2022-2023 ESSER III/SIIP At-a-Glance

For additional information regarding this School Plan, please contact the school principal.

• 2022-2023

• Groveton Elementary School

• Region 3

• James Swoger, 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.  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.

Goals:

• By June 2023, we will increase the percentage of students who are proficient by at least 15 percentage points when comparing fall VGA to spring SOL results (unadjusted).  
• By June of 2023, we will increase the percentage of grade 1 and 2 students who are at or above the 40th percentile by at least 15 percentage points when comparing fall to spring iReady results.

Strategy 1:

• Increase literacy opportunities for students through the Take Home Reading Program.

Strategy 2:

• Provide teachers with need-based, job-embedded professional learning to implement Tier 1 and 2 instructional strategies.

Strategy 3:

• Students identified by the MTSS Team as needing additional intervention beyond Tier 2 will receive evidence-based reading intervention to directly address their needs.

ESSER III  Mathematics Strategies

Outcome: 

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

Goal:

• By June 2023, we will increase the percentage of students who are proficient by at least 18 percentage points when comparing fall VGA to spring SOL results (unadjusted).

Strategy 1:

• Provide teachers with needs-based, job-embedded professional learning to implement Tier 1 and 2 instructional strategies. Specifically, shift teacher practice from looking for correct answers to examining student thinking.

Strategy 2:

• Provide teachers with needs-based, job-embedded professional learning to implement Tier 1 and 2 instructional strategies. Specifically, shift teacher practice from teaching so that students replicate procedures toward teaching so that students select efficient strategies.

Strategy 3:

• Students identified by the MTSS Team as needing additional intervention beyond Tier 2 will receive evidence-based math intervention to directly address their needs.

 

ESSER III  Wellness Strategies

Outcome: 

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

Goals:

• Our 3-6 students' social awareness and relationship skills will increase by at least 4% by June 2023 based on student reported Fall to Spring SEL screener data.
• All teachers K-6 will conduct daily morning meetings and closing circles daily that incorporate CASEL's 3 signature practices.

Strategy 1:

• Strengthen evidence-based Tier 1, 2 SEL strategies for wellness. 

Strategy 2:

• Strengthen staff understanding of SEL and evidence-based strategies.

Strategy 3:

• Implement Responsive Classroom school-wide with fidelity.

Portrait of a Graduate

Outcome: 

All students will complete a POG Presentation of Learning (POL) by 2025-26.

Goal:

• All 5th and 6th grade students will be presented with opportunities to learn specific skills related to goal-setting and resilience and reflect on their learning through empathy interviews or a self-reflection rubric.

Strategy 1:

• We will build an understanding with students, staff, and the community about why POG attributes and skills positively impact students within and beyond school.