2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year.

Complete ESSER School Funding Plans

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.

ESSER III English Language Arts Strategies

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

  • Strategy 1: Teachers and staff will continually review data to identify students in need of additional intensive support and increase enrollment in tier three literacy support classes accordingly built upon a foundation of reading research. 
  • Strategy 2: Students will receive purposeful, targeted, data driven tier three intervention outside of class time, working on high
  •  leverage skills with intervention specialists, classroom teachers, and approved outside tutoring services. 
  • Strategy 3: Classroom teachers will ensure that spiraling skills are taught in a variety of methods, using technology and software to provide multiple paths to display mastery.
  • Strategy 4: Create a culture of reading in and outside of school by providing physical copies of books to students through the school library and summer reading programs, organized by the reading intervention teachers.

ESSER III Mathematics Strategies

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

  • Strategy 1: Teachers and staff will continually review data in order to identify appropriate students for intensive, tier three support classes. 
  • Strategy 2: Students will receive purposeful, targeted, data driven tier three intervention outside of class time, working on higher leverage skills with intervention specialists and classroom teachers. 
  • Strategy 3: Classroom teachers will ensure that spiraling skills are taught in a variety of methods, using technology and software to provide multiple paths to display mastery. 
  • Strategy 4:Teachers will collaborate on how to provide necessary skills for students, including developing executive functioning lessons to help students stay organized, and working with populations of  students who will be best served by increased intervention, including Young Scholars, recently exited ESOL students.

ESSER III Wellness Strategies

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

  • Strategy 1: Provide targeted support for students who have indicated in some way that they currently do not believe they are safe, included, and/or supported at Frost Middle School. 
  • Strategy 2: Strengthen tier one support that all teachers provide to students in order to build the #onefrost community. 
  • Strategy 3: Invest in specialized populations within the school to increase ties between these programs and the school community at large. 

Access and Opportunity SMARTR Outcome

Background:

All Fairfax County schools are also required to complete an access and opportunity goal as part of their School Innovation and Improvement Plan (SIIP) and can also capture additional goals.  These are shown below.

Goal: Underrepresented groups (Black students, Hispanic students, students who are Two or More Races, Students with Disabilities) will achieve success in at least one honors or high school credit math course during the 2021-2022 school year. Success will be noted as receiving a C- or higher in one of these courses as a final mark. 

  • Strategy 1:  School counselors will continue to work with families and students, both at Frost, and at its feeder elementary schools in order to place students most appropriately in courses where they will be challenged and successful. 
  • Strategy 2: Teachers will continue to cultivate a growth mindset for their classrooms to help students recognize possibilities for growth in any academic area. 
  • Strategy 3: Teachers will provide students in all course levels with critical thinking opportunities and rigorous curriculum in order to help students see success possibilities in themselves, and become more ready for increasingly rigorous class choices.