ESSER III Spending PlanSchool Board Meeting

August 24, 2021

Agenda

● Overview of ESSER III Spending Plan

● FCPS Framework for Supporting Student Success○ Funding and Spending○ Process and Monitoring○ Academic Support Plan○ Wellness Support Plan○ Next Steps

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ESSER III Spending PlanThe Proposed Spending Plan is based on:

● Priorities identified via Community Engagement Process

● School Board Priorities

● Leadership Team Identified Needs

The ESSER III Grant application requires that the spending plan be identified using four major categories:

1. Unfinished Learning or Learning Loss

2. Student Academic and Social, Emotional, Mental Health (Wellness) Needs

3. Prevention and Mitigation Strategies

4. Other Use of Funds

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4

ESSER III Funding Categories

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ESSER III Spending Plan Overview

Eighty-eight percent (88%) of the funding is

recommended to address Learning Loss and

Student Academic and Social, Emotional, Mental (Wellness) Intervention.

Funds are allocated for FY22, FY23, and FY24.

Other Uses of ESSER III Funds ● Communications

○ Translators/Interpreters○ Multilingual Text/Phone Enhancement○ Online Translation

● Grant/Project Administration ● Technology

○ Cybersecurity/Bandwidth/Zoom● Transportation

○ Driver Base Compensation○ Late-run Stipends

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Prevention and Mitigation ESSER III spending● Mitigation Measures Team

Twelve (12%) of ESSER III funding is recommended to

address Prevention/Mitigation and Other Uses such as

communication, grant and project management, technology, and

transportation

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Transportation Incentives to Address Bus Driver Shortage

● Increased Starting Bus Driver Pay

● Increased Existing Bus Driver Pay (where lower than proposed starting)

● Stipend for Late Runs

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FCPS Framework for Supporting Student Success

Context for FCPS’ Framework for Supporting Student Success

Disruptions to learning during COVID-19 have resulted in significant student “unfinished learning” or “learning loss”

● Missed learning opportunities - learning that never happened● Missed opportunities for social and emotional development● Studies predict that students will return in the fall with roughly 70 percent

of learning gains in reading achievement relative to a typical school year and roughly 50 percent of learning gains in mathematics

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Dorn, Hancock, Sarakatsannis, and Viruleg, “COVID-19 and Learning Loss: Disparities Grow and Students Need Help,” MckInsey, March 2021

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Context for FCPS’ Framework for Supporting Student SuccessCOVID-19 has widened inequality in educational outcomes.

● Research consistently indicates that the pandemic and initial school closures have had a disproportionate impact on students with disabilities, English language learners, students of color and economically disadvantaged students.

● For example, a national study on math learning loss found students on average are likely to lose 5-9 months of learning by the end of SY20-21; students of color could be 6-12 months behind compared to white students behind 4-8 months behind.

● The pandemic substantially widened socioeconomic gaps in parents’ access to educational supports. Wealthy families were more likely to hire professional tutors to combat learning loss. Students from lower-income families and schools will likely require additional attention and tutoring resources given lower levels of access to and engagement with supplemental learning tools.

Dorn, Hancock, Sarakatsannis, and Viruleg, “COVID-19 and Learning Loss: Disparities Grow and Students Need Help,” MckInsey, March 2021

https://www.ncld.org/reports-studies/promising-practices-to-accelerate-learning-for-students-with-disabilities-during-covid-19-and-beyond/

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FCPS Framework for Supporting Student Success - Completed Actions

● Development of an integrated ESSER III/SIIP plan that will be used by all schools to ensure evidence-based strategies are consistently used to support students in academics and wellness.

● Identified clear and consistent expectations for what schools should offer as high quality Tier 1 academic content, addressing expected gaps in standards from the prior year and standards to cover.

● Developed pacing guides, lesson plans, and other supplemental curricular resources for teachers to address expected gaps in student knowledge related to the streamlined curriculum taught last year.

