Coronavirus (COVID-19) Information and Resources

The social and economic effects of COVID-19 will be significant and touch every corner of our state. But there is much that can be done to mitigate impacts to students and families and create educational success for the long term. The Utah State Board of Education (USBE) envisions three phases on the path to recovery and our new future.

COVID-19 Federal Relief Funding

Dashboard

K-12 Federal COVID-19 Relief Funding

Coronavirus Funding Dashboard

School Operating Status 

American Rescue Plan (ARP) ACT Elementary and Secondary School Emergency Relief (ESSER) State Plan 

The ARP 2021 was signed into law on March 11, 2021 and provides an additional $122.8 billion for the ARP ESSER Fund. ARP ESSER Fund awards to State Education Agencies (SEAs) are in the same proportion as each State received funds under Part A of Title I of the Elementary and Secondary Education Act (ESEA) of 1965, as amended, in fiscal year 2020.

The Utah State Board of Education (USBE) prepared a State Plan to outline the agency’s response to COVID-19. A part of the plan includes the following information about school operating status in Utah. USBE is posting this information on our public website in compliance with the federal requirements from the United States Department of Education.

Mode of Instruction

The number of schools in the State that are offering fully remote or online-only instruction; both remote/online and in-person instruction (hybrid model); and/or full-time in-person instruction.

  • USBE collected data on the modes of instruction from all Utah schools in April 2021. Additional data will be collected in the future to track how the modes have changed throughout Utah’s 1,055 schools.
  • For the 2021-2022 school year, except for an online-only charter school, LEAs are required to provide at least 4 days of in-person instruction (refer to the Utah State Legislature Title 53G-9-210: Requirement for In-person Instruction. Test to Stay Programs. Face Coverings). For Summer 2021, various modes of instruction, remote/hybrid/in-person, will exist based on school capabilities/offerings.
Utah School Reporting for Instructional Models
Number of Schools
All Schools
Offered to all Students
Offered to Some Students
Not Offered

Remote or online only

1055

70

0

985

School buildings open with both remote/online and in-person instruction (hybrid)

1055

650

0

405

School buildings open with full-time in-person instruction 

1055

335

0

720

Enrollment by Student Subgroup by Instructional Model

Student enrollment for all students and disaggregated for each of the student groups for each mode of instruction (described in A.3.i-viii of the State Plan).

  • USBE collected data on the modes of instruction from all Utah schools in April 2021. Additional data will be collected in the future to track how the modes have changed throughout Utah’s 1,055 schools.
  • For the 2021-2022 school year, the USBE anticipates collecting data on student enrollment three times: the start of the year, a midway point, and the end of the school year. LEA attendance and enrollment data submission requirements can be found in the following USBE Administrative Rules:
Utah Student Subgroup Reporting for Instructional Model 
Number of Students
Total Enrollment
Remote or Online Only
Both Remote/Online and In-person Instruction (Hybrid)
Full-time In-person Instruction

Students from low-income families 

194,658 

 18,644

121,409 

 54,605

White, not Hispanic

487,529 

29,224

335,395

122,910

Black or African American, not Hispanic

9,314

1,578

6,275

1,461

Hispanic, of any race

119,922

12,850

79,999

27,073

Asian, not Hispanic

11,373

1,483

7,682

2,208

American Indian or Alaskan Native, not Hispanic

6,682 

1,841

3,512

1,329

Native Hawaiian or Pacific Islander, not Hispanic

10,746

1,637

7,660

1,449

Two or more races, not Hispanic

20,795

1,691

15,158

3,946 

English learners

59,626

7,734

39,965

11,927

Children with disabilities

82,287

5,897

54,985

21,405 

Students experiencing homelessness

9,263

1,230

6,538

1,495

Children and youth in foster care

1,227

27

877

323

Migratory students

Information not available at time of reporting.

 

 

 

Attendance by Instructional Model

Student attendance for all students and disaggregated for each of the student groups described in A.3.i-viii for each mode of instruction.

  • USBE does not currently, nor intend to, collect attendance data. LEA attendance and enrollment data submission requirements can be found in the USBE Administrative Rules R277-419 and R277-607.
Mitigation Strategies and Guidance

An LEA that receives ARP ESSER funds must, within 30 days of receiving the funds, make publicly available on its website a plan for the safe return to in-person instruction and continuity of services by addressing the mitigation strategies described by the federal legislation and interim final rule. Before making the plan publicly available, the LEA must seek public comment on the plan.

We recognize that for most Utah LEAs, schools are already providing this in-person instruction. The mitigation strategies and guidance resources outlined below are in in compliance with the ARP ESSER award.

Resources

Face Masks
Utah.gov

Guidance for Wearing Masks
Center for Disease Control and Prevention (CDC)

COVID-19 School Manual
Utah.gov

  • Contact tracing (page 27-35)
  • Cleaning and maintaining healthy facilities (page 75-84)
  • Physical distancing (page 101-102)
  • Correct wearing of masks (page 105-109)
  • Handwashing and respiratory etiquette (page 109-111)

Coronavirus Aid, Relief, and Economic Security (CARES) Act Funding 

Introduction

On March 17, 2020, Congress passed the Coronavirus Aid, Relief, and Economic Security (CARES) Act. Among other things, CARES allocated about $13.2 billion to the Elementary and Secondary School Emergency Relief (ESSER) Fund.

Through the fund the United States Department of Education awarded grants to state educational agencies to provide Local Educational Agencies (LEAs), or school districts and charter schools) with emergency relief funds to address the impact of COVID-19 on elementary and secondary schools.

ESSER Fund awards to state education agencies are in the same proportion as each state received funds under Part A of Title I of the Elementary and Secondary Education Act of 1965 in fiscal year 2019.

Utah received $67,821,787 in ESSER Funding. Of that, $61,039,608 will be distributed to the state’s district and charter schools according to the funding formula. The Utah State Board of Education (USBE) will reserve $6,782,179 to deal with statewide needs or specific needs within the state.

The ESSER Fund provides LEAs considerable flexibility in determining how best to use ESSER funds. Allowable uses of the funds include the following:

  1. Any activity authorized by the ESEA of 1965, including the
    1. Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 et seq.),
    2. Adult Education and Family Literacy Act (20 U.S.C. 1400 et seq.),
    3. Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.) (‘‘the Perkins Act’’), and
    4. subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.)
  2. Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus.
  3. Providing principals and others school leaders with the resources necessary to address the needs of their individual schools.
  4. Activities to address the unique needs of students living in conditions of poverty, students with disabilities, students learning English, students experiencing homelessness, students who are refugees, and youth in foster care.
  5. Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies.
  6. Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases.
  7. Purchasing supplies to sanitize and clean LEA facilities, including personal protective equipment.
  8. Planning for and coordinating during long-term closures, including for how to provide meals to eligible students, how to provide technology for online learning to all students, how to provide guidance for carrying out requirements under the Individuals with Disabilities Education Act (20 U.S.C. 1401 et seq.) and how to ensure other educational services can continue to be provided consistent with all Federal, State, and local requirements.
  9. Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and students with disabilities, which may include assistive technology or adaptive equipment.
  10. Providing mental health services and supports.
  11. Planning and implementing activities related to summer learning and supplemental afterschool programs and addressing the needs of students living in conditions of poverty, students with disabilities, students learning English, students experiencing homelessness, students who are refugees, and youth in foster care.
  12. Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational agency.

Under the Governor’s Emergency Education Relief (GEER) fund, the governor has the authority to award emergency assistance to local education agencies (LEAs) as a result of the Novel Coronavirus in 2019.
The Utah State Board of Education determined that COVID-19 most significantly impacted those LEAs that were required to pivot from face-to-face instruction to remote learning in March 2020 when school were closed statewide. The governor awarded $29,189,663 in funds that were distributed directly to LEAs to ensure that special education students and students at risk of academic failure receive support as soon as practicable to mitigate the unintended negative consequences of the emergency statewide transition to remote learning.

Please see below for USBE suggested CARES Act (ESSER) funding uses and other background information.

USBE Suggested CARES Act Uses

Coronavirus Aid, Relief, and Economic Security Act or the CARES Act
United States Congress

Elementary and Secondary School Emergency Relief (ESSER) Fund | ESSER Fund State Allocation Table
United States Department of Education, Office of Elementary and Secondary Education (OESE)

Local Education Agency (LEA) Cares Act Funding
Tableau

Utah School Districts and Charter Schools’ Distributions

More Information

The United States Department of Education has prepared a frequently asked questions document that covers application process, timelines, and allowable uses, among other items.

Frequently Asked Questions about the Elementary and Secondary School Emergency Relief Fund (ESSER Fund)
United States Department of Education, Office of Elementary and Secondary Education (OESE)

Coronavirus Relief Funding (CRF)

In the August 2020 Utah State legislature special session, House Bill 6002: Supplemental Budget Balancing And Coronavirus Relief Appropriations provided the Utah State Board of Education funding from the Coronavirus Relief Fund (CRF) to provide resources to the field to support K-12 schools in their response to COVID-19.

The CARES Act provides that payments from the Fund may only be used to cover costs that:

  1. Are necessary expenditures incurred due to the public health emergency with respect to the Coronavirus Disease 2019 (COVID-19);
  2. Were not accounted for in the budget most recently approved as of March 27, 2020 (the date of enactment of the CARES Act) for the State or government; and
  3. Were incurred during the period that begins on March 1, 2020 and ends on December 30, 2020.
  4. All goods and services need to be received and the project needs to be operational before December 30, 2020 to meet the requirements and provide benefits for the current COVID-19 outbreak.

Description of the Utah K-12 CRF Grant Awards

K-12 Coronavirus Relief Fund: $15,100,000 Awarded:

  • The award to Local Education Agencies (LEAs) will focus on addressing costs related to Coronavirus relief solutions for reimbursement for classroom supplies, enhancements, and equipment.

K-12 Person Protective Equipment Fund: $2,852,907 Awarded:

  • This grant is to support LEAs with resources to procure Personal Protective Equipment (PPE) and services to meet their local needs related to COVID-19.

