2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year.

Fairfax County Public Schools

School Innovation and Improvement Plan At-a-Glance

  • 2021 - 2022
  • 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

By the end of the 2021-2022 school year, at least 80% of the students in grades K-6 will be on grade level in Reading as measured by the End of Year Assessments.

Strategy 1

Fully implement the workshop model in English Language Arts K-6 (including differentiated centers focused on sight words, phonemic awareness, phonics, guided reading and English language development).

Strategy 2

Collaborative Learning Teams will work through the cycle with the focus of understanding what students need to know, understand and be able to do.

Strategy 3

Identify instructional focus for Dragon Time intervention (elevate and enrich) in order to provide targeted intervention at a designated time to build upon students' foundational skills and needs.

Strategy 4

Teacher training and understanding of evidence based instruction and explicit intervention grounded in the science of reading.

ESSER III Mathematics Strategies

By the end of the 2021-2022 school year, at least 80% of the students in grades K-6 will be on grade level in Mathematics as measured by the End of Year Assessments.

Strategy 1

Fully implement differentiated Mathematics Workshop K-6.

Strategy 2

Collaborative Learning Teams will work through the cycle with the focus of understanding what students need to know, understand and be able to do.

Strategy 3

Identify instructional focus for Dragon Time intervention (elevate and enrich) in order to provide targeted intervention at a designated time to build upon students' foundational skills and needs.

ESSER III Wellness Strategies

By the end of the 2021-2022 school year, we will implement school-wide Tier 1-3 Social Emotional Learning instruction and practices to provide a safe, welcoming and affirming school community for students, staff and families as measured by the implementation of Responsive Classroom, Positivity Project, Zones of Regulation and the development of school-wide expectations.

Strategy 1

We will engage in job embedded professional development to understand and implement Responsive Classroom, Positivity Project and Zones of Regulation school-wide.

Strategy 2

We will develop a comprehensive Multi-Tiered Systems of Support (MTSS) process that includes problem solving conversations to support student wellness.

Strategy 3

We will engage families and community partners to address social emotional needs and prepare students, staff and families in our school community to make healthy choices in life.

Access & Opportunity End of Year SMARTR Outcome

By the end of the 2021-2022 school year, all classroom teachers will have planned, implemented, and reflected on at least one Language Arts Advanced Academic lesson or Making Thinking Visible routine per unit to provide all students access to the continuum of Advanced Academic Program services as evidenced by student work.

Strategy 1

We will implement the Collaborative Learning Team cycle in all grade levels, K-6, to plan Tier 1 instruction that supports student learning by name, strength and need.

Strategy 2

Staff will participate in job embedded professional development to understand the Young Scholars Model and implementation of the Advanced Academics Program curriculum in English Language Arts.

Strategy 3

Through partnership with our Family Liaison and community, we will broaden the representation of families engaged in student learning.