2023 - 2024 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 that 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.

Language Arts Strategies

Outcome: By EOY 23-24, students grades 1-3 will increase on-grade-level reading ability by 26% (from 44% to 70%) as measured by the iReady.

Strategy 1

• Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block.

Strategy 2

• Expand the use of independent practice with a variety of texts (e.g., decodable, nonfiction, fiction) and meaningful tasks (e.g., Lexia, writing about reading)

 

Mathematics Strategies

Outcome: By EOY 23-24, students in G3-6 will demonstrate growth in mathematics by 5% ( from 79% to 84%) as measured by the SOL.

Strategy 1

• Increase teacher's implementation strategies related to Shift 8: from looking for correct answers to revealing student thinking.

Strategy 2 

• Increase systems of support during the school day, after school, and in summer to help students achieve success in mathematics.

Strategy 3

• Increase teacher's implementation strategies related to Shift 4: from show and tell to share and compare.

 

Wellness Strategies

Outcome: Kindergarten and first-grade students missing more than 10 days of instruction will decrease from approximately 12% to 7% during the 2023-24 school year.

Strategy 1

• Strengthening messaging to staff, students, and families around attendance at school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success but because the school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving, and self-regulation, all of which are needed to grow and learn.

Strategy 2

• Strengthen school team practices to monitor attendance data and determine the need for intervention and additional support.

Strategy 3

• Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.

 

Equitable Access and Opportunity Strategies

Outcome: EOY 2024, 100 % of classroom teachers will utilize Tier 1 Access to Rigor AAP Materials 1x/quarter or 4x/year and 100% of county-identified Young Scholars will have additional monthly opportunities for targeted enrichment and rigor while being nurtured and empowered along with their families.

Strategy 1

• Increase teacher capacity in using Tier I Access to Rigor Resources

Strategy 2

• Small Group Targeted Enrichment for Young Scholars

Strategy 3

• Nurture and Empower Young Scholars and their families.