ARP ESSER Use of Funds
1. The extent to which and how the funds will be used to implement prevention and mitigation strategies that are to the greatest extent practicable consistent with the most recent CDC guidance on reopening schools in order to continuously and safely open and operate schools for in-person learning:
Our district has hired additional staff to reduce class size and maximize social distancing.
2. How the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time through the implementation of evidence-based interventions such as summer learning or summer enrichment extended day comprehensive after school programs or extended school year:
Our district will continue its partnership with Rowan for the 2022 summer enrichment to provide SEL support to staff and students through small group interventions, whole class lessons, and 1:1 counseling during summer enrichment. Additionally, students will be immersed in high interest project based learning activities that prioritize standards and keep students motivated and challenged through instruction with highly qualified staff. Students will also participate in extended day learning programs after school where they have access to small group instruction on NJSLS math, ELA & science standards, 1:1 tutoring sessions, STEM and the Fine and Performing arts. The extended program will allow students additional time for socialization after remote learning and provide students with support to accelerate learning and prevent additional learning loss.
3. How the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act; and:
Our district has hired additional response interventionists to support general education teachers for class size reduction and supporting small groups and 1:1 instruction. The funds will be used to extend 3 teachers into 2022-2023 and one additional hire. The district will purchase 100 chromebooks, 100 laptops, 35 promethean boards and upgrade to fiber optic internet access in preparation for virtual learning for all students and to increase learning communication between staff and students inhouse too.
4. How the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID–19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students. Under this requirement, an LEA must engage in meaningful consultation with stakeholders and give the public an opportunity to provide input in the development of its plan. Specifically, an LEA must engage in meaningful consultation with students; families; school and district administrators (including special education administrators); and teachers, principals, school leaders, other educators, school staff, and their unions.
Our district has partnered with the school community to assess the needs of the district by engaging in meaningful conversations in various formats: community meet and greets, surveys, technology needs assessments, parent teacher conferences, and meetings with various stakeholders. The LEA plans to use various forms of data to progress monitor students' social, emotional and academic growth: Exact Path, Care Solace, Tiered Supports and community surveys. By partnering with mental health organizations and professional development agencies, our district will ensure that needs of the community are being met and that all student populations are being represented. We will use diagnostic assessments, tiered level of support, and our partnership with Care Solace to monitor progress and ensure interventions are having a direct impact on students' academic, social, emotional and mental health wellness.
5. Additionally, an LEA must engage in meaningful consultation with each of the following, to the extent present in or served by the LEA: Tribes; civil rights organizations (including disability rights organizations); and stakeholders representing the interests of children with disabilities, English learners, children experiencing homelessness, children in foster care, migratory students, children who are incarcerated, and other underserved students.
Our district has engaged in meaningful consultation with representatives for those served by the LEA: CST, English Learners, Family Liaison, Spanish Liaison & Homeless Liaison.