Fort Belvoir Primary

2022-2023 ESSER III/School Innovation and Improvement Plan

• Fort Belvoir Primary
• Region 3
• Margo Pareja, Principal

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. 

English Language Arts Strategies

Goals

• By the end of the 2022-2023 school year, 100% of kindergarteners will meet or exceed benchmark on PALS-K.
• By the end of the 2022-2023 school year, 100% of students in First and Second grade will demonstrate growth in the iReady Phonological Awareness and Phonics domain, resulting in a change in placement level.

Outcome

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

Strategy 1

• Develop oral language skills through explicit language instruction and opportunities for talk in both the reading and writing block.

Strategy 2

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

Strategy 3

• Provide Tier 3 instruction as an intensive intervention for students who need instruction beyond Tier 1 and Tier 2.

Mathematics Strategies

Goals

• By the end of the 2022-2023 school year, 100% of kindergarteners will beet or exceed benchmark on VKRP.
• By the end of the 2022-2023 school year, 100% of students in First and Second grade will demonstrate growth in the iReady Number and Operations and Algebraic Thinking domains, resulting in a change of placement level.

Outcome

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

Strategy 1

• Teachers will identify specific strategies or representations that are important to notice based on learning.

Strategy 2

• Provide targeted instruction around fact fluency during the math workshop block.

Wellness Strategies

Goal

By the end of the 2022-2023 school year, our school will utilize a variety of strategies at the Tier 1, 2, and 3 levels to teach self-management subskills, increasing schoolwide scores on the self-management topic of the SEL screener by 5% to 86% favorable.

Outcome

Strengthen adult wellness and promote student wellness by using Morning Meeting and Closing Circles and CASEL's 3 Signature Practices.

Strategy 1

• Teach students to self-regulate by utilizing the "Calm Corner" within the classroom.

Strategy 2

• Provide targeted or intensive interventions for students to support needs at Tier 2/3.

Strategy 3

• Model and provide feedback on required practices such as Morning Meeting and Closing Circles in adult meetings to foster relationships, learning, and fidelity of implementation.

Portrait of a Graduate (POG) Strategies

Goal

By the end of SY 2022-23, 100% of students will demonstrate understanding of POG attributes communicator and collaborator as reported on either students surveys (2nd grade) or teacher reported surveys.

Outcome

All students will complete a POG POL by 2025-26.

Strategy 1

• The school will build an understanding with students, staff, and the community about why the POG attributes of communicator and collaborator positively impact students within and beyond school.

Strategy 2

• Collaborative teams will align content knowledge and skills with POG attributes and skills of communicator and collaborator.

Fort Belvoir Upper

2022-2023 ESSER III/School Innovation and Improvement Plan

• Fort Belvoir Upper
• Region 3
• Jamey Chianetta, Principal

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. 

English Language Arts Strategies

Goal

By June 2023, the "All" student category and "All" subgroups will reduce their failure rate on the Reading SOL by at least 10%.

• All Students - 89/2% pass or pass advanced
• Asian - 100% pass or pass advanced
• Black - 88.3% pass or pass advanced
• Economically Disadvantaged - 87.4% pass or pass advanced
• Hispanic - 87.4% pass or pass advanced
• Students with Disabilities - 86.5% pass or pass advanced.

Outcome

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

Strategy 1

• Integrate a variety of professional development opportunities to build teacher capacity in Tier 1 delivery of differentiated instructional best practices aligned with SOR.

Strategy 2

• Deliver small-group Tier 2 and Tier 3 instruction to target literacy skills.

Strategy 3

• Use evidence-based intervention resources aligned to the Science of Reading to provide literacy intervention.

Mathematics Strategies

Goal

By June 2023, all groups and subgroups will reduce their failure rate on the Math SOL by at least 10%.

• All Students - 70.3% pass or pass advanced
• Black - 81.1% pass or pass advanced
• Economically Disadvantaged - 81.1% pass or pass advanced
• Hispanic - 88.3% pass or pass advanced
• Students with Disabilities - 73.9% pass or pass advanced

Outcome

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

Strategy 1

• Integrate a variety of professional development opportunities to build teacher capacity in the delivery of differentiated instructional best practices.

Strategy 2

• Utilize research-based strategies to increase teachers' understanding of student engagement to maximize student learning during math.  Focus on Shift 8 during all parts of the math block.

Strategy 3

• Tier 2 and 3 instruction with identified students in the classroom and in intervention groups.

Wellness Strategies

Goal

Fort Belvoir Upper School students will demonstrate at least a 7% improvement in self-management skills, from the Fall to Spring SEL Screener.  Scores will be tracked for those students who are in attendance at the time of and complete both screeners.

Outcome

Strengthen adult wellness and promote student wellness by using Morning Meeting and Closing Circles and CASEL's 3 Signature Practices.

Strategy 1

• Implement all components of required practices using time protected by the master schedule and lesson plan expectations.

Strategy 2

• Adults will model required practices in the school setting, including meetings to foster buy-in, promote relationships, and enhance learning.

Strategy 3 

• Provide targeted or intensive interventions to support student needs at Tiers 2/3.

Portrait of a Graduate (POG) Strategies

Goal

100% of students will demonstrate increased understanding of POG as reported on a student survey given through Morning Meeting at the beginning and end of the year.

Outcome

All students will complete a POG POL by 2025-26.

Strategy 1

• Leadership, teachers, and staff will plan and assist students in self-assessing POG attributes and skills.

Strategy 2

• Collaborative teams will align content knowledge and skills with POG attributes and skills.

Strategy 3

• 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.