2021-2022 ESSER III/School Innovation & Improvement Plan

Outcome goals for this academic year.

Complete ESSER School Funding Plans

School Innovation and Improvement Plan At A Glance

  • 2021-2022
  • Timber Lane Elementary School
  • Region 2
  • Benjamin Chiet, 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

By the end of the 2021-2022 school year, 90% of students will make at least a year’s worth of growth as measured by DRA.

Strategy 1

We will implement a high-quality reading workshop model that takes into account where each student is as a reader while also considering essential standards.

Actions for this Strategy: 

  • Reading Workshop Lab Sites in 2 grade levels to align around high-quality workshop practices.
  • Coaches will model student case studies in CLT and how to respond to student needs.
  • Coaching cycles to support reading workshop structures. 
  • Provide additional professional development in facilitating hands down conversations to support book clubs and student thinking.

Strategy 2

We will plan for and implement targeted small group instruction with fidelity at all tiers.

Actions for this Strategy:

  • Teachers will plan with and use high-quality small group reading materials, leveled book sets, chapter book sets, and decodable book sets.
  • MTSS will check in on interventions every 4-6 weeks to determine proficiency with targeted goals.
  • We will provide Orton-Gillingham professional development to support tiered interventions.

Strategy 3

We will design opportunities for our teachers and students to reflect on data, celebrate success, and refine teaching practices.

Actions for this Strategy: 

  • We will analyze student data in CLTs for unit (both pre, post, and formative) as well as frequent check-ins on guided reading groups and DRA level.
  • We will plan data dialogues and planning days at mid-year.
  • We will plan data dialogues at end of year to reflect on growth and determine next steps, creating watch lists for interventions next year.
  • MTSS Site Intervention Team will triangulate data (VGA, DRA, and DSA) to ensure student needs are met throughout the year and watchlists are created for next year, as well as who needs immediate Tier 3 intervention next school year.    

Strategy 4

We will build a community of readers that prioritizes student discourse around strategies and justification of thinking.

Actions for this Strategy: 

  • Students will be provided with after-school opportunities to apply reading, discourse and oral language skills to real life scenarios through some of our after-school clubs    

ESSER III Mathematics Strategies

By the end of 2022, all students will make growth in the areas of “parameters of number choice,” sophistication of strategy use, and/or justifying thinking within number sense or computation standards identified by each grade level. Growth will be measured by eliciting evidence of student thinking on a 1-on-1 interview style assessment adapted from AVMR diagnostics.

Strategy 1

We will implement a high-quality math workshop model that takes into account where each student is as a mathematician and problem-solver while also considering essential standards.

Actions for this Strategy: 

  • Our math coach will provide an after school Math Workshop course for 1st and 2nd year teachers.
  • Math Workshop Lab Sites in 2 grade levels to align around high-quality workshop practices.
  • Math coaches will model student case studies in CLT and how to respond to student needs.

Strategy 2

We will plan for and implement differentiated small group instruction with fidelity at all tiers.

Actions for this Strategy:

  • Teachers will plan with and use high-quality small group math materials, (rekenreks, magnetic ten frames)
  • MTSS will check in on interventions every 4-6 weeks to determine proficiency with targeted goals.
  • We will support teachers and our Instructional Coach with receiving AVMR professional development to support tiered interventions.

Strategy 3

We will design opportunities for our teachers and students to reflect on data, celebrate success, and refine teaching practices.    

Actions for this Strategy: 

  • We will analyze student data in CLTs for unit (both pre, post, and formative) as well as frequent check-ins on grade level throughout the year assessments.
  • We will plan data dialogues and planning days at mid-year.
  • We will plan data dialogues at end of year to reflect on growth and determine next steps, creating watch lists for interventions next year.

Strategy 4

We will build a community of mathematicians that prioritizes student discourse around strategies and justification of thinking.

Actions for this Strategy:

  • Teams will participate in labsites and coaching cycles to support teacher thinking around building a community of mathematicians and thinkers.
  • Teams will use text as expert in BOY, MOY, and EOY reflections.
  • SIIP goal prioritizes strategies and justification of thinking.    
  • Students will be provided with after-school opportunities to apply math skills to real life scenarios through some of our after-school clubs.

