2022-2023 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year

School Innovation and Improvement Plan At-a-Glance

  • 2022-2023
  • Centre Ridge Elementary School
  • Region 4
  • Dr. Jennifer Hertzberg, 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.

Complete ESSER School Funding Plans

ESSER III English Language Arts Strategies

Outcome

 Ensure students are making sufficient progress to be on grade level in English Language Arts.

Goal

As measured by a CRES-created Oracy Continuum, 100% of CRES students will improve their communication skills in at least one area through their participation in oral language opportunities embedded throughout the day and across content areas.

Strategy 1

  • Incorporate learning opportunities that reinforce communities of discourse (e.g., PBLs and PBAs completed in collaboration, Socratic Seminars, strategy groups to support reading comprehension, etc.). 

Strategy 2

  • Explicitly teach criteria evidenced in CRES Oracy Continuum.

Strategy 3

  • Implement Tier I, II, and III instructional supports for English Learners.

Strategy 4

  • Engage parents/guardians in understanding how to support their child’s oracy skills at home.

ESSER III Mathematics Strategies

Outcome

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

Goal

As measured by the FCPS Student Mathematics Profile rubric, 100% of CRES students will continue to develop their mathematical problem solving, increasing by at least one level, through the completion of math performance tasks.

Strategy 1

  • Introduce Mathematics Profile rubric to develop teacher understanding of how to deepen problem solving within a math workshop.

Strategy 2 

  • Discuss, determine, and plan for math problem solving opportunities within the context of a math workshop model identified by the teacher.

Strategy 3

  • Participate in learning lab sites for teachers to develop their understanding of math pedagogy.

Strategy 4

  • Engage parents/guardians in understanding how to support their child’s math skills, including math problem solving.

ESSER III Wellness Strategies

Outcome

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

Goal

100% of students will reflect on their development as goal-directed and resilient learners over the course of the 2022-2023 school year.

● Students in grades K-3 will reflect on their ability to recognize and regulate emotions, detailing the strategies they use to address contrived and real situations.

● Students in grades 4-6 will create and reflect on academic and/or social SMARTR goals throughout the year, detailing the progress they made with their respective goals.

Strategy 1

  • Engage students in counselor-directed lessons to reinforce executive function, self-regulation, and reflection in accordance with self-identified SMARTR goals.

Strategy 2

  • Implement Kimochis, Zones of Regulation, Skills Streaming, and Responsive Classroom approach (*schoolwide and grade-level/developmental level directed)

Strategy 3

  • The mindfulness coach will work with students, primarily in the 4th and 5th grades, to introduce and reinforce strategies to build a positive self-concept.

 

Portrait of a Graduate (POG)

Outcome

All students will complete a POG Presentation of Learning (POL) by 2025-26.

Goal

100% of CRES teachers will access and incorporate Portrait of a Graduate learning experiences through the lens of AAP and other high leverage practices each month to document student learning and make thinking visible across content areas and grade levels.

Strategy 1

  • Reinforce PoG attributes and skills across all classrooms and settings.

Strategy 2

  • Engage students in Portrait of a Graduate reflection across all content areas and specials.

Strategy 3

  • Document, upload, and share Portrait of a Graduate related assignments and reflections.