ESSER III School Innovation and Improvement Plan At a Glance

• 2022- 2023

• Belle View Elementary School

• Region 3

• Thomas Kuntz, 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.

English Language Arts Strategies

Outcome:

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

Goal:

75% of students will score in the 40th percentile or above on the spring Reading i-Ready.

Strategy 1

All students will receive regular, intentional instruction in the areas of phonological awareness (PA) and/or phonics (tier 1).

Strategy 2

Whole group and small group tier 1 instruction to reteach essential standards (e.g. fiction comprehension).

Strategy 3

We will utilize the MTSS framework to make informed decisions and provide high quality instruction to each student, by name and by need.

 

Mathematics Strategies

Outcome:

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

Goal:

75% of students will score in the 40th percentile or above on the spring Math i-Ready.

Strategy 1

Utilize reteaching resources and ST Math from the PPG for small group instruction.

Strategy 2

Small group instruction to supplement the core (tier 2/3 supports) using AVMR.

Strategy 3

Provide extended ELD support (targeted support provided in addition to Tier 1 core instruction) in the domains of listening, speaking, reading, and writing using math content during intervention and flexible instructional time.

 

Wellness Strategies

Outcome:

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

Goal:

15% of students in students grades 3-6 who answered not favorably in responsible decision making on the BOY SEL screener will answer favorably regarding making responsible decisions on the EOY SEL screener.

Strategy 1

Strengthen tier 1 evidence- based strategies and community and relationship building among students.

Strategy 2

Provide targeted student support in tiers 2 and 3 as needed.

Strategy 3

In-school mindfulness training through yoga, and in-school break space (trauma informed space), as well as outdoor mindfulness spaces.

 

Portrait of a Graduate (POG) Strategies

Outcome:

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

Goal:

80% of students will demonstrate increased understanding of Portrait of a Graduate, with emphasis on the POG attributes Communicator and Collaborator, as reported on a student survey given at the beginning and end of the year.

Strategy 1

Teachers will integrate and facilitate rigorous learning opportunities that increase student and engagement and elevate student voice by utilizing AAP curriculum resources on a quarterly basis. (Tier 1 Access to Rigor) This aligns with our work as we grow our new Local Level IV AAP program.

Strategy 2

We will build an understanding with students and staff about POG attributes and skills, with emphasis on Communicator and Collaborator, and how these positively impact students at school and in life.

Strategy 3

Teachers will integrate instruction on POG skills for Communicator and Collaborator into their classrooms, and will work to align content knowledge with POG attributes.

 

For additional information regarding our School Improvement Plan, please contact our school Principal, Mr. Kuntz.