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ARP ESSER Use of Funds Plan

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; 

CDC recommends a layered approach to reduce exposures to SARS-CoV-2, the virus that causes COVID-19. This approach includes using multiple mitigation strategies, including improvements to building ventilation, to reduce the spread of disease and lower the risk of exposure. Funds will be used for the purchase and installation of bipolar ionization equipment to improve indoor air quality in all district schools.

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;

Funds will be used for an afterschool enrichment club where targeted students may receive one on one small group basic skills instruction in the areas of ELA and Mathematics. The instruction will focus on reinforcing specific New Jersey Learning Standards that have been identified by classroom teachers as being in need of improvement based on data. Funds will also be used to support academic needs of special education students beyond the regular school year.


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

Remaining funds, if available, will be used for 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.

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.

The LEA will ensure that the interventions it implements will respond to the academic, social, emotional, and mental health needs of all students through collecting data via meetings with the community that will discuss formative and summative feedback, surveys, performance benchmarks and indicators identified by stakeholders. The proposed use of funds has been discussed during Board Committee meetings and reported out on at public meetings. The public has the opportunity to provide public comment during public School Board meetings. Additionally, the proposed use of funds has been shared with Committees representing various stakeholders throughout the District.

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. 

District administration and teachers with oversight of children with disabilities, English learners, children experiencing homelessness, children and youth in foster care, migratory students, children who are incarcerated, and other underserved students were involved in the Plan development