NBPS ARP ESSER USE OF FUNDS PLAN

(Part of American Rescue Plan Consolidated Application Section)

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;

As part of our district's Safe Return Plan, funds will be used to purchase personal protective equipment including face masks, face shields, gloves, plexiglass dividers, etc. In addition, funds will be used to purchase cleaning/disinfectant products to support our prevention and mitigation strategies.

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;

Academic support program outside of school hours to provide students with literacy, mathematics and science support by a certified teacher, to assist them in reaching their educational goals, enhancing learning progress, and attaining learning standards, in an accessible and encouraging way. Beyond the school day activities will include routines focused on mindfulness, cooperation, empathy, communication, relationships, and active listening to support the social, emotional and mental health of all learners.

The Summer Enrichment Programs will focus around project-based learning, skill building, PE/VPA. Students work on a project over an extended period of time that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience. The curriculum will include routines focused on mindfulness, cooperation, empathy, communication, relationships, and active listening to support the social, emotional and mental health of all learners. https://www.pblworks.org/what-is-pbl.

In addition, summer course offerings will be provided to students in grades 9-12 who need to recover credits in courses required for graduation and who would like to earn high school credits to accelerate learning. Courses are credit-bearing digital curriculum for core and elective courses that are proven to support students and increase performance. Students in grades 9-12 can take Courses online for original credit or for credit recovery toward grade-level advancement or high school graduation. https://www.apexlearning.com/digital-curriculum/courses.

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

The district will use the remaining funds to improve and upgrade the HVAC systems district wide, purchase PPE equipment, including purchasing dividers for all student desks and cafeteria tables, chromebooks for studnets, and mobile hot spots for students. The district will also be purchasing water for all students daily since we closed all the water fountains.

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.

The District will conduct district-wide ongoing progress-monitoring of aggregated and disaggregated student subgroup data (multiple measures) to ensure the interventions implemented address the academic impact of lost instructional time and respond to the academic, social, emotional and mental health needs of all students. Furthermore, the District will conduct ongoing evaluations with stakeholders via running records of student progress, reports, surveys, conferences, parent meetings, leadership meetings, staff meetings and union 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.

The District will engage stakeholders respresenting 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.