High School Testing Grant: $2,750,490 Awarded:

  • The award to LEAs will focus on addressing costs related to high school extracurricular COVID-19 rapid testing and related resource needs due to COVID-19.

San Juan Wi-Fi Grant: $3,900,000 Awarded:

  • The San Juan School District (SJSD) has been awarded funds to design, engineer, and build a Local Area Network (LAN) that will serve the needs of SJSD students on Navajo Nation lands. This LAN will give students connectivity for educational purposes related to COVID-19.

K-12 Broadband Grant: $5,000,000 Awarded:

  • The award for local education agencies to create solutions for home broadband access (such as home-internet or hotspots) for K-12 families to extend learning beyond the school building related to COVID-19.

Resources

Federal Register/Volume 86, Number 10/Friday, January 15, 2021/Notices | The CARES Act Provides Assistance for State, Local, and Tribal Governments
United States Department of the Treasury

K-12 Coronavirus Relief Grant

Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA)

Description of Elementary and Secondary School Emergency Relief Fund II (ESSER II)

The CRRSA 2021, was signed into law on December 27, 2020 and provides an additional $54.3 billion for the ESSER II Fund. ESSER II Fund awards to State Education Agency (SEAs) are in the same proportion as each State received funds under Part A of Title I of the Elementary and Secondary Education Act (ESEA) of 1965, as amended, in fiscal year 2020.

Federal Allowable Use Cases

A Local Educational Agency (LEA) may use funds it receives under section 313(d) of the CRRSA Act for any activity listed in section 313(d) (described below). Any activity that is an allowable use of Elementary and Secondary Schools Emergency Relief (ESSER) funds by an LEA under section 18003(d) of the CARES Act is also an allowable use of ESSER II funds by an LEA under section 313(d) of the CRRSA Act. Any allowable use of ESSER II funds by an LEA is also an allowable use of ESSER funds by an LEA under section 18003(d) of the CARES Act.

  1. Any activity authorized by the ESEA of 1965, including the Native Hawaiian Education Act and the Alaska Native Educational Equity, Support, and Assistance Act (20 U.S.C. 6301 et seq.), the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.) (Individuals with Disabilities Education Act (IDEA)), the Adult Education and Family Literacy Act (20 U.S.C. 1400 et seq.), the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.) (‘‘the Perkins Act’’), or subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.).
  2. Coordination of preparedness and response efforts of LEA with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus.
  3. Providing principals and others school leaders with the resources necessary to address the needs of their individual schools.
  4. Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population.
  5. Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies.
  6. Training and professional development for staff of the LEA on sanitation and minimizing the spread of infectious diseases.
  7. Purchasing supplies to sanitize and clean the facilities of a LEA, including buildings operated by such agency.
  8. Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the IDEA and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.
  9. Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and children with disabilities, which may include assistive technology or adaptive equipment.
  10. Providing mental health services and supports.
  11. Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.
  12. Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including by:
    1. Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction.
    2. Implementing evidence-based activities to meet the comprehensive needs of students.
    3. Providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment.
    4. Tracking student attendance and improving student engagement in distance education.
  13. Other activities that are necessary to maintain the operation of and continuity of services in LEAs and continuing to employ existing staff of the LEA.

Use Cases that Trigger a Reverse Match

  1. School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs (refer to Regulations below).
  2. Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non-mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement (refer to Regulations below).
Regulation

House Bill (H.B.) 2: Public Education Budget Amendments)

Senate Bill (S.B.) 1: Public Education Base Budget Amendments

Application

Revised Certification and Agreement for Funding for the Elementary and Secondary School Emergency Relief Fund II (ESSER II) LEA Application

Application Due Date for Submission to Utah Grants Management
Wednesday, March 31, 2021 at 5 p.m.

Resources

Elementary and Secondary School Emergency Relief (ESSER) Fund
United States Department of Education

ESSER II Utah LEA Distribution Table

Fact Sheet ESSER FUND II Coronavirus Response and Relief Supplemental Act, 2021

Emergency Assistance for Non-Public Schools (EANS Fund)

EANS Application for Utah

Introduction

The Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSA), was signed into law on December 27, 2020 and provides an additional $2.75 billion for the Emergency Assistance for Non-Public School Fund (EANS Fund). The EANS Fund award was applied for by the Utah State Governor Office, and will be administered by the Utah State Board of Education (USBE).

The USBE is distributing these funds by application in alignment with the federal guidance on distribution. This funding is intended to help non-public schools safely reopen schools, measure and effectively address significant learning loss, and take other actions to mitigate the impact of COVID-19 on the students and families who depend on our K-12 schools.

Allowable Use Cases

A non-public school may apply to receive services or assistance from the State Education Agency (SEA) or its contractors to address educational disruptions resulting from COVID-19 for:

  • Supplies to sanitize, disinfect, and clean school facilities
  • Personal Protective Equipment (PPE)
  • Improving ventilation systems, including windows or portable air purification systems
  • Training and professional development for staff on sanitization, the use of PPE, and minimizing the spread of infectious diseases
  • Physical barriers to facilitate social distancing
  • Other materials, supplies or equipment recommended by the Centers for Disease Control and Prevention (CDC) for reopening and operation of school facilities to effectively maintain health and safety
  • Expanding capacity to administer coronavirus testing to effectively monitor and suppress the virus
  • Educational technology
  • Redeveloping instructional plans for remote or hybrid learning or to address learning loss
  • Leasing sites or spaces to ensure social distancing
  • Reasonable transportation costs
  • Initiating and maintaining education and support services or assistance for remote or hybrid learning or to address learning loss
  • Reimbursement for the expenses of any services or assistance described above that a non-public school incurred on or after March 13, 2020, except for:
    • Improvements to ventilation systems (including windows), except for portable air purification systems, which may be reimbursed.
    • Staff training and professional development on sanitization, the use of PPE, and minimizing the spread of COVID-19.
    • Developing instructional plans, including curriculum development, for remote or hybrid learning or to address learning loss.
    • Initiating and maintaining education and support services or assistance for remote or hybrid learning or to address learning loss.
    • Any expenses reimbursed through a loan guaranteed under the Paycheck Protection Program (PPP) (15 U.S.C. 636(a)) prior to December 27, 2020.
Non-allowable Use Cases

The Department generally does not consider the following to be an allowable use of CRRSA funds, under any part of section 313:

  1. subsidizing or offsetting executive salaries and benefits of individuals who are not employees of the LEAs or
  2. expenditures related to state or local teacher or faculty unions or associations.
  3. EANS funds generally will not be used for bonuses, merit pay, or similar expenditures
  4. Reimbursement for the expenses of any services or assistance described above that a non-public school incurred on or after March 13, 2020 that are not explicitly outlined above in the allowable use cases.
Resources

The Utah State Board of Education recommends the following resources to support schools in their creation of a EANS application:

  1. Reopening Schools
    The USBE worked with a panel of experts—educators, administrators, public health experts, physicians, epidemiologists, teacher representatives—to articulate minimum elements and requirements that schools must address as they plan to reopen schools for in-person instruction in the fall of 2020. The agency recommends that each school consider their plan in relation to developing a spend plan for these resources.
  2. Three Phases Resource Hub
    The USBE website has collected resources to support the reimaging of education including formative assessment and essential standards.
  3. Digital Teaching and Learning
    This site provides guidance to schools regarding the feasibility, legality, and resources to provide online learning.
  4. Just in Time Supports
    This site presents resources from USBE’s Teaching and Learning Department in alignment with subject specific resources related to learning loss.
  5. Supporting Mental Health and Social Emotional Needs
    This site provides resources related to school personnel providing support for both Social Emotional Learning (SEL) and mental health to K-12 students related to impacts of COVID-19.
  6. COVID-19 School Manual
    Schools are not only a place of learning for students, but workplaces for teachers and employees. This manual from the Utah Department of Health provides public health recommendations to help make informed decisions to protect students, teachers, and employees.
  7. Schools and Child Care Programs​
    Centers for Disease Control and Prevention (CDC) resources for schools and childcare programs related to COVID-19.

Emergency Assistance for Nonpublic Schools (EANS) Utah Nonpublic Schools Distribution Table

Application

The Utah State Board of Education has created the following EANS application for non-public schools. Schools are required to use the attached template and complete all required fields and forms to be considered for award. By clicking on the link below, you will make a clean copy of the application that you can collaborate on with your colleagues and complete for submission. 

Utah EANS Round 2 Application 2021
Google Docs

Final Due Date

Utah EANS Program Application Round Two
Due: May 28, 2021 by 5 p.m.

Submit your application using the link below.

Emergency Assistance for Non-Public Schools (EANS) Application for Utah
Qualtrics

More information

If you would like to know more information about EANS, please visit the United States Department of Education website.

Emergency Assistance for Non-Public Schools
Office of Elementary and Secondary Education

Contact Us

Diana Suddreth
EANS Program Administrator | E-mail

American Rescue Plan (ARP) Act

Elementary and Secondary School Emergency Relief (ESSER) Fund

Purpose

The ARP Act 2021 was signed into law on March 11, 2021 and provides an additional $122.8 billion for the ESSER fund. ARP ESSER Fund awards to State Education Agencies (SEAs) are in the same proportion as each State received funds under Part A of Title I of the Elementary and Secondary Education Act (ESEA) of 1965, as amended, in fiscal year 2020.

The Utah State Board of Education (USBE) is distributing these funds by application in alignment with the federal distribution formula. This new funding is intended to help local education agencies safely reopen schools, measure and effectively address accelerated learning, and take other actions to mitigate the impact of COVID-19 on the students and families who depend on our K-12 schools.

Although the ARP ESSER uses of funds are similar to those for ESSER I and ESSER II, there are important distinctions between the ARP ESSER and other ESSER programs, including the period of funds availability, equitable services to non-public schools, maintenance of effort, and a report on efforts to measure and address accelerated learning. Local Education Agencies (LEAs) may plan to use all remaining ESSER I and ESSER II funds before making use of the ARP ESSER funds, given the shorter remaining period of availability. Please consult the accompanying fact sheet to learn more about the ARP ESSER program.

