2022-2023 ESSER III/School Innovation and Improvement Plan
Outcome goals for this academic year.
Complete ESSER School Funding Plans
- Brookfield Elementary School
- Region 5
- Ellen Mukai, 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.
English Language Arts Strategies
Outcome: 68%+ of students in Kindergarten will meet grade level expectations on PALS-K. 100% of students in grades 1-2 will meet grade level expectations or their growth target on iReady, WIDA and/or PRF. 100% of students in grades 3-6 will meet their growth target on iReady, VGA, SOL, WIDA and/or PRF.
- Strategy 1: Teachers will provide daily, explicit instruction in foundational skills (print concepts, phonological awareness, phonics, word recognition, morphology, vocabulary, and fluency) and provide opportunities for student practice and extension in the core language arts block.
- Strategy 2: Teachers will provide Intentional opportunities to develop oral language in the core language arts block (Tier 1) and throughout the day.
Outcome: 72%+ of Kindergarten students will meet grade level expectations on EMAS. 100% of First and Second-grade students will meet grade level benchmarks or show growth on iReady/AVMR constructs/Fact Fluency. 100% of Third - Sixth-grade students will meet or show growth on iReady/VGA/SOL Grade level 3 -6 unadjusted pass rates will increase by 5% as measured by the SOL
- Strategy 1: Teachers identifies specific strategies or representations that are important to notice based on the learning intentions and strategically uses observations, student responses to questions, and written work to determine what students understand; and uses these data to inform in-the-moment discourse and future lessons.
- Strategy 2: Teachers creates a dynamic forum where students share, listen, honor, and critique each other’s ideas to clarify and deepen mathematical understandings and language; the teacher strategically invites participation in ways that facilitate mathematical connections and allow students to reflect on their progress towards achieving the learning intention.
Outcome: By the end of the 2022 - 2023 school year, Brookfield ES will utilize Morning Meeting practices effectively to teach self-management subskills, increasing schoolwide scores on the Self-Management topic of the SEL Screener by 10%, from 40% to 50% favorable.
- Strategy 1: Develop adults’ foundational knowledge regarding the rationale for required practices and tools to support their implementation, as measured by the % of staff reporting improved knowledge of SEL and capacity to engage in required practices on an internal survey.
- Strategy 2: Implement all components of required practices using time protected by the schoolwide schedule and lesson plan expectations.
- Strategy 3: Provide targeted or intensive interventions for students to support needs at Tier 2/3.
100% of students will demonstrate an increased understanding of POG as reported on a student survey given at the beginning and end of the year. All 2nd and 5th-grade students will complete a POG POL in which they reflect on the growth of 1 POG attribute (CT choice); the POG POL will be scored using the FCPS POG POL rubric and data will be documented within Rubi.
- Strategy 1: The school 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: Second and Fifth-grade teachers will create structures that provide students the opportunity to collect evidence of learning in a portfolio and share their POG growth (POG POL).