Green Brook Township Plan for Use Of ARP ESSER 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;
Funds will be directed toward addressing learning loss and supporting student social, emotional, and mental health.
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 use funds to:
- Hire a staff member to provide Tier II and Tier III mental health intervention
- Provide remediation and enrichment programs during summer, including tutoring for students with disabilities and English learners
- Provide before/after school tutoring during the school year-Implement an SEL curriculum with PD for staff and infuse SEL/Learning Behaviors into the curriculum revision process
- Implement a new math curriculum that includes fluency building, an effective Tier I intervention-Provide PD for staff on mental health, differentiation, and research-based math and reading interventions
- Provide speakers for students on topics around mental health and SEL
- Provide software licenses for reading intervention programs that can be accessed by struggling learners outside of school hours
- Implement a research-based system for benchmark assessment at the elementary level to measure growth and inform instruction
- Provide contracted services by professionals who specialize in behavior/emotional/mental health support
3. How the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act; and
The remaining funds will be used toward a salary for an additional member of the district’s counseling department to provide Tier II and Tier III mental health interventions.
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 COVID19 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.
A district needs assessment was conducted by engaging various stakeholders, including central office and building-level administration, general education teachers, special education teachers, school psychologists, other members of the child study team, a school nurse, the ESL teacher, and a school counselor.
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.
The district will ensure that parents and the community remain apprised of how funds are being used to support students.