● Defined decision rules and identified additional criteria to be used by all schools for identifying students in need of Tier 2 and Tier 3 supports.

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● Provide ongoing professional development, coaching, resources, and support to school-based teams in implementing their School Improvement Plans.

● Provide support, coaching, and resources for the use of trauma-informed instructional practices (especially in the communities hardest hit by COVID).

● Evaluate the effectiveness of interventions and monitor the progress of students adjusting support as needed, including a focus on students with disabilities, English learners, and economically disadvantaged students.

● Enhance communication and collaboration with families in order to maximize student success.

FCPS Framework for Supporting Student Success - Ongoing Actions

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MTSS Tiers of Support

Tier 1: All students Evidence-based, high quality core instruction (differentiated instruction and additional

support as needed)

Tier 2: Some students Small group Targeted supports/intervention in addition to

high quality core instruction

Tier 3: Few students Intensive intervention in area(s) of need in

addition to high quality core instruction

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A Whole Child Approach

Each student has a name, a family, and a story -- do we know it yet?

Academics and Wellness Spending

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Academic Intervention and SupportPosition Type Description PositionsExecutive Principal for ESSER III Administration

• Works directly with EPSI for each Region and Region Intervention and Support Resource teachers

• Monitors implementation of plans approved by the Region

1.0

Region Resource Teacher (one per Region)

• Works with Region Team to provide direct support to schools

5.0

Finance Technician • Provides financial support, coordination, reporting, and compliance

2.0

Intervention and Support Stipend at Schools

• Stipend at each school for implementation and monitoring • Works directly with school staff and building leadership to

coordinate intervention and support at the building level• Works with the Region Resource Teacher to ensure all

activities are occurring and documented

Per School

Remainder of funding (approx $22.8 million each year) to go directly to schools based on allocation formula

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Funding for this in FY22 and FY23

Wellness Intervention and SupportPosition Type Description PositionsCoordinator – Social and Emotional Learning

• Part of DSS-IPS Team • Work directly with departments, school-based teams to support

wellness pillar of MTSS and implement, monitor and evaluate SEL framework and practices

1.0

Specialist – Screener one year only • Part of DSS-IPS Team • Work directly with departments, school-based teams to support

wellness pillar of MTSS and implement, monitor and evaluate SEL framework and practices

1.0

Specialist Social and Emotional Learning – Elementary

• Work with interdepartmental and Region Team to provide direct support and supervision to schools

1.0

Intervention and Support Stipend at Schools

• Stipend at each school for implementation and monitoring • Work directly with school staff and building leadership to

coordinate intervention and support at the building level• Work with the Region Resource teacher to ensure all activities

are occurring and documented

Per School

Remainder of funding (approx $7 million each year) to go directly to schools based on allocation formula

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Funding for this in FY22 and FY23

Schools will receive estimates of their annual ESSER III allocations for academics and wellness by the end of August*Secondary schools will receive stipend positions and allocations for academics and wellness for MS and HS

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Academic & Wellness Funding for SchoolsAcademics

&

Wellness

School Allocations

Additional funding for each school to provide direct support services to students

Allocation based on• Enrollment• Need (FRM, ESOL, SPED, Achievement)

Additional funding for each school to provide direct support services to students

Allocation based on• Standard per pupil amount for all schools

Stipend Position(s) at schools

$10,000 stipend for extra-duty assignment AND• ES - 3 hours planning time per week at PB15 -

$35.05• MS/HS - 0.17 release period

This person coordinates ESSER III work (creating the plan, scheduling, monitoring, etc)

$10,000 stipend for extra-duty assignment AND• ES - 3 hours planning time per week at PB15 -

$35.05• MS/HS - 0.17 release period

This person coordinates ESSER III work (creating the plan, scheduling, monitoring, etc)

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Factors Determining Academic Need - Traditional Schools

% Free and Reduced Meals% English Learners

% Students with DisabilitiesReading & Math Inverse Index*

+ GCI Inverse Index**Need

*Spring SOL (and iReady when applicable)● Spring 2019 and Spring 2021● No adjustments● Only first attempts

**2019 Graduation and Completion Index for HS (2021 unavailable)

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Total Academic Allocation for Traditional SchoolsSchool Level Range of School

Allocations$ per pupil

Elementary $50K - $189K $68 - $173

Middle $69K - $298K $69 - $172

High $105K - $368K $55 - $161

*All numbers subject to change based on allocation, staffing, student enrollment, and state approval of our plan.

