Federal Stimulus Quarterly Reporting Help Page

General information and reporting help for federal stimulus funding.

The U.S. Congress has passed three federal stimulus funding relief packages in response to the Novel Coronavirus Disease 2019 (COVID-19). The Coronavirus Aid, Relief, and Economic Security (CARES) Act was signed into law on March 27, 2020. The Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act was enacted on December 27, 2020. The American Rescue Plan (ARP) Act was signed into law on March 11, 2021.

The Federal Stimulus Funding Reporting application was created by the California Department of Education (CDE) to gather required data for purposes of state and federal report on CARES Act, CRRSA Act, ARP Act, and other COVID-19 related funds. Local educational agencies (LEAs) can report on these funds at the Federal Stimulus Funding Reporting Application.

This help page is for the quarterly reporting of the following Federal Stimulus funds:

Coronavirus Relief Fund (CRF) (3220)
Elementary and Secondary School Emergency Relief (ESSER) I (3210)
Governor's Emergency Education Relief (GEER) I (3215)
General Fund (GF) (7420)
ESSER II (3212)
ESSER III (3213 and 3214)
Expanded Learning Opportunities Grant (ELO-G) (3216, 3217, 3218, and 3219)
ARP Homeless Children and Youth II (ARP-HCY II) (5634)
Local Maintenance of Equity (MOEquity)

The quarterly reporting timeline of these funds can be found on the Federal Stimulus Reporting web page.

Please see the Federal Stimulus Annual Reporting Help Page for more information on the annual reports.

Back to Federal Stimulus Funding home page

General Information

D-U-N-S Number

A D-U-N-S Number is a unique nine-digit identification number provided by Dun & Bradstreet. D-U-N-S Numbers may be obtained via the Dun & Bradstreet Web Form page or by phone at 844-541-0752. D-U-N-S Numbers requested through the Web can be created within one business day.

UEI Number

UPDATE (24-Aug-2022): A Unique Entity ID (UEI) is a unique twelve-digit identification number provided by the federal government, replacing the D-U-N-S Number in 2022. UEIs can be requested through SAM.gov . If the UEI displayed in this field is blank or inaccurate, please reach out to EDReliefFunds@cde.ca.gov.

Location of the Entity

Subrecipients must identify their Congressional electoral district. This field should be a two-digit number. The challenge is in situations where a subrecipient's territory is split among two or more electoral districts. Generally, for LEAs, choose the one electoral district in which the central office is located. If a location other than the central office more accurately captures the location where services will be provided, then use judgment in determining which electoral district to cite. For charter schools, use the electoral district where the school is located.

To determine the congressional district, please visit the Congressional District web page.

Place of Performance

Subrecipients must identify their Congressional electoral district. This field should be a two-digit number. The challenge is in situations where a subrecipient's territory is split among two or more electoral districts. Generally, for local educational agencies, choose the one electoral district in which the central office is located. If a location other than the central office more accurately captures the location where services will be provided, then use judgment in determining which electoral district to cite. For charter schools, use the electoral district where the school is located.

To determine the congressional district, please visit the Congressional District web page.

Officer

Subrecipients must provide "names and compensation of each of the five most highly compensated officers of the subrecipient for the calendar year in which the award is awarded if (i) In the subrecipient's preceding fiscal year, the subrecipient received (A) 80 percent or more of its annual gross revenues from federal contracts (and subcontracts), loans, grants (and subgrants) and cooperative agreements; and (B) $25 million or more in annual gross revenues from federal contracts (and subcontracts), loans, grants (and subgrants) and cooperative agreements; and (ii) The public does not have access to information about the compensation of the senior executives through periodic reports filed under section 13(a) or 15(d) of the Securities Exchange Act of 1934 (15 United States Code [U.S.C.] 78m[a], 78o[d]) or section 6104 of the Internal Revenue Code of 1986.”

The first data field in this group asks whether or not the subrecipient is subject to this reporting requirement. Choose Yes if it applies and No if it does not. If applicable, provide the names and compensation of the five most highly compensated individuals.

Very few, if any, of the subrecipients that the CDE manages will be subject to this reporting requirement.

ESSER I Fund Reporting

UPDATE (7-Dec-2022): The 2022 Fall Quarterly Reporting Period was the last quarter in which this report was available. The information below is for informational purposes only. Please see the section below for information regarding the ESSER I Fund Liquidation Reporting.

The ESSER I Fund is a subset of the federal Education Stabilization Fund and was created by the CARES Act. Pursuant to Section 18003 of the CARES Act, funding is allocated to states based on their share of Title I of the Elementary and Secondary Education Act of 1965 (ESEA) funding. Not less than 90 percent of the funds received by the state must be disbursed to LEAs in proportion to the funds received under Part A of Title I of the ESEA.

The Resource Code for the ESSER I Funds being reported is 3210.

Additional information about ESSER I, including preliminary allocations, may be found at the ESSER I Funding web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

This amount is prepopulated based on the allocations the CDE calculated the LEA is eligible to receive. This displays the total funds that will be available when all funds are disbursed and is consistent with the information provided on the ESSER I Funding web page.

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA. For ESSER I, the initial disbursement is 25% of the total allocation. This number will be updated as additional disbursements are made.

Please note: If the LEA has a locally-funded charter school, that charter school’s disbursements are included in the Total Received Amount.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA. It is the cumulative total of expenditures reported to the CDE.

Current Expended Amount

LEAs are required to report the amount of funds they have expended during the current reporting period. LEAs do not need to include expended amounts reported during previous reporting periods. The amount reported should be based on the final day of the reporting period and should capture only that reporting period. For example, for the period between October 1, 2020, and December 31, 2020, this amount would capture all expenditures that occurred between October 1 and December 31, as of December 31, 2020.

The number reported must be a whole number and may range from 0 to the Total Allocated Amount (minus any amount previously reported as expended [Previous Expended Amount]). In addition, the LEA may enter a negative number to reflect any net adjustment, such as transferring costs to a different funding source. In this instance, the negative number can be no greater the Previous Expended Amount. For example, if the Previous Expended Amount is $10, the LEA may enter -$10, but not -$11.

Current Obligated Amount as of September 30, 2022

UPDATE (24-Aug-2022): This field is new as of the 2022 Fall Quarterly Reporting Period. LEAs are required to report the amount of unexpended funds that have been properly obligated as of September 30, 2022, the obligation deadline for this fund source.

Obligations are commitments of funds outlined in an agreement such as a contract, grant, purchase order, or requisition related to a good or service. This would not include salaries and wages of staff employed by the entity, nor would it include an approved plan for expenditures, such as a budget approved by a School Board. Funds expended should not be included as an obligation (or it will be double counted). The amount entered in this box should represent the total remaining obligations (excluding expenditures), even though liquidation of these obligations is anticipated in a later reporting period. Please see 34 Code of Federal Regulations (CFR) 76.707 for additional definitions of when an obligation is made for various types of property and services. Any obligations must be liquidated within 120 days of the obligation deadline.

The amount of obligations must be reported as a positive, whole number. The sum of the Previous Expended Amount, the Current Expended Amount, and the Current Obligated Amount as of September 30, 2022 must be less than or equal to the Total Allocated Amount.

Amount Not Obligated or Expended

UPDATE (24-Aug-2022): This field is new as of the 2022 Fall Quarterly Reporting Period. This field is automatically calculated as the Total Allocated Amount minus the sum of the Previous Expended Amount, the Current Expended Amount, and the Current Obligated Amount as of September 30, 2022. Any amount above $0 in this field is subject to recoupment at the close of the 2022 Fall Quarterly Reporting Period.

Funds Expended

In this portion of the report, LEAs are required to provide the CDE with information that details how they have spent their ESSER I Funds. This is accomplished by indicating the percentage of the total amount expended that has been used in each of the 16 different categories. These categories align with the allowable uses of ESSER I Funds established by Section 18003 of the CARES Act, Section 313(d) of the CRRSA Act, and Section 2001(e) of the ARP Act, and as assured to by the LEA prior to receipt of funds.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount that is obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

Categories

The following are the reporting categories. These align with the allowable uses of ESSER I Funds established by Section 18003 of the CARES Act, Section 313(d) of the CRRSA Act, and Section 2001(e) of the ARP Act, and as assured to by the LEA prior to receipt of funds.

UPDATE (25-Oct-2022): Example expenditures are provided for each allowable use category. All expenditures must be reasonable and necessary to prevent, prepare for, or respond to the COVID-19 pandemic. The CDE asks that LEAs use their best discretion to categorize expenditures in the most closely associated category. Please include reasonable and necessary indirect costs within the category most closely associated with the activity the indirect costs support. Please note: these examples are not an exhaustive list, and they do not reflect the full range of allowable uses for this fund source. These examples are intended as support for reporting clarity only.

Any activity authorized by the ESEA of 1965, the Individuals with Disabilities Education Act (IDEA), the Adult Education and Family Literacy Act, the Perkins Act, or subtitle B of title VII of the McKinney-Vento Homeless Assistance Act
- Examples:
  - Providing additional academic services, including high-dosage tutoring, to specific student groups who are academically at-risk
  - Associated reasonable and necessary indirect costs
Coordinating preparedness and response efforts of LEAs with other entities
- Examples:
  - Expenses for establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity in partnership with community organizations
  - Associated reasonable and necessary indirect costs
Resources necessary to address the needs of their individual schools
- Examples:
  - Site-specific expenditures intended to meet the unique needs of a school
  - Developing peer-to-peer programs
  - Unique staffing positions used to prevent, prepare for, or respond to COVID-19
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Additional staffing and/or activities to assess and support social-emotional well-being, including mental health, for students, educators, and/or families, specifically for these target student groups
  - Additional staffing and/or activities to assess and support student academic progress for these target student groups
  - Costs for expanding and/or maintaining access to school breakfast and lunch programs for these target student groups
  - Improved coordination of services for students with multiple types of needs, such as full-service community schools or improved coordination with partner agencies, such as foster care services
  - Associated reasonable and necessary indirect costs
Developing and implementing procedures and systems to improve the preparedness and response efforts of LEAs
- Examples:
  - Staff compensation for activities outside of their normal, routine duties that are substantially dedicated to mitigating or responding to COVID-19
  - Contracting services with consultants to review and support the implementation of preparedness and response efforts within the LEA
  - Costs of communication systems necessary to COVID-19 preparedness and response, including contact-tracing and emergency alert systems
  - Staff training or professional development necessary to provide quality virtual learning/independent study
  - Costs for developing online or automated processes for work that previously required in-person visits for employees, students, and community members to reduce the risk of virus transmission long-term
  - Associated reasonable and necessary indirect costs
Staff training and professional development on sanitation and minimizing the spread of infectious diseases
- Examples:
  - Contracted training and/or professional development from external vendors focused on minimizing the spread of infectious diseases
  - Costs necessary to prepare and provide internal training focused on minimizing the spread of infectious diseases
  - Required materials for training to minimize the spread of infectious diseases (note that cleaning supplies are allowable under number 7 below)
  - Associated reasonable and necessary indirect costs
Purchasing cleaning supplies
- Examples:
  - Costs for acquisition and distribution of cleaning supplies, including cleaning solutions, soaps, hand sanitizer, paper towels, disinfecting wipes, floor scrubbers, and others
  - Associated reasonable and necessary indirect costs
Planning for and coordinating on long-term closures
- Examples:
  - Costs to develop online learning capabilities, including additional staff time needed to improve technological and instructional capacity
  - Costs to implement meal delivery/pick-up during closures if different from ordinary procedures
  - Software and hardware purchases that enable virtual learning during closures
  - Instructional materials necessary for virtual learning during long-term closures
  - Staff training/professional development necessary to provide quality virtual learning during long-term closures
  - Costs for developing online or automated processes for work during long-term closures that previously required in-person visits for employees, students, and community members
  - Associated reasonable and necessary indirect costs
Purchasing educational technology
- Examples:
  - Technological improvements, such as increasing broadband capacity
  - Software purchases specific to COVID-19 response (including programs to support virtual learning or address the impact of lost instructional time)
  - Hardware purchases for students and/or teachers, such as laptops, tablets, and mobile hotspots
  - Associated reasonable and necessary indirect costs
Providing mental health services and supports
- Examples:
  - Additional staffing and/or activities to access and support social-emotional well-being, including mental health, for all students, educators, additional staff, and/or families
  - Costs to implement or expand mental health staff and programming, including capital outlay to establish additional work spaces and/or confidential meeting rooms (note that capital expenditures require prior written approval)
  - Costs for web-based or virtual mental health services for students, teachers, staff, and/or families
  - Costs to implement or expand arts and/or sports programming so more students can participate to improve mental health outcomes
  - Associated reasonable and necessary indirect costs
Summer learning and supplemental afterschool programs
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to sustain and/or expand these programs
  - Costs for expanding and/or maintaining access to food programs during summer learning and supplemental afterschool programs
  - Costs for additional transportation services needed specifically to sustain and/or expand these programs
  - Associated reasonable and necessary indirect costs
Addressing learning loss among students
- Examples:
  - Costs for extended learning (e.g., longer school day or additional instructional days)
  - Costs for high-dosage intensive tutoring
  - Additional staffing to reduce class sizes, provide small group instruction, provide teacher coaching, or implement other evidence-based programs to address learning loss
  - Universal screening, academic assessments, and intervention data systems, such as early warning systems
  - Learning materials specifically to address learning loss
  - Core staff capacity building and/or training to increase instructional quality, particularly for students disproportionately impacted by the COVID-19 pandemic
  - Investments in talent pipelines for teachers and/or classified staff to recruit and retain high-quality instructional staff
  - Social emotional learning (SEL) activities
  - Programs/activities to re-engage students
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Additional indoor and/or outdoor classrooms, dining spaces, bathrooms, etc. to support social distancing
  - Other building and facilities upgrades and maintenance, including new construction, to support social distancing, cleaning, sanitation, or other COVID-19 related health needs (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect costs
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities
- Examples:
  - Replacing or upgrading HVAC systems to allow for MERV-13 capacity
  - Additional air filtration to improve indoor air quality
  - Repair or replacement of windows to allow them to open and improve air circulation
  - Creation of outdoor classrooms and/or dining spaces to support access to improved air quality (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect cost
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
- Examples:
  - Signage or similar methods to indicate flow of traffic, appropriate distancing, masking and/or hand washing best practices, etc.
  - Staff compensation for activities outside of their normal, routine duties that are substantially dedicated to mitigating or responding to COVID-19
  - Additional staffing to support implementing public health protocols, including additional custodial/maintenance staff, additional nursing staff, etc.
  - Costs for disinfection of public areas and other facilities, in response to the COVID-19 public health emergency
  - Temporary or additional transportation services to support social distancing to and from school
  - Contracting services with consultants to review and support the implementation of public health protocols within the LEA
  - Costs of providing COVID-19 testing and/or vaccination, including testing equipment and payroll costs or contract costs for staff conducting contact tracing
  - Costs of establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity, including related construction costs (note that capital expenditures require prior written approval)
  - Costs for acquisition and distribution of personal protective equipment (PPE) and to create a reserve of PPE
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Other activities NOT INCLUDED IN THE ABOVE CATEGORIES for the purposes of maintaining operation of and continuity of services of the LEA as related to COVID-19 response. Please remember, the examples above are not exhaustive, and there may be other allowable expenditures that align with the categories above.

