2025-2026 SIIP At-a-Glance

2025 - 2026 SIIP At-a-Glance

Aldrin Elementary School

Region 1

Shane Wolfe, Principal

Background: The Elementary and Secondary School Emergency Relief (ESSER III) is a federal grant that 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.

Reading By Third Grade

Outcome: 

• At the close of the 2026 Grade 3 SOL administration, 75% or our ML students will pass the reading sol (up from 71%)
• At the close of the 2026 spring VALLSS administration, 86% of our students will be moderate or low risk (up from 83%)
• At the close of the 2026 Grade 3 SOL Reading SOL administration, 88% of our students will pass the reading SOL (up from 85).

Strategy 1

Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. ECRI, Lexia, implementation guide resources).

Strategy 2

Increase access to rigorous evidence-based, grade-level curriculum through intentional use of scaffolds and supports in reading and writing lessons during tier 1 and 2 instruction (ex. Integrated ELD, GLAD strategies, FCPS resources for students with disabilities).

Mathematics Strategies

Outcome: 

• At the close of the 2026 spring math SOL administration, 70% of our Black/African American students will pass the math SOL (up from 56%).
• At the close of the 2026 spring math SOL administration, 88% of our students will pass the math SOL (up from 84%).

Strategy 1

Increase teachers' implementation of balanced assessment strategies as related to Shift 8: from looking for correct answers towards revealing student thinking.

Strategy 2 

Increase teacher's implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.

Science

Outcome: 

Increase frequency of student learning experiences that are inquiry-based and hands-on through the use of centrally-developed curriculum resources.

Strategy 2

Ensure that all students regularly engage in rigorous science and engineering practices through the use of scaffolds.

Strategy 3

Expand opportunities for students to make connections within and across content areas (writing, math, etc.) and science units.

Strategy 4

 Extra Exposure to Academic Vocabulary

Social and Emotional Learning & Wellness

Outcome: 

There will be a 5% rise in reporting a sense of belonging among male students who are mutli-lingual learners. 

Strategy 1

Implement a Tier 1 evidence-based SEL curriculum with fidelity, ensuring all students receive consistent, explicit SEL skills instruction.

Strategy 2

MTSS Schoolwide and Site Intervention teams analyze attendance, behavior, and wellness data twice a month to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions. Integrate consistent analysis of data disaggregated by groups (race/ethnicity, SWD, ML, FRM).

Strategy 3

Ensure that SEL and wellness practices are informed by student voice and represent diverse identities and backgrounds (e.g., SEL Screener data, feedback from student clubs, student focus groups, SEL screener, Fairfax County Youth Survey, etc.