Total Wellness Allocation (Approximately $7 million)Standard per pupil allocation for ALL schools/sites is $37 per pupil.

This is not needs based.

School Level Range of School Allocations

$ per pupil

Elementary $12K - $41K $37

Middle $28K - $72K $37

High $63K - $108K $37

Centers and Alternatives $1K - $15K $37

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*All numbers subject to change based on allocation, staffing, student enrollment, and state approval of our plan.

Academic and Wellness Spending Guidelines

● Tutoring Support (internal staff and external resources) to include before/after school programs

● Hourly Funding for teachers and other school staff to work with students

● Professional Development for school staff in providing direct student services

● Additional Collaborative Time for teachers to plan and complete data analysis on student progress

● Rehire monitors to cover classes while teachers provide intervention

● Family engagement tied to academics/SEL

● Materials/programs to support student learning or mental health

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Funding allocations should be used to provide direct services and supports to students.

● Additional instruction for students in need of hands-on and other preparatory learning for industry

credentials and CTE course completion

● Providing additional hourly support for family liaison to provide supports and resources for families

● Provide additional hours for hourly (non-contract) family liaisons

● Additional classes to support small group instruction (MS/HS)

● Transportation for before, after, and/or Saturdays

● Other activities approved by the Region Office and in compliance with the federal grant

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Academic and Wellness Spending Guidelines

Funding allocations should be used to provide direct services and supports to students.

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Process and Monitoring

Process for Schools

● Regions have created an integrated ESSER III/SIIP Plan for SY 2021-22● ESSER III/SIIP Plan workshops will be held for principals and other

school staff to support creation of plans● Deadline for completion of the ESSER III/SIIP Plan is September 30● Regions will review and approve ESSER III/SIIP Plans ● Schools will receive funding and begin implementation● Schools will post school at-a-glance with ESSER III and school goals

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ESSER III/SIIP Process: Academics and Wellness● Step 1: Gather, review, and record data

○ Academics: about where students are in English Language Arts and Mathematics to determine which students might need support to be on grade level or making progress towards grade level (grade level definitions to be provided). Data sources could include: SOL, iReady, DRA, math inventory, reading inventory.

○ Wellness: that will reflect students’ wellness and wellbeing. Data sources could include: academic data, attendance, teacher/student/parent interviews and behavior referrals. (Screener data will be available in Oct./Nov.)

● Step 2: Review what the data says about students. What trends, patterns, and implications arise?● Step 3: What steps will be taken to support students? Create strategies and actions tied to

ESSER III funding.● Step 4: Draft budget for implementation of these strategies and actions.

*Ongoing: Schools will have quarterly monitoring meetings to review their plans, student progress towards outcomes, and budget needs.

Academic Support Plan

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Academic Support Plan Preliminary Data Review:

● Assessment data indicate significant performance decreases when compared to

pre-pandemic levels.

● Decreases were larger in Mathematics than English/reading.

● All subgroups showed performance decreases though some decreases were larger

than others (Hispanic, English Learners, Economically Disadvantaged).

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ORSI Report (July 2021)

Academic Support Plan

Research/Evidence-based Strategies

● MTSS provides a framework for implementing evidence-based practices to meet the needs of all students, using data to guide educational decisions to improve academic, social, emotional, and behavioral outcomes.

● Extended learning time interventions, including week-long acceleration academies staffed with highly effective teachers and some double-dose math structures, show strong evidence of effectiveness.