Certification

UPDATE (24-Aug-2022): This section is new as of the 2022 Fall Quarterly Reporting Period. In this section, the report filer certifies they are an authorized representative of the LEA and that the information reported is accurate to the best of their knowledge. The report filer also acknowledges that any unexpended amount that remains unobligated as of September 30, 2022 (the amount in the Amount Not Obligated or Expended field) is subject to recoupment at the close of the 2022 Fall Quarterly Reporting Period. Select the check box in this section and complete the contact information in the next section to complete the certification. The box must be checked to save the report.

Contact Information

Please provide the first and last name, title, email address, telephone number, and telephone extension (if applicable) of the individual completing the report. If the CDE has a question concerning the report, the CDE will first attempt to contact the individual listed.

Finishing the Report

Once the report is complete, the LEA must save the report by selecting the “Save Data” button at the bottom of the page. If there is an issue, the reporting portal will indicate there are errors to be reviewed at the top of the webpage. If there are no errors (or any errors have been resolved), you will see the message “Your data have been saved.” At that point, the report is complete (there is no submittal button/process).

It is possible to confirm if a complete report was saved at any time by confirming there is a “Date Submitted” to the far right of the reporting link on the main page of the reporting application.

ESSER I Fund Liquidation Reporting

This liquidation report has been added as of the 2022 Winter Quarterly Reporting Period. Only LEAs that reported obligations of ESSER I funds as of September 30, 2022, during the 2022 Fall Quarterly Reporting Period are required to complete this report.

The ESSER I Fund is a subset of the federal Education Stabilization Fund and was created by the CARES Act. Pursuant to Section 18003 of the CARES Act, funding is allocated to states based on their share of Title I of the ESEA funding. Not less than 90 percent of the funds received by the state must be disbursed to LEAs in proportion to the funds received under Part A of Title I of the ESEA.

The Resource Code for the ESSER I Funds being reported is 3210.

Additional information about ESSER I, including preliminary allocations, may be found at the ESSER I Funding web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA. It is the cumulative total of expenditures reported to the CDE.

Previous Obligated Amount

This amount is prepopulated based on the 2022 Fall ESSER I: Resource Code 3210 Fund Quarterly Report. Any obligations must have occurred properly by September 30, 2022.

Current Expended Amount (liquidations through December 31, 2022)

LEAs are required to report the amount of funds they have expended during the current reporting period. Given the obligation deadline of September 30, 2022, any expenditures must reflect liquidations of proper obligations as of the obligation deadline. LEAs do not need to include expended amounts reported during previous reporting periods. The amount reported should be based on the final day of the reporting period and should capture only that reporting period. For example, for the period between October 1, 2020, and December 31, 2020, this amount would capture all expenditures that occurred between October 1 and December 31, as of December 31, 2020.

The number reported must be a positive, whole number and may range from 0 to the Previous Obligated Amount.

Remaining Obligations

This amount is automatically calculated by subtracting the Previous Obligated Amount minus the Current Expended Amount in order to reflect obligations that have not yet been liquidated, as of the end of the applicable quarterly reporting cycle.

Please note: all ESSER I Fund expenditures must have been properly obligated as of September 30, 2022. Obligations must be liquidated within 120 days following the obligation deadline. All remaining obligations that are not liquidated within this time frame are subject to recoupment.

Amount Not Obligated or Expended

This amount is automatically calculated as the Total Allocated Amount minus the sum of the Previous Expended Amount and the Previous Obligated Amount as of September 30, 2022. Any amount above $0 in this field is subject to recoupment.

Funds Expended

Total Expended

This amount is automatically calculated by adding the Previous Expended Amount plus the Current Expended Amount in order to reflect the total expenditures of the fund source, as of the end of the applicable quarterly reporting cycle.

This amount is informational to support calculating the relative percentage of funds expended in each of the reporting categories below.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount that is obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

Categories

Example expenditures are provided for each allowable use category. All expenditures must be reasonable and necessary to prevent, prepare for, or respond to the COVID-19 pandemic. The CDE asks that LEAs use their best discretion to categorize expenditures in the most closely associated category. Please include reasonable and necessary indirect costs within the category most closely associated with the activity the indirect costs support. Please note: these examples are not an exhaustive list, and they do not reflect the full range of allowable uses for this fund source. These examples are intended as support for reporting clarity only.

Any activity authorized by the ESEA of 1965, the IDEA, the Adult Education and Family Literacy Act, the Perkins Act, or subtitle B of title VII of the McKinney-Vento Homeless Assistance Act
- Examples:
  - Providing additional academic services, including high-dosage tutoring, to specific student groups who are academically at-risk
  - Associated reasonable and necessary indirect costs
Coordinating preparedness and response efforts of LEAs with other entities
- Examples:
  - Expenses for establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity in partnership with community organizations
  - Associated reasonable and necessary indirect costs
Resources necessary to address the needs of their individual schools
- Examples:
  - Site-specific expenditures intended to meet the unique needs of a school
  - Developing peer-to-peer programs
  - Unique staffing positions used to prevent, prepare for, or respond to COVID-19
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Additional staffing and/or activities to assess and support social-emotional well-being, including mental health, for students, educators, and/or families, specifically for these target student groups
  - Additional staffing and/or activities to assess and support student academic progress for these target student groups
  - Costs for expanding and/or maintaining access to school breakfast and lunch programs for these target student groups
  - Improved coordination of services for students with multiple types of needs, such as full-service community schools or improved coordination with partner agencies, such as foster care services
  - Associated reasonable and necessary indirect costs
Developing and implementing procedures and systems to improve the preparedness and response efforts of LEAs
- Examples:
  - Staff compensation for activities outside of their normal, routine duties that are substantially dedicated to mitigating or responding to COVID-19
  - Contracting services with consultants to review and support the implementation of preparedness and response efforts within the LEA
  - Costs of communication systems necessary to COVID-19 preparedness and response, including contact-tracing and emergency alert systems
  - Staff training or professional development necessary to provide quality virtual learning/independent study
  - Costs for developing online or automated processes for work that previously required in-person visits for employees, students, and community members to reduce the risk of virus transmission long-term
  - Associated reasonable and necessary indirect costs
Staff training and professional development on sanitation and minimizing the spread of infectious diseases
- Examples:
  - Contracted training and/or professional development from external vendors focused on minimizing the spread of infectious diseases
  - Costs necessary to prepare and provide internal training focused on minimizing the spread of infectious diseases
  - Required materials for training to minimize the spread of infectious diseases (note that cleaning supplies are allowable under number 7 below)
  - Associated reasonable and necessary indirect costs
Purchasing cleaning supplies
- Examples:
  - Costs for acquisition and distribution of cleaning supplies, including cleaning solutions, soaps, hand sanitizer, paper towels, disinfecting wipes, floor scrubbers, and others
  - Associated reasonable and necessary indirect costs
Planning for and coordinating on long-term closures
- Examples:
  - Costs to develop online learning capabilities, including additional staff time needed to improve technological and instructional capacity
  - Costs to implement meal delivery/pick-up during closures if different from ordinary procedures
  - Software and hardware purchases that enable virtual learning during closures
  - Instructional materials necessary for virtual learning during long-term closures
  - Staff training/professional development necessary to provide quality virtual learning during long-term closures
  - Costs for developing online or automated processes for work during long-term closures that previously required in-person visits for employees, students, and community members
  - Associated reasonable and necessary indirect costs
Purchasing educational technology
- Examples:
  - Technological improvements, such as increasing broadband capacity
  - Software purchases specific to COVID-19 response (including programs to support virtual learning or address the impact of lost instructional time)
  - Hardware purchases for students and/or teachers, such as laptops, tablets, and mobile hotspots
  - Associated reasonable and necessary indirect costs
Providing mental health services and supports
- Examples:
  - Additional staffing and/or activities to access and support social-emotional well-being, including mental health, for all students, educators, additional staff, and/or families
  - Costs to implement or expand mental health staff and programming, including capital outlay to establish additional work spaces and/or confidential meeting rooms (note that capital expenditures require prior written approval)
  - Costs for web-based or virtual mental health services for students, teachers, staff, and/or families
  - Costs to implement or expand arts and/or sports programming so more students can participate to improve mental health outcomes
  - Associated reasonable and necessary indirect costs
Summer learning and supplemental afterschool programs
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to sustain and/or expand these programs
  - Costs for expanding and/or maintaining access to food programs during summer learning and supplemental afterschool programs
  - Costs for additional transportation services needed specifically to sustain and/or expand these programs
  - Associated reasonable and necessary indirect costs
Addressing learning loss among students
- Examples:
  - Costs for extended learning (e.g., longer school day or additional instructional days)
  - Costs for high-dosage intensive tutoring
  - Additional staffing to reduce class sizes, provide small group instruction, provide teacher coaching, or implement other evidence-based programs to address learning loss
  - Universal screening, academic assessments, and intervention data systems, such as early warning systems
  - Learning materials specifically to address learning loss
  - Core staff capacity building and/or training to increase instructional quality, particularly for students disproportionately impacted by the COVID-19 pandemic
  - Investments in talent pipelines for teachers and/or classified staff to recruit and retain high-quality instructional staff
  - SEL activities
  - Programs/activities to re-engage students
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Additional indoor and/or outdoor classrooms, dining spaces, bathrooms, etc. to support social distancing
  - Other building and facilities upgrades and maintenance, including new construction, to support social distancing, cleaning, sanitation, or other COVID-19 related health needs (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect costs
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities
- Examples:
  - Replacing or upgrading HVAC systems to allow for MERV-13 capacity
  - Additional air filtration to improve indoor air quality
  - Repair or replacement of windows to allow them to open and improve air circulation
  - Creation of outdoor classrooms and/or dining spaces to support access to improved air quality (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect cost
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
- Examples:
  - Signage or similar methods to indicate flow of traffic, appropriate distancing, masking and/or hand washing best practices, etc.
  - Staff compensation for activities outside of their normal, routine duties that are substantially dedicated to mitigating or responding to COVID-19
  - Additional staffing to support implementing public health protocols, including additional custodial/maintenance staff, additional nursing staff, etc.
  - Costs for disinfection of public areas and other facilities, in response to the COVID-19 public health emergency
  - Temporary or additional transportation services to support social distancing to and from school
  - Contracting services with consultants to review and support the implementation of public health protocols within the LEA
  - Costs of providing COVID-19 testing and/or vaccination, including testing equipment and payroll costs or contract costs for staff conducting contact tracing
  - Costs of establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity, including related construction costs (note that capital expenditures require prior written approval)
  - Costs for acquisition and distribution of PPE and to create a reserve of PPE
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Other activities NOT INCLUDED IN THE ABOVE CATEGORIES for the purposes of maintaining operation of and continuity of services of the LEA as related to COVID-19 response. Please remember, the examples above are not exhaustive, and there may be other allowable expenditures that align with the categories above.

Certification

In this section, the report filer certifies they are an authorized representative of the LEA and that the information reported is accurate to the best of their knowledge. The report filer also acknowledges that any unexpended amount that remains unobligated as of September 30, 2022 (the amount in the Amount Not Obligated or Expended field) is subject to recoupment. The report filer finally acknowledges that any obligated amount that remains unexpended after the 120-day liquidation period is subject to recoupment.

Select the check box in this section and complete the contact information in the next section to complete the certification. The box must be checked to save the report.

Contact Information

Finishing the Report

Once the report is complete, the LEA must save the report by selecting the "Save Data" button at the bottom of the page. If there is an issue, the reporting portal will indicate there are errors to be reviewed at the top of the web page. If there are no errors (or any errors have been resolved), you will see the message "Your data have been saved." At that point, the report is complete (there is no submittal button/process).

It is possible to confirm if a complete report was saved at any time by confirming there is a "Date Submitted" to the far right of the reporting link on the main page of the reporting application.

GF Reporting

UPDATE (24-Aug-2022): The final opportunity to report for this fund source was the 2021 Fall Quarterly Reporting Period. The information below is for informational purposes only.

UPDATE (September 2021): 2021 Fall (9/15/2021–10/6/2021) is the final quarterly reporting cycle for this fund source to include expenditures up to June 30, 2021. Any unexpended funds after Fall 2021 are subject to recoupment.

The GF is one of three funding sources that make up the Learning Loss Mitigation Funding (LLMF). The LLMF was created by Sec. 110 of Senate Bill (SB) 98 (Committee on Budget and Fiscal Review, Ch. 24, Statutes of 2020) and subsequently amended by Section 59 of SB 820 (Committee on Budget and Fiscal Review, Ch. 110, Statutes of 2020) and Section 4 of Assembly Bill (AB) 86 (Committee on Budget, Ch. 10, Statutes of 2021). LLMF is distributed to LEAs based on three separate formulas, and is to be used for activities that directly support academic achievement and mitigate learning loss related to COVID-19 school closures. Funds may be used to support individuals served by LEAs, including, but not limited to, those enrolled in a childcare program, California state preschool program, kindergarten, any of grades 1 to 12, inclusive, and adult education programs. Funds shall be expended consistent with the purposes outlined in Section 110(d) of SB 98, as amended by SB 820 and AB 86.

The Resource Code for the GF being reported is 7420.

Additional information about LLMF, including preliminary allocations, may be found at the LLMF web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA. For the GF, the initial disbursement is 100% of the total allocation.

Please note: If the LEA has a locally-funded charter school, that charter school’s disbursements are included in the Total Received Amount.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA. It is the cumulative total of expenditures reported to the CDE.

Current Expended Amount

The number reported must be a whole number and may range from 0 to the Total Allocated Amount (minus any amount previously reported as expended [Previous Expended Amount]). In addition, the LEA may enter a negative number to reflect any net adjustment, such as transferring costs to a different funding source. In this instance, the negative number can be no greater the Previous Expended Amount. For example, if Previous Expended Amount is $10, the LEA may enter -$10, but not -$11.

