2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year.

2021-2022

Island Creek Elementary School

Region 3

Michael Macrina, 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

  • By June 2022, assess using customized Portrait of a Graduate rubrics for Goal-Directed and Resilient Individual and Communicator to increase critical reading skills with 100% of students increasing by one level or maintaining a score of 4 in at least one out of two Goal-Directed and Resilient Individual skills and one out of two Communicator skills.  
    • Teachers will intentionally support all students including ELL and SPED students in the acquisition and conceptual understanding of POG language - utilizing POG Introductory lessons, mentor texts, anchor charts and visuals, POG reflection questions and student language stems.  
    • CTs will utilize customized Portrait of a Graduate rubrics for Goal-Directed and Resilient Individual and Communicator attributes in the fall, winter, and spring. CTs will discuss, analyze, and reflect on student progress and plan for instructional next steps across curricula.  
    • Teachers will provide daily opportunities for students to name, notice and reflect on identified POG skills during morning meetings, instructional activities, and end-of-day reflections.  
    • On a daily basis across K-6, students will name, notice and reflect on identified Goal-Directed and Resilient Individual and Communicator skills that are utilized while engaging in activities throughout the school day.  
    • During the 2021 - 2022 school year, all teachers will plan and implement at least two PBL units (in different content areas) to include blended learning which are aligned with POG skills.

ESSER III Mathematics Strategies

  • By June 2022, assess using customized Portrait of a Graduate rubrics for Goal-Directed and Resilient Individual and Communicator to increase critical math skills with 100% of students increasing by one level or maintaining a score of 4 in at least one out of two  Goal-Directed and Resilient Individual skills and one out of two Communicator skills.  
    • Teachers will intentionally support all students including ELL and SPED students in the acquisition and conceptual understanding of POG language - utilizing POG Introductory lessons, mentor texts, anchor charts and visuals, POG reflection questions and student language stems.  
    • On a weekly basis during math workshop across K-6, students will name, notice and reflect on identified Goal-Directed and Resilient Individual and Communicator skills that were utilized when solving mathematical tasks including daily number talks, performance tasks, small group and partner activities and problems, or whole group reflection conversations.  
    • Teachers will provide daily opportunities for students to name, notice and reflect on identified POG skills during morning meetings, instructional activities, and end-of-day reflections.  
    • CTs will utilize a modified Portrait of a Graduate rubric or develop their own to assess students' Goal-Directed and Resilient Individual and Communicator skills at least three times in one school year. CTs will discuss, analyze and reflect on student self-assessment trends and themes, and plan for instructional next steps.  
    • During the 2021 - 2022 school year, all teachers will plan and implement at least two PBL units (in different content areas) to include blended learning which are aligned with POG skills.

ESSER III Wellness Strategies

  • By June 2022, assessed using a modified CASEL relationship skills rubric, 100% of students will increase in or maintain 2+ in at least one area (individual relationships, classroom community, and trust adult) based on their self-assessment baseline data.  
    • Teachers will intentionally support all students including ELL and SPED students in the acquisition, recognition, and conceptual understanding of healthy and supportive relationships - utilizing provided resources from FCPS, mentor texts, anchor charts and visuals, reflection questions and student language stems.  
    • Island Creek will collect student feedback on their ability to establish and maintain healthy relationships using guided questions to self-reflect in order to form support for a caring school culture.

Access & Opportunity End of Year SMARTR Outcome

  • In the 2021-2022 school year, 100% of students will receive instruction using AAP curriculum resources or strategies in Math with differentiated scaffolds to provide access to rigor at least once per unit. Teachers will document resources and lessons used per math unit.  
    • Teachers and CTs will utilize resources within the school and the division to support adding rigor to the mathematics curriculum.  
    • CTs will utilize the FCPS math POS and purposefully plan with the goal of providing all students with exposure and access to rigor in mathematics through AAP lessons, resources, and strategies.  
    • Teachers will utilize a Google Form to document the use of the AAP strategies to increase access to rigor in mathematics.