Learning Loss Mitigation FundingFunds for local educational agencies (LEAs) to support academic achievement and mitigate learning loss related to COVID-19 school closures.
The Learning Loss Mitigation Funding (LLMF), authorized by the 2020–21 budget package, appropriates $5,334,997,000 from three different funding sources to be allocated to local educational agencies (LEAs) in order to support transitional Kindergarten through 12th grade pupil academic achievement and mitigate learning loss related to COVID-19 school closures.
Application for Funds
The LLMF application is now available and due by Wednesday August 5th for inclusion in the first apportionment!
(LEAs must fill out the LLMF Assurances in order to receive funding. LEAs received an email with their individual password.)
Additionally, the CDE has created a search application which will display the application submission status of educational entities for the LLMF.
The LLMF is comprised of three different funding sources: $355,227,000 CARES Act Governor's Emergency Education Relief (GEER) funds, $4,439,844,000 CARES Act Coronavirus Relief (CR) Fund, and $539,926,000 from the state General Fund (GF).
|Fund||Amount||When It Can Be Used||Resource Code||Other Information|
|GEER||$355,227,000||March 13, 2020 – September 30, 2022||3215||
Appropriated through the budget process.
Subject to Equitable Services.
|CR||$4,439,844,000||March 1, 2020 – December 30, 2020||3220||
Appropriated through the budget process.
|GF||$539,926,000||March 1, 2020 – December 30, 2020||7420||No additional information.|
|Total||Sources||Distribution Formula||Eligible LEAs|
|$1.5 billion||$355,227,000 (GEER)
|Based on an equal amount per pupil age 3-22 with exceptional needs using the 2019–20 Fall 1 Census||School districts, county offices of education and classroom based direct-funded charter schools; a classroom-based locally funded charter school will be included in the chartering authority’s application and funding|
|$2,855,227,000||$2,855,227,000 (CR)||Distributed proportionally based on LEA supplemental and concentration grant funding as of the 2019–20 second principal apportionment||School districts, county offices of education and classroom based direct-funded charter schools; a classroom-based locally funded charter school will be included in the chartering authority’s application and funding|
|Distributed proportionally based on the LEA local control funding formula (LCFF) entitlement||School districts, county offices of education and charter schools; a locally funded charter school will be included in the chartering authority’s application and funding|
|$5,334,997,000||$5,334,997,000 (All Sources)||Vary by source||Vary by source|
Schedule of Allocations for LLMF, Section 110 of Senate Bill 98 (Chapter 24, Statutes of 2020) (XLSX; Posted 28-Jul-2020)
Note: Allocation amounts are shown on the schedule for a locally funded charter school. Consistent with the provisions of Section 110 of Senate Bill 98, allocations for a locally funded charter school will be included in the payment to the chartering authority, if the chartering authority submits an LLMF assurance to the CDE. As such, locally funded charter schools will not appear in the LEA listing for the LLMF assurances application.
An eligible LEA shall certify that funding received will be used in full compliance with federal law, and shall adopt, on or before September 30, 2020, at a regularly scheduled meeting of the governing board or body of the local educational agency, a learning continuity and attendance plan pursuant to Section 43509 of the Education Code.
Each eligible local educational agency shall maintain a file of all receipts and records of expenditures made pursuant to this section for a period of no less than three years, or, where an audit has been requested, until the audit is resolved, whichever is longer. Receipts and records that are required to be retained by each eligible local educational agency shall be made available to the Superintendent, upon request. The Superintendent shall take action to recoup any federal disallowances of funds allocated to eligible local educational agencies, as applicable.
An eligible local educational agency shall report, on or before August 31, 2020, the balance of any unexpended funds received from the Coronavirus Relief Fund to the Superintendent. Funds that are not expended by December 30, 2020, shall be reported to the Superintendent within 30 days, and the Superintendent shall initiate collection proceedings.
An eligible local educational agency shall report, on or before August 31, 2021, the balance of any unexpended funds received from the GEER Fund to the Superintendent. Funds that are not expended by September 30, 2022 , shall be reported to the Superintendent within 30 days, and the Superintendent shall initiate collection proceedings.
Use of Funds
The focus for the use of the funds and distribution formula are outlined in the 2020–21 budget package, with focus to use the funds to support transitional kindergarten through 12th grade pupil academic achievement and mitigate learning loss related to COVID-19 school closures. Specifically, funds are to be used for:
- Addressing learning loss or accelerating progress to close learning gaps through the implementation, expansion, or enhancement of learning supports that begin before the start of the school year and the continuation of intensive instruction and supports into the school year.
- Extending the instructional school year by making adjustments to the academic calendar, increasing the number of instructional minutes provided during each week or schoolday, or taking any other action that increases 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, intensive instruction for addressing gaps in core academic skills, additional instructional materials or supports, or devices or connectivity for the provision of in-classroom and distance learning.
- Providing integrated pupil supports to address other barriers to learning, such as the provision of 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, or programs to address pupil trauma and social-emotional learning.