Funds Expended

In this portion of the report, LEAs are required to provide the CDE with information that details how they have spent their GF. This is accomplished by indicating the percentage of the total amount expended that has been used in each of the 10 different categories. These categories align with the allowable uses of LLMF established by Section 110(d) of SB 98, as amended by Section 59 of SB 820, as amended by Section 4 of AB 86, and as assured to by the LEA prior to receipt of funds.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount that is obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

Categories

The following are the reporting categories. These align with the allowable uses of LLMF established by Section 110(d) of SB 98, as amended by Section 59 of SB 820, as amended by Section 4 of AB 86, and as assured to by the LEA prior to receipt of funds.

Addressing learning loss or accelerating progress to close learning gaps through the implementation, expansion, or enhancement of learning supports
Extending the instructional minutes, time, or school year to increase the amount of instructional time or services provided to pupils based on their learning needs
Providing additional academic services for pupils, such as diagnostic assessments of pupil learning needs or intensive instruction for addressing gaps in core academic skills
Providing additional instructional materials or supports
Providing devices or connectivity for in-classroom and distance learning
Providing health, counseling, or mental health services
Professional development opportunities to help teachers and parents support pupils in distance-learning contexts
Access to school breakfast and lunch programs
Pupil trauma and social-emotional learning
Public health testing, personal protective equipment, supplies to sanitize and clean the facilities and school buses

Contact Information

Please provide the first and last name, title, e-mail address, telephone number, and telephone extension (if applicable) of the individual completing the report. If the CDE has a question concerning the report, the CDE will first attempt to contact the individual listed.

Finishing the Report

GEER I Fund Reporting

The GEER I Fund is a subset of the federal Education Stabilization Fund and was created by the CARES Act. Pursuant to Section 18002 of the CARES Act, funding is allocated to states based on a combination of their relative population of school-aged individuals and their number of children counted under section 1124(c) of the ESEA funding.

GEER I is also one of three funding sources that make up the LLMF. The LLMF was created by Sec. 110 of SB 98 (Committee on Budget and Fiscal Review, Ch. 24, Statutes of 2020) and subsequently amended by Section 59 of SB 820 (Committee on Budget and Fiscal Review, Ch. 110, Statutes of 2020) and Section 4 of AB 86 (Committee on Budget, Ch. 10, Statutes of 2021). LLMF is distributed to LEAs based on three separate formulas and is to be used for activities that directly support academic achievement and mitigate learning loss related to COVID-19 school closures. Funds may be used to support individuals served by LEAs, including, but not limited to, those enrolled in a childcare program, California state preschool program, kindergarten, any of grades 1 to 12, inclusive, and adult education programs. Funds shall be expended consistent with the purposes outlined in Section 110(d) of SB 98, as amended by SB 820 and AB 86.

The Resource Code for the GEER I Funds being reported is 3215.

Additional information about LLMF, including preliminary allocations, may be found at the LLMF web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA. For GEER I, the initial disbursement is 25% of the total allocation. This number will be updated as additional disbursements are made.

Please note: If the LEA has a locally-funded charter school, that charter school’s disbursements are included in the Total Received Amount.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA. It is the cumulative total of expenditures reported to the CDE.

Current Expended Amount

LEAs are required to report the amount of funds they have expended during the current reporting period. LEAs do not need to include amounts reported during previous reporting periods. The amount reported should be based on the final day of the reporting period and should capture only that reporting period. For example, for the period between October 1, 2020, and December 31, 2020, this amount would capture all expenditures that occurred between October 1 and December 31, as of December 31, 2020.

Current Obligated Amount as of September 30, 2022

Obligations are commitments of funds outlined in an agreement such as a contract, grant, purchase order, or requisition related to a good or service. This would not include salaries and wages of staff employed by the entity, nor would it include an approved plan for expenditures, such as a budget approved by a School Board. Funds expended should not be included as an obligation (or it will be double counted). The amount entered in this box should represent the total remaining obligations (excluding expenditures), even though liquidation of these obligations is anticipated in a later reporting period. Please see 34 CFR 76.707 for additional definitions of when an obligation is made for various types of property and services. Any obligations must be liquidated within 120 days of the obligation deadline.

Amount Not Obligated or Expended

Funds Expended

In this portion of the report, LEAs are required to provide the CDE with information that details how they have spent their GEER I Funds. This is accomplished by indicating the percentage of the total amount expended that has been used in each of the 10 different categories. These categories align with the allowable uses of LLMF established by Section 110(d) of SB 98, as amended by Section 59 of SB 820, as amended by Section 4 of AB 86, and as assured to by the LEA prior to receipt of funds.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount that is obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

Categories

UPDATE (25-Oct-2022): Example expenditures are provided for each allowable use category. All reported expenditures must be reasonable and necessary to prevent, prepare for, or respond to the COVID-19 pandemic. The CDE asks that LEAs use their best discretion to categorize expenditures in the most closely associated category. Please include reasonable and necessary indirect costs within the category most closely associated with the activity the indirect costs support. Please note: these examples are not an exhaustive list, and they do not reflect the full range of allowable uses for this fund source. These examples are intended as support for reporting clarity only.

Addressing learning loss or accelerating progress to close learning gaps through the implementation, expansion, or enhancement of learning supports
- Examples:
  - Costs for high-dosage intensive tutoring
  - Additional staffing to reduce class sizes, provide small group instruction, provide teacher coaching, or implement other evidence-based programs to address learning loss
  - Improved coordination of services for students with multiple types of needs, such as full-service community schools or improved coordination with partner agencies, such as foster care services
  - Core staff capacity building/training to increase instructional quality, particularly for students disproportionately impacted by the COVID-19 pandemic
  - Investments in talent pipelines for teachers and/or classified staff to recruit and retain high-quality instructional staff
  - SEL activities
  - Programs/activities to re-engage students
  - Associated reasonable and necessary indirect costs
Extending the instructional minutes, time, or school year to increase the amount of instructional time or services provided to pupils based on their learning needs
- Examples:
  - Staff compensation for additional work to extend instructional time (e.g., longer school day, summer learning programs, etc.)
  - Hiring additional staff to support extended instructional time
  - Learning materials specific to extended learning time
  - Additional transportation costs as a result of extended instructional time
  - Associated reasonable and necessary indirect costs
Providing additional academic services for pupils, such as diagnostic assessments of pupil learning needs or intensive instruction for addressing gaps in core academic skills
- Examples:
  - Additional staffing for instructional specialists for small group instruction, high-dosage tutoring, and/or teacher coaching
  - Universal screening, academic assessments, and intervention data systems, such as early warning systems and/or opportunities to learn data systems
  - Materials and supplies needed to provide additional academic services
  - Costs to establish office/learning spaces to provide these additional academic services (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect costs
Providing additional instructional materials or supports
- Examples:
  - Additional manipulatives to reduce sharing and reduce the likelihood of virus transmission
  - New learning materials or programs to address the impact of lost instructional time, particularly for students disproportionately impacted by the COVID-19 pandemic
  - Associated reasonable and necessary indirect costs
Providing devices or connectivity for in-classroom and distance learning
- Examples:
  - Technological improvements such as increasing broadband capacity
  - Software purchases specific to COVID-19 response (including virtual learning or addressing the impact of lost instructional time)
  - Hardware purchases for students and/or teachers such as laptops, tablets, and mobile hotspots
  - Associated reasonable and necessary indirect costs
Providing health, counseling, or mental health services
- Examples:
  - Additional staffing and/or activities to assess and support social-emotional well-being, including mental health, for all students, educators, additional staff, and/or families
  - Costs to implement or expand mental health staff and programming, including materials, supplies, and capital outlay to establish additional work spaces and/or confidential meeting rooms (note that capital expenditures require prior written approval)
  - Costs for web-based or virtual mental health services for students, teachers, staff, and/or families
  - Costs to implement or expand arts and/or sports programming so more students can participate to improve mental health outcomes
  - Expenses for establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity
  - Associated reasonable and necessary indirect costs
Professional development opportunities to help teachers and parents support pupils in distance-learning contexts
- Examples:
  - Contracted training and/or professional development from external vendors to improve quality of instruction in a distance-learning context
  - Staff compensation to prepare and provide internal training to improve quality of instruction in a distance-learning context
  - Required supplies and/or materials for training
  - Associated reasonable and necessary indirect costs
Access to school breakfast and lunch programs
- Examples:
  - Costs for expanding or maintaining access to school breakfast and lunch programs for student groups disproportionately impacted by COVID-19
  - Costs of implementing meal delivery/ pick-up during closures if different from ordinary procedures
  - Associated reasonable and necessary indirect costs
Pupil trauma and social-emotional learning
- Examples:
  - SEL activities and curriculum
  - Professional development for teachers, staff, and community members to support student SEL needs
  - Costs for web-based or virtual mental health services for students, teachers, and staff
  - Associated reasonable and necessary indirect costs
Public health testing, personal protective equipment, supplies to sanitize and clean the facilities and school buses
- Examples:
  - Signage or similar methods to indicate flow of traffic, appropriate distancing, masking and/or hand washing best practices, etc.
  - Staff compensation for additional work to provide public health testing or related services.
  - Additional staffing to support implementing public health protocols, including additional custodial/maintenance staff, additional nursing staff, etc.
  - Costs for disinfection of public areas and other facilities, in response to the COVID-19 public health emergency
  - Temporary or additional transportation services to support social distancing to and from school
  - Contracting services with consultants to review and support the implementation of public health protocols within the LEA
  - Costs of providing COVID-19 testing, including testing equipment and payroll costs or contract costs for staff conducting contact tracing
  - Expenses of establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity, including related construction costs (note that capital expenditures require prior written approval)
  - Costs for acquisition and distribution of PPE and to create a reserve of PPE
  - Associated reasonable and necessary indirect costs

Certification

Contact Information

Finishing the Report

GEER I Fund Liquidation Reporting

This liquidation report has been added as of the 2022 Winter Quarterly Reporting Period. Only LEAs that reported obligations of GEER I funds as of September 30, 2022, during the 2022 Fall Quarterly Reporting Period are required to complete this report.

The Resource Code for the GEER I Funds being reported is 3215.

Additional information about LLMF, including preliminary allocations, may be found at the LLMF web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA. It is the cumulative total of expenditures reported to the CDE.

Previous Obligated Amount

This amount is prepopulated based on the 2022 Fall GEER I: Resource Code 3215 Fund Quarterly Report. Any obligations must have occurred properly by September 30, 2022.

Current Expended Amount (liquidations through December 31, 2022)

The number reported must be a positive, whole number and may range from 0 to the Previous Obligated Amount.

Remaining Obligations

Please note: all GEER I Fund expenditures must have been properly obligated as of September 30, 2022. Obligations must be liquidated within 120 days following the obligation deadline. All remaining obligations that are not liquidated within this time frame are subject to recoupment.

Amount Not Obligated or Expended

Funds Expended

Total Expended

This amount is informational to support calculating the relative percentage of funds expended in each of the reporting categories below.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount that is obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

Categories

Example expenditures are provided for each allowable use category. All reported expenditures must be reasonable and necessary to prevent, prepare for, or respond to the COVID-19 pandemic. The CDE asks that LEAs use their best discretion to categorize expenditures in the most closely associated category. Please include reasonable and necessary indirect costs within the category most closely associated with the activity the indirect costs support. Please note: these examples are not an exhaustive list, and they do not reflect the full range of allowable uses for this fund source. These examples are intended as support for reporting clarity only.

Addressing learning loss or accelerating progress to close learning gaps through the implementation, expansion, or enhancement of learning supports
- Examples:
  - Costs for high-dosage intensive tutoring
  - Additional staffing to reduce class sizes, provide small group instruction, provide teacher coaching, or implement other evidence-based programs to address learning loss
  - Improved coordination of services for students with multiple types of needs, such as full-service community schools or improved coordination with partner agencies, such as foster care services
  - Core staff capacity building/training to increase instructional quality, particularly for students disproportionately impacted by the COVID-19 pandemic
  - Investments in talent pipelines for teachers and/or classified staff to recruit and retain high-quality instructional staff
  - SEL activities
  - Programs/activities to re-engage students
  - Associated reasonable and necessary indirect costs
Extending the instructional minutes, time, or school year to increase the amount of instructional time or services provided to pupils based on their learning needs
- Examples:
  - Staff compensation for additional work to extend instructional time (e.g., longer school day, summer learning programs, etc.)
  - Hiring additional staff to support extended instructional time
  - Learning materials specific to extended learning time
  - Additional transportation costs as a result of extended instructional time
  - Associated reasonable and necessary indirect costs
Providing additional academic services for pupils, such as diagnostic assessments of pupil learning needs or intensive instruction for addressing gaps in core academic skills
- Examples:
  - Additional staffing for instructional specialists for small group instruction, high-dosage tutoring, and/or teacher coaching
  - Universal screening, academic assessments, and intervention data systems, such as early warning systems and/or opportunities to learn data systems
  - Materials and supplies needed to provide additional academic services
  - Costs to establish office/learning spaces to provide these additional academic services (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect costs
Providing additional instructional materials or supports
- Examples:
  - Additional manipulatives to reduce sharing and reduce the likelihood of virus transmission
  - New learning materials or programs to address the impact of lost instructional time, particularly for students disproportionately impacted by the COVID-19 pandemic
  - Associated reasonable and necessary indirect costs
Providing devices or connectivity for in-classroom and distance learning
- Examples:
  - Technological improvements such as increasing broadband capacity
  - Software purchases specific to COVID-19 response (including virtual learning or addressing the impact of lost instructional time)
  - Hardware purchases for students and/or teachers such as laptops, tablets, and mobile hotspots
  - Associated reasonable and necessary indirect costs
Providing health, counseling, or mental health services
- Examples:
  - Additional staffing and/or activities to assess and support social-emotional well-being, including mental health, for all students, educators, additional staff, and/or families
  - Costs to implement or expand mental health staff and programming, including materials, supplies, and capital outlay to establish additional work spaces and/or confidential meeting rooms (note that capital expenditures require prior written approval)
  - Costs for web-based or virtual mental health services for students, teachers, staff, and/or families
  - Costs to implement or expand arts and/or sports programming so more students can participate to improve mental health outcomes
  - Expenses for establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity
  - Associated reasonable and necessary indirect costs
Professional development opportunities to help teachers and parents support pupils in distance-learning contexts
- Examples:
  - Contracted training and/or professional development from external vendors to improve quality of instruction in a distance-learning context
  - Staff compensation to prepare and provide internal training to improve quality of instruction in a distance-learning context
  - Required supplies and/or materials for training
  - Associated reasonable and necessary indirect costs
Access to school breakfast and lunch programs
- Examples:
  - Costs for expanding or maintaining access to school breakfast and lunch programs for student groups disproportionately impacted by COVID-19
  - Costs of implementing meal delivery/ pick-up during closures if different from ordinary procedures
  - Associated reasonable and necessary indirect costs
Pupil trauma and social-emotional learning
- Examples:
  - SEL activities and curriculum
  - Professional development for teachers, staff, and community members to support student SEL needs
  - Costs for web-based or virtual mental health services for students, teachers, and staff
  - Associated reasonable and necessary indirect costs
Public health testing, personal protective equipment, supplies to sanitize and clean the facilities and school buses
- Examples:
  - Signage or similar methods to indicate flow of traffic, appropriate distancing, masking and/or hand washing best practices, etc.
  - Staff compensation for additional work to provide public health testing or related services.
  - Additional staffing to support implementing public health protocols, including additional custodial/maintenance staff, additional nursing staff, etc.
  - Costs for disinfection of public areas and other facilities, in response to the COVID-19 public health emergency
  - Temporary or additional transportation services to support social distancing to and from school
  - Contracting services with consultants to review and support the implementation of public health protocols within the LEA
  - Costs of providing COVID-19 testing, including testing equipment and payroll costs or contract costs for staff conducting contact tracing
  - Expenses of establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity, including related construction costs (note that capital expenditures require prior written approval)
  - Costs for acquisition and distribution of PPE and to create a reserve of PPE
  - Associated reasonable and necessary indirect costs

Certification

Select the check box in this section and complete the contact information in the next section to complete the certification. The box must be checked to save the report.

