School Innovation and Improvement Plan At-a-Glance

• 2021-2022

• Navy Elementary School

• Region 1

ESSR III - 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

Ensure students are making sufficient progress to be on grade level in English Language Arts.

Strategies

1. Leverage Tier 1 Core resource Imagine Language and Literacy for Small Group Tier 2 Instruction.

2. Small Group Tier 2 Instruction to reteach essential standards (e.g., nonfiction comprehension).

3. Small Group Tier 2/Tier 3 Instruction with Fundations, Just Words, Read Well, Read Naturally, Reading Mastery, Language!, Corrective Reading, and/or Cars and Stars.

4. Small Group Tier 3 instruction that targets a specific literacy skill (e.g., fluency) using MTSS Reading Hyperdoc.

ESSER III Mathematics Strategies

Ensure students are making sufficient progress to be on grade level in Mathematics.

Strategies

1. Leverage Tier I Core reteaching resources and ST Math for Small Group Instruction in the Core.
2. Small Group Instruction Supplement to the Core (Tier 2/3 supports) using AVMR and Building Fact Fluency Kits.
3. Intensive tutoring supplement to the Core (Tier 3 supports) with AVMR-trained instructors.
4. Provide extended ELD support (targeted ELD support provided in addition to Tier 1 core instruction) in explicit language instruction in the domains of listening, speaking, reading, and writing using math content during intervention or flexible instructional time.

ESSER III Wellness Strategies

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

Strategies

1. Parent Communication.

2. Targeted Social/ Emotional Skills.

3. Provide opportunities for family engagement.

SMARTR Outcomes - Background

All Fairfax County schools are also required to complete an access and opportunity goal as part of their School Innovation and Improvement Plan (SIIP) and can also capture additional goals.  These are shown below.

Access & Opportunity End of Year SMARTR Outcome

At least 25% of all Grades 5-6 general education students will take the Advanced Math SOL test.

Strategies

Students will be selected to participate in advanced math.

1. Math resource teacher will collaborate with general education teachers to create pre-assessments or use Schoology.

2. Grade 3-6 students will participate in math pre-assessments.

3. Administration and grades 3-6 teachers will develop criteria for selected advanced math students in grades 3-6.

4. Parent communication will go out to students’ parents who will be participating.

5. Guided math will be implemented to differentiate instruction for students.

6. All students have access to rigor curriculum in K-6.

OTHER End of Year SMARTR Outcome

 90% of all subgroups will pass the 2022 Spring Math and Reading SOL assessments.

Strategies

1. Students reading below grade level, according to the DRA benchmark, will receive guided reading at least three times a week and participate in monthly online reading assessments.

2. Students reading two grade levels below will receive research-based reading program in addition to guided reading provided by the classroom teacher.

OTHER End of Year SMARTR Outcome

 By June 2022, 100% of 2nd and 5th grade students will demonstrate growth by at least one point within two named Portrait of a Graduate attributes as measured by student self-assessment rubrics. All students will have the opportunity to access all the Portrait of Graduate skills.

Strategies

1. Teachers will introduce two selected skills within the team’s Portrait of a Graduate attribute.

2. Students will reflect on their POG attribute growth regularly.

3. Teams will report documentation of student POG growth around the one selected attribute.