2023-2024 ESSER III/School Innovation and Improvement Plan At-a-Glance

• 2023-2024
• Laurel Ridge Elementary School
• Region 4
• Megan Counts, 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

Measurable Outcomes: 

By June 2024:

• 90% of students in kindergarten will meet their Spring Reading Screener Benchmark on PALS.
• 79% of Grade 1 students will be on or above grade level according to their Spring I-Ready Benchmark or they will pass the benchmark for the Passage Reading Fluency.
• 87% of Grade 2 students will be on or above grade level according to their Spring I-Ready Benchmark or they will pass their corresponding SOL.
• 90% of Grade 3 students will be on or above grade level according to their Spring I-Ready Benchmark or they will pass their corresponding SOL.
• 75% of Grade 4 students will be on or above grade level according to their Spring I-Ready Benchmark or they will pass their corresponding SOL.
• 70% of Grade 5 students will be on or above grade level according to their Spring I-Ready Benchmark or they will pass their corresponding SOL.
• 70% of Grade 6 students will be on or above grade level according to their Spring I-Ready Benchmark or they will pass their corresponding SOL.

Goal: Strategic Plan Goal 3 (Academic Growth & Excellence) - Students reading on grade level by the end of 3rd grade

Strategy 1: Increase use of data (e.g. iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5)

Strategy 2: Increase intentional use of scaffolds, supports, and extensions in whole group settings (word recognition, language comprehension, and writing). (HLP 2-4)

Strategy 3: Increase impact of tier 2 interventions for students demonstrating risk by using FCPS-recommended programs and practices with fidelity (e.g., Lexia, UFLI). (HLP 5)

Mathematics

Measurable Outcomes: 

 By June 2024:

• 95% of students in kindergarten will meet the Spring EMAS Benchmark.
• 70% of Grade 1 students will be on or above grade level according to their Spring iReady.
• 70% of Grade 2 students will be on or above grade level according to their Spring iReady.
• 90% of Grade 3 students will be on or above grade level according to their Spring iReady or will pass their corresponding SOL.
• 93% of Grade 4 students will be on or above grade level according to their Spring iReady or will pass their corresponding SOL.
• 75% of Grade 5 students will be on or above grade level according to their Spring iReady or will pass their corresponding SOL.
• 80% of Grade 6 students will be on or above grade level according to their Spring iReady or will pass their corresponding SOL.

Goal: Strategic Plan Goal 3 (Academic Growth & Excellence) - Growth and performance on state/national/international assessments in math. Successful completion of Algebra 1 by 8th grade.

Strategy 1: Improve teachers' implementation of Framework for Engaging & Student-Centered Mathematics Instruction.

Strategy 2: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Portrait of a Graduate (POG)

Measurable Outcomes:

By June 2024, 100% of students will demonstrate growth in their understanding and abilities as a communicator as measured using teacher-recorded data in grades K-2 and teacher-scored student self-reflection data in grades 3-6.

Goal: Strategic Plan Goal 3 (Academic Growth & Excellence) - Growth with evidence in at least one/two self-identified Portrait of a Graduate skills, annually.

Strategy 1: Expand opportunities for students to regularly learn about, apply, and reflect on POG skills aligned with course content.

Strategy 2: Expand opportunities for students to discuss evidence of growth of POG attributes.