ESSER III/School Innovation and Improvement Plan At-A-Glance

• 2022-2023

• Flint Hill Elementary School 

• Region 1

• Eben Montaquila, 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.

English Language Arts 

Outcome:

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

Goal

• 100% of students will demonstrate growth in one or more of the domains (phonological awareness, phonics, high-frequency words, vocabulary, comprehension of literature or comprehension of informational text) as measured by the iReady assessment or PALS (Kindergarten) from the fall 2022 window to the spring 2023 window.

Strategy 1  

• Leverage core skills lessons from Lexia for small group tier 2 instruction.

Strategy 2

• Small group Tier II instruction that targets specific ELA needs identified from spring 2022 data.

Strategy 3  

• Enhanced home-school partnership.

 

Mathematics 

Outcome

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

Goal

• As measured by the Student Mathematics Profile, 100% of Flint Hill students will be proficient or proficient plus in Mathematical Problem Solving and/or Mathematical Communication on the rubric through the completion of grade level appropriate performance tasks.

Strategy 1  

• Strengthen Tier I, II and III instruction by targeting grade level specific areas of need based on 21-22 SY EOY data.

Strategy 2  

• Small group Tier II and III instruction that targets specific math strand/skill needs (automaticity, place value, operations, and executive function related to problem solving.)

Strategy 3  

• Teachers will identify specific strategies or representations that are important to notice based on the learning objectives and use observations, student responses and student written communication to drive classroom discourse.

 

Wellness 

Outcome

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

Goal

• By June 2023, 100% of identified students will be able to name and demonstrate identified prosocial and executive function skills, as measured by appropriate grade level assessments, role playing exercises, teacher observations, and/or SEL Universal Screener.

Strategy 1  

• Utilize CASEL's Signature Practices to promote social and emotional learning throughout the school day. (e.g. Morning Meeting (RC), Professional Development, Parent Information Meetings).

Strategy 2  

• Small group targeted intervention for identified students focusing on Executive Function and Prosocial skills, using an evidence based program (ex: Mind Up, Superflex, Executive Function in the Classroom).

Strategy 3  

• Family Engagement: Promote SEL practices to continue the focus of Flint Hill within the community.

 

Portrait of a Graduate (POG)

Outcome

All students will complete a POG Presentation of Learning (POL) by 2025-26.

Goal

• By June 2022, 100% of students will have regular access to meaningful learning opportunities to authentically identify, practice, and build POG skills. In grades K,1,3,4,6 students will focus on reflection of POG Communicator skills; and in grades 2 and 5, students will participate in POG POL. Student growth in the POG Communicator skill will be measured by K, 1, 3, 4, 6 Self Assessments and Teacher Scoring Guides and by grades 2 and 5 POG POL portfolios.

Strategy 1  

• Instruction at all grade-levels includes explicit POG instruction within innovative pedagogy such as PBL and integration of thinking routines.

Strategy 2  

• The school will build an understanding with students, staff and the community about why POG attributes and skills positively impact students within and beyond school.