ESSER/ARP Plan

LEA Plan for 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.

In order to mitigate the spread of COVID 19, several building and grounds improvements will be needed as well as health, safety, and cleaning materials. These improvements will help to increase air flow, ventilation, and improve indoor air quality in order to prevent the spread. This will be done through purchasing and installing Chillers, and UV Lights. In addition, building and grounds improvements are needed to create space to enable students to socially distance in accordance with CDC Guidelines, as well as provide safe learning environments for students and staff. Safe spaces for children need to be created out doors so that they can play at a safe distance during recess. Additional staff is needed during lunch and recess times to monitor students while they are distanced, and covering a larger area. Moreover, contact tracers are needed to ensure the health and safety of students and staff. PPE and cleaning supplies are also needed to support CDC guidance.


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 afterschool programs, or extended school year; ([count] of 2000 maximum characters used)


NJ DOE ESSA School Accountability profile demonstrates that we need to meet the academic needs of struggling students; especially minority, disadvantaged and English Language learners. Teachers do not have the required skills to teach these content areas. Programs and professional development are needed in order to help provide additional support for our struggling students. Professional development will also provide training for teachers in creating authentic assessments, and equitable learning experiences for all students.


Additional STEM Activities and virtual learning platforms are needed for all students in order to provide enriching hands on, interactive, and enriching that will increase learning in the areas of Science, Technology, Engineering and Math. A math interventionist at the elementary level will provide tiered supports to students who need additional academic support. Summer Learning Programs will be implemented to reduce learning loss, provide credit recovery, & well as to support ELLs. Additionally, an afterschool academy to support our students of color in the STEM field is needed.


Additionally, a reading interventionist at the elementary level is needed to help fill gaps in foundational reading skills. A readers theater program will be developed for elementary students in order to increase student achievement, and the development of reading comprehension. Summer Learning Programs will be implemented to reduce learning loss, provide credit recovery, & well as to support ELLs.


Virtual Learning Platforms will be purchased to allow students to engage individualized work based on student need, to help fill learning gaps among students.


3. How the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act; and  


Training will be provided to staff, students and their families to help identify, and recognize the needs of our student body. Supports for students' social and emotional needs will be provided according to the results of a screener that will demonstrate the areas of focus for our students. Licensed staff need to be provided to meet the needs of our students. Tiered programs will be implemented by these staff members to address the needs of our students in the form of small group sessions based on problem solving, social skills, and general counseling need to to provided to our students in need of tier 2 supports, as well as 1:1 supports for our tier 3 identified students. A hotline will also be utilized by students in crisis outside of the school day. Moreover, training will be provided to staff on how to create safe, supportive and equitable learning environments that promote learning.


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.


In order to ensure that interventions implemented will support the academic, social, emotional and mental health needs of all students, administration consulted with various groups of stakeholders through in-person and virtual meetings, as well as through data collection through targeted surveys. These specific surveys were created and sent to targeted groups. Separate surveys were created specifically for students, families, families of ELLs, families of Special Education students, as well as staff. These results were consulted when needs were identified. Moreover, organizations were consulted regarding any specific needs that were identified through assessment data trends, as well as for those students who have specific needs such as our homeless population.


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.  ([count] of 2000 maximum characters used)


Special education directors reached out to organizations and stakeholders regarding the needs of students with disabilities, ELLs, homelessness, underserved students and children in foster care. Their specific needs were identified and used to create the summer ELL program, as well as identify the academic and mental health programs and supports that will be created and implemented. These consultations were done via conversations, round table discussions, meaningful surveys, and assessment data collection.