ESSER III School Innovation and Improvement Plan At-a-Glance

• 2022-2023

• Columbia Elementary School

• Region 2

• Mike Astudillo, 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. 

English Language Arts

Outcome: 

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

Goals:

• In the Spring of 2023, 100% of students will demonstrate growth in the iReady Phonics domain, resulting in a change in placement level, as compared to Fall 2022. 
• 100% of students will meet grade level expectations on PALS-K by the Spring of 2023.

Strategy 1:

• Provide daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block by implementing, with fidelity, the FCPS Word Study lessons at all grade levels.

Strategy 2:

• Use multiple data sources, including the Universal Screener, teacher created, and Horizon summative unit assessments, and ongoing formative assessments aligned with the Science of Reading, to ensure we close existing gaps in students' reading achievement across all grade levels.

Strategy 3:

• Develop oral language skills through explicit language instruction and opportunities for talk in both the reading and writing blocks.

Mathematics

Goal:

• In the Spring of 2023, 100% of students will be at or above grade level in the domains of Numbers and Operations and Algebraic Thinking on the iReady math assessment.
• In the Spring of 2023, English Language Learners will demonstrate a 24% increase in their unadjusted SOL scores, resulting in 80% passing, and 11% above the 2019 passing scores.
• In the Spring of 2023, Hispanic Students will demonstrate a 21% increase in their unadjusted SOL scores, resulting in 90% passing, and 6% above the 2019 passing scores.

Strategy 1:

• Provide daily systematic instruction, leveraging the math workshop model, including consistent number sense routines, focus lessons, meaningful student practice, problem-solving tasks, timely feedback, and small group instruction.

Strategy 2:

• Use multiple data sources, including the Universal Screener, teacher-created, and Horizon summative unit assessments, and ongoing formative assessments, to ensure existing gaps are closed in students' math achievement.

Strategy 3:

• Develop computational fact fluency in addition and subtraction and multiplication and division through targeted instruction based on AVMR constructs and levels.

Wellness

Goal:

• Based upon a comparison of the Fall SEL screener data and the Spring SEL screener data, 100% of Columbia Students taking the SEL screener will report an increase in their understanding and use of strategies for handling difficult or frustrating situations and feelings.

Strategy 1:

• Designate specific and protected time in the schoolwide master schedule to engage in tier I practices that promote student wellness and voice

Strategy 2:

• Leverage SEL screener and other data points to align practices to student strengths and needs.

Strategy 3:

• Provide learning opportunities and resources for families on strategies for promoting and supporting student wellness.

Portrait of a Graduate

Goal: 

• By the end of SY 2022-23 100% of grade 2 and 3 students will demonstrate increased understanding of the attribute Goal-Directed and Resilient Individual as reported on a student survey given at the beginning and end of the year.

Strategy 1:

• The school will build an understanding with students, staff, and the community about why the POG attribute of Goal-Directed and Resilient Individual positively impacts students within and beyond school.

Strategy 2:

• Collaborative teams will align content knowledge and skills with POG attributes and skills.