2021-2022 ESSER III/School Innovation & Improvement Plan

Outcome goals for this academic year.

Complete ESSER school funding plan

School Innovation and Improvement Plan At A Glance

  • 2021-2022
  • Glen Forest Elementary School
  • Region 2
  • Diane Herndon-Wilson, Principal

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

By the end of the 2022 school year, 76% of students in grades K-2 will be reading at benchmark.   Students with Disabilities (SWD) in grades 3-5 will increase pass rates on the 2022 Reading SOL tests to an unadjusted pass rate of 50%, and an adjusted pass rate of 80%.

Strategy 1

We will utilize Tier 1 core resource Imagine Language and Literacy for Small Group Tier 2 Instruction. 

Actions for this Strategy: 

  • Literacy Coaches will offer PD around how to use IL&L to identify students' literacy needs and plan and deliver targeted small group instruction.
  • Teachers will monitor individual student progress to provide targeted small group instruction during the literacy block.
  • Literacy Coaches will plan and host an Imagine Language and Literacy Family Engagement event where families learn about Imagine Language and Literacy and strategies for supporting students at home.
  • Teachers will communicate student progress with small group instruction and Imagine Language and Literacy via talking points monthly to families.

Strategy 2

Small Group Tier 2 Instruction to reteach essential grade-level standards. 

Actions for this Strategy: 

  • Based on assessment data, teachers and coaches will determine which students are in need of the reteaching of essential standards from the previous units of study and group students accordingly.
  • When necessary, create an intervention plan that identifies the instructional goal, the staff member responsible for providing support, frequency and duration, progress monitoring tool, the date for monitoring the effectiveness of the intervention, and then determine next steps. Triads collaborate to identify strategies to support English learners and Special Education students within small groups.
  • Small Group data will be shared with families of target students to share instructional goals and examples of how families can support students at home.

Strategy 3

Small Group Tier 3 instruction that targets a specific literacy skill using MTSS Language Arts Document

Actions for this Strategy:

  • Based on diagnostic assessment data, the MTSS Core Team will identify and determine which students are in need of Tier 3 instruction.
  • Using the MTSS List of Reading Interventions, create an intervention plan that identifies the instructional goal, the staff member responsible for providing support, frequency and duration, progress monitoring tool, the date for monitoring the effectiveness of the intervention, and then determine next steps.
  • Small Group data will be shared with families of target students to share instructional goals and examples of how families can support students at home.

Strategy 4

Provide ELD support (in addition to Tier 1 core instruction) in the domains of listening, speaking, reading and writing with a focus on Language Arts using the Extended English Language Development Considerations and Resources, during flexible instruction times.

Actions for this Strategy: 

  • MTSS Core Team along with the ELD CT identifies ELs needing support through extended ELD in the area of Language Arts. Team uses ELD data and language arts assessments to determine student language needs.
  • ELD CT plans for flexible grouping for small group instruction to match students to skill-based support and instruction. ELD data and language arts assessments will be used to determine student language needs
  • ELD CTs participate in professional development to better support ELs and ELs with Disabilities to ensure targeted extended ELD instruction for students.
  • Small Group data will be shared with families of ELD target students to share instructional goals and examples of how families can support students at home.

ESSER III Mathematics Strategies

Students in grades 3-5 will pass the 2022 Math SOL at an unadjusted rate of 80%, and a combined rate of 95%. At the end of the 2022 school year, Students with Disabilities (SWD) in grades 3-5 will score an unadjusted pass rate of 60%, and an adjusted pass rate of 60%, and an adjusted pass rate of 80% on the Math SOL test. 

Strategy 1

Utilize Tier I Core reteaching resources and ST Math for Small Group Instruction in the Core

Actions for this Strategy:

  • PD on how to use ST Math to identify students' needs and plan and deliver, small group re-teaching.
  • Teachers will monitor individual student progress to provide targeted small group instruction during the math workshop block.
  • Math coaches will plan and host a virtual ST Math Family Engagement/Coffee Talk event where families learn about ST Math and strategies for supporting students when playing ST Math home.
  • Teachers will communicate student progress with small group instruction and ST Math via talking points monthly to families.

Strategy 2

Small Group Tier 2 instruction to reteach essential grade-level standards.

Actions for this Strategy:

  • Based on assessment data, teachers and coaches will determine which students are in need of the reteaching of essential standards from the previous units of study and group students accordingly.
  • When necessary, create an intervention plan that identifies the instructional goal, the staff member responsible for providing support, frequency and duration, progress monitoring tool, the date for monitoring the effectiveness of the intervention, and then determine next steps. Triads collaborate to identify strategies to support English learners and Special Education students within small groups.
  • Small Group data will be shared with families of target students to share instructional goals and examples of how families can support students at home.