Contact Information

Finishing the Report

CRF Reporting

UPDATE (24-Aug-2022): The final opportunity to report for this fund source was the 2021 Fall Quarterly Reporting Period. The information below is for informational purposes only.

UPDATE (September 2021): 2021 Fall (9/15/2021–10/6/2021) is the final quarterly reporting cycle for this fund source to include expenditures up to May 31, 2021. Any unexpended funds after Fall 2021 are subject to recoupment.

The CRF was created by the CARES Act. Pursuant to Section 5001 of the CARES Act, funding is allocated to states based on their share of the total population of the United States.

The CRF is also one of three funding sources that make up the LLMF. The LLMF was created by Sec. 110 of SB 98 (Committee on Budget and Fiscal Review, Ch. 24, Statutes of 2020) and subsequently amended by Section 59 of SB 820 (Committee on Budget and Fiscal Review, Ch. 110, Statutes of 2020) and Section 4 of AB 86 (Committee on Budget, Ch. 10, Statutes of 2021). LLMF is distributed to LEAs based on three separate formulas, and is to be used for activities that directly support academic achievement and mitigate learning loss related to COVID-19 school closures. Funds may be used to support individuals served by LEAs, including, but not limited to, those enrolled in a childcare program, California state preschool program, kindergarten, any of grades 1 to 12, inclusive, and adult education programs. Funds shall be expended consistent with the purposes outlined in Section 110(d) of SB 98, as amended by SB 820 and AB 86.

The Resource Code for the CRF being reported is 3220.

Additional information about LLMF, including preliminary allocations, may be found at the LLMF web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA. For CRF, the initial disbursement is 100% of the total allocation.

Please note: If the LEA has a locally-funded charter school, that charter school’s disbursements are included in the Total Received Amount.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA. It is the cumulative total of expenditures reported to the CDE.

Previously reported obligations are not included in this amount, as an obligation may carry over multiple reporting periods (e.g., if there is a long delay in a vendor fulfilling a contract).

Current Obligation Amount

LEAs are required to report the amount of funds that they have obligated. Please report your outstanding obligations as of the last day of the reporting period, even if the funds were obligated during a previous reporting period.

Per the Department of Finance, obligations are commitments of funds outlined in an agreement such as a contract, grant, purchase order, or requisition related to a good or service. This would not include salaries and wages of staff employed by the entity, nor would it include an approved plan for expenditures, such as a budget approved by a School Board. Funds expended should not be included as an obligation (or it will be double counted). The amounts entered in this box should represent the total remaining obligations (excluding expenditures), even if liquidation of these obligations is anticipated in a later reporting period.

Current Expended Amount

LEAs are required to report the amount of funds they have expended during the current reporting period. LEAs do not need to include expended amounts reported during previous reporting periods. The amount reported should be based on the final day of the reporting period and should capture only that reporting period. For example, for the period between October 1, 2020, and December 30, 2020, this amount would capture all expenditures that occurred between October 1 and December 30, as of December 30, 2020.

The number reported must be a whole number and may range from 0 to the Total Allocated Amount (minus any amount previously reported as expended [Previous Expended Amount]). In addition, the LEA may enter a negative number to reflect any net adjustment, such as transferring costs to a different funding source. In this instance, the negative number can be no greater the Previous Expended Amount. For example, if Previous Expended Amount is $10, the LEA may enter -$10, but not -$11.

Please note, the U.S. Treasury Office of the Inspector General (OIG), which has issued guidance on reporting CRF, defines an expenditure as the approval for payment of a good or service that has been received, such as an approved invoice or claim schedule. This is referred to as an accrued liability. A liability does not need to be paid to be considered an expenditure; the delivery of the good or service qualifies the liability as an expenditure. For example, as employees perform assigned duties, their salaries and wages would result in a liability that would be entered as an expenditure, even if wages have not yet been paid.

Funds Expended

In this portion of the report, LEAs are required to provide the CDE with information that details how they have spent their CRF Funds. This is accomplished by indicating the percentage of the total amount expended that has been used in each of the 10 different categories. These categories align with the allowable uses of LLMF established by Section 110(d) of SB 98, as amended by Section 59 of SB 820, as amended by Section 4 of AB 86, and as assured to by the LEA prior to receipt of funds.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

CRF Specific Information

This portion of the report requires LEAs to provide expenditure and obligation information for several federally-mandated categories.

Instructions

Please use the following guidelines to report funds expended and/or obligated:

Report your expenditures based on the amount expended during the reporting period. This is the amount you reported as your Current Expended Amount. Do not include expenditures from previous reporting periods unless an adjustment is necessary (see below).
You may make an adjustment to any amount previously reported, if necessary. Categories may be adjusted downward with a negative number (not to exceed the total previously reported for the category). If you are reporting both a downward adjustment and new expenditures for a category, only report the net change in expenditure (new expenditure +/- adjustment amount). Previous expenditures, by category, are displayed for reference.
Use whole numbers to indicate the expenditure, in dollars, for each category.
Report “0” for any category where funds have not been expended.
The total funds reported across categories, including custom categories, must equal the amount reported for Current Expended Amount.

Expenditure Categories, Including Examples

The following list of expenditure categories includes multiple examples of each. These examples are provided for illustrative purposes to support consistent statewide reporting, and are not the only possible expenses that may be reported in each category. This list will be updated as expenses are reported to the CDE in order to adjust for any common misclassification trends.

As a reminder, while the federal allowable uses of CRF are broad, the state has imposed limits on the use of funds. As such, any expenditure must be consistent with the allowable uses of LLMF established by Section 110(d) of SB 98, as amended by Section 59 of SB 820, as amended by Section 4 of AB 86, and as assured to by the LEA prior to receipt of funds.

If you have a question about the best category for a specific expense, or if you are unsure if an item is an allowable use of CRF, please contact the CDE at the email at the bottom of the page.

Administrative Expenses
- Costs for implementing new programs (such as a new grant program) designed to respond to or mitigate COVID-19.
- Administrative expenses of an audit conducted under the Single Audit Act.
- This should exclude indirect costs as these costs are not eligible expenses of CRF.
Budgeted Personnel and Services Diverted to a Substantially Different Use
- Costs of diverting educational support staff or faculty to develop online learning capabilities (if information technology support is not part of their ordinary responsibilities).
- Costs of diverting any staff from their normal, routine duties to duties that are substantially dedicated to mitigating or responding to COVID-19.
COVID-19 Testing and Contact Tracing
- Costs of providing COVID-19 testing, including serological testing.
- Payroll costs or contract costs for staff conducting contact tracing.
Facilitating Distance Learning
- Technological improvements such as increasing broadband capacity.
- Software purchases that enable distance learning.
- Hardware purchases for students and/or teachers such as laptops and tablets.
- Instructional materials necessary for distance learning.
- Staff training /professional development necessary to provide quality distance learning.
Food Programs
- Costs for expanding or maintaining access to school breakfast and lunch programs.
Improve Telework Capabilities of Public Employees
- Technological improvements such as increasing broadband capacity and setting up virtual private networks.
- Software purchases that enable employees to telework.
- Hardware purchases such as laptops and tablets.
- Costs for developing online or automated processes for work that previously required in-person visits for employees and customers/citizens.
Medical Expenses
- Expenses of establishing temporary public medical facilities and other measures to increase COVID-19 treatment capacity, including related construction costs.
Personal Protective Equipment (PPE)
- Costs for acquisition and distribution of PPE.
- Costs to create a reserve of PPE.
Public Health Expenses
- Costs for acquisition and distribution of medical and protective supplies, including sanitizing products.
- Costs for disinfection of public areas and other facilities, in response to the COVID-19 public health emergency.
- Improvements to facilities to help comply with public health guidance (such as floor markings, automatic doors, plexiglass at public counters).
Custom Category
- Users may define additional groupings (e.g., crisis counseling) not captured in the above categories. If the LEA has captured all expenditures and obligations in one of the predefined categories, these rows are unnecessary.
- These additional rows should only be created for eligible expenses.
- This field may also be used to aggregate “obligations” as an alternative to detailing obligations in the above categories. All expenditures must be allocated to specific expenditure categories or in a user-defined field with a description of the cost incurred. See “Special Note on Obligations,” below, for additional information.

Additional Notes on Custom Categories

LEAs are encouraged to use categories 1-9 as much as possible. However, there are times when the predefined categories do not work, and a user created custom category is necessary.

LEAs may create custom categories by inputting a descriptive name, then pressing “Add Custom Expenditure Category.” The LEA the must enter a whole number for both Current Expenditures and Current Obligations. Previously added custom categories are also displayed, which allow additional reporting in those categories in future reporting periods.

Please note, the LEA may only add a total of 10 custom categories across all reporting periods.

Common items that LEAs may report in custom categories include:

Provision of mental health, behavioral health, trauma informed care, social-emotional learning, counseling, efforts to support social connectedness, or similar non-medical services and supports.
Expenditures that support in-person learning, rather than distance learning. This may include professional development, instructional materials, and other expenses. Please note if the expenditure is related to establishing learning spaces that comply with social distancing guidance (e.g., additional classroom space or outdoor classrooms), that should be reported under 9. Public Health Expenses.
Assessments to determine learning loss, other items related to measuring or responding to learning loss.
Extending the school year, summer school, before or after school programs, and other expanded learning opportunities that cannot otherwise be classified as distance learning.
Expenses for child care programs, but only to the extent they are not able to fit into a predefined category, such as 9. Public Health (e.g., cleaning supplies, facilitating social distancing) or 8. Personal Protective Equipment.

Special Note on Adjustments to Custom Categories: As with the predefined categories, custom categories can be adjusted. When adjusting a custom category, simply enter the net change for the reporting period in the Current Expenditures box. Do not attempt to create a new category for adjustments

Special Note on Obligations: The LEA may choose to provide all obligations as a lump-sum total in one of the fields available under “10) Custom Expenditure Categories” instead of breaking out the obligations by categories 1 through 9. If this option is chosen, create a new category named “Total Obligations” by using the “Add Custom Expenditure Category” button, and do not list any amounts in the Obligations column for categories 1 through 9.

Please note that it is never appropriate to list “Total Expenditures” as a custom category. Expenditures must be itemized.

Contact Information

Supervisor Information (Optional)

If possible, please provide the first and last name, title, e-mail address, telephone number, and telephone extension (if applicable) for your supervisor. This is generally a Superintendent.

Finishing the Report

ESSER II Fund Reporting

The ESSER II was created by the CRRSA Act as part of an additional appropriation to the Education Stabilization Fund, which was originally created by the CARES Act. Pursuant to Section 313 of the CRRSA Act, funding is allocated to states based on their share of Title I of the ESEA funding. Not less than 90 percent of the funds received by the state must be disbursed to LEAs in proportion to the funds received under Part A of Title I of the ESEA.

The Resource Code for the ESSER II mandatory subgrant funds is 3212.

For the guidance and examples shared during the Quarterly Reporting Refresher Webinar on December 6, 2022, please see the Quarterly Reporting Refresher Presentation (PPTX).

For the guidance and examples shared during the CRRSA Act Close Out Reporting Overview Webinar on September 26, 2023, please see the CRRSA Act Close Out Reporting Presentation (PPTX).

For reporting information regarding the In-Person Instruction (IPI) Grant or the ELO-G, please visit the COVID-19 Relief and School Reopening Grants web page. Additional information about ESSER II, including preliminary allocations, may be found at the CRRSA Act Funding web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA. For ESSER II, the initial disbursement is 10% of the total allocation. This number will be updated as additional disbursements are made.

Please note: If the LEA has a locally-funded charter school, that charter school’s disbursements are included in the Total Received Amount.

Previous Expended Amount

This amount is prepopulated based on all previous quarterly reports submitted by the LEA for this resource code. It is the cumulative total of expenditures reported to the CDE in prior quarters.

Current Obligated Amount

UPDATE (31-Aug-2023): This field is new as of the 2023 Fall Quarterly Reporting Period. LEAs are required to report the amount of unexpended funds that remain obligated as of the last day of the applicable reporting period (example: for 2023 Winter, this field should reflect obligations remaining as of December 31, 2023, properly made by the obligation deadline). As a reminder, to be an allowable use of ESSER II funds, the obligation must have properly occurred by September 30, 2023, the obligation deadline for this fund source.

Obligations are commitments of funds outlined in an agreement such as a contract, grant, purchase order, or requisition related to a good or service. Please see 34 CFR 76.707 for specific definitions of when an obligation is made for various types of property and services.

This value must be reported as a positive, whole number without any decimals or other punctuation. Funds expended should NOT be included as an obligation (or it will be double counted). The amount entered in this field should represent the total remaining obligations (excluding expenditures) as of the last day of the applicable reporting period, even though liquidation of these obligations is anticipated in a later reporting period. Any obligations must be liquidated within 120 calendar days of the obligation deadline (September 30, 2023).

