ESSER III includes new required set asides for both ADE and LEAs. These will help guide state and local decision making for leveraging these new funds to accelerate and enrich learning and increase learning opportunities – particularly for our most vulnerable student populations
To see a complete list of ADE’s ESSER set-aside funding allocations to-date, click here.
Ninety percent of Arizona’s total $2.5 billion ESSER III Fund award is required to be allocated to LEAs based on the proportionate share of Title I-A funds they received in SY20-21, totaling $2,323,888,827.30.
Additional funds were provided using ADE’s SEA Discretionary Activities Reserve to ensure all non-profit Non-Title I-A LEAs and CTED Entities receive an award of $570 per pupil, and to ensure all Title I-A LEAs receive an award of at least $570 per pupil. In total, $2,372,250,366.22 has been allocated to LEAs through ESSER III.
What is the process for Non-Title I-A LEAs receving small ESSER III awards ($50,000 or less):
Based on stakeholder feedback, small Non-Title I-A LEAs receiving an ESSER III allocation of $50,000 or less will be provided their award as a supplement to their existing ESSER II award. This will streamline the process for small Non-Title I-A LEAs to access and leverage these new funds, remove the need for small LEAs to complete a new application for ESSER III, and will also waive the new ESSER III LEA plan requirements. If a small LEA would rather access their ESSER III funds through the new ESSER III application process (with all the new ESSER IIII requirements) they may do so through sending a request to [email protected]
ESSER III – just like ESSER I & II funds - are highly flexible, and are designed to help address local recovery efforts relative to responding to COVID-19. ESSER III Funds can be used throughout the LEA, in all schools and in support of all students and staff.
New LEA 20% Set-Aside for Addressing Learning Loss
All activities and interventions funded through the new 20% reservation for Addressing Learning Loss must be evidence-based, respond to students' academic, social, and emotional needs and address the disproportionate impact of COVID-19 on student populations, including each major racial and ethnic group, children from low-income families, children with disabilities, English learners, gender, and migrant status, students experiencing homelessness, and children and youth in foster care
Activities and interventions may include:
Summer learning or summer enrichment programs
Extended day programs
Comprehensive afterschool programs
Extended school year programs
Other strategies (which could be during the regular school day)