2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic school year

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School Improvement & Innovation Plan

  • 2021-2022
  • Hayfield Secondary School
  • Region 3
  • Martin Grimm, Principal

ESSER III Academic Outcome:

  • Ensure students are making sufficient progress to be on grade level (in English Language Arts & Mathematics)

English Language Arts Strategies:

  1. Tier 1: Collaborative Teams will identify and pre-asses prerequisite skills necessary for students to access learning within each unit.
  2. All core content Collaborative Teams including our staff providing services for our English Language Learners and Students with Disabilities (teamed or self-contained classes) will plan for explicit direct instruction using literacy strategies.
  3. Tier 2/3: Assign Tier 2/3 students to interventions facilitated by either Hayfield Secondary School teachers or outside tutors.
  4. Provide more resources and opportunities for personalized intervention based on students' name and need.

Math Strategies:

  1. Tier 1: Collaborative Teams will identify and preasses prerequisite skills necessary for students to access learning within each Unit.
  2. All core content Collaborative Teams, including our staff providing services for our English Language Learners and Students with Disabilities (teamed or self-contained classes), will identify and focus on essential standards in order to provide time for students to be successful in their current course.
  3. Tier 2/3: Assign Tier 2/3 students to interventions facilitated by either Hayfield Secondary School teachers or outside tutors.
  4. Provide more resources and opportunities for personalized intervention based on students' name and need.

ESSER III Wellness Outcome:

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

Wellness Strategies:

  1. All students will participate in weekly Social Emotional Learning Lessons that provide students with opportunities to connect with their teachers and classmates to build community and to learn ways to manage and regulate their emotions.
  2. Students will be connected to Hayfield through clubs, organizations, activities and/or sports and other Hawk Pride incentives.
  3. Students will learn how to build their coping skills as it relates to managing stress and frustration.
  4. Provide water bottle filling stations, outdoor spaces to students for brain break, calming space, and time to connect with peers and staff members. Students will have access to outdoor spaces for instruction or non-instructional time in order to connect with nature and spend time outside of the traditional classroom.

SIIP Plan: Access & Opportunity Outcome:

  • By the end of the 2021-22 school year, the percentage of Math 7 students at Hayfield Middle School, who are identified in the Black (38%; SY2021) and Hispanic (32%; SY2021) sub-groups will increase their participation in 8th grade Algebra 1 by at least 10%.

SMARTR GOAL:

  • Hayfield Secondary School will increase participation in Algebra 1 by the end of 8th Grade for Black and Hispanic students (students who are from populations that are traditionally underrepresented students). This improvement is a gateway to students accessing higher math which sets them up for Advanced Academics and a requirement of many four-year colleges. This increases opportunities for Black and Hispanic students to graduate with the knowledge and skills necessary for college success. (Data sources - EDSL and FCPS Equity Profile Students Success matrices)

Justification:

  • By increasing opportunities for student participation in 8th Grade Algebra 1, staff at Hayfield Secondary School are increasing students' access for college and career opportunities for students who are from populations that are historically underrepresented in college. FCPS College Success Programs and Hayfield Middle School seek to partner to close the opportunity gap for Black and Hispanic students by increasing the diverse representation of students who participate in Algebra 1 by the end of 8th grade. The research shows that regardless of their prior preparation and opportunity, students who take Algebra 1 by 8th grade are being provided a gateway to students accessing higher math which sets them up for Advanced Academics and a requirement of many four-year colleges. They also have higher grade point averages and better standardized scores, and are more likely to graduate high school and go to college.

Strategies:

  1. Professional Development: Professional development to include vertically (pyramid) collaborative conversations to reflect on strategies that explicitly support Black and Hispanic students in accessing Algebra 1 by 8th Grade. Training to dismantle structures and policies that systematically work to exclude Black and Hispanic students from Advanced coursework. (POG: Ethical and Global Citizen; Creative and Critical Thinker; CAG: Access to Rigor, College and Career Readiness)
  2. School-Family-Community Partnerships: Establish school-family-community partnerships to include diverse voices in key decisions in improvement efforts to reach the goal of increased participation for Black and Hispanic students in Algebra 1 by 8th Grade. (POG: Collaborator and Communicator; CAG: Family and Community Engagement, Relationships)
  3. Support and Enrichment: Provide identified students with time to engage in enrichment opportunities to develop knowledge, attitudes and skills needed to be successful in advanced academics. Create a cohort for identified students in the targeted group who can loop up the next year in Algebra 1 in 8th grade. (POG: Goal-directed and Resilient; CAG: Academic support, Ready to Learn)