The sum of the Previous Expended Amount, the Current Obligated Amount, and the Current Expended Amount must be less than or equal to the Total Allocated Amount.

Current Expended Amount

The number reported must be a whole number and may range from 0 to the Total Allocated Amount (minus any amount previously reported as expended [Previous Expended Amount], and minus any amount reported in the Current Obligated Amount field). In addition, the LEA may enter a negative number to reflect any net adjustment, such as transferring costs to a different funding source. In this instance, the negative number can be no greater than the Previous Expended Amount. For example, if the Previous Expended Amount is $10, the LEA may enter -$10, but not -$11.

Amount Not Obligated or Expended

UPDATE (31-Aug-2023): This field is new as of the 2023 Fall Quarterly Reporting Period. This field is automatically calculated as the Total Allocated Amount minus the sum of the Previous Expended Amount, the Current Obligated Amount, and the Current Expended Amount. Any amount above $0 in this field is subject to recoupment at the close of the 2023 Fall Quarterly Reporting Period.

Funds Expended

In this portion of the report, LEAs are required to provide the CDE with information that details how they have spent their ESSER II Funds. This is accomplished by indicating the percentage of the total amount expended that has been used in each of the 16 different reporting categories, aligned to the allowable uses of this fund source.

Total Expended

UPDATE (7-Dec-2022): This amount is automatically calculated by adding the Previous Expended Amount plus the Current Expended Amount in order to reflect the total expenditures of the fund source, as of the end of the applicable quarterly reporting cycle.

This amount is informational to support calculating the relative percentage of funds expended in each of the reporting categories below.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

Categories

The following are the reporting categories. These align with the allowable uses of ESSER II Funds established by Section 18003 of the CARES Act, Section 313(d) of the CRRSA Act, and Section 2001(e) of the ARP Act, and as assured to by the LEA prior to receipt of funds.

Any activity authorized by the ESEA of 1965, the IDEA, the Adult Education and Family Literacy Act, the Perkins Act, or subtitle B of title VII of the McKinney-Vento Homeless Assistance Act
- Examples:
  - Providing additional academic services, including high-dosage tutoring, to specific student groups who are academically at-risk
  - Associated reasonable and necessary indirect costs
Coordinating preparedness and response efforts of LEAs with other entities
- Examples:
  - Expenses for establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity in partnership with community organizations
  - Associated reasonable and necessary indirect costs
Resources necessary to address the needs of their individual schools
- Examples:
  - Site-specific expenditures intended to meet the unique needs of a school
  - Developing peer-to-peer programs
  - Unique staffing positions used to prevent, prepare for, or respond to COVID-19
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Additional staffing and/or activities to assess and support social-emotional well-being, including mental health, for students, educators, and/or families, specifically for these target student groups
  - Additional staffing and/or activities to assess and support student academic progress for these target student groups
  - Costs for expanding and/or maintaining access to school breakfast and lunch programs for these target student groups
  - Improved coordination of services for students with multiple types of needs, such as full-service community schools or improved coordination with partner agencies, such as foster care services
  - Associated reasonable and necessary indirect costs
Developing and implementing procedures and systems to improve the preparedness and response efforts of LEAs
- Examples:
  - Staff compensation for activities outside of their normal, routine duties that are substantially dedicated to mitigating or responding to COVID-19
  - Contracting services with consultants to review and support the implementation of preparedness and response efforts within the LEA
  - Costs of communication systems necessary to COVID-19 preparedness and response, including contact-tracing and emergency alert systems
  - Staff training or professional development necessary to provide quality virtual learning/independent study
  - Costs for developing online or automated processes for work that previously required in-person visits for employees, students, and community members to reduce the risk of virus transmission long-term
  - Associated reasonable and necessary indirect costs
Staff training and professional development on sanitation and minimizing the spread of infectious diseases
- Examples:
  - Contracted training and/or professional development from external vendors focused on minimizing the spread of infectious diseases
  - Costs necessary to prepare and provide internal training focused on minimizing the spread of infectious diseases
  - Required materials for training to minimize the spread of infectious diseases (note that cleaning supplies are allowable under number 7 below)
  - Associated reasonable and necessary indirect costs
Purchasing cleaning supplies
- Examples:
  - Costs for acquisition and distribution of cleaning supplies, including cleaning solutions, soaps, hand sanitizer, paper towels, disinfecting wipes, floor scrubbers, and others
  - Associated reasonable and necessary indirect costs
Planning for and coordinating on long-term closures
- Examples:
  - Costs to develop online learning capabilities, including additional staff time needed to improve technological and instructional capacity
  - Costs to implement meal delivery/pick-up during closures if different from ordinary procedures
  - Software and hardware purchases that enable virtual learning during closures
  - Instructional materials necessary for virtual learning during long-term closures
  - Staff training/professional development necessary to provide quality virtual learning during long-term closures
  - Costs for developing online or automated processes for work during long-term closures that previously required in-person visits for employees, students, and community members
  - Associated reasonable and necessary indirect costs
Purchasing educational technology
- Examples:
  - Technological improvements, such as increasing broadband capacity
  - Software purchases specific to COVID-19 response (including programs to support virtual learning or address the impact of lost instructional time)
  - Hardware purchases for students and/or teachers, such as laptops, tablets, and mobile hotspots
  - Associated reasonable and necessary indirect costs
Providing mental health services and supports
- Examples:
  - Additional staffing and/or activities to access and support social-emotional well-being, including mental health, for all students, educators, additional staff, and/or families
  - Costs to implement or expand mental health staff and programming, including capital outlay to establish additional work spaces and/or confidential meeting rooms (note that capital expenditures require prior written approval)
  - Costs for web-based or virtual mental health services for students, teachers, staff, and/or families
  - Costs to implement or expand arts and/or sports programming so more students can participate to improve mental health outcomes
  - Associated reasonable and necessary indirect costs
Summer learning and supplemental afterschool programs
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to sustain and/or expand these programs
  - Costs for expanding and/or maintaining access to food programs during summer learning and supplemental afterschool programs
  - Costs for additional transportation services needed specifically to sustain and/or expand these programs
  - Associated reasonable and necessary indirect costs
Addressing learning loss among students
- Examples:
  - Costs for extended learning (e.g., longer school day or additional instructional days)
  - Costs for high-dosage intensive tutoring
  - Additional staffing to reduce class sizes, provide small group instruction, provide teacher coaching, or implement other evidence-based programs to address learning loss
  - Universal screening, academic assessments, and intervention data systems, such as early warning systems
  - Learning materials specifically to address learning loss
  - Core staff capacity building and/or training to increase instructional quality, particularly for students disproportionately impacted by the COVID-19 pandemic
  - Investments in talent pipelines for teachers and/or classified staff to recruit and retain high-quality instructional staff
  - SEL activities
  - Programs/activities to re-engage students
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Additional indoor and/or outdoor classrooms, dining spaces, bathrooms, etc. to support social distancing
  - Other building and facilities upgrades and maintenance, including new construction, to support social distancing, cleaning, sanitation, or other COVID-19 related health needs (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect costs
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities
- Examples:
  - Replacing or upgrading HVAC systems to allow for MERV-13 capacity
  - Additional air filtration to improve indoor air quality
  - Repair or replacement of windows to allow them to open and improve air circulation
  - Creation of outdoor classrooms and/or dining spaces to support access to improved air quality (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect cost
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
- Examples:
  - Signage or similar methods to indicate flow of traffic, appropriate distancing, masking and/or hand washing best practices, etc.
  - Staff compensation for activities outside of their normal, routine duties that are substantially dedicated to mitigating or responding to COVID-19
  - Additional staffing to support implementing public health protocols, including additional custodial/maintenance staff, additional nursing staff, etc.
  - Costs for disinfection of public areas and other facilities, in response to the COVID-19 public health emergency
  - Temporary or additional transportation services to support social distancing to and from school
  - Contracting services with consultants to review and support the implementation of public health protocols within the LEA
  - Costs of providing COVID-19 testing and/or vaccination, including testing equipment and payroll costs or contract costs for staff conducting contact tracing
  - Costs of establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity, including related construction costs (note that capital expenditures require prior written approval)
  - Costs for acquisition and distribution of PPE and to create a reserve of PPE
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Other activities NOT INCLUDED IN THE ABOVE CATEGORIES for the purposes of maintaining operation of and continuity of services of the LEA as related to COVID-19 response. Please remember, the examples above are not exhaustive, and there may be other allowable expenditures that align with the categories above.

Contact Information

Certification

UPDATE (31-Aug-2023): This section is new as of the 2023 Fall Quarterly Reporting Period. In this section, the report filer certifies they are an authorized representative of the LEA and that the information reported is accurate to the best of their knowledge. The report filer also acknowledges that any unexpended amount that remains unobligated as of September 30, 2023 (the amount in the Amount Not Obligated or Expended field), is subject to recoupment at the close of the 2023 Fall Quarterly Reporting Period.

Select the check box in this section to complete the certification. The box must be checked to save the report.

Finishing the Report

ESSER III (3213) Fund Reporting

ESSER III was created by the ARP Act. Pursuant to Section 2001 of the ARP Act, funding is allocated to states based on their share of Title I of the ESEA funding. Not less than 90 percent of the funds received by the state must be disbursed to LEAs in proportion to the funds received under Part A of Title I of the ESEA.

Pursuant to the requirements of Section 2001(e) of the ARP Act, LEAs must reserve at least 20% of their funding to address the impact of lost instructional time, and may use any remaining funds for purposes specified in Section 2001(e)(2).

The Resource Code for the up to 80% of ESSER III Funds that may be used as specified in Section 2001(e)(2) of the ARP Act being reported is 3213.

For the guidance and examples shared during the Quarterly Reporting Refresher Webinar on December 6, 2022, please see the Quarterly Reporting Refresher Presentation (PPTX).

Additional information about ESSER III, including preliminary allocations, may be found at the ARP Act Funding web page. For reporting information regarding the IPI Grant or the ELO-G, please visit the COVID-19 Relief and School Reopening Grants web page. For reporting information regarding the ARP Homeless Children and Youth (ARP-HCY) Fund, please visit the Homeless Education web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA. For ESSER III (3213), the initial disbursement is 10% of the total allocation. This number will be updated as additional disbursements are made.

Please note: If the LEA has a locally-funded charter school, that charter school’s disbursements are included in the Total Received Amount.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA. It is the cumulative total of expenditures reported to the CDE.

Current Expended Amount

The number reported must be a whole number and may range from 0 to the Total Allocated Amount (minus any amount previously reported as expended [Previous Expended Amount]). In addition, the LEA may enter a negative number to reflect any net adjustment, such as transferring costs to a different funding source. In this instance, the negative number can be no greater than the Previous Expended Amount. For example, if the Previous Expended Amount is $10, the LEA may enter -$10, but not -$11.

Funds Expended

In this portion of the report, LEAs are required to provide the CDE with information that details how they have spent their ESSER III (3213) Funds. This is accomplished by indicating the percentage of the total amount expended that has been used in each of the 16 different categories. These categories align with the allowable uses of ESSER III (3213) Funds established by Section 18003 of the CARES Act, Section 313(d) of the CRRSA Act, and Section 2001(e) of the ARP Act, and as assured to by the LEA prior to receipt of funds.

Total Expended

This amount is informational to support calculating the relative percentage of funds expended in each of the reporting categories below.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

Categories

The following are the reporting categories. These align with the allowable uses of ESSER III (3213) Funds established by Section 18003 of the CARES Act, Section 313(d) of the CRRSA Act, and Section 2001(e) of the ARP Act, and as assured to by the LEA prior to receipt of funds.