● High-dosage tutoring that is directly tied to classroom content – helping students succeed in their coursework – can substantially accelerate learning in both math and reading for students struggling the most.

● Strong systems to monitor for early student warning signs paired with strong collaborative teams that work to ensure students receive effective Tier 1 and Tier 2 learning supports.

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Outcome: Ensure all students receive the supports necessary to make sufficient progress to be on grade level in English Language Arts & Mathematics.

Outcome: Ensure students receive the supports necessary to make sufficient progress to be on grade level in English Language Arts & Mathematics.

Division Level Actions

● Action: Revision of division curriculum provides clear Tier 1 guidance and resources (e.g. Pacing Guides, Unit Plans, Lessons, and Assessments) with focus on addressing expected gaps in standards from the prior year.

● Action: Provide division guidance and resources (e.g., screening/diagnostic assessments, instructional resources, progress monitoring) on Tier 2 and Tier 3 supports in Literacy and Mathematics. Implement appropriate scaffolds, differentiation, and accommodations to ensure access to essential learning for English learners, students with disabilities, and economically disadvantaged students.

● Action: Support schools with MTSS implementation through professional learning and coaching.

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Academic Support Plan

Outcome Measures: SOL, IEP goals, iReady, grades/report cards, grade level status

Outcome: Ensure students receive the supports necessary to make sufficient progress to be on grade level in English Language Arts & Mathematics.

School Level Actions

● Action: ensure MTSS practices focused on making data informed decisions are fully embedded at each school.

● Action: Leverage collaborative team structure to identify students in need of Tier 2 and Tier 3 academic support based on a variety of assessment results in Literacy and Mathematics across all grade levels.

● Action: Provide Tier 2 and Tier 3 interventions to accelerate learning (during and outside the school day) to include small group and individual tutoring services.

● Action: Communicate student progress towards grade level in English Language Arts and Mathematics.

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Academic Support Plan

Outcome Measures: SOL, IEP goals, iReady, grades/report cards, grade level status

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TierInitial

Screening(student

identification)

Formative Assessment

(Content Identification)Intervention Support

Provided By Resources Progress Monitoring

2

iReady● At or below the 39

%ile with below level achievement in Numbers & Operations and Algebra

SOL● Fail/Basic

VKRP Grade 1 only

FCPS Curriculum* Pre Assessments 70% or below

ST Math Initial Diagnostic Assessment - Students scoring 60% or less (Grade 6 and up)

ST Math Objective Pre and Post Quizzes -Students scoring 60% or less on a post quizzes (Grade 2 and up)

AVMR Progressions Assessments**

Do the Math Initial Placement Assessments***

Small Group Instruction in core math class

Supplemental Small Group Instruction

Tutoring (internal and external)

Small group focus on mathematics language during ELD (ELs only)

Teacher

Interventionist

Tutor

● FCPS grade-level Curriculum Resources*

● FCPS Intervention Resources*

● ST Math ● Professional development

for the support person● Manipulatives and supplies● Graham Fletcher Fact

Fluency Kits**

● FCPS grade-level Curriculum Formative Assessments*

● FCPS Intervention Progress Monitoring*

● ST Math SOL Progress Monitoring and Post-Quizzes (Grade 2 and up)

● AVMR Progressions Progress Monitoring **

● Graham Fletcher Fact Fluency Kits Curriculum Assessments**

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iReady● At or below the 14

%ile with below level achievement in Numbers & Operations and Algebra

SOL● Fail/Below Basic

VKRP Grade 1 only

● FCPS Intervention Resources*

● ST Math● Professional development

for the support person● Manipulatives and supplies● Do the Math**

● FCPS grade-level Curriculum Formative Assessments*

● FCPS Intervention Progress Monitoring*

● ST Math SOL Progress Monitoring and Post-Quizzes (Grade 2 and up)

