2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic year.

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Complete ESSER School Funding Plans

Longfellow Middle School | Fairfax County Public Schools | Region 2

Dr. Jim Patrick, 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.

ESSER III English Language Arts Strategies

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

Strategy 1 - Plan in collaborative teams and teach essential skills through unpacking standards and providing scaffolded supports, differentiation, and small group instruction.

Strategy 2 - Utilize evidence-based literacy resources to build a schoolwide literacy focus across contents.

Strategy 3 - Use strategies from evidence-based reading programs (eg. Action Literacy, Responsive Writing, LAP and Literacy 7 and 8, Orton-Gillingham) as well as the workshop model to provide small group intervention during FLEX Time during the day and after school.

Strategy 4 - Provide extended ELD support (targeted ELD support provided in addition to Tier 1 core instruction) in explicit language instruction in the domains of listening, speaking, reading, and writing with a focus on the language of Language Arts, using the Extended ELD Considerations and Resources, during intervention or flexible instructional time.

Strategy 5 - Explore long term ESSER investments to support student improvement and learning over the course of the next three years.

ESSER III Mathematics Strategies

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

Strategy 1 - Small group targeted instruction during Lancer Time, after school and during the summer using FCPS intervention resources.

Strategy 2 - The CTs will use the CT cycle to determine essential standards and work to implement number sense routines as well as scaffold and differentiate instruction to provide Tier 1 instruction across all classrooms.

Strategy 3 - Intensive 1:1 Tutoring using FCPS Secondary Math Intervention resources. (during Lancer Time and/or after school)

Strategy 4 - Provide extended ELD support (targeted ELD support provided in addition to Tier 1 core instruction) in explicit language instruction in the domains of listening, speaking, reading, and writing with a focus on math content, using the Extended ELD Considerations and Resources, during intervention or flexible instructional time.

ESSER III Wellness Strategies

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

Strategy 1 - Strengthen tier 1 strategies to ensure all students are ready to learn.

Strategy 2 - Provide Tier 2 & 3 target student support based on MTSS data

Strategy 3 - Schoolwide Programs: Positivity Project and Sources of Strength

Strategy 4 - Provide meaningful opportunities for parent and family engagement.

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.

Access & Opportunity End of Year SMARTR Outcome

Goal: During the 2021-2022 school year all students will participate in at least one PBL in either their Social Studies or English class. Participation in PBLs will ensure that all students have access to higher order thinking and authentic learning experiences. Over the next three years, all department CTs will work to create and implement PBLs. By the 2024-2025 school year all students will participate in a minimum of five PBLs with the goal that all content areas will provide students access to meaningful participation. 

Strategy 1 - English and History teams will work collaboratively through the CT cycle to plan common PBLs .

Strategy 2 - Professional development will be provided on how to integrate blended learning into PBLs with a focus on higher order thinking.