Elementary and Secondary School Emergency Relief (ESSER III) Background

The Elementary and Secondary School Emergency Relief (ESSER III) is a federal grant which requires that spending be used in specific areas.  Part of the Fairfax County Public Schools spending plan identifies funding to be used for Unfinished Learning and Student Academic and Social, Emotional, Mental Health (Wellness) Needs.  Schools have been given funding allocations to support the academic and wellness needs of students.  Schools are required to create plans in English Language Arts, Mathematics, and Wellness highlighting the strategies they will use to support these areas using their ESSER III funding.  These strategies are shown below.

English Language Arts Strategies

Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.

Goal: By the end of the 2022-23 school year, all students will demonstrate progress in their literacy skills as demonstrated by a quarterly assessed writing sample using the FCPS writing rubric to include opportunities for students to write about what they are reading and in the content areas.

1. Provide small group Tier 1  instruction based on assessment data and utilize core resources to differentiate and scaffold literacy instruction.
2. Use evidence-based, multisensory instructional strategies for teaching reading, writing, and phonics for Tier 2 intervention groups.
3. Identify and support at-risk groups of students (i.e. students with disabilities, English language learners) for Tier 3 interventions.

Mathematics Strategies

Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.

Goal: By the end of the 2022-23 school year, the pass advance rate on the Math SOL will increase by 10%. 

1. Utilize collaboration to enhance Tier 1 Rigor with a focus on shift 8 from the Framework for Student Centered Math Instruction.
2. Tier 2 interventions will include evidenced-based strategies for understanding student math progression and deep math learning, making the shift from teacher-directed to student-owned learning.
3. Identify and support at-risk groups of students for Tier 3 interventions through the Multi-Tiered System of Support (MTSS) process.

Wellness Strategies

Outcome: Ensure students feel safe, included, and supported in the school environment.

Goal: By the end of 2022-23 school year, our school will utilize Morning Meeting effectively, consistently, and uniformly to support student well-being, increasing schoolwide scores on the SEL Screener results in the domain of student well-being by 10% moving from 56% answering favorable to 66%.

1. All classes will engage in Tier 1 CASEL signature strategy of Inclusive Activities.
2. MTSS will identify students in need of Tier 2 wellness interventions, identify targeted interventions, and progress monitor these students.
3. MTSS will identify students in need of Tier 3 wellness interventions, identify targeted interventions, and progress monitor these students.

Portrait of a Graduate (POG)

Outcome: All students will complete a POG Presentation of Learning (POL) by 2025-26.

Goal: By the end of the 2022-23 school year, 100% of students will demonstrate increased understanding of POG Communicator skills as reported on a student survey given at the beginning and end of the year and will have engaged in at least one POG presentation of learning (POL) per quarter.

1. When planning across the curriculum, CLTs will utilize the Communicator Vertical Articulation to focus on this Portrait of a Graduate skill. 
2. Teachers will explicitly name POG communicator skills as their lesson objectives across the curriculum.