• LEA Plan for Use of Funds


    Pinelands Regional School District (29-4105)

    Funding Source


    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 reopening of our schools, and continuous in-person operation will depend on our continued focus on maintaining and upgrading facilities. This includes a focus on air purification systems, Also a complete upgrade of our technology infrastructure, including devices will be essential. Also, updates of building areas that are unsafe and can cause a spread in viruses will be an area of focus.

    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; (312 of 2000 maximum characters used)

    Extended learning, including before school, after school, and summer learning will be an essential program to support the needs of individual students. Each student will have a personalized plan that will include a specific  support. Both in-person, online, and live tutoring will be available to all students.

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

    Ensuring smooth transitions with students entering 7th grade in the junior high, and 9th grade entering high school will be an area of focus. A transitional counselor will continue to be supported through the ESSER 3 funds.  Continuing to train student ambassadors to continue to lead and support students throughout the course of the year, as well as continuing the summertime "Wildcat Welcome Wagon" for further engagement of our students to in-person learning. Along with this, continued mental health supports, as well as educator support such as personalized professional development opportunities will be an area of focus. Incorporation of positions to work with teachers and their achievement data, as well as an additional reading teacher and a special education teacher is necessary.

    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.

    Addressing the needs of students in all populations will be an area of focus. Students with disabilities, economically disadvantaged students, English Language Learners, homeless students, students dealing with mental health issues, students from diverse populations, and any marginalized population, will be given additional support through the Junior High School Student Success Team and teh High School Student Success Team. The members of this team will work to develop individualized plans for students and address academic needs, behavioral needs, and social- emotional needs. Plans will be implemented and followed with the students' team of teachers.

    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 leadership team works in concert with all stakeholders to plan and implement the programs supported by these funds. All students and staff will benefit greatly from this additional assistance during this very challenging time.