As part of the required state application for the United States Department of Education, USBE leaders met with a diverse group of stakeholders to get input on statewide needs in May 2021. USBE identified the following three issues currently facing students and schools across Utah as a result of or in response to the COVID-19 pandemic. We urge LEAs to consider these priority areas in designing plans for the use of ARP ESSER funds.

  1. Student mental health and social emotional needs including student health foundations and protective factors
  2. Missing or Disengaged Students in K-12
  3. Literacy

The ARP ESSER funds require that an LEA engage in meaningful consultation with stakeholders in the development of this plan. The LEA will assure that the public has been provided the opportunity to provide input to the LEA ARP ESSER plan, that the LEA has taken the public input into account, and that the local school board has adopted the LEA’s plan for the use of ARP ESSER funds in an open and public meeting.

Federal Allowable Use Cases

The use cases as described in the federal ARP legislation is detailed below. In addition, LEAs may consider the following companion guidance that was created by the Hunt Institute to support states and LEAs. Uses of Funds. An LEA that receives funds from ARP ESSER:

  1. Shall reserve not less than 20 percent of such funds to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs, and ensure that such interventions respond to students’ academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups described in section 1111(b)(2)(B)(xi) of the ESEA of 1965 (20 U.S.C. 6311(b)(2)(B)(xi)), students experiencing homelessness, and children and youth in foster care; and shall use the remaining funds for any of the following:
  2. Any activity authorized by the Elementary and Secondary Education Act of 1965.
  3. Any activity authorized by the Individuals with Disabilities Education Act.
  4. Any activity authorized by the Adult Education and Family Literacy Act.
  5. Any activity authorized by the Carl D. Perkins Career and Technical Education Act of 2006.
  6. Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus.
  7. Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population.
  8. Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies.
  9. Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases.
  10. Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such agency.
  11. Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the Individuals with Disabilities Education Act and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.
  12. Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and children with disabilities, which may include assistive technology or adaptive equipment.
  13. Providing mental health services and supports, including through the implementation of evidence-based full-service community schools.
  14. Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.
  15. Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including by—
    1. administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction;
    2. implementing evidence-based activities to meet the comprehensive needs of students;
    3. providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment; and
    4. tracking student attendance and improving student engagement in distance education.
  16. School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
  17. Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non-mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.
  18. Developing strategies and implementing public health protocols including, to the greatest extent practicable, policies in line with guidance from the Centers for Disease Control and Prevention for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff.
  19. Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational agency.
Non-Allowable Use Cases

The Department generally does not consider the following to be an allowable use of ESSER funds, under any part of section 313:

  1. subsidizing or offsetting executive salaries and benefits of individuals who are not employees of the LEAs
  2. expenditures related to state or local teacher or faculty unions or associations

Application

Certification and Agreement for Funding for the American Rescue Plan Elementary and Secondary Education Relief Fund (ARP ESSER)
Application Due Date for Submission to Utah Grants Management is September 17, 2021

Office Hours

Launch Zoom Meeting
Recurring every Thursday through September 17, 2021

July 2021

July 13
July Webinar Overview for LEA Plan Developers
Time: 2 p.m. - 3 p.m.

ARP ESSER LEA Technical Support Overview
YouTube

Utah ARP ESSER Application Technical Requirements

July 15
ARP ESSER Office Hours for LEAs
Time: 2 p.m. - 2:45 p.m.

USBE ARP ESSER Office Hours - July 15, 2021
YouTube

ARP ESSER Office Hours for LEAs

July 22
ARP ESSER Office Hours for LEAs
Time: 2 p.m. - 2:45 p.m.

ARP ESSER LEA Office Hours - July 22, 2021
YouTube

ARP ESSER Office Hours for LEAs

Utah State Board of Education American Rescue Plan Act Afterschool and Summer Grant Office Hours Presentation

July 29
ARP ESSER Office Hours for LEAs
Time: 2 p.m. - 2:45 p.m.

USBE ARP ESSER Office Hours - July 29, 2021
YouTube

ARP ESSER Office Hours for LEAs

August 2021

August 5
ARP ESSER Office Hours for LEAs
Time: 2 p.m. - 2:45 p.m.

USBE ARP ESSER Office Hours - August 5, 2021
YouTube

ARP ESSER Office Hours for LEAs

August 19
ARP ESSER Office Hours for LEAs
Time: 2 p.m. - 2:45 p.m.

USBE ARP ESSER Office Hours - August 19, 2021
YouTube

ARP ESSER Office Hours for LEAs

September 2
ARP ESSER Office Hours for LEAs
Time: 2 p.m. - 2:45 p.m.

ARP ESSER LEA Office Hours - September 2, 2021
YouTube

ARP ESSER Office Hours for LEAs

September 9
ARP ESSER Office Hours for LEAs
Time: 2 p.m. - 2:45 p.m.

ARP ESSER LEA Office Hours - September 9, 2021
YouTube

ARP ESSER Office Hours for LEAs

September 16
Time: 2 p.m. - 2:45 p.m.

USBE ARP ESSER Office Hours - September 16, 2021
YouTube

ARP ESSER Office Hours for LEAs

 

E-mail individual questions to USBE Sara Harward at sara.harward@schools.utah.gov and/or Sarah Young at sarah.young@schools.utah.gov

Resources

The USBE recommends the following resources to support LEAs in their creation of a K-12 Coronavirus Relief spend plan.

American Rescue Plan Act 10 Percent Base Distributions to LEAs Elementary and Secondary School Emergency Relief (ARP ESSER)

American Rescue Plan Act Elementary and Secondary School Emergency Relief (ARP ESSER)

American Rescue Plan Elementary and Secondary School Emergency Relief
United States Department of Education Office of Elementary and Secondary Education (OESE)

Capital Expenditure Approval Process for LEAs for COVID-19 Relief Funds

COVID-19 School Manual: K-12 Public, Private, and Charter Schools
State of Utah

  • Schools are not only a place of learning for students, but workplaces for teachers and employees. This manual provides public health recommendations to help make informed decisions to protect students, teachers, and employees.

Guidance for the Re-opening of Schools

  • Inspection and Maintenance: Consider assessing the condition of systems and making necessary repairs. All building owners and service professionals should follow ASHRAE Standard 180-2018 “Standard Practice for the Inspection and Maintenance of Commercial HVAC Systems.”
  • Ventilation: A good supply of outside air, in accordance with ASHRAE Standard 62.1-2019, to dilute indoor contaminants is a first line of defense against aerosol transmission of SARS-CoV-2. Pre- and post-occupancy purge cycles are recommended to flush the building with clean air.
  • Filtration: Use of at least MERV-13 rated filters is recommended if it does not adversely impact system operation. If MERV-13 filters cannot be used, including when there is no mechanical ventilation of a space, portable HEPA air cleaners in occupied spaces may be considered.
  • Air Cleaning: Air cleaners such as germicidal ultraviolet air disinfection devices may also be considered to supplement ventilation and filtration. Technologies and specific equipment should be evaluated to ensure they will effectively clean space air without generating additional contaminants or negatively impacting space air distribution.
  • Energy Use Considerations: In selecting mitigation strategies, consideration should be given to energy use as there may be multiple ways to achieve performance goals that have greatly different energy use impact. Control changes and use of energy recovery to limit or offset the effect of changes in outdoor air ventilation rate and filter efficiency may reduce or offset energy and operating cost penalties.
  • Water System Precautions: Buildings that have been unoccupied could have stagnant water, and water systems should be flushed to remove potential contaminants. Utilizing ASHRAE Standard 188 and Guideline 12 can help minimize the risk of water-borne pathogens such as legionella.

Frequently Asked Questions Elementary and Secondary School Emergency Relief (ESSER) Fund and Governor’s Emergency Education Relief (GEER) Fund Use of Funds for Student Transportation

Frequently Asked Questions Using American Rescue Plan Funding to Support Full-Service Community Schools and Related Strategies
United States Department of Education

Just in Time Supports

  • USBE worked with a panel of experts—educators, administrators, public health experts, physicians, epidemiologists, teacher representatives—to articulate minimum elements and requirements that Local Education Agencies (LEAs) must address as they plan to reopen schools for in-person instruction in the fall of 2020. The agency recommends that each LEA consider their plan in relation to developing a spend plan for these resources.

New Resource Details Evidence-Based Strategies to Address Impact of Lost Instructional Time by Using American Rescue Plan Funding
United States Department of Education

Schools and Child Care Programs​ Plan, Prepare, and Respond
Centers for Disease Control and Prevention (CDC)

Strategies for Using American Rescue Plan Funding to Address the Impact of Lost Instructional Time
United States Department of Education

United States Department of Education Fact Sheet ARP ESSER

United States Department of Education Fact Sheet American Rescue Plan Act of 2021: Elementary and Secondary School Emergency Relief Fund (ASP ESSER)
United States Department of Education Office of Elementary and Secondary Education (OESE)

Utah ARP ESSER LEA Website Links and Status

American Rescue Plan (ARP) Act Afterschool and Summer Funding

Summer Enrichment and After School Program Funding

Purpose

The ARP 2021 was signed into law on March 11, 2021 and provides an additional $122.8 billion for the ESSER Fund. The ARP ESSER Fund awards to state education agencies (SEAs) are in the same proportion as each State received funds under Part A of Title I of the Elementary and Secondary Education Act (ESEA) of 1965, as amended, in Fiscal Year 2020.

The Utah State Board of Education (USBE) is distributing these funds by application in alignment with the federal distribution formula. A portion of the ARP ESSER fund is designated for summer enrichment and after school programs. The Utah State Board of Education will be spending the flexible state reserve as follows:

  • 1% for evidenced based summer enrichment programs - $6,155,260.70
  • 1% for evidenced based comprehensive after school programs - $6,155,260.70

Please see the Application for important requirements to apply for this funding.

Application

Utah State Board of Education American Rescue Plan Act Afterschool and Summer Funding Application

Utah Grants Management System Application due date is Friday, August 20, 2021.

Other Important Dates

Virtual Grant Application Information (Bidders’) Meeting
Date: Wednesday, June 23, 2021
Time: 10:30 a.m.to 12:30 p.m.

