2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic school year

Complete ESSER School Funding Plans

School Innovation and Improvement Plan at a Glance

2021-2022 | Westlawn Elementary | Region 2 | Christoph Hill, Principal

End of Year SMARTR Outcome: All students grades K-6 will make 1.0 - 1.5 years’ progress in reading, as measured by the PALS and DRA assessments.

Strategy 1: Use ongoing assessments to progress monitor student growth, in order to plan and target instruction based on the individual and specific needs of students using a variety of data sources.

Strategy 2: Provide explicit and systematic phonics instruction to students in grades K-2 using the Fundations program.  Grades 3-6 will use DSA to determine differentiated instruction for phonics instruction.

Strategy 3: Engage ELLs in a variety of literacy learning opportunities targeting oral, writing, reading, speaking, and literacy skills.

End of Year SMARTR Outcome: All students will make at least a years’ worth of growth in mathematics and/or show grade-level proficiency as measured by both formative and summative assessments.

Strategy 1: Use ongoing assessments to progress monitor student growth, in order to plan and target instruction based on the individual and specific needs of students using a variety of data sources.

Strategy 2: Grade level teams will continue to  implement Math Workshops in each classroom to provide targeted and focused math instruction.

Strategy 3: Provide CLT-embedded professional development on how to implement math workshop, embed rigorous tasks, and explore number sense routines within math instruction.

End of Year SMARTR Outcome: Create a culture of shared leadership and shared accountability for student achievement.

Strategy 1: Westlawn teams will recruit, hire, and retain exceptional employees who are committed to fulfilling the Westlawn vision.

Strategy 2: Build capacity and develop caring leaders across teams and content domains.

End of Year SMARTR Outcome: Increase the number of ELLs in our full-time Level IV classrooms to more closely represent the demographics of our student population.

Strategy 1: Partner with families to develop shared understandings of Advanced Academic purpose and programming.

Strategy 2: Provide CLT-embedded professional development on how to incorporate critical and creative thinking strategies into tier 1 classroom instruction.

Strategy 3: Utilize multiple and varied data points as evidence of student readiness.

ESSER III/SIIP Plan at a Glance

Westlawn Elementary | Region 2 | Christoph Hill, 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

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

Strategy 1: Use ongoing assessments to progress monitor student growth, in order to plan and target instruction, intervention, and enrichment based on the individual and specific needs of students.

Strategy 2: Engage ELLs in a variety of literacy learning opportunities.

Strategy 3: Continue to strengthen tier 1 instruction through the collaborative learning team process and a commitment to a schoolwide coaching mindset.

Strategy 4: Provide our students receiving special education services with research-based best practices to meet specific learning needs with fidelity.

ESSER III Mathematics Strategies

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

Strategy 1: Use ongoing assessments to progress monitor student growth, in order to plan and target instruction, intervention, and enrichment based on the individual and specific needs of students using a variety of data sources.

Strategy 2: Teams will implement Math Workshops in all classrooms to provide targeted and focused math instruction.

Strategy 3: Provide embedded professional development on how to implement math workshop, embed rigorous tasks, and explore number sense routines within math instruction.

ESSER III Wellness Strategies

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

Strategy 1: Strengthen school-wide tier 1 evidence-based strategies.

Strategy 2: Provide targeted student support designed to build and strengthen social and emotional skills and empower children to positively impact their environment.

Strategy 3: Provide a variety of opportunities for family engagement.

Background: All Fairfax County schools are also required to complete an access and opportunity goal as part of their School Innovation and Improvement Plan (SIIP) and can also capture additional goals.  These are shown below.

Access & Opportunity End of Year SMARTR Outcome

Goal: Increase the number of ELLs in our full-time Level IV classrooms to more closely represent the demographics of our student population. 

Strategy 1: Partner with families to develop shared understandings of Advanced Academic purpose and programming.

Strategy 2: Provide CLT-embedded professional development on how to incorporate critical and creative thinking strategies into tier 1 classroom instruction.

Strategy 3: Utilize multiple and varied data points as evidence of student readiness.

OTHER End of Year SMARTR Outcome

Goal: All students grades K-6 will make 1.0 - 1.5 years’ progress in reading, as measured by the PALS and DRA assessments.

Strategy 1: Use ongoing assessments to progress monitor student growth, in order to plan and target instruction based on the individual and specific needs of students using a variety of data sources.

Strategy 2: Provide explicit and systematic phonics instruction to students in grades K-2 using the Fundations program.  Grades 3-6 will use DSA to determine differentiated instruction for phonics instruction.  

Strategy 3: Provide CLT-embedded professional development on how to provide explicit and systematic phonological awareness, phonemic awareness, and phonics instruction.

Strategy 4: Engage ELLs in a variety of literacy learning opportunities targeting oral, writing, reading, speaking, and literacy skills.

OTHER End of Year SMARTR Outcome

Goal: All students will make a years’ worth of growth in mathematics and/or show grade-level proficiency as measured by both formative and summative assessments.

Strategy 1: Use ongoing assessments to progress monitor student growth, in order to plan and target instruction based on the individual and specific needs of students using a variety of data sources.

Strategy 2: Grade level teams will continue to  implement Math Workshops in each classroom to provide targeted and focused math instruction.

Strategy 3: Provide CLT-embedded professional development on how to implement math workshop, embed rigorous tasks, and explore number sense routines within math instruction.