2022-23 ESSER/School Innovation and Improvement Plan At-a-Glance

Oak Hill Elementary School

Region 5

Holly DeVore, 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 all students are making sufficient progress to be on grade level

Goal: By spring of 2023, at least 90% of students will meet grade level benchmarks for PALS, iReady or Virginia Standards of Learning Assessment. (PALS-K, iReady 1-2 grade, SOL 3-6 grade). Growth Goal-For students who do not make grade level benchmarks, at least 100% will meet or exceed their growth target goal based on the PALS or iReady.

• Strategy 1:Dedicated time for professional developments on the science of reading as a staff and as grade level teams.
• Strategy 2:Strengthen tier 1 instruction. 
• Strategy 3: Teachers will support student growth utilizing a data driven approach by taking formative and summative assessments to create intervention groups.

ESSER III Mathematics Strategies

Outcome: Ensure all students are making sufficient progress to be on grade level

Goal: By spring of 2023, at least 90% of students will meet grade level benchmarks for EMAS, iReady or Virginia Standards of Learning Assessment. (EMAS K, iReady 1-2 grade, SOL 3-6 grade). Growth Goal- For students who do not make grade level benchmarks, at least 100% will meet or exceed their growth target goal based on the EMAS, iReady, or SOL.

• Strategy 1: Shift from mathematics-made-easy toward mathematics-takes-time.
• Strategy 2: Shift from looking at correct answers toward looking for students' thinking.
• Strategy 3: Teachers will support student growth utilizing a data driven approach by taking formative and summative assessments to create intervention groups.

ESSER III Wellness Strategies

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

Goal: By the end of the 2022-23 school year, our school will utilize Morning Meeting & Closing Circle to effectively teach self-management subskills, increasing schoolwide score on the self-management topic of the SEL Screener by 10% from 55% to 65% percent favorable.

• Strategy 1: Implement all components of Casel's 3 Signature Practices (Morning Meeting, Closing Circle, Welcoming/Inclusion) with fidelity.
• Strategy 2: Develop adults' foundational knowledge regarding the rationale for required practices and tools to support their implementation.
• Strategy 3: Align content for required practices to student strengths, needs, and/or academic themes.
• Strategy 4: Develop supportive and culturally responsive classroom environments and school culture.

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.

Portrait of a Graduate (POG) Outcome

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

Goal: 

By the end of the SY 2022-23 : 100% of grade K-6 students will show growth as Communicators on POG self-reflection scored with the reflection on POG skill use rubric given at the beginning and end of the school year.  100% of grade 5 students will complete a POG POL in which they reflect on growth as Communicators ; the POG POL will be scored using the FCPS POG POL rubric and data will be documented within Rubi.

• Strategy 1:  The school will continue to build on understanding with students, staff and the community about why POG attributes and skill positively impact students within and beyond school.
• Strategy 2: Teachers will design and facilitate inquiry-based opportunities that elevate student voice and increase student engagement.
• Strategy 3: The school will create structures that provide students the opportunity to collect evidence of learning in a portfolio and share their POG growth.