2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic school year

COMPLETE ESSER SCHOOL FUNDING PLANS

2021-2022 ESSER III/SIIP At-a-Glance

For additional information regarding this School Plan, please contact the school principal.

Garfield Elementary School

Region 3

April Cage, 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

Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts. All students will receive Tier 1 core instruction during reading workshop, which will incorporate phonological awareness, phonics and/or vocabulary instruction, focus lessons, small group instruction and opportunities for students to develop oral language communication.

Strategy 1
  • Teachers will administer and analyze formative assessments to identify needs and implications for instructional next steps.
Strategy 2
  • Teachers will use county provided resources to explicitly plan language arts lessons incorporating the workshop components stated in ELA Strategy 1 reading and considering students’ needs based on data. ESOL teachers will collaborate with classroom teachers to support English Language Learners with English language acquisition and vocabulary development.
Strategy 3
  • Grade level teams will conduct data dialogues to analyze the DSA assessments in the fall, winter, and spring and the DRA in the winter and spring to determine that students are continuing to make progress in tier 1 instruction.

ESSER III Mathematics Strategies

Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics. Tier 1 core instruction for K-4th grade will incorporate AVMR activities and resources in whole group and small group instruction during math workshop. Tier 1 core instruction for K-6th grade will incorporate the use of ST Math.

Strategy 1
  • Students in grades K-4 will be assessed using the AVMR Structuring Numbers assessment in the Fall, Winter, and Spring of the 2021-2022 school year. Grade level teams will conduct data dialogues based on Structuring Numbers assessment.
Strategy 2
  • AVMR trained teachers will engage in professional development to support analyzing AVMR assessment data, identifying targeted skills for students, and implementing lessons during guided math
Strategy 3
  • Teachers will monitor student progress on quizzes, grade level journeys and assignments in ST Math to differentiate during Math Workshop. Math Instructional Lead (IC, EMRT, Admin) and teachers will plan and host an ST Math Family Engagement event where families learn about ST Math and strategies for supporting students when doing ST Math at home.

 

ESSER III Wellness Strategies

Outcome: Ensure students feel safe, included, and supported in the school environment. 100% of the staff will have Responsive Classroom training and or coaching from an RC trained professional. As a result of teachers being trained students will feel safe, connected and a sense of belonging to the school community. Evidence will be collected from a student survey.

Strategy 1
  • Responsive Classroom monthly professional development from an RC trained professional
  • Implement Check in, Check out Tier II program with identified students
Strategy 2
  • 29 staff members are enrolled in the Responsive Classroom Course
  • Implement After- school Kind Kids Club
Strategy 3
  • Purchase Responsive Classroom Quick Coaching Guides for teachers (topics: Dealing with Defiant Behavior and Proactive Approach to Discipline)
  • Zones of Regulation Curriculum will be purchased and implemented with identified students

Access & Opportunity End of Year SMARTR Outcome

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.

Goal: By the end of the 2021-2022 school year, 100% of students in grades K-6, will participate/access AAP curriculum monthly through tier 1 instruction. Some of those experiences may also be enhanced through S.T.E.A.M.

Strategy 1
  • AART and other content coaches will provide professional development to classroom teachers on the use of AAP curriculum and strategies throughout the year during but not limited to grade level CLT meetings and school planning days.
Strategy 2
  • Identified students will receive extensions in mathematics to work above their grade level or at a greater level of depth and complexity
Strategy 3
  • The staff and specifically 3rd grade will begin to explore the AAP interdisciplinary guides to support the opening of our Local Level 4 program.