2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year

Complete ESSER school funding plan

Dogwood Elementary

Region 1

Kate Beckner, 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: Small Group Tier 2 Instruction to reteach essential standards.
Strategy 2: We will utilize our CLT  to plan, implement, and reflect upon equitable Tier 1 instructional practices for all students
Strategy 3: Small group Tier 2/Tier 3 instruction that targets essential skills.
Strategy 4:Leverage Tier I Core reteaching resources and Imagine Learning and Instruction for Small Group Instruction in the Core
ESSER III Mathematics Strategies
Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.
Strategy 1: Small Group Tier 2 Instruction to reteach essential standards.
Strategy 2: We will utilize our CLT  to plan, implement, and reflect upon equitable Tier 1 instructional practices for all students.
Strategy 3: Small group Tier 2/Tier 3 instruction that targets essential skills.
Strategy 4:Leverage Tier I Core reteaching resources and ST Math and Instruction for Small Group Instruction in the Core
ESSER III Wellness Strategies
Outcome: Ensure students feel safe, included, and supported in the school environment.
Strategy 1: Establish a routine for students who need additional coping strategies in classrooms
Strategy 2: Ensure new staff are RC trained (institute a Tier 1 program of support)
Strategy 3: Provide equipment and materials for students to use and interact with to improve overall wellness during indoor and outdoor recess
Strategy 4: Initiate and implement before and/or after school clubs

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 2021, 100% of classrooms (K-6) will engage students in instructional experiences using AAP curriculum at least 1 time per quarter starting in Quarter 2
Strategy 1: Coaches will engage in learning in the Advanced Academics Curriculum.
Strategy 2: Coaches will intentionally plan experiences in CLT to support the integration of AAP curriculum in classroom planning.
Strategy 3: Teams will utilize the Advanced Academics curriculum in connection with the Primary Years Program (PYP) Units of Inquiry.
Literacy End of Year SMARTR Outcome

Goal:  

70% of transitioning pre-kindergarten students  will produce either the correct letter sound, name, or association for 17 or more letters.  

By the end of the 2021-2022 school year, 70% of Kindergarten students will meet the DRA benchmark of a 4 and/or meet the PALS Spring benchmark. 

By the end of the 2021-2022 school year, 70% students in grades 1-2 will meet the DRA benchmark (16, 28) or make a year and a half progress as measured by the DRA.

*On the 2021-2022 Reading SOL, students in grades 3-6 will pass the Spring SOL or make growth as measured by the VGA/SOL.

Our pass/growth rates will be:  

All: 70% Asian: 70%

Hispanic:  70%              SWD: 70%

Black: 70%                       EL: 70%

White: 70%                       ED: 70%
Strategy 1: We will use  concept based instruction of the PYP framework to facilitate learning through a workshop model.
Strategy 2: We will utilize our CLT cycle to plan, implement, and reflect upon equitable instructional practices to ensure access and engagement for all students.
Strategy 3: We will actively engage in whole school, team, and individual learning to provide high quality equitable instruction for all students.
Math  End of Year SMARTR Outcome

Goal:

70% of transitioning pre-kindergarten students  will count to 20 and recognize numerals to 10. 

70% of Kindergarten students will produce the number word after a given number (within 30) on a common unit assessment with 75% accuracy. 

70% of first grade students will meet the level 3 benchmark or make one level of growth as measured by the AVMR Structuring assessment. 

70% of second grade students will pass the end of year assessment focusing on essential standards (place value and addition/subtraction). 

*On the 2021-2022 Math SOL, students in grades 3-6 will pass the Spring SOL or make growth as measured by the VGA/SOL.

Our pass/growth rates  will be:  

All: 70% Asian: 70%

Hispanic:  70%              SWD: 70%

Black: 70%                       EL: 70%

White: 70%                       ED: 70%

Strategy 1: We will use  concept based instruction of the PYP framework to facilitate learning through a workshop model
Strategy 2: We will utilize our CLT cycle to plan, implement, and reflect upon equitable instructional practices to ensure access and engagement for all students.
Strategy 3: We will actively engage in whole school, team, and individual learning to provide high quality equitable instruction for all students.
Science End of Year SMARTR Outcome
Goal: During the 2021-2022 school year, we will have 70% of our students pass the Science SOL.
Strategy 1: We will use  concept based instruction of the PYP framework to facilitate learning through a workshop model.
Strategy 2: We will utilize our CLT cycle to plan, implement, and reflect upon equitable instructional practices to ensure access and engagement for all students.
Strategy 3: We will actively engage in whole school, team, and individual learning to provide high quality equitable instruction for all students.