Lorton Station ES Region 3

Francis Legagneur Ed. D, 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

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, 90% of kindergarten students will meet their typical growth target on PALs.  By the end of the 2022 - 2023 school year, 90% of 3rd grade students will meet their stretch growth target on iReady and/or VGA.

Strategy 1:

• Provide PD: components of the literacy block, Science of Reading basics, and phonemic awareness/phonics (during CLTs, job embedded)

Strategy 2:

• Provide Tier 2 instruction as preventative intervention that targets the underlying difficulty impacting the student’s progress in literacy.

Strategy 3:

• Embed opportunities for student discourse into morning meeting and shared reading, daily. (Monitor during classroom visits)

Mathematics

Outcome: 

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

Goal:

• By the end of the 2022 - 2023 school year, K- 2: 100% of  students in grades kindergarten – 2 will demonstrate growth on AVMR constructs as described on the elementary math decision making matrices. 80% will meet benchmark in constructs. By the end of the 2022 - 2023 school year, 3-6: 100% of  students in grades 3-6 will score pass/advanced on the Virginia Standards of Learning Assessment.

Strategy 1:

• Shift 8: From looking at correct answers toward looking for student's thinking. Teachers will identify specific strategies or representations that are important to notice based on the learning intentions.

Strategy 2:

• Plan what they will look for in student observation, student responses to questions, and written work to determine what students understand. Plan how they will respond in the moment.

Wellness

Outcome: 

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

Goal:

• By the end of the 2022-2023 school year, our school will utilize Morning Meeting and other Responsive Classroom strategies effectively to build relationships and teach self-management skills, increasing schoolwide scores in the subdomain of Self-Management on the SEL Screener by 15% for grades K-2 (from 69% to 84% favorable) and by 25% for grades 3-6 (from 34% to 55% favorable.) 

Strategy 1:

• Strengthen Tier 1 Evidence-Based Strategies for SEL skill development and community-building.

Strategy 2:

• Provide targeted Tier 2/3 Interventions for SEL skill development.

Strategy 3:

• Build on school asset of supportive relationships within the building to increase family engagement.

Portrait of a Graduate (POG)

Outcome: 

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

Goal:

• Engage all students in meaningful discourse through student centered instruction to become proficient communicators that own their thinking.

Strategy 1:

• Planned opportunities for students to claim their growth through rigorous academic discourse.

Strategy 2:

• Plan and deliver opportunities for students to demonstrate their thinking through evidence.

OTHER End of Year SMARTR Outcome

Goal:

• During the 2022-23 academic school year, all students in the 5th grade will demonstrate improved proficiency in science with a 15% increase on the 5th grade Science SOL

Strategy 1:

• Development of CLT dedicated to science instruction and understanding of the science curriculum and standards in grades 4 and 5.

Strategy 2:

• Support from an instructional coach and central office Science specialist to address the needs of the grade level and provide instructional feedback, demonstration of labs, creation of common assessments, and other instructional needs dedicated to science in grades 4 and 5.

For additional information regarding this School Plan, please contact the school principal.