2022-2023 ESSER III/School Innovation and Improvement Plan
Outcome goals for this academic year.
Complete ESSER school funding plan
Complete ESSER School Funding Plans
Fairfax County Public Schools
School Innovation and Improvement Plan At-a-Glance
- 2022 - 2023
- Dranesville Elementary
- Region 1
- Jamie Gadley, Principal
The Elementary and Secondary School Emergency Relief (ESSR III)
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 |
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By the end of the 2022-2023 school year, 80% of all subgroups will meet grade level expectations on PALS-K (83)/iReady (40th percentile). By the end of the 2022-2023 school year, 80% of all subgroups will score pass/advanced (unadjusted) on the Virginia Standards of Learning assessments. |
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Strategy 1 Provide daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. |
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Strategy 2 Explicitly teach high level language skills (inferencing, comprehension monitoring, and awareness of text structure) via interactive read alouds of complex texts. |
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Strategy 3 Partner with families/caregivers to communicate student progress and establish supportive family partnerships. |
ESSER III Mathematics Strategies |
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By the end of the 2022-2023 school year, 80% of all subgroups will meet grade level expectations on EMAS/iReady (40th percentile). By the end of the 2022-2023 school year, 80% of all subgroups will score pass/advanced (unadjusted) on the Virginia Standards of Learning assessments.
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Strategy 1 Shift from teaching about representations toward teaching through representations. -MTP 3 (NCTM 2014) (Shift 3) |
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Strategy 2 Shift from teaching so that students replicate procedures toward teaching so that students select efficient strategies. -MTP 6 (NCTM 2014) (Shift 6) |
ESSER III Wellness Strategies |
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By the end of the 2022-2023 school year, our school will use Morning Meeting effectively to improve relationship skills and self-awareness, increasing schoolwide scores on the Relationship Skills and Belonging topics of the SEL screener by at least 10%. |
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Strategy 1 Plan for daily Morning Meeting in each classroom K -6. |
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Strategy 2 Teach the Zones of Regulation to foster self-regulation and emotional control. |
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Strategy 3 Utilize Positivity Project |
Portrait of a Graduate End of Year SMARTR Outcome |
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By the end of the 2022-2023 school year, 100% of students in 3-6 will demonstrate increased understanding of POG and an increase in student engagement as reported on a student survey given at Morning Meeting at the beginning and end of the year. |
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Strategy 1 The school will build an understanding with students, staff, and the community about why POG attributes and skills positively impact students within and beyond school. |
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Strategy 2 Collaborative teams will align content knowledge and skills with POG attributes and skills. |