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

Mount Vernon High School

Region 3

JoVon Rogers, 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: By gaining greater access to and awareness of the strategies and IB skills that support their learning, 100% of students will show growth or proficiency on a standards-based, common assessment from the beginning of the year to the end of year.

Strategy 1

Ensure differentiated access to rigor for all students at Tier 1 by modeling strategies and skills that support IB Approaches to Learning and are needed for inquiry-based, problem-based, student-led learning (IB Approaches to Teaching).

Strategy 2

Collectively create data-based Tier 2 action plans for intervention and enrichment of essential standards after core instruction.

Strategy 3

Identify and plan for individual students in need of intensive intervention with foundational literacy and English language skills.

ESSER III Mathematics Strategies

Outcome: All students in Algebra 1, AFDA, Geometry and Algebra 2 will actively engage in at least three math tasks connected to a real-world context that requires them to use critical and creative thinking skills around the design cycle, and/or project-based learning. Students will use a rubric to reflect on and assess their growth over time in critical and creative thinking.

Strategy 1

Teachers provide time for students to engage with mathematical problems, developing flexibility by encouraging student selection and use of efficient strategies, teacher provides opportunities for students to evaluate when a strategy is best suited for the problem at hand.

Strategy 2

Teacher identifies specific strategies or representations that are important to notice based on the learning intentions and strategically uses observations, student responses to questions, and written work to determine what students understand; and uses these data to inform in-the-moment discourse and future lessons.

Strategy 3

Teams will reflect on student data and design/implement tiered intervention and extension plans by name and need.

ESSER III Science Strategies

Outcome: By gaining greater access to and awareness of the strategies and IB skills that support their learning, 100% of Science students will show growth or proficiency on a standards-based, common assessment from the beginning of the year to the end of the year.

Strategy 1

Increase awareness and understanding of Scientific Investigation by embedding Scientific Investigation skills into every unit. (Tier 1)

Strategy 2

Implementation of Tier 2 and Tier 3 interventions.

Strategy 3

Increase rigor of all common assessments.

ESSER III Wellness Strategies

Outcome: By the end of June 2023, MVHS will decrease chronic absenteeism by 5% by creating a school culture and environment that fosters student engagement as evident by an increase in student belonging as measured by the SEL Screener.

Strategy 1

Positive Behavior Intervention Systems - implement and improve school wide behavior expectations and processes for recognizing and reinforce positive behavioral choices. This program will work tangentially with our Learning Seminar and RAM programming.

Strategy 2

Targeted Interventions - These will be Tier 2 intervention programs to impact students whose identified stressors indicate a need for more support and intervention.

Strategy 3

Social Emotional Learning Opportunities - to foster a culture where social/emotional needs of students are met by community stakeholders, to include parents, staff, and community stakeholders and advocates.

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.

Access & Opportunity End of Year SMARTR Outcome

Goal: 

100% of students will develop and reflect on their use of IB ATL skills (21st century/Portrait of a Graduate) as reported by self-assessments throughout the 2022-2023 school year.

Strategy 1

Students will practice and improve their use of skills (POG/IB ATL) in each class, at least once a quarter/semester. Students will reflect on their use of these skills.

Strategy 2

Students will use ATL skill development workbooks during advisory.

Dropout Rate End of Year SMARTR Outcome

Goal:

By August 2022 Mount Vernon High School will maintain a graduation rate of 93%. In addition, we will reduce our 2019 Dropout rate by 25% going from 10.75% in 2019 to approximately 8.0% by August 2022.

Strategy 1

Mount Vernon High School will ensure that all students and parents are equipped with knowledge of graduation requirements, postsecondary options, and alternative pathways to earning a high school diploma or equivalent.

Strategy 2

Mount Vernon High School will reconnect disengaged students with an appropriate education program and options that will lead to successful re-engagement and the pursuit of a high school diploma or equivalent.

Strategy 3

Mount Vernon High School will identify and support seniors in need of tier 3 supports or interventions so they can successfully earn a passing grade in courses and or earn verified credits needed for graduation.

Strategy 4

Mount Vernon High School will identify and support underclassmen from future cohorts (2023, 2024 and 2025) in order to take a more proactive and preventive approach to On Time Graduation (OTG).