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

 

Bush Hill Elementary

Region 3

Mary Duffy, 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.  

 

English Language Arts 

Outcome: 

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

Goals:

By the end of the 2022-2023 school year:

• 70% of English Learners and 80% of Students with Disabilities in Grades 3-6 will pass the reading SOL (Unadjusted).
• 85% of Kindergarten students will pass the PALS assessment.
• 100% of all students will meet their typical/stretch growth target on iReady.

 

Strategy 1:

• Teachers will strengthen the implementation of Tier I instruction utilizing Collaborative Learning Teams by following the CLT cycle to include learning about instructional best practices from colleagues, analyzing data, and planning for small group differentiated instruction.

Strategy 2:

• Utilizing the CLT and MTSS process, we will identify students who are not making expected progress for Tier 2 and/or 3 instructional opportunities.

Strategy 3:

• We will build relationships and increase family engagement/involvement in students' literacy concepts and understandings through outreach and a Literacy Night.

 

 

Mathematics Strategies

Outcome: 

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

Goals:

By the end of the 2022-2023 school year:

• 75% of students with disabilities and English Learners in 3-6 will score pass/advanced on the Virginia Standards of Learning Assessment (unadjusted)
• 91% of students with disabilities in 1-2 will score pass/advanced on the iReady.
• 91% of students with disabilities in K will score pass/advanced on EMAS.
• 100% of students will meet their growth target typical/stretch on Math Inventory/iReady/ or EMAS/VGA.  

Strategy 1:

• Teachers will strengthen the implementation of strong Tier I instruction, utilizing Collaborative Learning Teams. Teams will follow the CLT cycle to include learning about instructional best practices from colleagues, analyzing data, and planning for small group differentiated instruction

Strategy 2:

• Utilizing the CLT and MTSS process, we will identify students who are not making expected progress for Tier 2 and/or 3 instructional opportunities.

Strategy 3:

• We will build relationships and increase family engagement/involvement in students' mathematical concepts and understanding through outreach and a Mathematics Night.

 

 

Wellness Strategies

Outcome: 

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

Goals:

By the end of the 2022-2023 school year:

• The school will utilize evidence-based instructional practices to effectively teach peer relationship skills, self-regulation skills, increasing schoolwide scores on the social awareness and belonging topics of the SEL Screener by 10%.

Strategy 1:

• Bush HIll Elementary will implement Yoga 4 Classrooms and Second Step, which are evidenced- based programs, as Tier 1 Instructional practices for all students

Strategy 2:

• Bush Hill elementary school will create and implement schoolwide routines, procedures, and expectations.

Strategy 3:

• Bush Hill Elementary School will incorporate the CASEL 3 Signature Practices (Welcoming Inclusion, Engaging Strategies, Optimistic Closure) throughout our building.

 

Portrait of a Graduate (POG)

Outcome: 

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

Goals:

By the end of the 2022-2023 school year:

• The school will utilize evidence-based instructional practices to effectively teach peer relationship skills, self-regulation skills, increasing schoolwide scores on the social awareness and belonging topics of the SEL Screener by 10%.

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.

Strategy 2:

• Teachers will utilize PBLs in order to incorporate real world applications of POG attributes and skills across content areas.