• 2023-24
• 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, and Mental Health (Wellness) Needs. 

English Language Arts Strategies

Outcome: By June 2024, the percentage of Grade 1-3 students demonstrating 'on-grade-level' reading as measured by the iReady assessment will increase from 24% to 30%.

• Strategy 1:  Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. (HLP 2)
• Strategy 2: Expand access to evidence-based tier 1 instruction as well as intervention for students demonstrating risk in a multi-tiered system of supports. (HLP 1-5)
• Strategy 3: Expand use of conversation structures to increase academic talk and build relationships among students. (HLP 1, 3)

Mathematics Strategies

Outcome: By June 2024, the percentage of Grade PreK-6 students meeting benchmark as measured by the iReady and EMAS assessment will increase from 46% to 51%.

• Strategy 1: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
• Strategy 2: Use conversation structures to increase academic talk between students.

Science Strategies

Outcome: Fifth-grade students will achieve a 73% SOA pass rate, or higher, on the 2024 Science Grade 5 SOL with students’ first attempt

• Strategy 1: Increase opportunities to develop tier 3 vocabulary through inquiry-based learning, followed by explicit instruction
• Strategy 2:Use discourse strategies to increase students' academic conversations

Chronic Absenteeism Strategies

Outcome:  Brookfield Elementary’s Chronic Absenteeism SOA Rate will be reduced from 25.4 in SY22-23 to 19.4% in SY23-24.
 

• Strategy 1: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
• Strategy 2: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.

Student Inclusion and Engagement Strategies

Outcome:  By June 2024, students in grades 3-6 will report an improvement in self-management skills and social awareness, as evidenced by increasing scores on the self-management and social awareness topics on the SEL  Screener by 10%.
 

• Strategy 1: Strengthen adults' knowledge regarding the connection between Tier 1 wellness practices, mental health, behavior, substance abuse, and trauma, and related instructional practices and referral processes appropriate to their role
• Strategy 2:Improve implementation fidelity of Tier 1 explicit skills instruction and application opportunities related to SEL and mental health protective factors