School Innovation & Improvement Plan (SIIP) & ESSER III Plan
Outcome goals for this academic school year
Complete ESSER School Funding Plans
Elementary and Secondary School Emergency Relief (ESSER III) Background
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 |
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Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts. |
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Goal: By the end of 2022-2023 school year, 100% of all students will meet their targeted growth on PALS-K/iReady. In addition, 100% of all students in reported sub-groups will show growth from the Fall Virginia Growth Assessment (VGA) to the Spring Standards of Learning (SOL). |
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Strategy 1 All classrooms will develop vocabulary and morphology knowledge by explicitly teaching word meanings, word parts, and spelling. |
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Strategy 2 All classrooms will explicitly teach high level language skills via interactive read alouds of complex texts. |
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Strategy 3 All classrooms will utilize AAP resources in order to provide high level language skills instruction. |
Mathematics |
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Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics. |
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Goal: By the end of 2022-2023 school year, 100% of all students will meet their targeted growth on the iReady. In addition, 100% of all students in reported sub-groups will show growth from the Fall Virginia Growth Assessment (VGA) to the Spring Standards of Learning (SOL). |
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Strategy 1 Teachers will identify specific strategies or representations students will learn through and the content vocabulary needed to understand and/or explain their thinking. |
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Strategy 2 All teachers will utilize data from common formative and summative assessments to provide intervention to support all learners and shore up foundational gaps. |
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Strategy 3 Teachers and staff will provide intentional and timely support for students who need specific and direct instruction based on multiple data points. |
Wellness |
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Outcome: Ensure students feel safe, included, and supported in the school environment. |
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Goal: By the end of the 2022-2023 school year, our school will utilize our SEL practices with fidelity to increase schoolwide scores on the belonging topic of the SEL Screener by 25% from 54 to 79 percent favorable. |
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Strategy 1 Integrate all of CASEL 3’s Signature Practices throughout our family engagement plan. |
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Strategy 2 Set aside protected time to engage in tier 1 SEL practices as collaborative teams. |
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Strategy 3 Align content to CARES to student strengths, needs, and/or academic themes throughout the school day. |
Portrait of a Graduate (POG) |
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Outcome: All students will complete a POG Presentation of Learning (POL) by 2025-26. |
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Goal: By the end of the 2022-2023 school year, 100% of students will demonstrate increased understanding of Portrait of a Graduate as reported on a student survey given at the beginning and end of the year. |
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Strategy 1 The school will build an understanding with students, staff, and the community about POG attributes, why POG attributes and skill positively impact students within and beyond school. |
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Strategy 2 Collaborative teams will align content knowledge and skills with POG attributes and skills. |
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Strategy 3 Teachers will design and facilitate inquiry based opportunities that elevate student voice and increase student engagement. |