2022-23 ESSER III/School Improvement & Innovation Plan (SIIP) At A Glance

Thomas Jefferson High School for Science and Technology | Fairfax County Public Schools | Region 2

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 

By the end of the 2022-2023 school year, all students who have grades lower than a B in ELA classes at first quarter interim will improve by at least one grade level (i.e. C+ to B-). ELA and ELA-related classrooms will focus on engagement.

Steps/Strategies

1. Create classroom structures that support teacher collaboration, including reaffirming the PLC process and incorporating parallel instruction
2. Encourage higher order thinking and deep learning in ELA and ELA-related classes
3. Incorporate instructional practices that support student engagement

ESSER III Mathematics Strategies

Outcome 

By the end of the 2022-2023 school year, 100% of the 9th graders will show mastery of algebra skills as determined by the ALEKS.

Steps/Strategies

1. Small group instruction during flexible instructional time with a focus on specific algebra topics.
2. Teach essential algebra standards through parallel instruction.
3. Intensive tutoring using TJ Math Department intervention resources.

ESSER III Wellness Strategies

Outcome 

By the end of the 2022-23 school year, all students will indicate that all their teachers and club sponsors know their chosen name and one thing about them not related to academics.

Steps/Strategies

1. Provide students and staff with structured and unstructured time during advisory to explicitly work on relationship building between students and staff.
2. Social-emotional learning standards will be embedded throughout the instructional day.
3. Create opportunities to build stronger relationships between students and teachers through 8th period clubs/activities and TJ Athletics.

ESSER III Portrait of a Graduate (POG) Strategies

Outcome 

100% of students, in IBEST, will show growth in the POG communication attribute by June 2023 as measured by student self-reflections on the POG rubric.

Steps/Strategies

1. Provide students and staff with structured and unstructured time during advisory to explicitly work on relationship building between students and staff.
2. Embed communication skills in instruction.
3. Administer schoolwide POG self-assessment to all students at beginning, middle, and the end of year to assess progress towards goal.