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

  • Flint Hill Elementary School

  • Region 1

  • Jennifer Hertzberg, 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.

Strategy 1  

  • Leverage Tier 1 Core resource Lexia (K-3) and Imagine Language and Literacy (4-6 and ELs) for Small Group Tier 2 Instruction.

Strategy 2

  • Small group Tier II instruction that targets comprehension, word study/vocabulary, and reading response skills.

Strategy 3  

  • Small Group Tier II/Tier III Instruction with BrainSpring Phonics First (Orton Gillingham approach; *6 teachers across 4 grade levels).

Strategy 4

  • Enhanced home-school partnership (home study links; literacy strategy night)

ESSER III Mathematics Strategies

Outcome

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

Strategy 1  

  • Strengthen Tier I instruction targeting deemphasized standards from previous years and elevate instruction for all students.

Strategy 2  

  • Support all students with building mathematical fact fluency.

Strategy 3  

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

Strategy 4  

  • Enhanced home-school partnership (home study links; math strategy night)

ESSER III Wellness Strategies 

Outcome

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

Strategy 1  

  • Strengthen and support Tier 1 evidenced-based strategies.

Strategy 2  

  • Small group targeted intervention (before, and during school) for identified students using an evidence based program. (e.g., Smart Kids, Mind Up, Superflex, Executive Functions: A Blueprint for Success Guide)

Strategy 3  

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

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: 

All students at Flint Hill will be proficient in mathematical problem solving in accordance with the VDOE rich mathematical task rubric. In addition, all students will increase their efficacy in one or more additional areas identified on the rubric such as mathematical understanding, communication and reasoning, and/or representations and connections, as evidenced by their growth. Students who are already proficient in these areas will maintain or be “proficient plus” or advanced by the end of the year. **Tasks will be differentiated according to ascending levels of intellectual demand.**

Strategy 1  

  • VDOE math and other performance tasks

Strategy 2  

  • Incorporate performance tasks such as those associated with M2 and M3, FCPS created math performance tasks, and youcubed tasks into weekly math instruction. Use these tasks in a formative and summative manner.

Strategy 3

  • Develop problem solving strategies: Guess and check; Make a table or chart; Draw a picture or diagram; Act out the problem; Find a pattern or use a rule; Check for relevant or irrelevant information; Find smaller parts of a large problem; Make an organized list; Solve a simpler problem; Work backwards.

Other End of Year SMARTR Outcome 

Goal:

As measured by an instructional level FCPS or 6+1 Writing Traits Rubric, 100% of students will demonstrate grade level expectations or higher in at least two or more areas of focus in accordance with a genre writing prompt. (Genres will remain consistent across the year to compare like-to-like writing samples).

Strategy 1  

  • Review initial writing and select at least two areas of focus per grade level.

Strategy 2  

  • Student conferences

Strategy 3  

  • Use of editing checklist and peer-feedback cycle

Other End of Year SMARTR Outcome 

Goal:

As measured by the BAS rubric, 100% of students will make at least one year's growth from their baseline data taken in September/October 2021.

Strategy 1  

  • Increase reading comprehension by focusing on within, about, and beyond comprehension questions across content areas.

Strategy 2  

  • Progress monitor with quick checks for comprehension and running records.

Strategy 3  

  • Word study and vocabulary development