ESSER III/ School Innovation and Improvement Plan

Outcome goals for this academic year.

Complete ESSER School Funding Plans

ESSER III/School Innovation & Improvement Plan

Sleepy Hollow ES 2022-23 Region 2 Mattie Fallen, 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: EFor the 2022-2023 school year, we are setting a goal of a 75% pass rate on the Virginia Standards of Learning Reading Assessment for the Economically Disadvantaged subgroup. For the 2022-2023 school year, we are setting a goal that 56% of our Economically Disadvantaged student subgroup will meet on grade level standards as measured by their iReady assessment. For the 2022-2023 school year, we are setting a goal that 80% of kindergarten students in our Economically Disadvantaged subgroup will meet grade level expectations on PALS-K.

Strategy 1 Teachers in grades K-5 will implement effective instructional strategies to meet Tier 1 requirements in the classroom so that all students have access to grade level content.

Strategy 2 Teachers will increase time dedicated to foundational skills instruction and practice (print concepts, phonological awareness, phonics, word recognition, and fluency) in the core language arts block.

Strategy 3 Teachers in grades K-5 will plan purposeful intervention groups to target foundational skill needs.

 

ESSER III Mathematics Strategies

Outcome: According to the VGA-SOL, our Economically Disadvantaged subgroup has made growth in the 2021-2022 school year. By using Tier 1 instruction in combination of Tier 2 and Tier 3, our students will continue to make expected growth on our assessments. We want this subgroup to be our focus for progress monitoring for the 2022-2023 school year as we plan our strong Tier 1 instruction as well as reteaching and intervention groups

Strategy 1 Teachers in grade Kindergarten through Grade 5 will strengthen and implement Tier 1 math workshop model within the classroom.

Strategy 2 Teachers will increase time dedicated to foundational skills instruction and practice (numeracy, computation, math workshop) in the core mathematics block.

Strategy 3 Teachers in grades K-5 will plan purposeful intervention groups to target foundational skill needs.

 

ESSER III Wellness Strategies

Outcome: Sleepy Hollow will implement strategies to improve School Climate/Wellness through the use of RULER tools and family engagement efforts, which will lead to improvements in student engagement, attendance, and self-regulation (behavioral and emotional) skills.

Strategy 1 Sleepy Hollow staff will develop and maintain a School Charter to establish a shared commitment to supporting the identified desired feelings of all by demonstrating agreed upon behaviors to support these feelings.

Strategy 2 Students will increase their emotional awareness through the use of direct instruction and daily emotional check-ins (Supports: self-management, social-awareness, engagement)

Strategy 3 Family Engagement - SHES will improve home-school connections with parents to improve attendance and educational engagement.

 

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.

 

Portrait of  a Graduate

Goal: By June 2023, 100% of Sleepy Hollow students in Grades K-5, will demonstrate growth as Goal Directed and Resilient Individuals as measured on POG Self Reflections.

Strategy 1 Communicate and educate staff and community stakeholders in the school's vision for POG attribute- Goal Directed and Resilient Individual

Strategy 2 Students will reflect on their use of POG skills throughout the school year.

Strategy 3 Collaborative teams will align content knowledge and POG skills used within the Goal Directed and Resilient Individual attribute