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

• Herndon Elementary School
• Region 1
• Candance Hundstad, 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, and 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.

Strategy 1

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

Strategy 2

• Develop oral language skills through speaking and listening interactions.

Strategy 3

• Use evidence-based literacy practices to explicitly and systematically teach language comprehension skills in the core language arts block

ESSER III Mathematics Strategies

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

Strategy 1

• Shift from looking at correct answers towards looking for students' thinking

Strategy 2 

• Implement differentiated, consistent, small group instruction in Mathematics during Math Workshop and the school-wide Intervention block.

Strategy 3 

• Implement opportunities for family and community engagement focused on mathematics.

ESSER III Wellness Strategies

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

Strategy 1

• Weekly SEL Lessons in both daily morning meetings and on Monday during intervention blocks (Stinger Time)

Strategy 2

• Community collaboration in school and out

Strategy 3

• School relaxation stations

Portrait of a Graduate (POG) Strategies

Outcome: Ensure students understand the Portrait of a Graduate (POG) Communicator domain.

Strategy 1

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

Strategy 2

• Create structures that provide students the opportunity to collect evidence of learning in a portfolio and share their POG growth.

For a full copy of the Title I Schoolwide Plan please contact the principal or front office.