ESSER III Plan
This developed plan was a collaborative effort with the administrative team, district leadership team, and stakeholder groups through focus groups and public meetings. The administrative and district leadership team included a variety of K-12 represented staff members. The NFV Board of Education has also given guidance and input in the development of the final plan. The NFV ESSER III Plan and Return to Learn Plan have both been posted for public comment on our district website prior to final Board consideration.
The district leadership team determined the students’ academic, social, emotional, and mental health needs by reviewing: ISASP data, Conditions for Learning Survey results from students, parents, and staff, Literacy & Math screening and progress monitoring data, Behavior referral data, and the SAEBRS screening tool.
Groups of students that have been most impacted by COVID-19 include
- students from low-income families
- English learners
- children with disabilities
- students that had parents/guardians working
During the spring school closure of 2020, students with both working parents were home with limited guidance and support for a vast portion of the day. Due to this concern, NFV started the 20-21 school year face to face with very limited remote/online learning responsibilities for just the first month to best ensure equitable access to learning for all students.
Post COVID-19, the district leadership team determined the academic, social, emotional, and mental health needs of the students most impacted by reviewing:
- Conditions for Learning Survey subgroup results from – students, parents and staff,
- Literacy & Math screening and progress monitoring data by subgroup
- Behavior referral data by subgroup
The district will use ESSER III funds to implement prevention and mitigation strategies related to COVID-19 by focusing on:
- repairing and improving school facilities to reduce risk of virus transmission and exposure to environmental health hazards
- Improving indoor air quality
The district plans to use the 20% set-aside to address the academic impact of learning loss or to accelerate learning through evidence-based interventions by implementing:
- Use of evidence-based accelerated learning interventions in literacy
- Use of evidence-based accelerated learning interventions in mathematics
- Use of evidence-based accelerated learning interventions in social-emotional-behavioral health (SEBH), including mental health
The district plans to use the remaining ESSER III funds consistent with statutory requirements through:
- Activities authorized by the ESEA
- Activities authorized by the Individuals with Disabilities Education Act (IDEA)
- Activities authorized by the Adult Education and Family Literacy Act (AEFLA)
- Activities authorized by the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins CTE)
- Repairing and improving school facilities to reduce risk of virus transmission and
exposure to the environmental health hazards - Improving indoor air quality
- Addressing the needs of children from low-income families, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth
- Planning for or implementing activities during long-term closures, including providing meals to eligible students and providing technology for online learning
- Purchasing educational technology (including hardware, software, connectivity, assistive technology, and adaptive equipment) for students that aids in regular and substantive educational interaction between students and their classroom instructors, including students from low-income families and children with disabilities
- Providing mental health services and supports, including through the implementation of evidence-based full-service community schools and the hiring of counselors
- Planning and implementing activities related to summer learning and supplemental after-school programs
- Addressing learning loss
The district has board adopted policies for each of the following health and safety strategies.
| Policy | Link to Posted Document |
| Physical distancing e.g., use of cohorts/podding | RtL |
| Handwashing and respiratory etiquette | RtL |
| Cleaning and maintaining healthy facilities, including improving ventilation | RtL |
| Contact tracing in combination with isolation and quarantine, in collaboration with the State, local, territorial, or Tribal health departments | RtL |
| Diagnostic and screening testing | RtL |
| Efforts to provide vaccinations to eligible educators, other staff, and students | RtL |
| Appropriate accommodations for children with disabilities with respect to health and safety policies | RtL |
The NFV ESSER III Plan is posted to the district’s website and this plan will be orally translated to parents unable to understand the plan as written; and upon request by a parent who is an individual with a disability, provided in an alternative format accessible to that parent.