2024-2025 ESSER III/School Innovation and Improvement Plan
Outcome goals for this academic year.
Complete ESSER school funding plan
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 |
| Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts. |
| Goal: By June 2023, all students will make a year and a half of progress in mathematics as measured by the i-Ready Universal Screener. |
Strategy 1 HIgh Quality Tier 1 Core Instruction. Provide daily, systematic, explicit instruction in phonological awareness, phonics, morphology, and comprehension in the core language arts block. |
Strategy 2 Utilize the co-teaching model during the literacy block in order to differentiated instruction and create additional opportunities for small group instruction for student achievement in phonics, phonemic awareness , morphology, and comprehension. |
Strategy 3 Provide 30 minutes of daily intervention and extension time (SOAR) to address the instructional needs of students. |
| Mathematics |
| Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics. |
| Goal: By June 2023, all students will make a year and a half of progress in mathematics as measured by the i-Ready Universal Screener. |
Strategy 1 High Quality Tier 1 Instruction. Provide daily, systematic, explicit instruction in math development utilizing the math workshop model. |
Strategy 2 Provide intermittent math co-teaching with ESOL support during the school year |
Strategy 3 Provide 30 minutes of daily intervention and extension time (SOAR) to address the instructional needs of students. |
| Wellness |
| Outcome: Ensure students feel safe, included, and supported in the school environment. |
| Goal: By June 2023, all students will respond favorably to the indicator Self-Management and Self-Regulation as measured by the SEL Screener. |
Strategy 1 Set aside protected time for schoolwide implementation of Responsive Classroom model to implement Morning Meeting & Closing Reflection. |
Strategy 2 School counselors push into classrooms to Implement CASEL's 5 |
Strategy 3 Daily intervention time (SOAR) for Tier 2 & Tier 3 MTSS support monitored by our data dashboard |
| Portrait of a Graduate (POG) |
| Outcome: All students will complete a POG Presentation of Learning (POL) by 2025-26. |
| Goal: By the end of SY 2022-23, 100% of students will demonstrate increased understanding of POG as reported on a student survey given at the beginning and end of the year. |
Strategy 1 The school will build an understanding with students, staff, and the community about why POG attributes and skills positively impact students within and beyond school. |
Strategy 2 Collaborative teams will align content knowledge and skills with POG attributes and skills. |
| Strategy 3 |
| OTHER End of Year SMARTR Outcome |
| Goal: By June 2023, all students will participate in an AAP resource task at least once per quarter in all four content areas. |
Strategy 1 Teams identify the AAP instructional task at the start of each quarter. |
Strategy 2 AART will work with grade level CLTs to identify resources and support CLTs with delivery of the AAP instructional task. |
Strategy 3 Quarterly check ins with CLTs to progress monitor and reflect on implementation of AAP Resource. |