ESSER III/SIIP At-a-Glance

• 2022 - 2023

• Coates ES

• Region 5

• Paul Basdekis, 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 Strategies

Outcome

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

Goal

• By the end of the 2022-2023 school year, 100% of students will meet their growth target as measured by iReady, PALS-K, VGA (Appropriate growth means “Typical Growth” for students at grade level and “Stretch Growth” for students working below grade level).

Strategy 1

• Teachers will utilize the CLT cycle to plan for read alouds focused on oral language and vocabulary development.

Strategy 2

• Teachers will utilize the CLT cycle to plan for whole group explicit instruction in phonological awareness, phonics (K-2) and word study (3-6) daily in the core language arts block.

Strategy 3

• ESSER leads will use data from iReady, VGA, and PALS-K to identify students in need of tier 2 and tier 3 intervention.

Strategy 4

• Admin and Literacy Coach will work w/ division resources to provide differentiated professional development to support shift 1 and 2 in the EAL initiative.

Mathematics Strategies

Outcome

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

Goal

• By the end of the 2022-23 school year, 100% of students will meet their growth target in iReady, VGA, and EMAS.

• By the end of the 2022-23 school year, 100% of teachers who have been trained in AVMR will indicate that they feel completely supported with the learning and implementation of AVMR to diagnose and plan for students who are working below grade level.

Strategy 1

•  Teachers will apply professional knowledge from AVMR training to support Math instruction at Tier 1

Strategy 2

• ESSER leads will use data from iReady, VGA, and AVMR to identify students in need of tier 2 and tier 3 intervention.

Wellness Strategies

Outcome

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

Goal

• By the end of the 2022-23 school year, the percent of students answering favorably on the SEL screener in the category of experiencing challenging feelings will increase from 45% to 55%.

• By the end of the 2022-23 school year, the number of chronically absent students will decrease from 27% to 17%.

• By the end of the 2022-23 school year, 90% of Coates Staff will agree or strongly agree that "we have established school-wide routines for proactively supporting positive behaviors at tier 1" as measured by a staff survey.

Strategy 1

• We will establish school-wide routines including Morning Meeting and Calm Corner for proactively supporting positive behaviors at tier 1

Strategy 2

• We will provide direct instruction to students at Tier 1 to explicitly teach Emotional Regulation and Conflict Resolution, while continuing to build our resource map for providing interventions at Tier 2 and Tier 3.

Strategy 3

• MTSS Behavior/Wellness team will meet twice monthly to address all wellness/behavior needs at tier 2 and tier 3 to include support planning for chronically absent students.

Portrait of a Graduate (POG)

Outcome:

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

Goals:

• By the end of the 2022-23 school year, 100% of students will show growth in the POG attribute of Critical and Creative Thinker through quarterly reflections and/or presentations taking place during creativity lab.

Strategy 1:

• Specialist team will implement a Creativity Lab in the Master Schedule to support student voice and PoG outcomes.

Strategy 2:

• Specialist Team will engage in PD to build capacity in their instructional planning for Portrait of a Graduate proficiency that can be applied to all disciplines they are responsible for teaching.