2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year

Complete ESSER School Funding Plans

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

Mantua Elementary High School | Fairfax County Public Schools | Region 5 | Principal Linda Shannon

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.

Strategy 1

Provide access for all students to the online literacy program MyLexia to assess student progress, develop individualized intervention, and monitor progress.

Strategy 2

Provide teacher training in Orton-Gillingham methodologies that will improve initial teaching in phonological and phonemic introduction to young students and promote vocabulary skill-building activities through strong Tier 1 instruction.

Strategy 3

Identify students in need of increased access to literacy materials in the home to receive book sets and encourage participation in a book club to build literacy aspects of the books discussed.

Strategy 4

Provide targeted intervention through small group instruction based on student-specific identified needs.

 

ESSER III Mathematics Strategies

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

Strategy 1

Create student groupings based on domain weakness and develop focus lessons to target skills with opportunities for spiral review.  For students with weaknesses in the Measurement and Data/Geometry domains, they will be supported with STMath activities to develop related skills.  For students who demonstrate computation/numeracy deficits, they will be provided support in DoTheMath activities to build those deficits. Provide staff with related professional development and instructional materials.

Strategy 2

Provide opportunities for primary staff to receive professional development and instructional materials related to Add+VantageMR® (AVMR). Utilize assessment, data collection, and teaching tools to support student foundational learning of whole number topics.

Strategy 3

Provide targeted intervention through small group instruction based on identified needs.

 

ESSER III Wellness Strategies

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

Strategy 1

Establish Tier 1 evidence-based strategies to promote social and emotional learning through CASEL’s 3 Signature Practices.  Provide opportunities for staff to participate in professional development and support a two-year school-wide implementation plan to become a Responsive Classroom school.  Responsive Classroom is a student-centered, social and emotional learning approach to teaching and discipline. It is comprised of a set of research, and evidence-based practices designed to create safe, joyful, and engaging classrooms and school communities.

Strategy 2

Develop, maintain, and improve family/parent engagement to strengthen the connection with the school through educational seminars. Provide increased access for parent participation in seminars with transportation and child care.

Strategy 3

Implement Tier 2 SEL interventions for students displaying elevated needs, based on SEL Screener, SEL check-ins, and teacher/parent referrals for increased support. Provide professional development in evidence-based curriculums such as Mind UP, Strong Kids, and Unstuck and On Target.

Strategy 4

Create  “cool-down” spaces within the school building where students can elect to go to in order to de-escalate.  Create a "take a break" area in each classroom.

 

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

Goal: By June 2022, 100% of classrooms will have provided students with at least 3 AAP curriculum experiences.

Strategy 1

Promote higher-level thinking opportunities for all students.

Strategy 2

Provide Professional Development for teachers around the identification of Young Scholars and the development of strategies to support success.

Strategy 3

Develop plans to support student-specific areas of strength and needs in CLT meetings.

 

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