Strategy 3

Small Group Tier 3 instruction that targets a specific math skill using MTSS Math Document.

  • Based on diagnostic assessment data, the MTSS Core Team will identify and determine which students are in need of Tier 3 instruction.
  • Using the MTSS List of Math Interventions, create an intervention plan that identifies the instructional goal, the staff member responsible for providing support, frequency and duration, progress monitoring tool, the date for monitoring the effectiveness of the intervention, and then determine next steps.
  • Small Group data will be shared with families of target students to share instructional goals and examples of how families can support students at home.

Strategy 4

Provide ELD support (in addition to Tier 1 core instruction) in the domains of listening, speaking, reading and writing with a focus on Mathematics using the Extended English Language Development Considerations and Resources, during flexible instruction times.

Actions for this Strategy: 

  • MTSS Core Team along with the ELD CT identifies ELs needing support through extended ELD in the area of Math. Team uses ELD data and math assessments to determine student language needs.
  • ELD CT plans for flexible grouping for small group instruction to match students to skill-based support and instruction. ELD data and math assessments will be used to determine student math needs.
  • ELD CTs participate in professional development to better support ELs and ELs with Disabilities to ensure targeted extended ELD instruction for students.
  • Small Group data will be shared with families of ELD target students to share instructional goals and examples of how families can support students at home.

ESSER III Wellness Strategies

SEL: Increase students' sense of belonging at school, as measured by a 10% increase in favorable responses on student surveys by the end of the 2022 school year. Family Engagement: Increase family engagement as measured by a 20% increase in family attendance to school-community events by the end of the 2022 school year.

Strategy 1

Targeted Attendance Support: Host Attendance Club for students identified as high risk for chronic absenteeism.

Actions for this Strategy: 

  • Identify students who have or may be at risk of having chronic absenteeism.
  • Pair 30 students with 3-5 staff; Train staff in mentoring strategies: daily check-in during intervention period, following up if after school club is missed, engagement techniques. Club will begin with Monday afternoon with the potential to expand to Wednesday/Thursday afternoon once program is established.
  • Assess attendance after 6 weeks
    • If unexcused absences decreased by 50%--graduate
    • If unexcused absences decreased 25%-50%---stay for second session
    • If unexcused absences decreased less than 25%----Attendance referral/Tier 3 intervention
  • Staff identify students who have been absent for 2 or more days: Script developed for staff to call after school

Strategy 2

Parental Support: Targeted Parenting Classes

Actions for this Strategy: 

  • Collaborate with SCAN to provide 6 week parenting sessions
  • Coordinate the translation of the session into Spanish and Arabic (separately) and hosted on separate nights
  • Provide materials to parents to supplement their learning
  • Collaborate with the Parent Engagement Committee: coordinate with coffee chats and other events to advertise

Strategy 3

Increase Family and Community Engagement with Themed Saturday Classes

Actions for this Strategy:

  • Collaborate with Family Engagement Committee and specialists to create themed events
  • Advertise for 10 week sessions of Saturday camps
  • Coordinate with Dental Van, Book Mobile, Coaches to provide materials for pick up at Saturday camp
  • Collaborate with the Parent Engagement Committee: coordinate with coffee chats and other events to advertise

Strategy 4

SEL Behavior Coping Tools

Actions for this Strategy: 

  • Extend sensory walk to second, third, and upstairs
  • Purchase flexible seating (chairs and bands for legs)
  • Purchase additional fidget tools to replenish and share with teachers (Play-Doh, fidgets, toys, etc.)
  • Purchase additional specific programs: Kimocis, Zones of Regulation, and Superflex 

 

Access & Opportunity End of Year SMARTR Outcome

100% of students will participate in learning experiences from the AAP resources/curriculum in literacy and math each quarter.

Strategy 1

AAP resource staff will share quarterly experiences during CTs for each grade level.

Action for this Strategy: 

  • Implement Elements of the Advanced Academic Curriculum in all grades such as, Socratic Seminars, Jacob's Ladder, Caesar's English, etc. supported by our AARTs and Level 4 teachers.

Strategy 2

Grades 3-5 will implement DBQ experiences.

Action for this Strategy:

  • Participate in professional development to strengthen instruction around opportunities for productive discussion and collaboration.