2022-23 ESSER III/School Innovation and Improvement Plan

W.T. Woodson High School 

Region 5

Dr. Carlyn Floyd, 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 that students are making sufficient progress to be on grade level in English Language Arts.

Goal: 100% of students are making sufficient progress to be on grade level in English Language Arts as demonstrated through reading inventory and other assessments by May 2023.

Strategy 1 - Teach essential standards through scaffolding and differentiation by strengthening Tier 1 instruction. (Tier 1)

Strategy 2 - Work with students who are struggling in current English courses and develop a personal plan to access available resources to improve their reading and writing skills. (Tier 2/3)

Strategy 3 - Work with county English Learners and Special Education English teams to identify resources needed specifically for our English Learners and Special Education learners.

ESSER III Mathematics Strategies

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

Goal: 100% of our students who take the Math Inventory (Algebra 1, Geometry, AFDA, and Algebra 2) will show the progress of at least one grade level by June 2023.

Strategy 1 -  Students in all Math courses will focus on clearly communicating their mathematics so that teachers can focus on shifting from looking at correct answers to looking toward students' thought processes (Shift 8). (Tier 1)

Strategy 2 - Work with students who are struggling in current Math courses and develop a personal plan to access available resources to improve their content knowledge (Tier 2/3)

Strategy 3 - CTs will participate in discussions where they will brainstorm, create, and implement new methods that will strengthen Tier 1 instruction in all math classes.

ESSER III Wellness Strategies

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

Goal: To increase student feelings of belonging, by the end of the year an increased percentage of students will feel they have at least one adult on staff they can trust, and also report increased feelings of connectedness to the school as compared to last year.  We will specifically focus on our underrepresented subgroups, including our ESOL and minority students, and our tier 2 and 3 students as identified through MTSS. Surveys will be administered to measure desired outcomes.

Strategy 1 - Improve tier 1 initiatives to bolster students' sense of connectedness to peer groups and faculty.

Strategy 2 - Improve tier 2/3 strategies for students experiencing inconsistent attendance, low school engagement, low grades, and emotional and behavioral challenges.

Strategy 3 - Increase family and community engagement through outreach programming.

Portrait of a Graduate (POG)

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

Goal: 100% of students will demonstrate an increased understanding of POG as reported on a student survey given through Advisory at the beginning and end of the year.

Strategy 1: Re-assigning the attributes to content areas to ensure understanding across the school and ensure all attributes are included throughout a student's HS Career

Strategy 2: Students will create a portfolio of POG artifacts in Schoology.

Strategy 3: Students will complete the survey in September and May.