2021-22 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year

School Improvement & Innovation Plan At A Glance

  • 2021-22

  • Camelot Elementary School

  • Region 2

  • Aileen Flaherty, 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

Engage students in a systematic, explicit and multisensory approach to phonics, and ensure that Tier 1 Phonological Awareness is part of the Tier 1 experience for grades K-4 (and Tier 2 at grades 5-6)..

Strategy 2

Tier 2 Instruction: Based on diagnostic assessment data (e.g. PASS, Running Records, DRA and F/P), teachers will determine which students are in need of tiered support and group students accordingly for guided reading or strategy group instruction.

Strategy 3

All special education teachers and other teachers who are trained in Orton Gillingham methodology will identify students for whom the OG approach is necessary and then provide this instruction.

Strategy 4

Additional Intervention: Teachers will provide intervention for specific areas of reading (phonics--decoding and encoding, comprehension, standards-based concepts).

Strategy 5

Teachers will provide in-class supports and scaffolds for ELs to increase student agency and independence.

Strategy 6

Using DSA data, teachers will conference with students to promote transfer of phonics principles to student writing.

ESSER III Mathematics Strategies

 

Outcome

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

Strategy 1

Embed numerous opportunities for review of concepts into the math block--"stripes" in the L.E.A.R.N lesson planning format: routines, additional E.A. segments, daily spirals etc.

Strategy 2

Teachers will engage students in opportunities to increase foundational skills and automaticity with number sense and math facts (+ - X /)

Strategy 3

Teachers will provide intervention for specific areas of math, especially concepts that were missed in school year 20-21.

Strategy 4

Refresh, replace, and increase inventory to make concrete materials accessible for staff and social-distanced students. Staff will utilize materials to introduce missed and new mathematical concepts, as well as intervene during school and Beyond the Bell.

ESSER III Wellness Strategies

Outcome

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

Strategy 1

K-6 Classroom teachers will engage students in a 25 minute Morning Meeting daily that include SEL lessons and activities.

Strategy 2

PreK-6 teachers will teach students about the 24 character strengths that are part of the Positivity Project.

Strategy 3

School Counselors will create Tier 2 counseling groups to address various student needs (such as coping, handling disappointment, etc)

Strategy 4

Beyond The Bell Staff Groups: The Wellness Lead/staff will create teacher or IA led Tier 2 Casel/SEL groups to address student needs (such as coping, handling disappointment, etc)

Strategy 5

Zones of Regulation: An institutionalized practice at Camelot, where students notice and name their zone (and why they're in that zone). Teachers will explicitly teach, encourage, and reinforce regulation strategies.

Access & Opportunity End of Year SMARTR Outcome

Goal

Each staff member in grades K-6 will incorporate at least one critical and creative thinking strategy per week as part of performance tasks in order to help identify advanced potential students, specifically students identified as Young Scholars.

Strategy 1

PreK-6 teachers will establish a baseline (in terms of personal repertoire and frequency) for teaching critical and creative thinking strategies to students.

Strategy 2

Increase staff repertoire of CCT strategies by learning about and then using thinking routines from Making Thinking Visible.

Strategy 3

Teachers will collect data and work samples to better inform the completion of the Gifted Behaviors Rating Scale in order to recognize these behaviors in all subgroups of students and provide equitable practices.