Launch Zoom Meeting
Passcode: 01060164 

Utah State Board of Education (USBE) American Rescue Plan Act (ARPA) Afterschool and Summer Funding Application Required Letter of Intent 
Qualtrics

Letter of Intent is due Monday, August 2, 2021.

Resources

Summer Learning and Enrichment Collaborative
Comprehensive Center Network (CC Network)

Utah Afterschool Network

Other helpful information and resources can be found in the application.

Resources

Utah State Board of Education American Rescue Plan Act Afterschool and Summer Grant Virtual Information Meeting

Utah State Board of Education (USBE) American Rescue Plan Act (ARPA) Rubric for Afterschool and Summer Funding Application Rubric

Utah State Board of Education (USBE) ARPA ESSER III ASP and Summer Grant 2021-2022 Gap Analysis

As we approach the final days of the grant competition, below are the submission details for the application:

  • All application documents must be submitted to the inbox of Jessica Kjar at jessica.kjar@schools.utah.gov, USBE CARES Support Staff by Tuesday, August 24 at 2 p.m.
  • Once the application documents are received, a confirmation e-mail from Jessica Kjar will be sent to the person who submitted the application documents.
  • Applications will not be reviewed to make sure all required documents are submitted.

Application Checklist

Additionally, we encourage applicants to provide a three-year budget, as this grant program goes through September 30, 2024.

American Rescue Plan (ARP) Act Individuals with Disabilities Education Act (IDEA) Funds

Overview

On March 11, 2021, the American Rescue Plan (ARP Act of 2021 (Public Law 117-2) was signed into law. Of the $130 billion that was allocated to the Department, the following amounts were earmarked for IDEA grant awards as supplemental FFY 2021 funds:

  • IDEA Part B, 611 $2.5 billion
  • IDEA Part B, 619 $200 million
  • IDEA Part C $250 million

These funds are provided to state educational agencies and lead agencies to help recover from the impact of the coronavirus pandemic and to safely reopen schools and sustain safe operations. The IDEA Part B formula grants assist states in providing a free appropriate public education in the least restrictive environment for children with disabilities ages 3 through 21 (Part B, Sections 611 and 619). The IDEA Part C formula grants assist states in providing early intervention services for infants and toddlers birth through age two and their families.

Resources

2021-2022 American Rescue Plan (ARP) IDEA Allocation Presentation

Fiscal Year (FY) 2022 Preliminary ARP IDEA Allocations

IDEA American Rescue Plan Funds
United States Department of Education

American Rescue Plan (ARP) Act - Homeless Children and Youth (HCY)

Overview

On Thursday, March 11, 2021, President Biden signed the ARP Act of 2021 into law. In recognition of the extraordinary impacts of the COVID-19 pandemic on students experiencing homelessness, the ARP included an unprecedented $800 million to support the specific needs of homeless children and youth via the ARP-HCY Fund.

State Educational Agencies (SEAs) and Local Educational Agencies (LEAs) must use ARP-HCY funds to identify homeless children and youth, to provide homeless children and youth with wrap-around services to address the challenges of COVID-19, and to enable homeless children and youth to attend school and fully participate in school activities. The Department will release ARP-HCY funds in two separate disbursements:

  1. ARP Homeless I
  2. ARP Homeless II

Purpose of Program

The ARP-HCY program provides a total of $800 million for the Secretary of Education to use for the purposes of identifying HCY and providing HCY with wrap-around services in light of the challenges of the COVID-19 pandemic and assistance needed to enable HCY to attend school and participate fully in school activities. These funds may be used by States to address urgent needs of children and youth experiencing homelessness—including academic, social, emotional, and mental health needs. The funds will also be used by States and LEAs to increase capacity by hiring staff, dedicating resources, and planning partnerships with community-based organizations, among other strategies.

The formula is based equally on the proportional share of an LEA's allocation under Title I, Part A of the Elementary and Secondary Education Act (ESEA) of 1965 for the most recent fiscal year, and the LEA's proportional share of the number of HCY identified by each LEA relative to all LEAs in the State, using the greater of the number of HCY in either the 2018-2019 or 2019-2020 school year in each LEA. This formula ensures a balance in the distribution of funds to focus on the needs of the LEAs, considering both the LEA's number of low-income students and the number of HCY. In addition, allowing the use of either the 2018-2019 school year or 2019-2020 school year homeless counts takes into consideration the potential for undercounting in the 2019-2020 school year due to COVID-19 by allowing LEAs to use the greater of the two numbers.

Final Requirements

The Secretary of Education establishes the following final requirements for the ARP-HCY program.

  1. Applicability - These requirements apply to a SEAs second allocation of funds from the Department of Education under section 2001(b)(1) of the ARP Act of 2021 (ARP Homeless II).
  2. Program Administration - The funds described in paragraph (a) are subject to all provisions of Title VII-B of the McKinney-Vento Homeless Assistance Act, except as provided in paragraph (c).
  3. Subgrants to LEAs:
    1. Each SEA must award subgrants by allocating not less than 75 percent of the funds it receives under the ARP Homeless II program to LEAs as follows:
      1. 50 percent in proportion to the amount that each LEA received under Part A of Title I of the ESEA Act of 1965, as amended, for the most recent fiscal year; and
      2. 50 percent in proportion to the number of homeless children and youth Start Printed Page 36224 identified by each LEA relative to all LEAs in the State, using the greater of the number of homeless children and youth in either the 2018-2019 or 2019-2020 school year in each LEA.
    2. An SEA may not make a subgrant to an LEA under paragraph (c)(1) if the amount of such subgrant would be less than $5,000. An LEA that does not meet this minimum allocation requirement may receive a subgrant only as part of a consortium with other LEAs if the total of their combined allocations is at least $5,000.
    3. For the purpose of paragraph (c), a consortium means a subgrantee that consists of more than one LEA.

Letter of Intent Survey

Due Date: August 20 at 5 p.m.

American Rescue Plan Elementary and Secondary School Emergency Relief Homeless Children and Youth II (ARP-HCY II) Letter of Intent
Qualtrics

Point of Contact

If you need assistance or have questions regarding any of the Coronavirus Relief federal grants, please contact the following individuals at the Utah State Board of Education (USBE) office:

Sarah Young
Director of Strategic Initiatives
Phone: (801) 538.7528 | E-mail

Sara Harward
CARES Educational Specialist
Phone: (801) 538-7881 | E-mail

Jessica Kjar
CARES Administrative Secretary
E-mail

Resources

Utah Department of Health Guidance for Schools

The Utah Department of Health recommends a layered prevention approach (K-12 School Recommendations) consistent with the Utah COVID-19 Disease Plan and Centers for Disease Control and Prevention (CDC) school guidelines (Guidance for COVID-19 Prevention in K-12 Schools) to minimize the impact of COVID-19 exposures and outbreaks in school settings and maximize opportunities for children to participate in in-school learning and extracurricular activities.

Local health departments and Local Education Agencies (LEAs) are reviewing the recommendations outlined by the Utah Department of Health to create layered prevention strategies so children can return safely to full-time, in-person school. Local health departments and LEAs will work together, using local data to identify which recommended quarantine and protective measures to use to protect the health of K-12 students and school staff in their area. School administrators will watch the data (Overview of COVID-19 Surveillance) on what is happening in their local areas as they work to keep children in schools as safely as possible.

Parents and school staff who have questions about how COVID-19 will be handled in their school or at  extracurricular activities should contact their local health department (Utah Association of Local Health Departments) or school (Utah State Board of Education (USBE) Utah Schools Directory) for more information.

Just in Time Supports

The Just In Time Supports provides high quality educational resources that our Teaching and Learning team have curated to support educators, teachers and leaders, in addressing the current learning needs of our students and families. The resources contained in this section both highlight high quality instructional practices across content areas and grades, as well as content specific resources. The resources are organized around six main areas:

  1. Purpose and Vision
  2. Customized Supports
  3. Student Agency
  4. Equity
  5. Demonstrated Competency and Assessment, and
  6. Social Emotional Learning

Our intent is to support Utah’s educators in advancing their knowledge and skills in key areas that continue to be of highest concern. The resources are limited to 2-3 ideas per area to really focus the resources to the highest quality tools and information knowing educator time is limited.

English Language Arts (ELA): Elementary

English Language Arts (ELA): Secondary

Fine Arts

Health and Physical Education (PE)

Mathematics

Preschool

Quality Instruction

Science

Social Studies

World Languages

Effects on Learning

As we enter the closing hours of the COVID-19 pandemic, there are many questions related to the academic impacts and effects of the pandemic on our children and schools. These questions are rooted in the interest of many in knowing what resources are needed and where they should be applied, to ensure each of our children are prepared to succeed and lead with the necessary knowledge and skills to learn, engage civically, and lead meaningful lives.

The information on this document represents various statewide data sets collected by the Utah State Board of Education (USBE) during the 2020-2021 school year and is designed to assist in answering these questions.

Determining Academic Impacts of the Pandemic

To assist with the interpretation and add context to the analysis of the RISE and Utah Aspire Plus assessment results, we are including a few Opportunity to Learn (OTL) questions in the 2021 test administration.

Opportunity to Learn (OTL) Questions Spring 2021

Opportunity to Learn Dashboard
Tableau

The preschool Entry assessment is administered to students participating in high quality preschool programs that receive state funding. This administration provides some insight into the effects of the pandemic on school readiness for a limited number of Utah children.

Pre-kindergarten Entry and Exit Profile (PEEP) Entry At-A-Glance

Utah's 2020-2021 PEEP Report
USBE Assessment and Accountability

The Kindergarten Entry assessment is administered to students as they begin school. It informs parents, teachers, and leadership, on the academic and social-emotional development of entering kindergarten students.

KEEP At-A-Glance

Utah's 2020-2021 KEEP Report
USBE Assessment and Accountability

The Acadience Reading Beginning of Year (BOY) assessment is administered to all students in grades 1-3 (kindergarten is optional). This assessment is a short reading screener, used to determine the level of literacy skills each student has attained. It’s important to note that this is the first of three administrations of Acadience Reading that occurs each year, and is used in conjunction with the Acadience Reading End of Year (EOY) assessment to determine the level of progress each student makes annually.

