American Rescue Plan


On Thursday, March 11, 2021, the American Rescue Plan (ARP) Act was signed into law. It is an unprecedented $1.9 trillion package of assistance measures, including $122 billion for the ARP Elementary and Secondary School Emergency Relief (ARP ESSER) Fund. Funds are provided to State educational agencies and school districts to help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the Nation’s students.

Overview of Use of Funds

CGSD plans to use part of the ARP ESSER III funding to remediate antiquated HVAC systems and provide other units with retro-fitted equipment to maintain quality air filtration.The use of the funds will be used to run a before school enrichment program for elementary and middle school students. The funds will also be utilized to create a summer Learning Academy for eligible students that meet the designed targeted criteria for learning loss.The remaining funds will be utilized to provide ongoing in school intervention.CGSD will look to add a residency for a contracted mental health provider. This provider will work closely will the mental health coordinator in providing ongoing counseling to students and training to parents and teachers.

Allocations: to be expended by June 2024

Main Grant: $1,013,784

Accelerated Learning Coaching and Educator Support Grant: $128,401

Evidence-based Summer learning and Enrichment Activities Grant: $40,000

Evidence- based Comprehensive Beyond the School Day Activities Grant: $40,000

NJTSS Mental health Support Staffing Grant: $45,000

Allowable Uses

The ARP ESSER funding has the same allowable activities as the ESSER I and ESSER II funds; however an LEA must reserve not less than 20 percent of its total ARP ESSER allocation to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or a extended school year programs, and ensure that such interventions respond to students’ academic, social, and emotional needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups. LEAs may use their ARP ESSER funding on the following allowable activities:

Activities authorized under the federal Every Student Succeeds Act (ESSA), the Individuals with Disabilities Education Act (IDEA), the Carl D. Perkins Career and Technical Education Act of 2006, the McKinney-Vento Homeless Assistance Act, or the Adult Education and Family Literacy Act.

Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus.

Providing principals and others school leaders with the resources necessary to address the needs of their individual schools.

Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population.

Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies.

Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases.

Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such agency.

Planning for and coordinating during long-term closures, including for how to provide meals to eligible students, how to provide technology for online learning to all students, how to provide guidance for carrying out requirements under the Individuals with Disabilities Education Act (20 U.S.C. 1401 et seq.) and how to ensure other educational services can continue to be provided consistent with all Federal, State, and local requirements.

Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and students with disabilities, which may include assistive technology or adaptive equipment.

Providing mental health services and supports.

Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, students with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.

Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including by—

Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction.

Implementing evidence-based activities to meet the comprehensive needs of students.

Providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment.

Tracking student attendance and improving student engagement in distance education.

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.

Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non-mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.

Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational agency.

Develop strategies and implement public health protocols including, to the greatest extent practicable, policies in line with guidance from the CDC for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff.

Main Grant Projected Funding Expenditures

  • The updating of ventilation system will continue to diminish the particles that may be spread and improve the air quality within those designated rooms.

  • The updated of phone communication systems to voice over IP and also the use of School Messenger and School Due will effectively speed up the process in which to communicate COVID-19 information that needs to get disseminated to key stakeholders.

Accelerated Learning Projected Funding Expenditures

  • Consistency in delivery and expectations across the grade levels, confidence in instruction, and infusing writing into every discipline are just a few of the goals we are looking to achieve over the next several years with the support of professional development sessions with literacy coaches in the K - 5 grades.

Summer Learning and Enrichment Projected Funding Expenditures

  • Cedar Grove Public Schools will run an extensive summer learning academy focused on SEL, mathematics/STEAM and literacy. The program will run approximately 5 weeks for 4 hour per day/4 days per week. The plan will have the summer program target through benchmark assessments and teacher recommendations. The ongoing assessment of the program using teacher created progress report and learner feedback through surveys will gauge the effectiveness of the program.

Beyond the School Day Activities Projected Funding Expenditures

  • The plan for CGSD would be to develop a morning assistance program for students who cannot attend after school due to parental constraints. Also, the district would develop an afterschool homework alliance that would assist students on an individual level at the elementary level.

NJTSS Mental Health Support Staffing Projected Funding Expenditures

  • The plan for these funds would entail hiring outside contracted mental health professionals to aide in the ongoing need for counseling services that would fall under Tier II and III per the NJTSS. These services would be delineated through outlined plans with specific goals for each student involved in the services.