2022 - 2023 ESSER III/School Innovation and Improvement Plan at a Glance

Churchill Road Elementary School 

Region 1

Cherith Pierson, 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

Outcome:

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

Goal:

By Spring 2023, 100% of students identified with an ELA intervention goal in EDSL will meet or make positive progress toward their proposed goals through targeted intervention. Positive progress will be measured utilizing progress monitoring tools such as sections of the CORE Phonics survey, PASS, Passage Reading Fluency, and other teacher selected assessments.

Strategy 1:

Systematically and collaboratively review data to drive decisions about, and intentionally plan Tier 1 instruction.

Strategy 2:

Ensure teachers have access to high quality teacher resources to support Tier 2 and Tier 3 student interventions and/or enrichment.

 

Mathematics

Outcome:

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

Goal:

By Spring 2023, 100% of students identified with a Math intervention goal in EDSL will meet or make positive progress toward their proposed goals through targeted intervention. Positive progress will be measured utilizing progress monitoring tools such as AVMR assessments, VDOE math quick checks, FCPS created exit tickets, and other teacher selected assessments.

Strategy 1:

Systematically and collaboratively review data to drive decisions about, and intentionally plan Tier 1 instruction.

Strategy 2:

Ensure teachers have access to high quality teacher resources to support Tier 2 and Tier 3 student interventions and/or enrichment.

 

Wellness

Outcome:

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

Goal:

By August 2025, all Churchill Road staff will implement the Responsive Classroom schoolwide framework to support students’ Tier 1 social and emotional wellness. Students will engage in morning meetings, closing circles, and will be exposed to Responsive Classroom language to promote positive student behavior and wellness, using SEL Screener data to show student growth.

Strategy 1:

Responsive Classroom practices will continue to be expanded and developed throughout the year. Specific components (i.e. greeting, morning meeting, closing circle, and RC language) will be integrated throughout the day in order to support student wellness.

Strategy 2:

An RC team will be established with the purpose of supporting teachers with implementation, as well as monitoring schoolwide RC alignment.

 

Portrait of a Graduate (POG)

Outcome:

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

Goal:

By Spring 2023, 85% of students in grades K-6 will grow across the school year as goal-directed and resilient individuals by increasing at least one level during the student self-assessment or maintaining their level (if they start at a 3 or 4).

Strategy 1:

Students will engage in project-based learning (PBL) opportunity aligned with POG skills

Strategy 2:

Teachers will embed goal-directed and resiliency skills across the curriculum.

Strategy 3:

Students will have opportunities to identify their growth on goal-directed and resilience skills through reflection across subject areas.