Executive Summary

The USBE and The National Center for the Improvement of Educational Assessment, Inc. (NCIEA) have conducted a comprehensive set of studies to help understand the effects of pandemic-related disruptions on students’ academic performance during the 2020-2021 academic year. The purposes of these studies are to:

  • document overall trends in participation and achievement,
  • identify districts, schools, and student groups most affected by the disruptions,
  • document the influence of the pandemic on already-existing achievement gaps, and
  • explore how opportunity-to-learn and other related information interact with the academic outcomes indicated above.

The Executive and Full report provide details about the studies including research objectives, analysis methodology, results, findings, conclusions, and recommendations. Please have the team insert the new text immediately below the Acadience reading section (note that once the final Acadience report is completed, I’ll request that document be linked to this page as well), with the attached Executive Summary linked directly below the new text. When the full report is completed, we’ll post it below the link to the Executive Summary.

Exploring the Effects of the COVID-19 Pandemic on Student Achievement in Utah Executive Report

Three Phases Resource Hub

Resource Hub to Support Accelerating Student Learning

As Utah’s educators, families, and students continue to overcome disruption to their PreK-12 learning experiences, the Utah State Board of Education has curated high quality resources to support in accelerating student learning as we move through the phases of recovery. The resources are organized by the 13 elements of Utah’s Portrait of a Graduate.

Three Phases to Recovery: Resource Hub for Utah's Educators and Families

Three Phases to Recovery

Assessment

The Utah State Board of Education has acquired several tools that Utah educators have been using to measure student learning and inform instruction in the areas of reading, writing, mathematics, and science. This resource is designed to provide additional details regarding those tools and how they fit into the phases of recovery.

Formative Assessment Tools

Essential Standards

The purpose of these essential standards is to provide educators with a prioritized list of standards to focus on during COVID-19. While all standards have value, COVID-19 may limit instructional hours. The essential standards are intended to help teachers identify which standards to focus on. While these are the essential standards, if there is more instructional time, the recommendation is to extend the instructional focus to all standards. These are resources and examples meant to guide local and individual teacher decisions on prioritizing instructional time throughout the pandemic.

Phase 1 Resources

Please see the Frequently Asked Questions and guidance documents below and navigate through the tabs for further information and resources.

Extended School “Soft Closure” Frequently Asked Questions (FAQs)

Utah State Board of Education Guidance for 2019-2020 School Year Due to COVID-19

Guidance for Supporting Families during Remote Learning

Resources for Students and Families

Governance and Closure

A parent’s first resource for information about supporting their child in school should be the school itself (refer to the Utah State Board of Education Utah Schools Directory). State law gives school districts and charter schools a great amount of decision-making authority for school operation. The staff at the Utah State Board of Education can help with questions of state and federal education law, state administrative rule, state financial questions, and state learning standards.

The authority for closing and reopening schools statewide for public health reasons rests not with the Utah State Board of Education or the State Superintendent of Public Instruction, but instead with the Utah Department of Health (Reference: Utah State Legislature, Title 26-1-30: Powers and Duties of Department), and, by extension, the Governor, who hires the executive director of the Department.

Local departments of health also have authority to close schools for public health reasons.

Governor Gary R Herbert’s Message to Utah Students
YouTube

Keeping Children Healthy

The Task Force also encourages outdoor exercise and walks as long as you maintain social distancing of 6 feet and avoid meeting in groups.

The Centers for Disease Control (CDC) recommends the following:

  • Watch your child for any signs of illness.
  • Watch for signs of stress in your child.
  • Teach and reinforce everyday preventive actions.
  • Help your child stay active.
  • Help your child stay socially connected.

Caring for Children: Tips to Keep Children Healthy While School’s Out
Centers for Disease Control and Prevention (CDC)

Protect Yourself | Stay Safe, Stay Home Directive What Does it Mean and What Can You Do?
Coronavirus.utah.gov

Supporting Your Child During Remote Learning

For families seeking internet options to support digital learning and Utah solutions related to COVID-19:

For digital resources, please visit Utah Education Network’s Learn@Home, which provides links for PreK-Grade 12 teachers, students, and parents/caregivers.

A Parent's Guide to Student Data Privacy | Parents: Raise Your Hand and Ask Schools How They Protect Student Data
Student Privacy Compass

Be Internet Awesome | For Families
Google Safety Center

Free Digital Resources: Online Safety for Kids and Families
NetSmartz

Parent Guides from ConnectSafely

Student Privacy 101: Family Educational Rights and Privacy Act (FERPA) for Parents and Students
YouTube

Think Before You Link
Intel® Security Digital Safety Program

Resources for High School Students

Your best option is to check with your child’s school for questions on graduation, credit, and grades since all three of those areas are within the purview of school districts and charter schools. However, there are some areas where the Utah State Board of Education can be of assistance.

Earning Credits through Statewide Online Education Program (SOEP)

The Statewide Online Education Program provides 9-12 grade students with access to online learning regardless of where students attend school.

Statewide Online Education Program

Frequently Asked Questions (FAQs)

Student Information Flier | El Programa Estatal de Educación en Línea (SOEP)

American College Test (ACT) College Entrance Exam

Current high school juniors who did not take the ACT during the March testing window are eligible for a voucher from their school allowing them to register for tests scheduled:

  • June 13, 2020
  • July 18, 2020
  • September 12, 2020
  • October 24, 2020

Learn more about vouchers and registration dates:

Advanced Placement (AP) Exams

College Board, the creators of AP exams, are allowing students to take AP exams online in May of this year. Exams are given on specific dates in May, so students should be prepared for the day of the exam.

Updates for AP Students Affected by Coronavirus (COVID-19) | Updates for AP Educators at Schools Affected by Coronavirus (COVID-19)
College Board

Concurrent Enrollment (CE)
Financial Aid Guidance

If a student withdraws from a Concurrent Enrollment class during COVID-19, this may or may not render them ineligible for federal financial aid when they enroll as an undergraduate student (depending on how many other college credits they have attempted and completed, also known as Satisfactory Academic Progress/SAP).

During this pandemic, colleges have been granted greater flexibility in granting SAP appeals. Utah Higher Education Assistance Authority (UHEAA) recently spoke with Utah college’s financial aid directors about this issue. They instruct that, if a senior withdraws from one or more Concurrent Enrollment courses during this time, they should contact the financial aid office at the college or university where they plan to enroll as a freshman to:

  1. check if the withdrawal(s) will drop them below their school’s SAP threshold and therefore render them ineligible for financial aid, and;
  2. complete an SAP appeal if the withdrawal did render them ineligible.
Grading/Withdrawal Guidance

Because of the circumstances sparked by the COVID-19 pandemic, Utah System of Higher Education (USHE) institutions will be granting students the option of alternatives to letter grades for certain Spring 2020 courses, as determined by academic departments. This will include CE courses. If a Concurrent Enrollment student opts for one of these alternative grades Spring 2020, that grade must be recorded on both the institution and the high school transcript.

Each institution has set deadlines for choosing an alternative grade option. Institutions are also extending the deadline for withdrawing from Spring 2020 courses. Pass (P) or Credit (CR) grades, as well as a Withdrawal (W) grade will not affect grade point average (GPA).

Deadlines and Alternative Grading Options Offered by Each USHE Institution 

We want CE students to complete their spring courses and earn college credit. For students for whom the transition from classroom to remote instruction has disrupted their ability to complete coursework, a P or CR option provides credit without negatively affecting GPA. Because opting for a grade or withdrawing from a CE courses can impact future postsecondary work from financial aid and scholarship eligibility to requirements for specific majors, and because each Utah college or university has different deadlines and different alternative grade options, CE students are strongly advised to speak with a campus advisor before choosing an option other than a letter grade.

For information or assistance in completing Spring 2020 courses, please contact the Utah State Board of Education Concurrent Enrollment section.

If you have concerns about how this may affect a family member’s NCAA scholarship, please see this page for further details and contact your campus advisor.

National Collegiate Athletic Association (NCAA) Eligibility

The NCAA is offering guidance for graduating students who are concerned about their eligibility this fall:

State Waivers – Continuity of Education Plans

The Utah State Board of Education (USBE) has waived several administrative rules in light of national and state declarations of emergency due to the COVID-19 pandemic.

On March 19, the Board waived certain rules (Motion to Waive Board Rule Provisions due to COVID-19), including instructional day and hour requirements, transportation requirements, and extending deadlines for various programs that fall between April and May. These waivers are effective immediately and in place through June 30, 2020.

Local Education Agencies (LEAs) are required to submit a continuity of education plan to the Utah State Board of Education as a condition of the waiver allowing an exemption from R277-419: Pupil Accounting which requires schools to provide 180 days and 990 hours of instruction. Please use the following template, School Closure Continuity of Education Plan, which includes the following items:

  • The name of the school(s) within LEA;
  • Whether the school is utilizing e-learning and steps being taken to ensure equity;
  • If the school is not utilizing e-learning, whether the school is providing other continuity of education efforts;
  • Special Education Services being provided;
  • Whether the school is providing students with meals;
  • Athletics, activities, and events planning;
  • Staffing plan (work with your corresponding associations and leadership);
  • Additional information unique to your LEA;
  • LEA contact information.

Please submit plans to cvplan@schools.utah.gov.

On April 2, the Board voted to waive several additional rules (Motion to Waive Board Rule Provisions due to COVID-19) dealing with teachers, professional staff, and teacher candidates to allow districts, charter schools, teachers, and teacher candidates the flexibility they need to continue serving students or maintain their licenses amid the restrictions imposed by pandemic response.

On April 16, the Board voted to waive additional rules (Motion to Waive Board Rule Provisions due to COVID-19). The waivers include extending deadlines for renewing or upgrading certain types of educator licenses, waiving educator evaluation reporting requirements, and extending deadlines for approving School LAND Trust plans.

