LEA Plan for Use of Funds - ARP ESSER
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:
The district's plan will continue to follow the most up-to-date guidance from the CDC to adhere to safety guidelines in order to maintain in person learning, safely. The central focus will be on students' needs: academic, social, emotional, and mental health, and provide support to address those needs, effectively
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:
The district will again offer a Summer Transition Program that will focus on specific areas of need in ELA and Mathematics and address students' individual learning needs. The program will also provide enrichment opportunities for students in the areas of Life and Career Skills and SEL to enhance the cross curricular connections among the content areas.
How the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act:
The district will spend remaining ARP ESSER funds to address the following:
- Technology - purchase student technology devices to support learning and teacher devices to support instruction
- Facility - replace HVAC units in classrooms, offices, Media Center, and STEAM Lab to improve air quality, renovate the Nurse's Office, general purchasing of cleaning supplies for building maintenance and upkeep
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 district is seeking a Wellness Consultant to work with and provide support to students, families, and staff on mental health and well being. The consultant will be used for (but not limited to): individual counseling, small group counseling, developing lessons on social emotional learning, implementing wellness activities, collaborating with guidance counselor and school psychologist on students' emotional well being, teaching lessons on character education, and providing support/training for teachers and community members on social emotional learning. The district anticipates that the Wellness Consultant will work closely with the school guidance counselor and school psychologist, and it is our intent that our educational specialists will take the lead and continue to carry out mental health supports and services to the students, staff, and families.
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.
The district administration consults with the Special Education Department, Guidance, ELL Teacher, Homeless liaison to collaborate and provide input of the plan to ensure its effectiveness in meeting the needs of students with disabilities, ELL, and other underserved students. Parents are given the opportunity to provide input at BOE meetings and surveys that are disseminated throughout the school year. This feedback is reviewed and considered in the development of the plan.