aggregating demographic information. Data will be reported following ODE's guidelines for data suppression of smaller student counts.
Q: Are there going to be changes to the PBAM Codes?
A: No. We cannot make the PBAM codes more specific and will be keeping the current abridged set of Function/Object codes. What is likely is that we will add additional columns to the reimbursement form so that districts can specify in which programs expenses should be counted.
Q: Is the student participation data going to be required for ESSER III only?
A: No. Student eligibility and participation will need to be reported for the identified programs that were funded with any ESSER grant money.
�Q: Will the new granular reports need to be completed for funds we spent in 20-21 and 21-22?
A: No. Reporting will begin with this Academic Year, 2022-2023.
Q: Can we revise older reimbursement forms to include Unfinished Learning annotations?
A: Yes. Please email ODE.ESSER@ode.oregon.gov for assistance.
Questions & Responses from 09/30/22�Page 2
Oregon Department of Education
21
| ESSER I | ESSER II | ARP ESSER III |
(CARES Act) | (CRRSA Act) | (ARP Act) | |
Award Period | 03/13/20-09/30/21 | 03/13/20-09/30/22 | 03/13/20-09/30/23 |
Deadline for Final Spending (with Tydings Extension) | 9/30/2022 | 9/30/2023 | 9/30/2024 |
Deadline for Claiming Funds in EGMS and Filing Reimbursement | November 14, 2022 | November 14, 2023 | November 14, 2024 |
Q: We noted a requirement to have ESSER funds obligated by the end of the 2022-23 year. What does that mean for districts?
A: The obligation period you're referring to is for ODE to distribute funds across the state to districts and ESDs. Obligation periods for districts follow the dates in the table on this slide.
Q: The Sept. 20th email referenced new School Staffing reporting. What is required?
A: There will be two sections of reporting for staff. Report section 3.b10 asks for the FTE of “specific positions supported with any of the ESSER funds” as well as the “total amount expended” for the positions. This information will be district wide and requires all staff positions that ESSER money contributed to. The second section, 4.c1, is an accounting of all FTE by school, regardless of funding source, for a limited section of positions: special educators and related personnel; bilingual/ELL educators; counselors, social workers, and psychologists; and nurses.
Questions & Responses from 10/3/22�Page 3
Oregon Department of Education
22
Q: We utilized our ESSER III funds to help make our counselor full-time. Will you share information about reporting if you utilized the funding just for one thing such as a counselor?
A: If you do not have a program that falls into one of the federally defined activities (listed in slides above and on the next page), you will not have to report demographics. All activities will have to provide financial information. Mental Health expenditures, for example, will be a part of the financial detail information for ESSER funds as a whole and for the portion focused specifically on Unfinished Learning for ESSER III. Additionally, there will be several places the FTE and the expenditure on that FTE will need to be reported.
Q: In reporting demographics, do we need to just report student participation in the activities from the 20% Unfinished Learning?
A: If you spent any ESSER funding on any of the six federally defined activities listed, you will have to report student eligibility and participation on those activities.
Q: Is there a document that lists due dates and portals to submit this information?
A: When ODE receives the annual report deadlines from USED, ODE will send out the reporting deadlines to districts. ODE will also provide the reporting forms/platform once we have those ready for districts.
Questions & Responses from 10/3/22�Page 4
Oregon Department of Education
23
Q: Are the student participation activities you listed just a sample or are those all of the activities that will be asked about?
A: The only activities US DE is asking for student eligibility and participation data for are the six federally defined activities on slide 6.
Q: Should districts, ESDs and/or charter schools continue submission of ESSER I claims until ODE provides updates regarding changes to the reimbursement process?
A: No. Don’t wait on ESSER I claims or any processes related to ESSER I.
Questions & Responses from 10/5/22�Page 5
Oregon Department of Education
24
Q: We are a small rural school and had participants in our summer learning program that currently do not have SSID's (Young children, under 5 years of age). How do we provide this information?
A: We realize this may be the case for districts who have implemented an early learning program or are otherwise working with children under 5 years of age. The information we will need is student counts and demographic counts for the six activities. Please let us know if this is the case for your district and we will work with you on how best to provide us this district-level demographic information for these students, regardless of whether ODE decides to collect information by SSID number.
Q: Social, Emotional, and Other Needs overlaps with Mental Health Services...?
A: In the past, we have used licensure as a clean way of delineating between the two. In addition, you may be reporting funds in more than one area, depending on the service.
Q: It's a basic question, but what is the next deadline for reporting for ESSER?
A: If it’s the same as last year, it will be in the spring 2023 for last year’s data. The data we’re talking about now will be needed for the 2024 reporting cycle.
Q: Can you describe what a collection "in aggregate" means...by school?
A: By "in aggregate", we mean that we will need to report data on the district level for student counts and student demographics.
�
Questions & Responses from 10/5/22�Page 6
Oregon Department of Education
25
Q: We already set aside 20% for learning loss from ESSER III. Is there an additional 20% requirement set aside or does this count? Also, is the 20% from the TOTAL ESSER I, II and III or just 20% of ESSER III?
A: Yes, that counts. It’s just 20% of ESSER III.
Q: When could we expect ODE to bring options to the table on reporting for FY24?
A: For the additional financial details and the student participation data collection, ODE hopes to provide updated guidance and direction to school districts, ESDs and charter schools before the end of this calendar year, but may need to delay these decisions based on any potential shifts in federal guidance.
�
Question & Response from 10/7/22�Page 7
Oregon Department of Education
26
Q: I had heard that Maintenance of Equity (MOEquity) is a component of the ESSER financial reporting, is MOE incorporated into the items covered today?
A: Maintenance of Equity (MOEquity) process is separate from the ESSER student participation and financial reimbursement data requirements. ODE is working directly with USED for Oregon to respond to the MOEquity reporting requirements. Later this month, Mike Wiltfong, Josh Halsey and Cynthia Stinson will attend the 10K Business Manager meeting to share updates. These updates will also be disseminated to all district business managers.
�
Previous reporting data sets
State Provided Data Sets
District Provided Data Sets
Oregon Department of Education
27
ESSER Office Hour Survey
Oregon Department of Education
28