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 in the (approximate) amount of $60,000 will be used for upgrade of HVAC units to facilitate the improvement of indoor air quality in classrooms. Additional funds will be allocated to purchase PPE, cleaning and sanitizing supplies and/or equipment, and salary for additional custodial services.

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.

ARP funds will be used to fund Afterschool Programs targeted to each grade level for Academic Assistance in small groups to address lost instructional time. Additionally, funds will support an expanded summer enrichment program which will be offered to special education students as well as students with excessive absences and students who demonstrate below grade level performance on formative, summative and standardized assessments.  These programs will utilize evidence-based interventions including but not limited to:  Wilson Reading Programs including Fundations grades Kindergarten - 3rd grade as a Tier 1 intervention, Just Words for grades 4 - 6 as a Tier 2 intervention, and Wilson Instruction as a Tier 3 intervention; Achieve 3000, and ST Math.

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

Funds will be used to purchase intervention programs and screening tools including Achieve 3000, ST Math, DIBBELS, NWEA MAP, Fundations, Just Words, etc.  Funds will also be used to support social/emotional health and trauma based professional development; a Reading Specialist position

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.

Tuckerton Elementary School provides professional development for all staff on the implementation of social/emotional learning across the curriculum for all students.  Additionally, as a demographic of students that experience ongoing trauma in the form of poverty, joblessness, and substance abuse training on Trauma Focused Practices is planned.  Mental health practitioners will be in the building one day per month engaging students in trauma based activities and providing lessons and activities for teachers to employ in the classroom.

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 LEA engaged in meaningful consultation with a broad range of stakeholders, including the Supervisor of Special Services, who oversees services for students with special needs and the Principal regarding the needs of ELL students. Collectively specific needs were identified and used to expand summer programs as well as identifying the academic and mental health programs and supports that will be created and implemented during the 2021-2022 school year. Consultations were conducted in a variety of formats which include roundtable discussions, surveys, assessment data collection, and in person/virtual meetings.