2021-22 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year

2021-2022 ESSER III/SIIP At-a-Glance

Cunningham Park Elementary

Region 1

Katie Le, 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 3 instruction that targets a specific literacy skill (e.g., fluency) using MTSS Reading Hyperdoc

Strategy 2:  Small Group Tier 2 Instruction to reteach essential standards (e.g., nonfiction comprehension)

Strategy 3:  Provide extended ELD support (targeted ELD support provided in addition to Tier 1 core instruction) in explicit language instruction in the domains of listening, speaking, reading, and writing with a focus on the language of Language Arts, using the Extended ELD Considerations and Resources, during intervention or flexible instructional time.

 

ESSER III Mathematics Strategies

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

Strategy 1:  Leverage Tier I Core reteaching resources and ST Math for Small Group Instruction in the Core

Strategy 2:  Intensive tutoring supplement to the Core (Tier 3 supports)

Strategy 3:  Provide extended ELD support (targeted ELD support provided in addition to Tier 1 core instruction) in explicit language instruction in the domains of listening, speaking, reading, and writing using math content during intervention or flexible instructional time.

 

ESSER III Wellness Strategies

Outcome: Strengthen Evidenced -Based Strategies within our building (Tier 1)

Strategy 1: Provide closing circle books to staff who do not currently have them, provide teams with guidance through CLT's for implementation

Strategy 2:  Implement FCPS SEL lessons on a weekly basis (Tier 1) and monthly SEL student check-ins

Strategy 3: Increase schoolwide implementation of Positivity Project

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 the end of the 2021-2022 school year, all students will have at least four opportunities to participate in Level IV Advanced Academic framework in the classroom setting

Strategy 1: Teams will plan with AART to develop lessons that embed strategies/materials available for use with AAP curriculum

Strategy 2: All staff will become well versed in the various AAP strategies and materials that are available for use in the AAP curriculum

 

OTHER End of Year SMARTR Outcome

Goal: By June 2022, all students will be able to identify or demonstrate prosocial relationship skills, as measured by appropriate grade level assessments, role playing exercises, teacher observations, or SEL Universal Screener

Strategy 1: Teachers will incorporate daily routines and direct social emotional instruction throughout the school day

Strategy 2: Teachers will model prosocial behaviors and conflict resolution whenever appropriate

 

OTHER End of Year SMARTR Outcome

Goal: By June 2022, all English Learners and Students with Disabilities will demonstrate at least one level  of growth in reading, measured by DRA2 level, iReady, or WIDA level

Strategy 1: Teachers will incorporate concept-based learning into their daily language arts instructional practices

Strategy 2: Ongoing reading data will be analyzed quarterly in order to measure and reflect on growth to make instructional decisions in reading