On May 7, the Board voted to waive additional rules (Motion to Waive Board Rule Provisions due to COVID-19). The waivers include reporting rules on early literacy goals, accreditation reports for a school in its first year of operation, delaying completion deadlines for driver education courses, and extending the deadline for participation in the Carson Smith Scholarship Program.

All State waivers for the 2019-2020 and 2020-2021 school years are located on the Policy, Law, and Professional Practices Board Rule Waivers page. 

State Law

The Utah State Legislature's Senate Bill 3005: Pandemic Response and Consultation Act, which was passed on April 17, amends several provisions to address the interruption of face-to-face K12 educational services as a result of COVID-19, including:

  • waiving the requirement to pass a basic civics test or alternate assessment as a condition of graduation for certain students graduating between January 1, 2020, and September 30, 2020;
  • waiving the requirement for school districts to complete employee evaluations for the 2019-2020 school year; and
  • waiving statutory requirements to administer assessments not administered before school closures on March 16, 2020.

To waive the requirement to pass the basic civics test, an LEA must submit an application to USBE that includes an explanation for why the student was unable to complete the basic civics test due to public health related school closures. 

Applications must be submitted to USBE through the Civics Test Graduation Requirement Waiver Google Doc. To be considered for the May 7, 2020 USBE meeting, the application must be received before 3 p.m. on April 28, 2020. To be considered for the June 4, 2020 Board meeting, the application must be received before 3 p.m. on May 26, 2020.

Please direct any questions on the civics test waiver request process to Robert Austin at robert.austin@schools.utah.gov.

Federal Waivers

Elementary and Secondary Education Act (ESEA) Title Programs

In response to the COVID-19 pandemic, the Utah State Board of Education (USBE) has sought and received waivers from the United States Department of Education regarding several fiscal provisions and provisions related to assessment and accountability. The document below provides detail on the fiscal provisions that have been waived. Please see the Assessment tab on this webpage for more detail on the assessment and accountability waiver.

Elementary Secondary Education Act (ESEA)/Every Student Succeeds Act (ESSA) Waiver Guidance

United States Department of Agriculture (USDA) School Meals Programs

USDA is granting states significant program flexibilities and contingencies to best serve program participants across nutrition programs. The document below provides detail on the waivers and flexibilities that school food authorities may apply for. Please see the School Meals tab on this webpage below for an interactive map of locations offering school meals throughout the state.

Nationally Approved Waivers and Flexibilities for State Agencies and Local Child Nutrition Program Sponsors

Perkins Act (Career and Technical Education Programs)

USBE is seeking a waiver from the USED Office of Career, Technical, and Adult Education (OCTAE) on behalf of the State Educational Agency (SEA) and its subgrantees (e.g., Local Educational Agencies (LEAs), other agencies and organizations, and institutions of higher education) of section 421(b) of the General Education Provisions Act (GEPA), to extend the period of availability of Fiscal Year 2018 funds for programs in which the SEA participates as the eligible agency until September 30, 2021. Please see the USBE Perkins V webpage for more information.

Digital Teaching and Learning

Many Local Education Agencies (LEAs) have requested additional guidance regarding the feasibility and legality of providing online learning given the extended school dismissal.

The Utah State Board of Education (USBE) urges LEAs to consider the following recommendations in providing electronic or distance learning services during the dismissal:

  • Ensure all students will have equal access to the learning and required materials, including technology.
  • Ensure the online learning system can effectively support the district’s different learning and teaching needs, including the ability to provide differentiated instruction as well as one-on-one support for students who need it. Regardless of where the learning is happening, supports identified on a student’s Individualized Education Program (IEP) must be provided if the LEA is operating.
  • Provide training to staff, students, and parents and guardians on how the system works and what expectations the LEA has.
  • Maintain the ability to track the attendance of both students and staff.
  • Ensure the systems in use are secure and will not allow for the release of protected student or staff information.

Taking a traditional school environment online is not a simple task– nor is it one that should be attempted without serious consideration of the practicality and risk.

For digital resources please visit Utah Education Network’s Learn@Home, which provides links for PreK-Grade 12 teachers, students, and parents/caregivers.

For families that are seeking internet options to support digital learning, please visit the following link for Utah solutions related to COVID-19.

Statewide Connectivity and Learning Resources to Support Students During the Coronavirus Outbreak

Utah Communities Connect Wifi Locations
Exterior WiFi available at designated public locations. Remember to maintain a safe social distance of 6 feet.

Summer Meals

Summer Meals MapUnited States Department of Agriculture (USDA) Food and Nutrition Services

Continuity of Food Services

Continuity of food services, particularly for our most vulnerable students and families, is an important consideration. As we continue to transition into the recovery phase with COVID-19, the Summer meals programs will now be offered at not only school sites, but other locations within communities of need.  The map provided lists all Summer meal locations and is updated weekly. 

Partner and Community Resources

United Way 2.1.1

Utah Food Bank

Commodity Food Supplemental Program (CFSP)

Find a Food Pantry

Utahns Against Hunger

Waiver Resources

Child Nutrition Program State by State COVID-19 Waivers
United States Department of Agriculture Food and Nutrition Service 

Remote Learning and Student Confidentiality

This document contains best practices in accordance with federal and state law. Local policies can be stricter than what is found in this guidance, so please consult your local policies as well.

May educators use web conferencing software to hold a virtual class?

In general, yes. Providing instruction and allowing students to converse with each other does not generally constitute a disclosure of education records protected by Family Educational Rights and Privacy Act (FERPA). Educators should avoid disclosing information from education records in a virtual class just the same as they would during an in-person class. As a best practice, educators should take care to ensure that access to the virtual class is secure. For example, there have been cases where educators have publicly posted the link to access the class in a public forum, like Twitter, which has allowed individuals not associated with the class to access it and even in some cases hijack the class with inappropriate content. As a best practice, directions (with hyperlinks) should be posted either to a student calendar or directly within the Learning Management System (LMS) (Canvas or Google Classroom).

Which privacy/security requirements must be met for web conferencing or other software to be approved?

This question is best answered by the Local Education Agencies (LEAs) data manager or IT director. In general, not every usage of an online service means information is disclosed from an education record. For example, asking students to view a video on YouTube generally would not require any information to be disclosed from education records. If Personally Identifiable Information (PII) is disclosed, but only directory information is disclosed (e.g., a login is created to access a resource library), then you may use the resource in accordance with your directory information policy. If PII is disclosed, you should also consider if it is a general audience website (i.e., not specifically intended for K-12 audiences). If it is for general audiences, for example, a website like Zoom, then you only need to ensure that the website does not claim control/ownership over the information and that they do not redisclose the PII. If it is an educational website receiving PII, certain requirements will need to appear in the online agreement. This can be handled by having the provider sign a Data Privacy Agreement (DPA). It is also possible that they may meet the audit requirement in other ways, such as by publicly posting the results of a self-assessment of their privacy policies (e.g., if they have signed the Student Privacy Pledge or if they have been reviewed by a Children's Online Privacy Protection Act (COPPA) safe harbor (e.g., Privo, iKeepSafe, TrustArc).

How can we learn more about the specific security and privacy functions of our virtual learning software?

In some cases, the company will have specific tutorials, blogs, or other resources to explain the specific functionality. For example:

Is it an issue if the software an educator wants to use includes a lot of advertisements?

Advertising is a common part of the internet, and not all advertising is based on gathering information on a student over time and building an advertising profile (also known as behavioral advertising). Some advertisements appear contextually (e.g., if you go to a website for movie reviews, you will see advertisements for movies). The mere fact that advertising appears does not mean a student’s privacy is being violated. The only way this can be determined is by reviewing the company’s privacy policy and determining what information they use to provide advertising. Another solution is to have the vendor sign the Utah Student Privacy Alliance’s DPA, which includes provisions prohibiting behavioral advertising. Educators should also consider that websites that serve large numbers of pop-up ads may have other security issues. Students may be directed to update their browser settings to block pop-up ads (though note that in most modern browsers, this is the default setting). If the problem persists despite doing all of the above, then the website likely should be avoided. Districts should investigate installing adblockers on district-owned devices and if possible through their google suite for educators.

Is it an issue if parents or other individuals in the home can observe the virtual class?

This is a local decision. FERPA does not relate to physical classroom observations, and the same applies to virtual classrooms.

If educators hold a virtual class, may students appear on camera?

In general, yes. Educators should recommend and encourage some best practices to parents related to web conferencing. For example, since video will be taken in the student’s home, the camera should be positioned to ensure that nothing too personal is captured in the video. Students may be interacting with the class on a smartphone or easily portable device. Students could be reminded to not take the device (or at the very least turn off the camera and mute the microphone) if going into personal spaces, such as the bathroom. Teachers should also be respectful if parents desire not to turn on the camera so as to protect their privacy. Furthermore, educators should learn how to control the functionality of the software. For example, web conferencing software can be set so that no student can enter the room before the educator (which will minimize distracting conversations). It can also be set so that cameras and microphones default to off for all participants.

May an educator record a virtual class session?

In general, yes. If doing so, the educator should be transparent about it (i.e., every participant should know the session is being recorded). The educator should also be transparent about the purpose of the recording (e.g., it will be available so any students who missed the lesson may catch up) and who will be able to access the recording (e.g., if anyone else at the school, such as the principal or a supervisor, can access it). The educator should also indicate how long the recording will be maintained before it is deleted.

When may an educator have a one-on-one conversation with a student using web conferencing software?

This is part of the larger question of when is it appropriate for educators to have one-on-one conversations with students in general. Before conducting one-on-one conversations, we recommend that educators review their relevant ethics policies and standards related to communicating with students. Otherwise, educators should use approved methods for communication (e.g., work email address, not a personal one, etc.). The content of the intended conversation also determines the best way to proceed. Answering content-related questions or providing one-on-one help likely does not implicate any privacy laws. If the purpose is to discuss information from education records (e.g., discussing issues with grades), extra care should be taken to ensure that the conversation is private (e.g., asking that other individuals in the home not be present). As a best practice, teachers may consider holding virtual office hours (i.e., have a specific set of hours where they will be available on the web conference to answer questions and be available to students). It is also highly recommended that educators log a record of all one-on-one conversations (e.g., when they started and finished, what was discussed) and make those available to the student and parent.