Any activity authorized by the ESEA of 1965, the IDEA, the Adult Education and Family Literacy Act, the Perkins Act, or subtitle B of title VII of the McKinney-Vento Homeless Assistance Act
- Examples:
  - Providing additional academic services, including high-dosage tutoring, to specific student groups who are academically at-risk
  - Associated reasonable and necessary indirect costs
Coordinating preparedness and response efforts of LEAs with other entities
- Examples:
  - Expenses for establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity in partnership with community organizations
  - Associated reasonable and necessary indirect costs
Resources necessary to address the needs of their individual schools
- Examples:
  - Site-specific expenditures intended to meet the unique needs of a school
  - Developing peer-to-peer programs
  - Unique staffing positions used to prevent, prepare for, or respond to COVID-19
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Additional staffing and/or activities to assess and support social-emotional well-being, including mental health, for students, educators, and/or families, specifically for these target student groups
  - Additional staffing and/or activities to assess and support student academic progress for these target student groups
  - Costs for expanding and/or maintaining access to school breakfast and lunch programs for these target student groups
  - Improved coordination of services for students with multiple types of needs, such as full-service community schools or improved coordination with partner agencies, such as foster care services
  - Associated reasonable and necessary indirect costs
Developing and implementing procedures and systems to improve the preparedness and response efforts of LEAs
- Examples:
  - Staff compensation for activities outside of their normal, routine duties that are substantially dedicated to mitigating or responding to COVID-19
  - Contracting services with consultants to review and support the implementation of preparedness and response efforts within the LEA
  - Costs of communication systems necessary to COVID-19 preparedness and response, including contact-tracing and emergency alert systems
  - Staff training or professional development necessary to provide quality virtual learning/independent study
  - Costs for developing online or automated processes for work that previously required in-person visits for employees, students, and community members to reduce the risk of virus transmission long-term
  - Associated reasonable and necessary indirect costs
Staff training and professional development on sanitation and minimizing the spread of infectious diseases
- Examples:
  - Contracted training and/or professional development from external vendors focused on minimizing the spread of infectious diseases
  - Costs necessary to prepare and provide internal training focused on minimizing the spread of infectious diseases
  - Required materials for training to minimize the spread of infectious diseases (note that cleaning supplies are allowable under number 7 below)
  - Associated reasonable and necessary indirect costs
Purchasing cleaning supplies
- Examples:
  - Costs for acquisition and distribution of cleaning supplies, including cleaning solutions, soaps, hand sanitizer, paper towels, disinfecting wipes, floor scrubbers, and others
  - Associated reasonable and necessary indirect costs
Planning for and coordinating on long-term closures
- Examples:
  - Costs to develop online learning capabilities, including additional staff time needed to improve technological and instructional capacity
  - Costs to implement meal delivery/pick-up during closures if different from ordinary procedures
  - Software and hardware purchases that enable virtual learning during closures
  - Instructional materials necessary for virtual learning during long-term closures
  - Staff training/professional development necessary to provide quality virtual learning during long-term closures
  - Costs for developing online or automated processes for work during long-term closures that previously required in-person visits for employees, students, and community members
  - Associated reasonable and necessary indirect costs
Purchasing educational technology
- Examples:
  - Technological improvements, such as increasing broadband capacity
  - Software purchases specific to COVID-19 response (including programs to support virtual learning or address the impact of lost instructional time)
  - Hardware purchases for students and/or teachers, such as laptops, tablets, and mobile hotspots
  - Associated reasonable and necessary indirect costs
Providing mental health services and supports
- Examples:
  - Additional staffing and/or activities to access and support social-emotional well-being, including mental health, for all students, educators, additional staff, and/or families
  - Costs to implement or expand mental health staff and programming, including capital outlay to establish additional work spaces and/or confidential meeting rooms (note that capital expenditures require prior written approval)
  - Costs for web-based or virtual mental health services for students, teachers, staff, and/or families
  - Costs to implement or expand arts and/or sports programming so more students can participate to improve mental health outcomes
  - Associated reasonable and necessary indirect costs
Summer learning and supplemental afterschool programs
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to sustain and/or expand these programs
  - Costs for expanding and/or maintaining access to food programs during summer learning and supplemental afterschool programs
  - Costs for additional transportation services needed specifically to sustain and/or expand these programs
  - Associated reasonable and necessary indirect costs
Addressing learning loss among students
- Examples:
  - Costs for extended learning (e.g., longer school day or additional instructional days)
  - Costs for high-dosage intensive tutoring
  - Additional staffing to reduce class sizes, provide small group instruction, provide teacher coaching, or implement other evidence-based programs to address learning loss
  - Universal screening, academic assessments, and intervention data systems, such as early warning systems
  - Learning materials specifically to address learning loss
  - Core staff capacity building and/or training to increase instructional quality, particularly for students disproportionately impacted by the COVID-19 pandemic
  - Investments in talent pipelines for teachers and/or classified staff to recruit and retain high-quality instructional staff
  - SEL activities
  - Programs/activities to re-engage students
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Additional indoor and/or outdoor classrooms, dining spaces, bathrooms, etc. to support social distancing
  - Other building and facilities upgrades and maintenance, including new construction, to support social distancing, cleaning, sanitation, or other COVID-19 related health needs (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect costs
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities
- Examples:
  - Replacing or upgrading HVAC systems to allow for MERV-13 capacity
  - Additional air filtration to improve indoor air quality
  - Repair or replacement of windows to allow them to open and improve air circulation
  - Creation of outdoor classrooms and/or dining spaces to support access to improved air quality (note that capital expenditures require prior written approval)
  - Associated reasonable and necessary indirect cost
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
- Examples:
  - Signage or similar methods to indicate flow of traffic, appropriate distancing, masking and/or hand washing best practices, etc.
  - Staff compensation for activities outside of their normal, routine duties that are substantially dedicated to mitigating or responding to COVID-19
  - Additional staffing to support implementing public health protocols, including additional custodial/maintenance staff, additional nursing staff, etc.
  - Costs for disinfection of public areas and other facilities, in response to the COVID-19 public health emergency
  - Temporary or additional transportation services to support social distancing to and from school
  - Contracting services with consultants to review and support the implementation of public health protocols within the LEA
  - Costs of providing COVID-19 testing and/or vaccination, including testing equipment and payroll costs or contract costs for staff conducting contact tracing
  - Costs of establishing temporary or mobile public medical facilities and other measures to increase COVID-19 treatment capacity, including related construction costs (note that capital expenditures require prior written approval)
  - Costs for acquisition and distribution of PPE and to create a reserve of PPE
  - Associated reasonable and necessary indirect costs
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
- Examples:
  - Other activities NOT INCLUDED IN THE ABOVE CATEGORIES for the purposes of maintaining operation of and continuity of services of the LEA as related to COVID-19 response. Please remember, the examples above are not exhaustive, and there may be other allowable expenditures that align with the categories above.

Contact Information

Finishing the Report

ESSER III (3214) Fund Reporting

The Resource Code for the minimum 20% of ESSER III Funds reserved to address the impact of lost instructional time being reported is 3214, as specified in Section 2001(e)(1) of the ARP Act.

For the guidance and examples shared during the Quarterly Reporting Refresher Webinar on December 6, 2022, please see the Quarterly Reporting Refresher Presentation (PPTX).

Additional information about ESSER III, including preliminary allocations, may be found at the ARP Act Funding web page.

Fund Overview

This section contains general information related to funds available and funds expended.

Total Allocated Amount

Please note: If the LEA has a locally-funded charter school, that charter school’s allocation is included in the Total Allocated Amount.

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA. For ESSER III (3214), the initial disbursement is 10% of the total allocation. This number will be updated as additional disbursements are made.

Please note: If the LEA has a locally-funded charter school, that charter school’s disbursements are included in the Total Received Amount.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA. It is the cumulative total of expenditures reported to the CDE.

Current Expended Amount

The number reported must be a whole number and may range from 0 to the Total Allocated Amount (minus any amount previously reported as expended [Previous Expended Amount]). In addition, the LEA may enter a negative number to reflect any net adjustment, such as transferring costs to a different funding source. In this instance, the negative number can be no greater than the Previous Expended Amount. For example, if the Previous Expended Amount is $10, the LEA may enter -$10, but not -$11.

Funds Expended

In this portion of the report, LEAs are required to provide the CDE with information that details how they have spent their ESSER III (3214) Funds. This is accomplished by indicating the percentage of the total amount expended that has been used in each of the 9 different categories. These categories align with the allowable uses of ESSER III (3214) Funds established by Section 2001(e)(1) of the ARP Act, and as assured to by the LEA prior to receipt of funds.

Total Expended

This amount is informational to support calculating the relative percentage of funds expended in each of the reporting categories below.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods. In this way, your reporting is based off the sum of Previous Expended Amount and Current Expended Amount.
Do not factor in any amount obligated, but not expended.
Use whole numbers to indicate the approximate percentage of funds expended for each category.
Report “0” for any category where funds have not been expended.
The Total Percentage at the bottom, which is automatically calculated based on your entries, should equal 100% when you are finished. However, if your total expended funds is “0,” then your Total Percentage should be “0” as well.

Categories

The following are the reporting categories. These align with the allowable uses of ESSER III (3214) Funds established by Section 2001(e)(1) of the ARP Act, and as assured to by the LEA prior to receipt of funds.

UPDATE (25-Oct-2022): Example expenditures are provided for each allowable use category. All reported expenditures must be evidence-based interventions that are reasonable and necessary to address the impact of lost instructional time, as a result of the COVID-19 pandemic. The CDE asks that LEAs use their best discretion to categorize expenditures in the most closely associated category. Because this resource represents the 20% of ESSER III funds required to address the impact of lost instructional time, please note that indirect costs cannot be charged to this fund source or reported in any of the categories below. It is possible, however, to include these indirect costs in expenditures of ESSER III (3213). Please note: these examples are not an exhaustive list, and they do not reflect the full range of allowable uses for this fund source. These examples are intended as support for reporting clarity only.

Summer learning or summer enrichment
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to sustain and expand these programs
  - Costs for expanding or maintaining access to food programs during summer learning programs
  - Cost for additional transportation services needed specifically to sustain and expand these programs
  - Curriculum and learning materials specific to summer learning
Extended day
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to extend operating hours
  - Costs for expanding or maintaining access to food programs during extended day hours
  - Cost for additional transportation services needed specifically to extend the school day
  - Curriculum and learning materials specific to extended learning time
Comprehensive afterschool programs
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to sustain and expand these programs
  - Costs for expanding or maintaining access to food programs during these programs
  - Cost for additional transportation services needed specifically to sustain and expand these programs
  - Curriculum and learning materials specific to afterschool programs
Extended school year programs
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to extend the school year
  - Costs for expanding or maintaining access to food programs during the extended year
  - Cost for additional transportation services needed specifically to extend the school year
  - Curriculum and learning materials specific to extended learning time
Evidence-based high dosage tutoring
- Examples:
  - Costs for additional staffing and/or additional compensation for existing staff to sustain and expand high-dosage tutoring
  - Curriculum and learning materials specific to targeted tutoring needs
  - Universal screening, academic assessments, and intervention data systems, such as early warning systems, and/or opportunities to learn data systems in order to identify students for high-dosage tutoring
Full-Service Community Schools
- Examples:
  - Additional staffing to implement services
  - Costs to coordinate with partner agencies, such as foster care services, to provide needed services
Mental health services and supports
- Examples:
  - Additional staffing and/or activities to assess and support mental health, for all students, educators, and/or families
  - Costs for web-based or virtual mental health services for students, teachers, staff, and/or families
  - Costs to implement or expand arts and/or sports programming so more students can participate to improve mental health outcomes
Adoption or integration of social emotional learning into the core curriculum/school day
- Examples:
  - SEL activities and curriculum
  - Professional development for teachers, staff, and community members to support student SEL needs
Other evidence-based interventions
- Examples:
  - Other activities NOT INCLUDED IN THE ABOVE CATEGORIES for the purposes of responding to the impact of lost instructional time. Please remember, the examples above are not exhaustive, and there may be other allowable expenditures that align with the categories above

Note: Pursuant to guidance from the U.S. Department of Education, the ARP Act defines the term “evidence-based” as having the meaning in section 8101(21) of the ESEA. Accordingly, “evidence-based” includes several tiers of evidence. Specifically, “evidence-based,” when used with respect to a State, LEA, or school activity, means an activity, strategy, or intervention that:

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

Given the novel context created by the COVID-19 pandemic, an activity need not have generated such evidence during the COVID-19 pandemic to be considered evidence-based. The U.S. Department of Education’s What Works Clearinghouse identifies the tier of evidence that reviewed studies meet, as applicable. As part of the “demonstrates a rationale (tier 4)” level of evidence, LEAs may develop and use approaches that are novel, if they are consistent with theoretical and empirical findings from research and the LEA will continue to review the effects of the practice to build the evidence base.

Developing a logic model can help to demonstrate a rationale. Logic model resources are available at the Regional Education Laboratory Program website .

Contact Information

Finishing the Report

ARP-HCY II Fund Reporting

Pursuant to the requirements of Section 2001(b)(1) of the ARP Act and in recognition of the extraordinary impacts of the COVID-19 pandemic on students experiencing homelessness, the ARP Act included an unprecedented $800 million to support the specific needs of homeless children and youth via the ARP-HCY Fund. LEAs must use ARP-HCY II 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.

This same section designates that funds can be used on the same authorized activities as under the Education for Homeless Children and Youth (EHCY) program (42 U.S.C. sections 11431-11435), and can include additional ARP-HCY II activities. The Resource Code for ARP-HCY II funds is 5634, and LEAs must expend and/or encumber funds by September 30, 2024.

Additional information about ARP-HCY may be found at the ARP ESSER HCY Fund web page, including final allocations, reporting timelines, and resources. The Homeless Education web page provides LEAs with information regarding homeless education legislation, resources, and training modules.

Fund Overview

This section contains general information related to the ARP-HCY II funds available and funds expended.

Total Allocated Amount

This amount is prepopulated based on the allocations the CDE calculated the LEA and/or consortium is eligible to receive. This displays the total funds that will be available when all funds are disbursed and is consistent with the information provided on the Funding Results ARP-HCY II web page.

Please note: If the LEA is a consortium lead, then the Total Allocated Amount will include the allocations for all the LEAs within the consortium, as well as the consortium lead’s allocation.

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA and/or consortium. For ARP-HCY II funds, the initial disbursement is 25 percent of the total allocation. This number will be updated as additional disbursements are made.

Please note: If the LEA is a consortium lead, then the Total Received Amount will include the total disbursement based on all of the LEAs within the consortium, as well as the consortium lead’s allocation.

Previous Expended Amount

This amount is prepopulated based on all previous reports submitted by the LEA and/or consortium. It is the cumulative total of expenditures reported to the CDE.

Current Expended Amount

Once the LEA and/or consortium completes the Fiscal Reporting section below, this amount will be automatically calculated from the total of the current amounts expended in the 10 Object Code sections and/or categories. The Fiscal Reporting section provides detailed instructions for LEAs and/or consortiums on how to complete the section.

Fiscal Reporting

In this portion of the report, LEAs and/or consortiums are required to provide the CDE with information that details how they have spent their ARP-HCY II funds. This is accomplished by indicating the current amount, in whole numbers, expended that has been used in each of the 10 Object Codes/Categories. LEAs and/or consortiums should not include amounts reported during previous reporting periods. The amounts reported should be based on the final day of the applicable reporting period, and should capture only that reporting period. For example, for the 2022 Summer period between April 1, 2022, and June 30, 2022, this amount would capture all expenditures that occurred between April 1 and June 30, as of June 30, 2022.

Please report totals in whole numbers without decimals, commas, or other punctuation. The amount may range from 0 to the Total Allocated Amount (minus any amount previously reported as expended [Previous Expended Amount]). Do not factor in any amount that is obligated, but not expended. For the Object Codes/Categories where funds have not been expended, please enter "0."

It is important to note that the LEA and/or consortium may enter a negative number to adjust a previously reported amount downward and that negative number cannot be more than what was previously reported in a category. For example, if the Previous Amount is $10, the LEA and/or consortium may enter -$10, but not -$11.

Here is a list of Object Codes/Categories and their Descriptions:

Object Code	Object Code Description
1000-1999	Certificated Personnel Salaries
2000-2999	Classified Personnel Salaries
3000-3999	Employee Benefits
4000-4999	Books and Supplies
5000-5999 excluding 5100	Services and Other Operating Expenses
7300-7399	Direct Support/Indirect Costs
5100	Subagreements for Services
6000-6999	Capital Outlay
7000-7299	Tuition and Other Transfers Out
Total Expenses	Automatically calculated

Number of Homeless Children and Youth Served

This section requires the LEA and/or consortium to provide the number of homeless children and youth served using ARP-HCY II funds during this quarter. Please note:

LEAs and/or consortiums that have indicated an amount in Fiscal Reporting cannot have a “0” sum for the number of homeless children and youth served.
Please include the number of homeless children and youth served in each of the following groups:
- Age Birth through 2
- Age 3 through 5 (not enrolled in kindergarten)
- Grades K–12

The total number of homeless children and youth served will automatically calculate.

Definition of Homelessness

The definition of homelessness is an individual who lacks a fixed, regular, and adequate nighttime residence, and includes:

Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason
Children and youths who may be living in motels, hotels, trailer parks, shelters
Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings
Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings, or
Migratory children who qualify as homeless because they are children who are living in similar circumstances listed above.