ESSER III Wellness Strategies

Favorable responses on the SEL screener will increase by 10% by spring 2022.

Strategy 1

Provide teachers with professional development in practices that support the development of executive functioning and self-regulation skills, and resources to teach and reinforce these practices with students.

Actions for this Strategy: 

  • We will meet with teams regularly to discuss, problem-solve, and provide resources to support the implementation of Tier 1 behavior wellness instruction.
  • Counselors will teach Zones of Regulation curriculum to all students during guidance lessons and provide staff with information, strategies, and resources related to the use of Zones through CLT and Staff meetings.
  • Provide teachers with materials for and instruction in the creation of "make and take" materials to support the creation of classroom calming spaces, fidget boxes, and other tools to promote the use of self-regulation strategies among students.

Strategy 2

Plan for and implement differentiated small group intervention for students whose SEL screener scores indicate Tier 2/3 social/emotional needs.

Actions for this Strategy:

  • Collect and analyze SEL screener data.
  • Provide small group inteventions matched to needs identified on the SEL screener.
  • Partner with Heeling House to provide additional SEL support through the use of therapy dogs.

Strategy 3

Plan before and afterschool opportunities for intervention and enrichment.

Actions for this Strategy:

  • Use SEL Screener and other data sources to identify students requiring additional opportunities for school connection and social/emotional skill intervention.
  • Plan and provide a variety of before and/or afterschool opportunities, such as mentoring, boys/girl circle, and other programs as needed.

Strategy 4

Create schoolwide signage to increase consistency in messaging aroudn behavior/EF expectations and reinforce use of EF/SEL skills.

Actions for this Strategy:

  • Purchase and/or create Zones resources for individual classrooms.
  • Purchase and/or create signage to reinforce R.O.A.R. expectations.

Access & Opportunity End of Year SMARTR Outcome

By the end of 2022, we will increase the percentage of students identified as Young Scholars from 8% to 13% (from 37 total to 60 total across grades 1-6).

Strategy 1

We will build staff capacity around knowledge of the AAP program with a focus on the identification process and giftedness look-fors.

Actions for this Strategy: 

  • Our AART will provide optional after school specials to give an AAP overview to build an understanding of how we support student growth and designation for the various AAP levels.
  • We will provide initial training for new teachers on GBRS with a focus on different ways in which gifted behaviors manifest.
  • We will facilitate meetings that involve the complete teams of teachers who support students in our referral/GBRS processes (ESOL, SPED, and classroom teachers have collaborative conversations).
  • We will work with the ESOL Office in conjunction with the AAP Office to build ESOL and classroom teachers’ capacity to support greater advocacy for ESOL students within the AAP process.

Strategy 2

We will build staff capacity around knowledge of the AAP program to ensure wider access to the AAP curriculum for all students.

Actions for this Strategy:

  • We will communicate why and how access to AAP curriculum is useful for our students through CLTs, staff meetings, and after-school specials.
  • We will encourage staff to attend a Young Scholars, Intro to AAP, or other AAP academy class within the next 3 years.
  • The AART will model, co-teach, and take data with teachers in a monthly AAP lesson that connects with the grade level curriculum.
  • The AART will attend and support teams in CLT to enrich and extend grade level curriculum by sharing high-leverage AAP curriculum resources.

Strategy 3

We will provide a variety of information sessions and workshops for families of underrepresented groups to provide the opportunity to engage more fully in the AAP program and process.

Actions for this Strategy: 

  • We will provide outreach to families in various languages to provide single-language Parent Education Nights to inform parents of AAP opportunities, share the identification process and how they can advocate for their child to receive AAP services.
  • We will offer weekly AART Office Hours weekly during the application window in conjunction with interpreters and our Parent Liaison to support parents with AAP paperwork and processes.
  • We will conduct mid-year meetings with families of our Young Scholars to help build a greater understanding of students’ progress and abilities.