Is it a problem for educators to publicly post on social media a picture of their entire class together on a web conference (including student pictures and names in the process)?

This likely constitutes a disclosure of directory information, the same as would appear in a yearbook or a class photo. Educators should consult their LEA’s directory information policy and ensure that the disclosure is permitted. They should also check to see if any students have been opted out of directory information disclosures and then ensure that those students are not included in the image. Educators could also consider simply not making the photo public, but rather just sharing with class parents (the exact same as generally occurs when sharing a class photo).

May we share student contact information with classmates so they may stay in touch during the soft closure? 

In general, yes, parents may request the contact information of their child’s peers, and schools may generally share it with them. In all cases, a school may disclose a student’s email address to a classmate. They may also disclose a student’s phone number unless the parent has opted out of the disclosure in accordance with the school’s directory information policy.

May we disclose student personally identifiable information to outside entities addressing the COVID-19 outbreak? 

Under FERPA, schools may share student information with public health officials and other outside entities in situations where there is a significant and articulable threat to the health and safety of students and others in the school community. FERPA and Coronavirus Disease 2019 (COVID-19) Frequently Asked Questions from the United States Department of Education discusses various scenarios and issues related to making disclosures using FERPA’s health and safety exception during the current COVID-19 outbreak.

Additional Resources

United States Department of Education: 

A Parent's Guide to Student Data Privacy | Parents: Raise Your Hand and Ask Schools How They Protect Student Data
Student Privacy Compass

Be Internet Awesome | For Families
Google Safety Center

Family Educational Rights and Privacy Act (FERPA) and Virtual Learning
YouTube

Free Digital Resources: Online Safety for Kids and Families
NetSmartz

Parent Guides from ConnectSafely

Student Privacy 101: Family Educational Rights and Privacy Act (FERPA) for Parents and Students
YouTube

Think Before You Link
Intel® Security Digital Safety Program

Contact Information

If you have additional questions, please e-mail privacy@schools.utah.gov, call (801) 538-7523 or e-mail Todd Call at todd.call@schools.utah.gov.

Supporting Mental Health and Social Emotional Needs

Self-Care

Please be mindful to take care of yourself first. It is not selfish to refill your own cup so that you can pour into others. Self-care is any activity that we do deliberately in order to take care of our mental, emotional, and physical health. Although it's a simple concept in theory, it's something we very often overlook. Reference the flyer below for self-care strategies.

Strategies for Personal Self-Care

Estrategias para el Cuidado Personal

School Counseling Resources

School Counseling staff at the Utah State Board of Education have compiled a resource guide for school counselors, administrators, families and students. Resources include:

  • Information for Students about COVID-19
  • Student Check-In Requests for School Counseling
  • College and Career Resources for Families
  • Social and Emotional Resources for Families
  • Tele-Counseling Guidelines
  • Virtual School Counseling
  • Virtual Professional Development Opportunities
  • Strategies for School Counselor Self-Care

School Counseling Resources Guide

Addressing Students' Fears and Anxieties

Regular communication is a great tool to prevent misconception and fear. Providing staff, parents, and students with as much information as possible will help misinformation and fear from taking hold. Educational agencies must also keep in mind privacy restrictions and the importance of confidentiality when sharing details on those who have any disease.

It is important to remember that children look to adults for guidance on how to react to stressful events. If staff, parents, or guardians seem overly worried, a student’s anxiety may rise. However, students also need factual, age appropriate information about the potential seriousness of disease risk and concrete instruction about how to avoid infections and spread of disease. Teaching students positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety.

The following are some specific guidelines from both the Centers for Disease Control (CDC) and the National Association of School Psychologists (NASP) on how to talk to students about COVID-19:

Remain calm and reassuring.

  • Students will react to and follow your verbal and nonverbal reactions.
  • What you say and do about COVID-19, current prevention efforts, and related events can either increase or decrease student anxiety.
  • Remind students that you and the adults at their school are there to keep them safe and healthy.
  • Let your students talk about their feelings and help reframe their concerns into the appropriate perspective.

Make yourself available.

  • Students may need extra attention from you and may want to talk about their concerns, fears, and questions.
  • It is important that they know they have someone who will listen to them; make time for them.

Avoid excessive blaming.

  • It is important to avoid stereotyping any one group of people as responsible for the virus.
  • Bullying or negative comments made toward others should be stopped and reported to administration, immediately.
  • Be aware of any comments that other staff are making in front of students.
  • Intentionally and persistently combat bias and stigma.

Monitor television viewing and social media.

  • Speak to students about how many stories about COVID-19 on the internet or television may be based on rumors and inaccurate information.
  • Talk to your students about factual information of this disease—this can help reduce anxiety.
  • Constantly watching updates on the status of COVID-19 can increase anxiety—avoid this.
  • Be aware that developmentally inappropriate information (i.e., information designed for adults) can cause anxiety or confusion, particularly in younger students.

Maintain a normal routine to the extent possible.

  • Keep to a regular schedule, as this can be reassuring and promotes physical health.
  • Encourage students to keep up with their schoolwork and extracurricular activities, but don’t push them if they seem overwhelmed.

Be honest and accurate.

  • Don’t ignore student concerns, but rather explain that at the present moment very few people in this country are sick with COVID-19.
  • Children can be told this disease is thought to be spread between people who are in close contact with one another—when an infected person coughs or sneezes.  
  • It is also thought it can be spread when you touch an infected surface or object, which is why it is so important to protect yourself.

School resources to promote healthy habits for young students can be found on the Centers for Disease Control and Prevention (CDC)website

Considerations to Address Student-Specific Needs

Title III: English Learners (ELs), Immigrants and Refugees

Remote Learning
Utah State Board of Education Title III: English Learners (ELs), Immigrants and Refugees

New Multilingual Videos Available to Encourage Mask Wearing

A new series of short videos has been created in native refugee languages to encourage mask wearing. We would especially like to thank Refugee Services staff and State of Utah colleagues who volunteered their talents to translate the scripts and participate in the videos. Please share these with your networks. 

Greater Good (English) | Greater Good (Arabic) | Greater Good (French) | Greater Good (Kinyarwanda) | Greater Good (Nepali) | Greater Good (Somali) | Greater Good (Spanish)
YouTube

Archived

Initial Guidance

Overview

The Utah Department of Health continues to lead the state of Utah’s response to COVID-19. For the most up-to-date information, please consult the state's website at coronavirus.utah.gov.

The state of Utah’s COVID-19 Task Force is continuously meeting to plan and coordinate ongoing state response. The Utah State Board of Education (USBE) is participating on this task force. We expect to provide additional information and updated guidance specific to schools and families, as the situation progresses.

The Centers for Disease Control and Prevention (CDC) has recently released Interim Guidance for Administrators of United States Childcare Programs and K-12 Schools, as well as instructions for Travelers from Countries with Widespread Sustained (Ongoing) Transmission Arriving in the United States (currently China, Iran, Italy and South Korea). Please review this information as you plan and prepare at both the school and district level.

If a school-sanctioned trip has recently returned from travel in China, Iran, Italy, Japan or South Korea, please call the Utah Department of Health at (888) epi-utah (374-8824). If others in your school community have traveled to any of these countries, they should let the Health Department know by calling the same number.

Cleaning and Disinfecting on School Grounds

The Utah Department of Health is asking schools to follow general preventative guidance from the CDC to help keep COVID-19 from spreading: Stay home if you are sick, use and reinforce routine cough and handwashing hygiene measures.

In addition, using third-party certified cleaning products, frequently clean areas that experience high traffic for both students and staff. Disinfect areas and frequently touched surfaces such as bathrooms, nurse’s offices, cafeterias, drinking fountains and door handles. Make sure that school custodial staff are trained in the proper use and handling of disinfectants.

It is everyone’s responsibility to maintain a clean environment and practice good hygiene.

Additionally, follow CDC’s guidance Environmental Cleaning and Disinfection Recommendations for cleaning and disinfecting community facilities, such as schools.

Excused and Unexcused Absences

We know that fears may be high as identified cases increase, particularly for families with loved ones living in the home who have a compromised immune system. Please exercise great caution before deciding not to excuse absences related to COVID-19 and starting the truancy process because of them.

Given the urgent and rapidly changing landscape due to the spread of the coronavirus, USBE is working with stakeholders and the Governor‘s Office to ensure that absences relating to public health emergencies are not counted toward the definition of chronic, or an unexcused, absence.

Additionally, a parent may hold their student out of school for health and safety reasons. Each Local Education Agency (LEA) is the ultimate arbiter as to whether the reason is truly a health/safety issue. Absences for health/safety issues should not be counted as unexcused and any such student should not be labeled truant.

Absences related to the 14-day quarantine protocol related to recent travel warnings, as provided by the (CDC, should also be excused.

At this time, please avoid giving rewards or incentives to students and staff for perfect attendance.

Frequently Asked Questions

How do you suggest we respond to rumors about the spread of COVID-19?

The best antidote to rumor is fact. When you communicate with your community, continue to remind them that the State of Utah’s COVID-19 Community Task Force About Novel Coronavirus website is the best place to find up to date information and guidance on the novel coronavirus, including guidance direct from the CDC.

What if a student is exposed?

If a student has been exposed to someone who tested positive for COVID-19 or has recently traveled to areas with community transmission and is showing symptoms place the student in a room with the door closed. Have a parent or guardian contact their doctor before going to a clinic. The school should then notify the local health department.

Due to the community spread of the virus, when cases in our towns are identified, do you recommend School closure?

Deciding to close a school is a local decision, and one that USBE will not provide the directive on, especially if it is a public health concern. In the case of COVID-19, the decision to close a school would come from the local public health officials. USBE will be publishing considerations on potential school closure thresholds. For now, the Health Department advises that schools treat COVID-19 prevention as they would any other respiratory disease.

What if a parent is requesting student contact information, that is not their own student/child?

