2022-2023 ESSER lll/SIIP At-a-Glance

Aldrin Elementary School

Region 1

Shane Wolfe, 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, and 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

• Use up-to-date data to provide the most reliable evidence of students' academic needs. Data will drive Eagle Time groupings for intervention in addition to Tier 1 and 2 instruction

Strategy 2

• Analyze data and determine which interventions are needed (including WIDA, Heggerty Phonics, Read Naturally, Lexia, Cars and Stars, Phonics First, Reading Mastery, Fundations, and Just Words) to support individual students by name and by need, providing tailored support to ELs, SWDs, and economically disadvantaged groups.

Strategy 3

• Support teachers using updated PPGs by providing new Read Aloud titles to build student vocabulary and oral language skills.

Strategy4

• Utilize ESSER funds to fully fund a second full-time ESOL person to support EL students across grade levels and during intervention time.

Strategy 5

• Provide comprehensive parent resources to support reading instruction at home.

 

ESSER III Mathematics Strategies

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

Strategy 1

• Analyze data and identify areas of need and match to an evidence-based program or practice.

Strategy 2 

• Implement evidence-based programs, including Do The Math, during Eagle Time using iReady Math data and student progress on grade-level common assessments.

 

ESSER III Wellness Strategies

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

Strategy 1

• Strengthen Tier 1 Evidence-Based Strategies. Implement Morning Meeting and Closing Circles with fidelity and with content that is meaningful to students. Improve adult knowledge and implementation of the 3 CASEL signature practices.

Strategy 2

• Offer Targeted introductions at Tier 2 and 3 to students identified and matched with appropriate strategies through a Collaborative Teams approach to address behavioral and wellness challenges.

Strategy 3

• Provide targeted interventions to address attendance and engage students and families in the school community.

 

Portrait of a Graduate (POG) Strategies

Outcome: Ensure students understand the Portrait of a Graduate (POG) Communicator domain.

Strategy 1

• Increase student knowledge of Portrait of a Graduate.

Strategy 2

• Students show growth as Communicators on POG self-reflections.

Strategy 3

• Increase staff knowledge of Portrait of a Graduate attributes with a particular focus on communicator and collaborator.