ESSER III/School Innovation and Improvement Plan At-a-Glance

2022-2023

Annandale High School

Region 2

Principal: Shawn DeRose

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. 

English and Language Arts

Outcome:

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

Goal:

For the 2022-23 school year, we will maintain or improve our overall pass percent through a focus on our EL and SpEd students. Our unadjusted EL pass rate on the Reading SOL will increase by 10%, from 34% to 44%, and our unadjusted SpEd pass rate will increase by 10%, from 58% to 68%. Region: All subgroups at 75% unadjusted!

Strategy 1: 

Continue collaboratively planning and implementing instructional focus - high level academic tasks, learning targets, and scaffolds to support all students' access to complex tasks.

Strategy 2: 

Support teams in instructional planning that includes scaffolding for SpEd and ESOL students through the work of the instructional CT cycle.

Strategy 3: 

Students will receive increasingly targeted and more effective instruction as a result of staff participation in personalized PD and walkthrough cycle.

Strategy 4: 

Students will participate in targeted intervention during the school day and after school hours.   

Mathematics

Outcome:

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

Goal:

For the 2022-23 school year, we will maintain or improve our overall pass percent through a focus on our EL and SpEd students. Our unadjusted EL pass rate on the Math SOL will increase by 4%, from 66% to 70%, and our unadjusted SpEd pass rate will increase by 8%, from 62% to 70%.  - All subgroups (ESOL and SPED) at 75% unadjusted.

Strategy 1: 

Continue collaboratively planning and implementing instructional focus - high level academic tasks, learning targets, and scaffolds to support all students' access to complex tasks.

Strategy 2: 

Support teams in instructional planning that includes scaffolding for SpEd and ESOL students through the work of the instructional CT cycle.

Strategy 3: 

Students will receive increasingly targeted and more effective instruction as a result of staff participation in personalized PD and walkthrough cycle.

Strategy 4: 

Students will participate in targeted intervention during the school day and after school hours.   

Wellness

Outcome:  

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

Goal:

Based on data from SY21-22, 30% (666) of students missed 5 days of school or more of school. This year, as a result of our focus on using Advisory and student recognition to help students feel more connected to school as well as our targeted MTSS support,our goal is that this number will decrease to 20% (435) of students who miss 5 or more days of school.

Strategy 1: 

Students will develop relationships, connection and belonging through participation in advisory lessons.

Strategy 2: 

Provide targeted support to students demonstrating Tier 2 and Tier 3 wellness, behavior and attendance concerns.

Strategy 3: 

Increase student recognition and celebrations to encourage stronger relationships among staff and students, and increase student's feelings of connection to school, therefore increasing student attendance.

Portrait of a Graduate (POG)

Outcome:

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

Goal:

During the 2022-23 school year, the EL average score will increase from 0.998 to 1.5 out of 4 on the Standard 1 Rubric, and our SpEd average score will increase from 1.0 to 2.0 out of 4 on the Standard 1 Rubric through a focus on scaffolding Critical Thinking Skills  for our EL and SpEd students.

Strategy 1:

Continue collaboratively planning and implementing instructional focus - high level academic tasks, learning targets, and scaffolds to support all students' access to complex tasks, with a specific focus on SpEd and ELL students.

Strategy 2:

Support teams through the work of the instructional CT cycle.

Strategy 3:

Students will receive increasingly targeted and more effective instruction as a result of staff participation in personalized PD and walkthrough cycle.