There have been recent questions regarding parents being able to request contact information (phone number, e-mail address) of their child’s peers so that they can stay in touch during the soft closure of schools. Schools in Utah generally have a directory information policy, which allows them to share directory information (such as name, e-mail address, or phone number). In general, a parent may opt out of certain parts of directory information (such as the phone number), but may not opt out of having a student’s e-mail address disclosed within the class.

Because of this, parents may request the contact information of their child’s peers, and schools may generally share it with them. In all cases, a school may disclose a student’s email address to a classmate. They may also disclose a student’s phone number unless the parent has opted out of the disclosure.

Why is the guidance we're receiving now different than it was before?

COVID-19 response in Utah will be a rapidly evolving situation. There will be updates to guidance from the CDC, the Health Department and USBE in the coming days and weeks, and the updated guidance will from time-to-time contradict and therefore supersede previous guidance. As the global and local spread of the disease changes, as state and local plans are put into place and enacted, and as our knowledge of COVID-19 itself becomes more sophisticated, we will work with oversight from the COVID-19 Task Force to provide you the most up-to-date information possible.

We know that managing uncertainty is challenging and thank you for your partnership in responding promptly and appropriately to this situation as it unfolds.

Information for Families

As you communicate with your communities about COVID-19, we continue to recommend that you emphasize common disease prevention measures as the best way to prevent the spread of COVID-19. Many of the precautions that help prevent other respiratory diseases, like colds and the flu, can also help keep an illness like COVID-19 from spreading. This printable poster from the Centers for Disease Control and Prevention (CDC), Stop the Spread of Germs, contains the most important points:

  • Wash your hands frequently with soap and water for at least 20 seconds. If soap and water are not available, use an alcohol-based hand sanitizer
  • Avoid touching your eyes, nose and mouth with unwashed hands
  • Avoid close contact with people who are sick.
  • Stay home when you are sick.
  • Cover your cough or sneeze with your sleeve or a tissue. Throw the tissue in the trash.
  • Clean and disinfect frequently touched objects and surfaces.

Additionally, the resources in this guide are intended to help parents, guardians, and families understand the school’s role during a closure, commitments to students, and what making days up at the end of the school year looks like at the moment:

Translated Materials

The CDC has provided materials specific to COVID-19 in English, Spanish, and Simplified Chinese:

Additionally, the resources in this guide are intended to help parents, guardians, and families understand the school’s role during a closure, commitments to students, and what making days up at the end of the school year looks like at the moment:

Travel Guidance

Students and staff planning or returning from travel should consult the CDC Coronavirus Disease 2019 Information for Travel website. It lists geographic areas with widespread or sustained community transmission and compiles the CDC’s official COVID-19 warnings and alerts related to nonessential travel. The Frequently Asked Questions and Answers sections on Canceling or Postponing Travel, Air or Cruise Travel and Returning from Travel may be particularly informative.

Anyone whose last day in one of the affected countries, or outbreak areas within the United States, was March 4 or afterwards, should stay home and monitor their health for 14 days before returning to work/school. The Utah Department of Health is asking travelers returning from those countries, as well as Japan, to reach out to them by calling (800) 456-7707 for further preventative instructions.

The decision to postpone or cancel travel for work or school-related functions is to be made at the local level. LEAs have the authority to provide this guidance to staff and students as the situation evolves. Please work directly with your Local Health Department for further information regarding non-essential travel.

Reopening Schools

School Reopening Plans

Below are links to school districts’ and charter schools’ reopening plans for the 2020-2021 school year. At any given time, a Local Education Agency (LEA) may be updating or sending in a revised hyperlink to their respective plan. Please know that we will be maintaining these links, as we are explicitly notified of any changes.

Utah School Reopening Plans 2020-2021 | Charters

Utah School Reopening Plans 2020-2021 | Districts

Utah Schools for the Deaf and the Blind (USDB) School Reopening Plan
Google Docs

Addendum to Utah Leads Together Color-coded Guidelines

The Utah State Board of Education (USBE) worked with a panel of experts—educators, administrators, public health experts, physicians, epidemiologists, teacher representatives—to articulate minimum elements and requirements that Local Education Agencies (LEAs) must address as they plan to reopen schools for in-person instruction in the fall of 2020.

The requirements contained in this document to locally develop plans in accordance with certain minimum requirements serve as an addendum to the Utah Leads Together Color-coded Guidelines. This purpose of the addendum is to itemize the requirements LEAs would abide by to safely reopen schools to in-person learning in fall 2020. The intent is to clearly define what to do but enable adaptability and innovation at the local level to determine how to do it by applying a set of principles and levers to mitigate risk of spread of COVID-19 across school settings.

Planning Requirements and Recommendations for K-12 School Reopening

Phased Guidelines for the General Public and Businesses to Maximize Public Health and Economic Reactivation Version 4.8
State of Utah

Reopening Requirements Template and Handbook

USBE is providing a Reopening Requirements Template and Handbook for LEAs to use while developing local plans. These documents are intended to provide a framework that brings together common and consistent elements and principles within each respective plan. By using the Reopening Requirements Template, both LEAs and USBE will have a method to assure that all of the state required areas have been substantively addressed. The Handbook is meant to accompany the Reopening Requirements Template and serve as a guide.

The Reopening Requirements Template is required to be submitted to the Utah State Board of Education by August 1, 2020. Please submit by emailing to coronavirus@schools.utah.gov. Submission of the template serves as an assurance only; the Board is not approving local plans.

School Reopening Planning Handbook

School Reopening Requirements Template

990-Hour Instructional Requirement (2020-2021)

Thursday, July 23, 2020 USBE approved an updated version of the Utah State Board of Education Administrative Rule R277-419: Pupil Accounting for the 2020-2021 school year. The updated Board rule allows an LEA to receive a waiver from the requirement for an LEA to provide 990 hours of instruction/educational services for the 2020-2021 school year if the LEA fulfills certain requirements.

To obtain the waiver from the 990-hour requirement, an LEA is required to include a description of how the LEA will ensure continuity of teaching and learning by providing high quality instruction that includes blended learning and formative assessments into the LEA’s reopening requirements template.

he following attachment will act as an addendum to each LEAs Reopening Plan. If an LEA is seeking a waiver from the 990-hour requirement, please download and complete the fillable form and e-mail to coronavirus@schools.utah.gov by August 1, 2020.

Waiver from the 990-Hour Instructional Requirement

Sufficient 900 Hour Waiver Applications

As a reminder, the requirement for an LEA to provide 180 days of instruction/educational services has not been waived.

Who Has Authority to Close Schools and Determine What Reopening Schools Looks Like in Response to a Pandemic?

Decisions about closure of schools to in-person instruction in response to a pandemic may be made in a variety of ways. In the spring of 2020, a statewide Executive Order suspended in-person instruction. It is anticipated that decisions to move from one school scenario to another during the 2020-2021 school year will be made by school districts or charter schools, in consultation with the local health department based on a myriad of factors as outlined in the decision model below.

Considerations for Reopening Schools

Considerations for Reopening Schools Table

Webinar

On Monday, June 29, USBE hosted a webinar for district superintendents, charter school directors, and their teams to orient participants to a problem-solving framework that can be applied to assess and mitigate risk due to COVID-19. A panel of on-the-ground educators and public health officials discussed how to apply the framework to school settings. USBE also introduced participants to the Reopening Requirements Template and Handbook and responded to questions.

USBE Presents: Templates and Tools to Re-open K-12 Schools (Webinar 1)
YouTube

Slide Presentation

Utah State Board of Education Presents: Templates and Tools to Re-open K-12 Schools

Additional Resources

The temporary shutdown or reduced operation of a building can create serious hazards for occupants. USBE advises you to follow the recommendations and considerations outlined in the Healthy Buildings Reopening Checklist prior to reopening any building. This guidance comes from the Utah Department of Environmental Quality and the Utah Department of Health. 

Please contact Luke Treutel at the Department of Environmental Quality at (385) 258-6084 or ltreutel@utah.gov with any questions.

Additionally, the Utah Department of Health and Utah's 13 local health departments created the COVID-19 School Manual on August 6, 2020.

The school manual provides up-to-date recommendations to help school officials, teachers, and parents make informed decisions about how best to provide a safe learning environment for students and a safe workplace for teachers and employees. The considerations may change as we learn more about COVID-19. Schools and public health need to be willing to adapt to these changes as we learn more about the best ways to keep students, teachers, and employees safe and schools open for in-person learning.

Please contact the Utah Department of Health with any questions regarding the COVID-19 School Manual.

Note: USBE requirements and recommendations for School Reopening Plans are still in effect, as outlined in Utah Leads Together which is supported by Executive Order issued by the Governor. This document is not to be interpreted to replace/amend current state requirements for schools. Rather this manual is meant to act as additional public health items for consideration by school communities as we enter the 2020-2021 school year.

Assessment

On March 20, 2020 the Utah State Board of Education (USBE) suspended the requirements for schools to administer statewide assessments for the 2019-2020 school year and directed the Superintendent to pursue all related and necessary waivers with the United States Department of Education and engage with legislators to exempt the Board and schools from administering statewide assessments through legislation if needed.

Utah State Board of Education Votes to Waive Requirements and Suspend Assessment Amid COVID-19 Pandemic
Utah State Board of Education Public Relations

Waiver Application Process

The United States Department of Education (USED) released a consolidated and expedited waiver process on flexibility for states on Elementary and Secondary Education Act (ESEA) Assessment and Accountability Requirements. On March 20, 2020, Utah submitted its waiver request to USED. Utah received formal approval of the waiver request from USED on March 27, 2020.

Dear Chief State School Officer
March 20, 2020

ESEA Waiver Request

USED Approval Letter

2021 Accountability Waiver

The United States Department of Education (USED) released a consolidated and expedited waiver process on flexibility for states on Elementary and Secondary Education Act (ESEA) Accountability Requirements. On March 18, 2021, Utah submitted its waiver request to USED. Utah received formal approval of the waiver request from USED on April 21, 2021.

Dear Superintendent Dickson
April 2021

Dear Deputy Assistant Secretary Rosenblum
March 2021

Questions?

For communications and general questions regarding this bulletin, please contact us at coronavirus@schools.utah.gov.