● AVMR Progressions Progress Monitoring **

● Do the Math Progress Monitoring**

* FCPS Curriculum and Intervention Resources located in course Planning and Pacing Guides** License and vendor delivered training required***Requires AVMR-trained teachers

MTSS Supports/Resources for Mathematics: Elementary Example

MTSS Supports/Resources for Language Arts: Elementary

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TierInitial

Screening(student

identification)

Formative Assessment

(Content Identification)Intervention Support

Provided By Resources Progress Monitoring

2

PALS (K) ● Fall Benchmark

Rules

iReady● iReady 39th to

15th percentile

SOL (Gr 4-6)● Fail/Basic

WIDA ACCESS Data

Use the following Assessments to determine instructional plan:

Developmental Reading Assessment (DRA) Word Analysis Tasks

DRA Running Records

CORE Phonics Survey

Phonological Awareness Skills Screener

Developmental Spelling Inventory (DSA)

Small Group Instruction in core literacy block

Supplemental Small Group Instruction in addition to Core/Tier 1 Instruction

Tutoring (internal and external)

Small Group English language development instruction (ELs only) in addition to Core/Tier 1 Instruction

Classroom Teacher

Reading Teacher

Interventionist

Tutor

● MTSS Reading Tiers of Support and Intervention Hyperdoc (ES)

● Multi-sensory structured literacy instruction

● Imagine Learning ● Waterford (K)

● Winter PALS (K)● Winter/Spring iReady● Assessments based on

targeted reading domain

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iReady● iReady 14th to

1st percentile

SOL● Fail/Below Basic

WIDA ACCESS Data

● FCPS grade-level Planning and Pacing Guides

● MTSS Reading Tiers of Support and Intervention Hyperdoc (ES)

● Multi-sensory structured literacy instruction

● Winter PALS (K)● Winter/Spring iReady● assessments based on

targeted reading domain● Assessments embedded

in program

MTSS Supports/Resources for English Language Arts: Elementary Example

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Wellness Support Plan

Preliminary Data Review

● Middle and high school students continued to report higher levels of stress than pre-pandemic. Indicating amount, difficulty of school work, and grades as the main source of stress.

● 20% of students surveyed (n=5,428) disagreed with the statement - “I have an adult at my school I can talk to if I have a personal problem”.

● 11% of students surveyed (n= 3,143) disagreed with the statement - “I felt I belonged to my school”.

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Wellness Support Plan

ORSI Report (July 2021)

Student Well-Being: Middle and high school students continued to report higher levels of stress than pre-pandemic (Fall 2019).

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AVERAGE LEVEL OF STUDENT REPORTED STRESS

Top Sources of Stress Low HighModerate

All Student Groups: Grades

Amount of Schoolwork Difficulty of Schoolwork

All Student Groups: Grades

Amount of Schoolwork Difficulty of Schoolwork

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Wellness Support Plan

Evidence-Based Strategies

● MTSS provides a framework for providing evidence-based supports to meet the needs of all students, using data to guide educational decisions to improve academic, social, emotional, and behavioral outcomes.

● SEL programs have been found to improve students’ social skills, attitudes, relationships, academic performance, and perceptions of classroom and school climate.

● The presence and quality of our relationships may have more impact on learning and development than any other factor.

● SEL programs also advance educational equity through authentic school-family partnerships that foster trusting and collaborative relationships.

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

Wellness Support Plan Outcome: Provide welcoming and supportive environment for all students with focus on safety, belonging and relationships.

Division Level Actions

● Action: Amend division level policies on grading and homework policies to address secondary stress and workload.

● Action: Provide division guidance and resources to progress monitor within Tier 1, Tier 2, and Tier 3 supports related to wellness.

● Action: Support schools with implementation through professional learning and coaching.

● Action: Continue to explore options for explicit skill instruction.

Outcome Measures: Division-wide Surveys (ORSI, Family Engagement), Attendance, Behavior

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

School Level Actions

● Action: Inclusion of Morning Meeting (Elementary) and Advisory (Secondary) in all instructional schedules to foster relationships.