The definition of “served” includes homeless children who have been served in any way through ARP-HCY II funds. Services would include both direct and indirect services, as outlined in Section 723 of the McKinney-Vento Act.

Include homeless children ages birth through five regardless of enrollment. This age range can include children not enrolled, enrolled in an LEA-administered preschool program, or enrolled in a non-LEA-administered preschool program.

Educational Support Services Provided with ARP-HCY II Funds

In this section, the LEA and/or consortium will select all support services that were provided by the LEA and/or consortium using ARP-HCY II funds during the applicable reporting period. Please note: LEAs and/or consortiums that have indicated an amount in Funds Expended have to indicate at least one educational support service provided.

The EHCY program has 16 authorized activities and the ARP-HCY has seven additional activities listed below:

The provision of wraparound services (which could be provided in collaboration with and/or through contracts with community-based organizations, and could include academic supports, trauma-informed care, social-emotional support, and mental health services);
The provision of needed supplies (e.g., Per-Pupil Expenditure, eyeglasses, school supplies, personal care items);
The provision of transportation to enable children and youth to attend classes and participate fully in school activities;
The purchase of cell phones or other technological devices for unaccompanied youth to enable the youth to attend and fully participate in school activities;
The provision of access to reliable, high-speed internet for students through the purchase of internet-connected devices/equipment, mobile hotspots, wireless service plans, or installation of Community Wi-Fi Hotspots (e.g., at homeless shelters), especially in underserved communities;
Paying for short-term, temporary housing (e.g., a few days in a motel) when such emergency housing is the only reasonable option for COVID-safe temporary housing and when necessary to enable the homeless child or youth to attend school and participate fully in school activities (including summer school); and,
The provision of store cards/prepaid debit cards to purchase materials necessary for students to participate in school activities.

The American Rescue Plan - Homeless Children and Youth Resource Guide also provides all the authorized activities and other resources for LEAs and/or consortiums regarding the use of ARP-HCY funds. All strategies and suggestions are contributions by LEAs throughout the state and at the national level and are suggested with the intent to remove a barrier to students’ education.

Contact Information

Finishing the Report

MOEquity Exception Certification

Under section 2004(c) of the ARP Act, the LEA MOEquity provisions require that each LEA safeguards its high-poverty schools from disproportionate reductions to funding and staffing as a condition of receiving ESSER III funds. Section 2004(c)(2) of the ARP Act describes exceptions that allow certain LEAs to not complete LEA MOEquity reporting or maintain equity by the standards in the ARP Act.

Additional information about MOEquity requirements can be found on the ARP Act Funding web page and on the ESSER III Fund Frequently Asked Questions web page.

Exception Applicability

In this section of the questionnaire, LEAs indicate whether or not they are eligible for an exception from LEA MOEquity requirements. Additionally, if they are eligible, LEAs select the exception that best applies to their LEA. The exceptions described here align with section 2004(c)(2) of the ARP Act and additional guidance from ED (PDF; posted 12-Oct-2021).

Instructions

If the LEA qualifies for one of the exceptions from LEA MOEquity summarized in the questionnaire (the LEA has a total enrollment of less than 1,000 students, the LEA operates a single school, the LEA operates a single school for each grade span, will not implement a reduction in combined State and local funding in the applicable fiscal year (FY), or can demonstrate another exceptional or uncontrollable circumstance), select the “Yes” button in question 1.
If the LEA does not qualify for one of the exceptions from LEA MOEquity, select the “No” button in question 1.
Question 1 must be answered for the questionnaire to be saved
If “Yes” is selected for question 1, a second question will appear. Select the one (1) exception that best applies to the LEA in question 2. If the LEA would qualify for more than one exception, select the first qualifying exception from the list. For example, if the LEA has a total enrollment of less than 1,000 students (choice “A”) and can demonstrate an exceptional or uncontrollable circumstance (choice “E”), choice “A” would be selected. If “Yes” is selected for question 1, question 2 must be answered for the questionnaire to be saved.
- If you are selecting choice “D” for this question you will be required to complete Appendix B, the Certification of Exception from Local Maintenance of Equity Requirements for the applicable fiscal year (FY 2021–22 Certification [PDF]- reporting CLOSED as of February 10, 2022; FY 2022–23 Certification [PDF]- reporting CLOSED as of September 14, 2022) and submit the certification via email to EDReliefFunds@cde.ca.gov.
- If selecting choice “E” you will be required to submit a request for exception to the U.S. Department of Education via the State’s mailbox California.oese@ed.gov and copy EDReliefFunds@cde.ca.gov for awareness. Please see ED's ARP ESSER Maintenance of Equity web page for examples of exceptions ED has awarded for the 2021–22 school year.
- See the LEA MOEquity Section of the ARP Act Funding web page and the ESSER III Fund Frequently Asked Questions web page for more information
Regardless of whether “Yes” or “No” was selected in question 1, a new section called “Instructions” will appear. Take note of these instructions as next steps of what will be required of the LEA to ensure compliance with LEA MOEquity requirements.

Certification

In this section, the report filer certifies they are an authorized representative of the LEA and that the information reported is accurate to the best of their knowledge. Select the check box in this section and complete the contact information in the next section to complete the certification. The box must be checked to save the questionnaire.

Contact Information

Finishing the Questionnaire

Once the questionnaire is complete, the LEA must save the questionnaire by selecting the “Save Data” button at the bottom of the page. If there is an issue, the reporting portal will indicate there are errors to be reviewed at the top of the webpage. If there are no errors (or any errors have been resolved), you will see the message “Your data have been saved.” At that point, the questionnaire is complete (there is no submittal button/process).

It is possible to confirm if a complete questionnaire was saved at any time by confirming there is a “Date Submitted” to the far right of the reporting link on the main page of the reporting application.

MOEquity: Identifying High-Poverty Schools

Under section 2004(c) of the ARP Act, the LEA MOEquity provisions require that each LEA must safeguard its high-poverty schools from disproportionate reductions to funding and staffing as a condition of receiving ESSER III funds. Section 2004(d)(4) of the ARP Act defines what the LEA must consider when determining “high-poverty schools” for the purposes of local MOEquity requirements.

Additional information about MOEquity requirements can be found on the ARP Act Funding web page and on the ESSER III Fund Frequently Asked Questions web page.

High-Poverty Schools Information

In this section of the report, LEAs indicate which of their school sites are considered high-poverty schools, as defined by section 2004(d)(4) of the ARP Act. Please note that this report is only required for LEAs that do not qualify for an exception from LEA MOEquity requirements for the applicable fiscal year.

Instructions

Determine which schools within the LEA are considered high-poverty schools, as defined by section 2004(d)(4) of the ARP Act and based on additional guidance

(PDF) from the U.S. Department of Education.

To identify high-poverty schools:
1. Rank each school in the LEA by its percentage of economically disadvantaged students, from highest percentage to lowest percentage, for the applicable fiscal year. Use the same methods used to rank-and-serve Title I, Part A eligible schools, described in section 1113(a)(5)(A) of the ESSA when determining the ranking order of economically disadvantaged schools. The LEA may rank its schools within the LEA as a whole or within each grade span. In deciding whether the LEA should identify high-poverty schools in the LEA as a whole or by grade span, the LEA should consider factors such as the total number of high-poverty students impacted, relative concentrations of poverty in schools that would be identified compared to those that would not, and whether using grade spans would capture high schools if they would not be otherwise captured.
2. Divide the total number of schools in the LEA by 4 to determine the number of schools that must be included in the highest quartile. If the result of the division is not a whole number, always round up to the nearest whole number (e.g., 9 schools divided by 4 equals 2.25 schools, so 2.25 is rounded up to 3 schools). This is the number of schools the LEA must identify as high-poverty schools.
3. Identify the highest-poverty quartile of schools (the number of schools identified in step 2) in the LEA as high-poverty schools. If the LEA ranks by grade span, the LEA may first select the high-poverty school in rank order from each grade span. If the LEA needs to identify additional high-poverty schools, then the LEA has discretion so long as the LEA selects in rank order based on the percentage of economically disadvantaged students. For example, the LEA may continue down the list from highest to lowest within each grade span or continue to select schools with the highest percentage of economically disadvantaged students in one or more grade spans.

Example identifying high-poverty schools in the LEA as a whole (in a sample LEA with nine schools).

The schools in the LEA were ranked by percentage of economically disadvantaged students.
The total number of schools was divided by 4 to determine the minimum number of schools that must be identified as high-poverty. 9 schools divided by 4= 2.25. This number is rounded up to 3 schools that must be identified as high-poverty.

The first three rows (Schools A, B, and C, noted in italics) represent the 3 high-poverty schools.

School	Percentage of Economically Disadvantaged Students	Grade Span	High-Poverty School?
School A	80%	Elementary	Yes
School B	75%	Elementary	Yes
School C	65%	Elementary	Yes
School G	60%	Middle	No
School I	40%	High	No
School D	35%	Elementary	No
School E	25%	Elementary	No
School H	25%	Middle	No
School F	15%	Elementary	No

Example identifying high-poverty schools by grade span in the LEA (in a sample LEA with nine schools).

The schools in each grade span (elementary, middle, and high schools) were ranked separately by percentage of economically disadvantaged students. For example, Schools A, B, C, D, E, and F were ranked against each other as elementary schools. Then, Schools G and H were ranked against each other as middle schools.
The total number of schools was divided by 4 to determine the minimum number of schools that must be identified as high-poverty. 9 schools divided by 4= 2.25. This number is rounded up to 3 schools that must be identified as high-poverty.

The LEA identifies the highest poverty elementary school (School A), middle school (School G), and high school (School I) because the LEA must identify three schools. If the LEA were required to identify, for example, two additional schools, it could continue to identify one school in each grade span — i.e., the next highest poverty school in the elementary and middle school grade spans (Schools B and H) — or it could identify the next two highest poverty schools overall — i.e., Schools B and C. In this example, Schools A, G, and I (noted in italics) are identified as high-poverty schools.

School	Percentage of Economically Disadvantaged Students	Grade Span	High-Poverty School?
School A	80%	Elementary	Yes
School B	75%	Elementary	No
School C	65%	Elementary	No
School D	35%	Elementary	No
School E	25%	Elementary	No
School F	15%	Elementary	No
School G	60%	Middle	Yes
School H	25%	Middle	No
School I	40%	High	Yes

For more information and examples identifying high-poverty schools districtwide or by grade span, please see the U.S. Department of Education’s Maintenance of Equity FAQs (PDF), questions 23–25.

Select each school that meets the criteria to be classified as a high-poverty school by selecting the box next to the name of the school in the report. All high-poverty schools should show a check mark before continuing to the next step. At least ¼ of the schools must be selected.

Certification

In this section, the report filer certifies the LEA will maintain equity for the high-poverty schools identified above, as required by the ARP Act. The report filer also certifies they are an authorized representative of the LEA and that the information reported is accurate to the best of their knowledge. Select the check box in this section and complete the contact information in the next section to complete the certification. The box must be checked to save the report.

Contact Information

Finishing the Report

MOEquity: School Calculations Reporting

This section was updated as of October 27, 2023, to reflect the guidance for the 2022–23 reporting period.

Under section 2004(c) of the ARP Act, the LEA MOEquity provisions require that each LEA safeguard its high-poverty schools from disproportionate reductions to funding and staffing as a condition of receiving ESSER III funds. Section 2004(c)(1) of the ARP Act describes how an LEA should determine whether funding and staffing equity have been maintained.

Additional information about MOEquity requirements can be found on the ARP Act Funding web page and on the ESSER III Fund Frequently Asked Questions web page. This report and corresponding guidance were developed based on the U.S. Department of Education's Maintenance of Equity FAQs (PDF).

Please note, this report is only required for LEAs that have not been excepted from local MOEquity requirements for the applicable fiscal year. A list of the LEAs that are not excepted can be found in the Maintenance of Equity section of the ARP Act Funding web page in the report entitled "Identity of 'high-poverty schools'..." for each applicable fiscal year. Only LEAs within this spreadsheet are required to complete the MOEquity: School Calculations Reporting.

For the guidance and examples shared during the LEA-Level MOEquity School Calculations Webinar on November 8, 2023, please see the LEA-Level MOEquity School Calculations Presentation (PPTX).

LEA-Level Data

In this section of the report, LEAs report aggregate per-pupil funding and full-time equivalent (FTE) positions for each of the indicated fiscal years. For the purposes of this report, "aggregate" refers to the whole LEA, overall, not just the schools identified has high-poverty for the purposes of this reporting.

Please note: it is possible to save this section of the report prior to completing the School-Level Data section of the report to avoid being logged out for inactivity. To do so, the "Contact Information" section must also be completed. The report is not considered complete until all three sections have been completed.

General Guidance

The information below is generally applicable to the entire report, including the School-Level Data section below.

Funding Sources to Consider

An LEA generally includes all sources of State and local funds the LEA has available for current expenditures for free public education (see section 8101[12] of the ESEA). The LEA must use consistent fund sources from year to year and document its sources of data.

An LEA may NOT include:

Dedicated funds for capital outlays and debt services
Federal funds
Support from private donors, such as charitable contributions
One-time disbursements for a specific purpose (e.g., a grant provided only for one of the two comparison years)

As one option, in the final rule of local MOEquity requirements, the U.S. Department of Education has offered the flexibility of using the per-pupil expenditure data required to be included on the State report card, pursuant to section 1111(h)(1)(C)(x) of the ESEA. Please note that this is an example of allowable data, not a requirement.

FTE Considerations

Each LEA must include all paid staff, both instructional and non-instructional, regardless of funding source, when determining whether it maintained staffing equity on an FTE basis. This would include all employees and those hired by contract who perform school-level services.

An LEA must include staff who split their time between more than one school building in the LEA. For example, if a district-wide literacy coach supports teachers in two different schools, the LEA must include the proportional FTE for each school.

The U.S. Department of Education recommends calculating FTE as of the date that staffing decisions are final for a specific school year, even if unpredictable changes occurred later in the school year.

Enrollment Data Considerations

To determine the per-pupil amounts for each fiscal year, an LEA may use the most appropriate available enrollment data for the applicable fiscal year, which could be the same enrollment data it relied on to distribute or allocate funds for the applicable fiscal year. These data may include, among other data, its prior year enrollment data, an average of multiple prior years' enrollment, or projected enrollment data for the next fiscal year.

The U.S. Department of Education recommends determining enrollment as of the date that enrollment is considered final for a specific school year, even if unpredictable changes occurred later in the school year.

Fiscal Year 2022–23 Reporting Instructions

The information below is specific to each corresponding reporting field.

