ARP Funds

Addressing lost instructional time and closing academic performance gaps;

Providing social-emotional support within a culturally responsive sustaining framework

Implementing evidence-based interventions within the integrated statewide multi tiered system of supports (MTSS-I).

Is the use of funds intended to prevent, prepare for, or respond to the COVID-19 pandemic regarding the social, emotional, mental health, and academic needs of students?

Does the use of funds fall under the authorized uses of ESSER or GEER funds?

Is the use of funds permissible for the auditing requirements for the awards? It is necessary and reasonable?

Coordinating preparedness and response efforts to prevent and prepare for COVID-19.

Provide school leaders with resources.

Activities to address the needs of disenfranchised students

Developing procedures and systems to improve the preparedness of schools.

Training on minimizing the spread of infectious diseases

Purchasing supplies to sanitize and clean facilities

Planning, coordinating and implementing meals, technology, and educational services.

Purchasing educational technology

Providing mental health services

Planning and implementing activities related to summer learning, enrichment, and after-school programs

Addressing the academic impact of lost instructional time

School facility repairs to reduce the risk of virus transmissions and to support student health needs

Improve the indoor air quality in school facilities, including windows and doors

Developing public health protocols for reopening schools according to CDC guidelines

Any activity authorized by the ESEA, IDEA, AEFLA, Perkins V

Any activity authorized by the McKinney-Vento Homeless Assistance Act

Other activities are necessary to maintain the operation of and the continuity of services

Tier 1: Strong evidence from at least one well-designed and well-implemented experimental study.

Tier 2: Moderate evidence from at least one well-designed and well-implemented quasi-experimental study.

Tier 3: Promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias.

Tier 4: Demonstrates a rationale based on high-quality research findings or positive evaluation that intervention is likely to improve student outcomes