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.

ESSER III English Language Arts Strategies

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

Strategy 1:  Utilize existing intervention courses/programs (Read180, Read Naturally) to provide targeted support

Strategy 2:  Reinforce essential skills/standards during Panther Time

ESSER III Mathematics Strategies

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

Strategy 1:  Utilize Panther Time to provide additional support for both current and prior concepts

Strategy 2:  Provide 1-1 or 2-1 support through after school Peer Tutoring/Math Lab

Strategy 3:  Provide personalized support and monitoring for all students in MS math courses (Math 7, Math 7 Honors, Pre-Algebra)

ESSER III Wellness Strategies

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

Strategy 1:  Improve Tier 1 strategies to promote SEL through advisory period (every other day)

Strategy 2:  Implement ongoing advisory lessons that illustrate stress management coping techniques

Background: All Fairfax County schools are also required to complete an access and opportunity goal as part of their School Innovation and Improvement Plan (SIIP) and can also capture additional goals.  These are shown below.

Access & Opportunity End of Year SMARTR Outcome

Goal: For students to develop and increase the frequency and successful use of POG skills in their classes.

Strategy 1:  CLTs will design tasks, activities, and assessments where students practice and demonstrate POG skills: Communication and Critical and Creative Thinking

Strategy 2:  Learning Innovations support team (ISD) supports teams with POG POL re-introduction for Carson MS students

Strategy 3:  Support Young Scholars with specific executive functioning skill development.