2022-2023 ESSER III/SIIP At-a-Glance

• Crossfield Elementary
• Region 1
• Mark Granieri, 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.

Goals: 

• By June 2023, 90% of K students will meet grade level expectations on PALS-K

• By June 2023, 93% of grades 1-2 students will meet grade level expectations on iReady

• By June 2023, 93% % of 3-6 students will score 400 or more on the Virginia Standards of Learning Assessment.

Strategy 1

Provide daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. 

Strategy 2

Explicitly teach high level language skills (inferencing, comprehension monitoring, and awareness of text structure) via interactive read alouds of complex texts. 

Strategy 3

Build home school connection with monthly strategies and vocabulary for all grade levels as school-wide communication (News You Choose).

Mathematics Strategies

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

Goals: 

• By June 2023, 95 % of K-2 students will meet grade level expectations on EMAS/iReady.

• By June 2023, 91% of Crossfield's 3rd-6th Grade students will score 400 or more on the Virginia SOL mathematics assessment.

Strategy 1

Provide professional development for classroom teachers.

Strategy 2

Teachers and Multi Tiered System of Support (MTSS) team will leverage FCPS Learning Model to identify individual student needs and identify strategic intervention strategies and resources.

Strategy 3

Implement daily core instruction utilizing tier 1 resources.

Wellness Strategies

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 to effectively to teach self-management subskills, increasing schoolwide scores on the self-management topic of the 3-6 SEL Screener by 7% from 43 to 50 percent favorable and increasing K-2 SEL Screener social awareness topic from 81% to 85%.

Strategy 1

All students will participate in Morning Meeting and Closing Circle.

Strategy 2  

Students needing extra social or emotional support will demonstrate usage of vocabulary and strategies learned through strategic inventions during Morning Meeting and Closing Circles.

Strategy 3  

We will utilize professional development time and resources to revise and refine Morning Meeting & Closing Circles practices and implement RULER at Crossfield.

Portrait of a Graduate Strategies

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

Goal: 

By the end of SY 2022-23:

• 100% of students in Grades 2 & 5 will complete a POG POL in which they reflect on growth of 2 POG attributes. The POG POL will be scored using the FCPS POG POL rubric and data will be documented within Rubi.

• 100% of students in Grades K, 1, 3, 4, & 6 will show growth on two POG attributes (CT choice) using POG self-reflections scored with the reflection on POG skill use rubric given at the beginning of the year and the end of the year

• 100% of students in Grades K, 1, 3, 4, & 6 complete a POG POL in which they reflect on growth of at least 1 POG attribute.

Strategy 1

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

Strategy 2  

Teachers will design and facilitate inquiry-based opportunities that provide meaningful learning experiences that support POG skill practice.

Strategy 3  

The school will build an understanding with students, staff, and the community about why POG attributes and skills positively impact students within and beyond school.

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