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

West Potomac High School

Region 3

Tanganyika Millard, 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 students are making sufficient progress to be on grade level in English Language Arts.

Goals:

• SPED achievement on the Workkeys reading assessment will increase from 66% to at least 75%.
• ELL achievement on the Workkeys reading assessment will increase from 73% to at least 84%.

Strategy 1

• Utilize the instructional cycle to track students' mastery of essential standards in order to determine intervention needs.

Strategy 2

• Equity leads work with English CTs to examine assessment data for differential outcomes and develop support for students in the gaps.

Strategy 2

• Leverage a VDOE-identified high impact strategy by providing after school support for students in danger of not graduating on time.

ESSER III Mathematics Strategies

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

Goals:

• Black achievement on the math SOL will increase from 59% to at least 70%.
• SPED achievement on the math SOL will increase from 56% to at least 65%.

Strategy 1

• Utilize the instructional cycle to track students' mastery of essential standards in order to determine intervention needs.

Strategy 2 

• Equity leads work with Math CTs to examine assessment data for differential outcomes and develop support for students in the gaps.

Strategy 3

• Leverage a VDOE-identified high impact strategy by providing after school support for students in danger of not graduating on time.

ESSER III Wellness Strategies

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

Goal: By spring 2023, students' expressed sense of belonging as measured by the SEL Screener will increase by at least 10% to 41% from 37%.

Strategy 1

• Strengthen implementation of evidence-based SEL strategies at tier 1.

Strategy 2

• Provide targeted student support.

Strategy 3

• Refine processes for attendance as a component of our MTSS systems and structures.

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 increased understanding of POG as reported on a student survey given at the beginning and end of the year.

Strategy 1

• Utilize the learning seminar block to build an understanding among students about POG attributes and skills.

Strategy 2

• Build an understanding among staff about POG attributes and skills and their positive impact for students

OTHER End of Year SMARTR Outcome

Goal: In spring 2023 Science achievement will increase from 62% to at least 75%.

Strategy 1

• Utilize the instructional cycle to track students' mastery of essential standards in order to determine intervention needs.

Strategy 2

• Plan for science literacy and language development

Strategy 3

• Utilize innovative instructional materials and supports for instruction at tiers 1 and 2.