2022-2023 ESSER III/School Innovation and Improvement Plan
Outcome goals for this academic year.
Complete ESSER School Funding Plans
ESSER III/School Innovation and Improvement Plan At-a-Glance
Hayfield Elementary School
Jessica Lewis, Principal
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
Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.
Goal: Sixty percent of students will meet grade level expectations on the Developmental Spelling Assessment/PALS-K by the end of the school year.
- Incorporate multi-sensory teaching strategies from BrainSprings Phonics First into Tier 1 instruction to increase phonological awareness across in first grade and use Phonics First program for Tier 2/3 small group interventions across grade levels.
- Small group instruction to provide Tier 2/Tier 3 supports, for students demonstrating lack of foundational skills from the Developmental Spelling Assessment, Word Reading Fluency Assessment, and Oral Reading Fluency Assessment in Grades 1 and 2 using Fundations.
- Provide daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block.
ESSER III Mathematics Strategies
Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.
Goal: Seventy-two percent of students in grades 3 through 6 will score a 400 or above in the Spring Mathematics SOL. 80 percent of students in grades 1 and 2 will meet grade level expectations on the AVMR Number Words and Numerals and Structuring assessments. This is aligned with Shift 8, from looking at correct answers to looking at student thinking.
- Implement daily Tier 1 instruction in Grades 1 and 2 incorporating AVMR assessments and materials.
- Implement small group instruction to provide Tier 2/Tier 3 supports using AVMR in grades 1, 2, and 3.
- Engage all students in meaningful learning through student-centered instruction anchored with rich mathematical tasks.
ESSER III Wellness Strategies
Outcome: Ensure students feel safe, included, and supported in the school environment.
Goal: At the end of the 2022 -2023 school year, 60% of students will responded favorably to the well being domain, which includes positive and challenging feelings on the SEL spring screener.
- Set aside protected time to engage in required Tier 1 practices school wide, to include Morning Meeting and Closing Circle.
- Provide targeted or intensive interventions for students to support needs at tier 2/3.
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 grade 3 students will show growth as communicators on POG self-reflections scored with the reflection on POG skill use rubric given at the beginning and end of the year.
- By the end of SY 2022-23, 100% of grade 3 students will show growth as communicators on POG self-reflections scored with the reflection on POG skill use rubric given at the beginning and end of the year.
- Teachers will design and facilitate inquiry-based opportunities that elevate student voice and increase student engagement.