Federal and State Reports

LEA Plan for Use Of Funds

  • 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 facilities are cleaned frequently throughout the day, including touchpoints, staircases, railings and bathroom. In the evening, after classes leave, all areas are again sanitized. Playground equipment is also cleaned daily. It is necessary to purchases additional cleaning devices to continue this process. Re-circulated air with a fresh air component enters the room through the HVAC system and flow was verified with HVAC company Windows can be open although all areas have air conditioning. Air conditioner filters are changed frequently on all units. Based on staff and parent feedback, the district will continue to ensure that air quality is good and fit for in-person learning.

  • 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

    The district will continue to offer a Summer Academic Intervention program and a Post Dismissal Instructional Academy (P.D.I.A.) to provide Language Arts and Mathematics intervention for students identified in need of support via district benchmark assessments and teacher recommendations. Additionally, the district continues to offer Professional Development sessions throughout the school year and extending into the summer to provide training for teachers to address learning loss.

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

    The district will continue to administer high-quality, reliable assessments that can assess student academic progress and assist educators in meeting student needs, including by using differentiated instruction. Supplies materials to enhance implementation of evidence-based activities to meet the comprehensive needs of students will be purchased. Parent Academy and Family sessions with internal and external presenters will provide information and assistance to parents and families on ways to support students

  • 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 lowincome 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.

    Evaluation of the effectiveness of the plan with stakeholders is ongoing. Administrators hold data team meetings with teachers in order to analyze and interpret the results of benchmark assessments and evaluate student progress towards meeting the NJSLS. Teachers are in frequent communication with parents/guardians to keep them aware of their child's progress both academically and social emotionally. The District hosts Parent Information Meetings for the P.D.I.A. program at the start of each new cycle. Additionally, the District hosts Parent Academies focused on a variety of topics to educate and promote family and community engagement.

  • 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.

    Meaningful consultation took place with all stakeholders including parents, District Administrators, Staff, the Supervisor of Special Services, and the ESL Coordinator. Discussion took place regarding ways to support student learning and ideas for staff training sessions.