● Action: Build relationships and community through Morning Meeting/Advisory and implement the CASEL’s 3 Signature Practices (Welcoming Activity, Engaging Strategies, Optimistic Closure).

● Action: Assess data to establish building level goal based on the universal needs of students (e.g. sense of belonging).

● Action: Access professional development regarding researched based social and emotional learning strategies to support the building level goal.

● Action: Clinical teams at schools shall review “Refresh and Remind” Wellness training with all staff.

● Action: Implement grading and homework policy changes and calendar guidance.

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Outcome Measures: Attendance, Behavior, Teacher/Student/Parent Interviews, Academic measures = Specific Goal in ESSER III/SIIP

Outcome Measures

● Division Level: ORSI, Family Engagement, and Youth Survey measures will monitor student stress levels, sense of belonging, ability to identify supportive adults, and other topics connected to wellbeing.

● School Level: Attendance - Improvement for students noted to have chronic absenteeism.

● School Level: Behavior - Improvement for students who have been referred to office for intervention.

● School Level: Social and Emotional Learning Screener for all schools (first data return late October).

● School Level: Monitor progress on ESSER III/SIIP plan.

*Other sources of data for school consideration in development of goals: School Climate, Youth Survey

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Wellness Support Plan

Tier Initial Screening and Identification Practices Intensity

Support Provided

ByResources Progress

Monitoring

1

Attendance Data

Behavior Data

Academic measures (e.g. SOL, grades)

Staff/Student Interview/Observation Data

School Climate Survey

Division Level - ORSI Survey

Morning Meeting & Advisory (required)

CASEL 3 Signature Practices (required)

Refresh and Remind Professional Development (required)

Share centrally created resources to inform parents/caregivers(required)

Tier 1 Core Instruction as determined by school (recommended)

1x/day (ES)

Weekly (SS)

every meeting

Annually and update as needed

Quarterly

Weekly

Instructional Staff

MTSS Team

School Staff

Clinical Team

Parent Resource Center, IPS, OPS

SEL Hub (includes all current practices guides, resources)

Foundations of SEL and High Leverage Tier 1 Practices- PD (required)

Neighborhood and Community Services

Parent Resource Center

ESSER III/SIIP Plan

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MTSS Supports/Resources for Wellness

TierInitial

Screening and Identification

Practices IntensitySupport Provided

ByResources Progress

Monitoring

2

2-5 office referrals

Absent 10-19% of the school year

Consultation: students, families, and staff

Small group counseling

Mentoring

Restorative Justice

Work with Substance

Abuse Prevention

Specialist

Check and Connect

Return to Learn

2-4x per month

2-4x per monthAs needed

As needed

Once per week

As needed

Teacher

Clinical Team

Area of concern is identified and targeted by MTSS team to include clinical input

Evidence-based programs and practices in FCPS

Short Term Behavioral Health (STBH) Referral

Clinical Team collaboration with parents to provide referral sources

Return to Learn

Pre/Post skills assessment

Specific student goal

Office Referrals

Attendance

Grades

Academic measures

3

6 or more office referrals

Absent 20% or more of the school year

Consultation: students, families, and staff

Individual counseling

Group counseling

Community Services Act (CSA) Case Management

Functional Behavior Assessment/Behavior Intervention Plan

Return to Learn

1-2x/week

2-4x/week

As needed

As needed

As needed

Clinical Team

Community Providers

Evidence-based programs and practices

Guided by clinical staff

Community Services Board (CSB) Referral

Return to Learn

Specific goal related to individual intervention

Attendance

Grades

Office Referrals

Pre/Post skills assessment

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MTSS Supports/Resources for Wellness

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Next steps● FCPS submits application to the State by

September 1, 2021● State reviews and approves● Funding allocated to FCPS● FCPS provides budget allocations to

schools and departments based on the approved plan