2021-2022 ESSER III/SIIP At-a-Glance

Cherry Run Elementary

Region 4

Mark Bibbee, 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: Leverage CORE Tier 1 Instruction of phonological awareness and phonics
• Strategy 2: Small group Tier 2/Tier 3 Instruction using Brainspring Phonics First program
• Strategy 3 Leverage Scarborough’s Rope in Literacy Instruction specifically as it relates to the role of language development on comprehension

ESSER III Mathematics Strategies

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

• Strategy 1: Leverage CORE Tier 1 Instruction of number sense and computation.
• Strategy 2: Provide Small group Tier 2/Tier 3 Instruction using Do the Math program for computation.
• Strategy 3: Develop home and school connection resources for math vocabulary development for measurement and geometry.
• Strategy 4: Tutoring for students identified through MTSS to support fraction numeracy and computation. How do you plan to spend- add pay for teachers to provide tutoring. 

ESSER III Wellness Strategies

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

• Strategy 1: Utilize the Mind Up curriculum in grades K-6 to support social emotional learning for students to acquire the knowledge and behaviors needed to develop self awareness, self regulation, social awareness, decision making, and relationship skills.
• Strategy 2: Students with high academic needs not receiving Special Education Support will take part in check-in, check-out to ensure students are available and ready for academic tasks for the day, and they can reflect on the day's learning.
• Strategy 3: Zones of Regulation: Utilize the Zones of Regulation curriculum in grades PK-6 to support social emotional learning for students to acquire the knowledge to regulate our feelings, energy, and sensory needs in order to meet the demands of the situation around us and be successful socially. 

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: 100% of students will increase reading comprehension skills and critical analysis of texts through the use of Jacob's Ladder Reading Comprehension Program. 

• Strategy 1 Leverage Jacob's Ladder in Literacy Instruction specifically as it relates to the role of comprehension in reading instruction.