School Innovation and Improvement Plan At-a-Glance

• 2022-2023

• Virginia Run Elementary School

• Region 5

• Elizabeth Bumbrey, 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

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

Strategy 1

• Provide daily, systematic, explicit tier 1 instruction in phonological awareness, phonics, and morphology in the core language arts block.

Strategy 2

• Ensure targeted literacy practice opportunities for every student and additional time for tier 2 and 3 instruction for students who need more practice.

Strategy 3

• Build understanding of evidenced-based literacy practices with families/caregivers.

ESSER III Mathematics 

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

Strategy 1

• Grade level teams will collaboratively strengthen and deliver tier 1 math instruction using the math workshop model.

Strategy 2

• Teachers will use multiple data points to drive instruction and create meaningful interventions/enrichments to meet the needs of every learner including additional time for tier 2 and 3 instruction for students who need more practice.

Strategy 3

• Build understanding of evidenced-based math practices with families/caregivers.

ESSER III Wellness 

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

Strategy 1

• (Rubric/CASEL Theory of Action Section: Building a Foundation) Teams will prioritize and facilitate SEL instruction to support consistent tier 1 practices schoolwide.

Strategy 2

• (Rubric/CASEL Theory of Action Section: Building a Foundation) 

  Teachers will participate in PD to build SEL foundational knowledge to support the implementation of school wide tier 1 practices.

Strategy 3

• (Rubric/Theory of Action Section: Building a Foundation/ Strengthen Adult SEL & Promote Student SEL)

  Staff will work collaboratively to align content for tier 1 practices to support individual student strengths and needs, including building positive relationship skills and self-management skills.

Portrait of a Graduate (POG)

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

Strategy 1

• The school will build an understanding with students and staff about the “what” and “why” of Portrait of a Graduate skills and attributes as well as how they positively impact students within and beyond the school community.

Strategy 2

• The school will build an understanding with the Virginia Run community about the “what” and “why” of Portrait of a Graduate skills and attributes as well as how they positively impact students within and beyond the classroom.

Background: All Fairfax County schools are also required to complete an access and opportunity goal as part of their School Innovation and Improvement Plan (SIIP) and can also capture additional goals.  These are shown below.