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ARP ESSER - Planned 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;

The district has developed a plan to re-open schools throughout our district to allow the safe return of all students to in-person learning (PreK-12). Funds will be used to implement this plan in an ongoing way by purchasing PPE, furniture, supplies, and other needed resources to offer opportunities in the safest way possible (i.e. subscriptions that allow online access for quarantined students/families, access for families to participate in large school events, etc.)

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;

The district will offer afterschool learning opportunities for students throughout the district in order to focus on student academic needs. In addition, we will be offering a summer program that will also focus on student academic needs throughout the district. These sessions will be facilitated by district staff members who are familiar with the students' needs and expectations.

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

In addition to providing a safe learning environment and extended academic programs (outside of the school day/year), the district will focus the spending of funds on the individualized needs for some of our students by securing out of district placements. Further, the social emotional needs of our students and staff members that may/may not have been caused as a result of the pandemic and lack of social contact over the past months will be met through the funding of professional development, special programs, materials, resources, etc. If needed, the district will consider contracting services to provide additional mental health supports for students and staff.

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;

We send out a survey to stakeholders throughout the district (i.e. students, parents, and various staff members) to gather input regarding both our district's programming as well as the academic and social emotional needs of our students from these varying perspectives. This survey (in addition to information gathered through informal meetings, administrative
collaboration, teacher meetings, etc.) collects information from students and families of all subgroups within our district. In addition, various groups of students and their families will be invited to provide input through such opportunities as SEPAG and ESL Parent Advisory meetings.

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.

Through connections with various community organizations (i.e. Fisherman's Mark, Lambertville Free Public Library, Human Rights Campaign of Lambertville, local preschools, Child Protective Services, etc.) we are able to gather information regarding the needs of our students and families. We are a very small, close-knit district that prides itself in making sure
that all student needs are met at a personal level.