Aggregate Per-Pupil Funding 2021–22

Divide the total amount of State and local funds provided to all schools served by the LEA in the 2021–22 school year by the aggregate number of students enrolled in all schools served by the LEA in the 2021–22 school year.

Report this amount in whole numbers without decimals, commas, or other punctuation.

Aggregate Per-Pupil Funding 2022–23

Divide the total amount of State and local funds provided to all schools served by the LEA in the 2022–23 school year by the aggregate number of students enrolled in all schools served by the LEA in the 2022–23 school year.

Report this amount in whole numbers without decimals, commas, or other punctuation.

Reduction in Per-Pupil Funding for FY 2022–23

This value is automatically calculated by subtracting the Aggregate Per-Pupil Funding 2021–22 minus the Aggregate Per-Pupil Funding 2022–23. If the Aggregate Per-Pupil Funding 2022–23 is greater than or equal to the Aggregate Per-Pupil Funding 2021–22, the field will display "0" to indicate that no reduction has occurred. If the calculated value reads "0," please contact EDReliefFunds@cde.ca.gov immediately, as your LEA may qualify for an exception as an LEA that did not implement aggregate reductions in combined State and local per-pupil funding in FY 2022–23, which means this reporting may no longer be required. If the calculated value is a number greater than 0, to demonstrate maintenance of equity, no reduction of per-pupil funding at each of the LEA's high-poverty schools can be greater than this amount.

Aggregate Per-Pupil FTE Staff 2021–22

Divide the total number of FTE staff in all schools served by the LEA in the 2021–22 school year by the aggregate number of students enrolled in all schools served by the LEA in the 2021–22 school year.

Report this amount in decimal format with two decimals but no commas or other punctuation.

Aggregate Per-Pupil FTE Staff 2022–23

Divide the total number of FTE staff in all schools served by the LEA in the 2022–23 school year by the aggregate number of students enrolled in all schools served by the LEA in the 2022–23 school year.

Report this amount in decimal format with two decimals but no commas or other punctuation.

Reduction in Per-Pupil FTE for FY 2022–23

This value is automatically calculated by subtracting the Aggregate Per-Pupil FTE Staff 2021–22 minus the Aggregate Per-Pupil FTE Staff 2022–23. If the calculated value reads "0," this indicates FTE staffing increased or stayed the same in FY 2022–23. If the calculated value is a number greater than 0, this number indicates the decrease in FTE positions. To demonstrate maintenance of equity, no reduction of FTE staffing at the LEA's high-poverty schools can be greater than this amount.

School-Level Data

In this section of the report, LEAs will provide per-pupil funding and per-pupil FTE data for each of their previously identified high-poverty schools for the applicable fiscal year and for the baseline fiscal year by completing the downloadable Comma-Separated Value (CSV) file. These schools were identified by the LEA in the MOEquity: Identifying High-Poverty Schools report for the applicable fiscal year. The LEA's previously submitted report is available in the Previously Submitted Grant Reports section of the Stimulus Funding Reporting portal, if needed for reference.

Please see the "General Guidance" section under the LEA-Level Data heading above for information regarding the types of funding, FTE, and enrollment data to use in these calculations.

Fiscal Year 2022–23 Reporting Instructions

Download your school data

All previously identified high-poverty schools are included in a downloadable CSV file. Select the "Download School Data" button to download a copy of your LEA's CSV file.

If you are uploading data for the first time, Columns D, E, F, and G (2021–22 Per-Pupil Funding, 2021–22 Per-Pupil FTE, 2022–23 Per-Pupil Funding, and 2022–23 Per-Pupil FTE, respectively) will be blank and must be completed. Columns A, B, and C (CDSCode, SchoolID, and School, respectively) will be prepopulated based on the previously reported high-poverty schools.

If you have previously uploaded data, the download will display the most recently uploaded data. You can validate what is in the system by re-downloading the file and examining it. The upload cannot be removed. To replace the provided data, a new file must be uploaded.

Fill in the per-pupil funding and per-pupil FTE counts for each school

Please only enter data for columns D, E, F, and G (2021–22 Per-Pupil Funding, 2021–22 Per-Pupil FTE, 2022–23 Per-Pupil Funding, and 2022–23 Per-Pupil FTE, respectively). Do not edit columns A, B, or C. Do not add or delete any rows or columns. Any changes made to Columns A, B, and C will not be saved.

Please report per-pupil funding amounts as whole numbers without decimals, commas, or other punctuation.

Please report per-pupil FTE amounts in decimal format with two decimals but no commas or other punctuation.

Do not leave any blank fields. Use "0" when appropriate instead of a blank. Blank fields will result in an error when uploading the file.

2021–22 Per-Pupil Funding

Divide the total amount of State and local funds provided to the given high-poverty school in the 2021–22 school year by the number of students enrolled in that school in the 2021–22 school year. Enter the result in Column D, in the row that corresponds to the appropriate school.

Please see the "General Guidance" section under the LEA-Level Data heading above for information regarding the types of funding and enrollment data to use in these calculations.

Enter this amount in whole numbers without decimals, commas, or other punctuation.

2021–22 Per-Pupil FTE

Divide the total number of FTE staff assigned to the given high-poverty school in the 2021–22 school year by the number of students enrolled in that school in the 2021–22 school year. Enter the result in Column E, in the row that corresponds to the appropriate school. Please perform this calculation using the count of FTE staff assigned to serve the high-poverty school, even if a staff member splits their time among multiple sites. For example, if 1 full-time nurse is shared equally by 5 schools within an LEA, including the high-poverty school, allocate 0.2 FTE to the applicable high-poverty school.

Please see the "General Guidance" section under the LEA-Level Data heading above for information regarding the types of FTE and enrollment data to use in these calculations.

Enter this amount in decimal format with two decimals but no commas or other punctuation.

2022–23 Per-Pupil Funding

Divide the total amount of State and local funds provided to the given high-poverty school in the 2022–23 school year by the number of students enrolled in that school in the 2022–23 school year. Enter the result in Column F, in the row that corresponds to the appropriate school.

Please see the "General Guidance" section under the LEA-Level Data heading above for information regarding the types of funding and enrollment data to use in these calculations.

Enter this amount in whole numbers without decimals, commas, or other punctuation.

Please note: if the per-pupil funding level of any high-poverty school has been reduced by an amount greater than the aggregate reduction in per-pupil funding for the 2022–23 fiscal year (calculated in the LEA-Level Data section of the report), the LEA has not maintained equity as required. If this is the case, please reach out to EDReliefFunds@cde.ca.gov in order to determine support for next steps.

2022–23 Per-Pupil FTE

Divide the total number of FTE staff assigned to the given high-poverty school in the 2022–23 school year by the number of students enrolled in that school in the 2022–23 school year. Enter the result in Column G, in the row that corresponds to the appropriate school. Please perform this calculation using the count of FTE staff assigned to serve the high-poverty school, even if a staff member splits their time among multiple sites. For example, if 1 full-time nurse is shared equally by 5 schools within an LEA, including the high-poverty school, allocate 0.2 FTE to the applicable high-poverty school.

Please see the "General Guidance" section under the LEA-Level Data heading above for information regarding the types of FTE and enrollment data to use in these calculations.

Enter this amount in decimal format with two decimals but no commas or other punctuation.

Please note: if the per-pupil FTE staff of any high-poverty school has been reduced by an amount greater than the aggregate reduction in per-pupil FTE staff for the 2022–23 fiscal year (calculated in the LEA-Level Data section of the report), the LEA has not maintained equity as required. If this is the case, please reach out to EDReliefFunds@cde.ca.gov in order to determine support for next steps.

Repeat these calculations for each high-poverty school identified in the CSV file.

Upload the completed CSV file

Save the completed file to your computer as a CSV file (not as an Excel file). This will be the default option when you select "Save As."

It is recommended that you log out and log back into the report in order to ensure the report has not timed out for inactivity.

In the web report, select the "Choose File" button. Select the completed CSV file from its saved location on your computer. Select "Open."

Select the "Upload School Data" button for this file to upload to the system.

If you have successfully uploaded the CSV file, you will see a message below the "Upload School Data" button that reads "Your data file was uploaded successfully. You can download it to verify or return to the Overview." At the top of the report, the "School Level Data" bullet point will display an updated last submitted date and time if the report has been uploaded.

If you DO NOT see this message, your file has not been uploaded correctly. Please review that all fields have been completed and correct any errors the report has identified.

Contact Information

Finishing the Report

As a reminder, this report is not considered complete until all three sections of the report have been completed, even if the report will allow you to save prior to uploading the CSV file for the School-Level Data section.

ELO-G Reporting

The ELO-G was authorized by AB 86 and amended by AB 130 and AB 167. It is funded by a combination of State and federal funds, including ESSER II State Reserve funds (Resource Code 3216), GEER II (Resource Code 3217), ESSER III – Emergency Needs State Reserve funds (Resource Code 3218), and ESSER III – Learning Loss State Reserve funds (Resource Code 3219).

For additional information about ELO-G please see the ELO-G Frequently Asked Questions web page or the ELO-G Main Page.

Fund Overview

This section contains general information related to the ELO-G funds available and funds expended.

Total Allocated Amount

Total Received Amount

This amount is prepopulated based on the funding the CDE has disbursed to the LEA. This number will be updated as additional apportionments are made.

Previous Expended Amount

This amount is prepopulated based on all previous quarterly reports submitted by the LEA for this resource code. It is the cumulative total of expenditures reported to the CDE in prior quarters.

Current Obligated Amount (Resource Code 3216 and 3217 Reports Only)

UPDATE (31-Aug-2023): This field is new as of the 2023 Fall Quarterly Reporting Period for the Resource Code 3216 and 3217 reports ONLY. LEAs are required to report the amount of unexpended funds that remain obligated as of the last day of the applicable reporting period (example: for 2023 Winter, this field should reflect obligations remaining as of December 31, 2023, properly made by the obligation deadline). As a reminder, to be an allowable use of CRRSA Act funds, the obligation must have properly occurred by September 30, 2023, the obligation deadline for this fund source.

This value must be reported as a positive, whole number without any decimals or other punctuation. Funds expended should NOT be included as an obligation to ensure it is not double counted. The amount entered in this field should represent the total remaining obligations (excluding expenditures) as of the last day of the applicable reporting period, even though liquidation of these obligations is anticipated in a later reporting period. Any obligations must be liquidated within 120 calendar days of the obligation deadline (September 30, 2023).

The sum of the Previous Expended Amount, the Current Obligated Amount, and the Current Expended Amount must be less than or equal to the Total Allocated Amount.

Current Expended Amount

LEAs are required to report the amount of funds they have expended since the reporting period for which the LEA last reported expenditures. LEAs do not need to include amounts previously reported. The amount reported should be based on the final day of the reporting period and should not include any obligations that have not yet been liquidated.

The number reported must be a whole number, and may range from 0 to the Total Allocated Amount (minus any amount previously reported as expended [Previous Expended Amount] and minus any amount reported in the Current Obligated Amount field [obligated amounts applicable to Resource Codes 3216 and 3217 only]). In addition, the LEA may enter a negative number to reflect any net adjustment, such as transferring costs to a different funding source. In this instance, the negative number can be no greater than the Previous Expended Amount. For example, if the Previous Expended Amount is $10, the LEA may enter -$10, but not -$11.

Amount Not Obligated or Expended (Resource Code 3216 and 3217 Reports Only)

UPDATE (31-Aug-2023): This field is new as of the 2023 Fall Quarterly Reporting Period for the Resource Code 3216 and 3217 reports ONLY. This field is automatically calculated as the Total Allocated Amount minus the sum of the Previous Expended Amount, the Current Obligated Amount, and the Current Expended Amount. Any amount above $0 in this field is subject to recoupment at the close of the 2023 Fall Quarterly Reporting Period.

Funds Expended

In this portion of the report, LEAs are required to provide the CDE with information that details how they have spent their ELO-G funds. This is accomplished by indicating the percentage, in whole numbers, of the total amount expended that has been used in each of the 7 reporting categories. Please report totals in whole numbers without decimals, commas, or other punctuation.

Total Expended

UPDATE (31-Aug-2023): This amount is automatically calculated by adding the Previous Expended Amount plus the Current Expended Amount in order to reflect the total expenditures of the fund source, as of the end of the applicable quarterly reporting cycle.

This amount is informational to support calculating the relative percentage of funds expended in each of the reporting categories below.

Instructions

Please use the following guidelines to report funds expended:

Report your expenditures based on the total expended by the end of the reporting period, including any amount expended during previous reporting periods (i.e. Previous Expended Amount + Current Expended Amount)
Do not factor in any amount obligated, but not expended.
Please use whole numbers to indicated approximate percentage of funds expended for each strategy.
Please add “0” for any category where funds were not expended.
The Total Percentage value should equal 100% (or 0% if the expended total is 0) when you are finished.
Reminder: An LEA must use at least 85% of its apportionment for expenditures related to providing in-person services allowable pursuant to California Education Code (EC) Section 43522(b). The LEA may use up to 15 percent (15%) of its apportionment to increase or improve services for students participating in distance learning or to support activities intended to prepare the LEA for in-person instruction, before in-person instructional services are offered.

Categories

The following are the reporting categories, which align with the allowable uses described in EC Section 43522(b). All expenditures must be reasonable and necessary to prevent, prepare for, or respond to the COVID-19 pandemic. The CDE asks that LEAs use their best discretion to categorize expenditures in the most closely associated category.

Extending instructional learning time
Accelerating progress to close learning gaps through the implementation, expansion, or enhancement of learning supports
Integrated student supports to address other barriers to learning
Community learning hubs that provide students with access to technology, high-speed internet, and other academic supports
Supports for credit deficient students to complete graduation or grade promotion requirements and to increase or improve students’ college eligibility
Additional academic services for students
Training for school staff on strategies to engage students and families in addressing students’ social-emotional health and academic needs

Contact Information

Certification (Resource Code 3216 and 3217 Reports Only)

UPDATE (31-Aug-2023): This section is new as of the 2023 Fall Quarterly Reporting Period for the Resource Code 3216 and 3217 reports ONLY. In this section, the report filer certifies they are an authorized representative of the LEA and that the information reported is accurate to the best of their knowledge. The report filer also acknowledges that any unexpended amount that remains unobligated as of September 30, 2023 (the amount in the Amount Not Obligated or Expended field), is subject to recoupment at the close of the 2023 Fall Quarterly Reporting Period.

Select the check box in this section to complete the certification. The box must be checked to save the report.

Finishing the Report

Questions: CDE Federal Stimulus Team | EDReliefFunds@cde.ca.gov

Last Reviewed: Friday, October 27, 2023