School Innovation and Improvement Plan At-a-Glance

2023-2024

Annandale High School

Region 6

Principal: Shawn DeRose

SIIP Outcome 1: HS Performance in Coursework

At the end of the 2023-2024 school year, students served through special education annual pass rate on the Reading, Math and Science SOL will increase to 52% from 42%, and ELs annual pass rate will increase to 45% from the current rate of 35%.

Strategies/Actions:

Improve student engagement through consistent rigorous and relevant learning experiences

AHS administrators will provide whole school PD around task, target, scaffolds, and evidence of student learning (AHS instructional focus) for SpEd and ESOL students over multiple sessions.

Admin & coach will attend CTs and meet regularly with CT leads, and visit classrooms regularly to support CTs in moving with frequency and depth through the instructional cycle and monitor fidelity of implementation of strategies.

The admin, coach, and teacher leaders will support instructional growth through team-wide Walkthroughs and through our Personalized Professional Development system with an emphasis on:

• Data collection through observations across an entire CT at least two times per school year
• Personalized feedback to individual teachers and to the entire CT
• High Leverage Moves (HLM) developed for each teacher, based on walkthrough data collection and individual conversations
• Subsequent observations, feedback and coaching to monitor progress on HLM
• Teachers provide reflections through their Personalized PD plan

Increase student course success through Tier 2 interventions

Students will receive intervention and remediation based on teams' use of assessment data to identify, plan and provide targeted instruction to those in need of intervention & remediation through PRIDE Time & after-school academic support. We will reevaluate data quarterly to determine if each student needs a new intervention or no longer needs interventions.

Students will receive increasingly targeted and more effective instruction as a result of staff participation in personalized PD and walkthrough cycles that will target ways teachers can improve their instructional practices such as providing scaffolds, opportunities for students to collaborate, and multiple checks for understanding.

CTs will continue collaboratively planning and implementing instructional focus - high level academic tasks, learning targets, scaffolds, and evidence of student learning to support all students' access to complex tasks including during intervention time.

Expand culture of shared responsibility where collaborative teams ensure the learning of every student.

Admin & coach will attend CTs and meet regularly with CT leads, and visit classrooms regularly to support CTs in moving with frequency and depth through the instructional cycle and monitor fidelity of implementation of strategies including using data to determine what students know and how to reteach, reassess, and extend depending on students' needs.

CT Leads will attend monthly professional learning through the coach-led CT Lead Cohort, in order to build their capacity to lead their collaborative teams.

CTs will continue collaboratively planning and implementing instructional focus - high level academic tasks, learning targets, scaffolds, and evidence of student learning to support all students' access to complex tasks.

SIIP Outcome 2: HS Progression to Advanced Coursework

By the end of the 2023-2024 school year, the percentage of ELs demonstrating language acquisition growth according to VDOE growth measures will increase from 48% to at least 58%.

Strategies/Actions:

Improve student engagement through consistent rigorous and relevant learning experiences

AHS administrators will provide whole school PD around task, target, scaffolds, and evidence of student learning (AHS instructional focus) for SpEd and ESOL students over multiple sessions.

Admin & coach will attend CTs and meet regularly with CT leads, and visit classrooms regularly to support CTs in moving with frequency and depth through the instructional cycle and monitor fidelity of implementation of strategies to ensure all students have access to higher level tasks and learning targets.

The admin, coach, and teacher leaders will support instructional growth through team-wide Walkthroughs and through our Personalized Professional Development system with an emphasis on:

• Data collection through observations across an entire CT at least two times per school year
• Personalized feedback to individual teachers and to the entire CT
• High Leverage Moves (HLM) developed for each teacher, based on walkthrough data collection and individual conversations
• Subsequent observations, feedback and coaching to monitor progress on HLM
• Teachers provide reflections through their Personalized PD plan

Monitor student data and use data to determine need for intervention and additional support.

Students will receive intervention and remediation based on teams' use of assessment data to identify, plan and provide targeted instruction to those in need of intervention & remediation through PRIDE Time & after-school academic support. We will reevaluate data quarterly to determine if each student needs a new intervention or no longer needs interventions.

Admin and coaches are present in CT meetings and in classrooms to support and ensure teams are planning and implementing intervention and remediation for targeted students. CTs, coaches, and student support teams will monitor students' progress and re identify students for targeted intervention every 6-9 weeks.

CTs will continue collaboratively planning and implementing instructional focus - high level academic tasks, learning targets, scaffolds, and evidence of student learning to support all students' access to complex tasks as well as examine data to identify and support students in need of intervention and additional support.

Ensure that ELs are enrolled in grade level courses with non-EL peers

Students who are ELs' schedules are checked by ESOL AP, ESOL department chair, and EL counselors to ensure that: ELP 1s and 2s are in at least one elective with non-EL peers, ELP 3s and 4s are in team taught classes with non-EL peers, and students who are ELs demonstrating success in general ed courses are enrolled in honors-level courses.

Enroll students in AVID to help support students who are ELs with coursework loads and study skills and habits.

SIIP Outcome 3: Dropout Rate

For the 2024 cohort, the dropout rate will decrease to 3.9%, a 5% reduction from the 2023 cohort rate of 8.9%.

Strategies/Actions:

Increase the collective responsibility of ALL staff in supporting school-wide On-Time Graduation efforts (i.e. PD around mindset, cultivating belonging, positive interactions with students)

Advisory teachers will check in regularly with students one-on-one to build relationships and check in on students' academic, wellness, and behavior needs. Teachers will also work with students to develop goals around these three areas and document them. Administrators will monitor to ensure teachers are completing this check-in and documenting their interactions appropriately.

MTSS coordinators and OTG coordinators assign mentors to students who are potential dropouts or need extra support to stay on-track towards graduation and enter all interactions in a monitoring system tracked by the MTSS teams.

DSS and counselors enroll students in AVID to help support ELs with coursework loads and study skills and habits and graduation pathways.

Educate students, families, staff and community around various pathways to graduation and completion and post-secondary options (for example, alternate diploma and completion options, alternate sites, available base-school adjustments, GED, etc.)

Increase communication to EL families in a language that they understand (ULG & TalkingPoints).

Create opportunities for students and families to register and visit alternative schools and Fairfax Adult High School since many of our students new to the United States are enrolling at an older age (17+) and are not aware of alternative education options offered in FCPS. We will monitor implementation and process through MTSS tracking system.

OTG coordinator facilitates outreach to families and students who have already dropped out to re-engage them in school, either at Annandale HS or another site. We will monitor implementation and process through MTSS tracking system.

Designate and optimize a graduation team focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of graduation requirements with high frequency.

DSS will develop a protocol for administrator monitoring of Ds and Fs for English learners with expectations for two-way communication with multilingual families prior to giving D and F grades at the end of each quarter. We will monitor implementation and process through MTSS tracking system.

Increase data literacy of staff to process and analyze student graduation and completion and dropout data through CT facilitated discussions(i.e. Processing student withdrawals and enrollments, recording student records, compiling GCI/Dropout calculations). We will monitor implementation and process through MTSS tracking system.

Teams of administrators, counselors, and student support coordinators meet with students and families who are considered Tier II & Tier III and create graduation plans to address students' needs and determine needed interventions. We will monitor implementation and process through MTSS tracking system. We will check on these plans quarterly to determine if plans need to be adjusted and measure progress.

SIIP Outcome 4: Rate of Discipline Disproportionality 

By the end of the 2023-2024 school year, Annandale High School will reduce discipline disproportionality for students who are English Learners from high (3.82) to moderate (2.82) as evidenced by 2023-24 discipline data.

Strategies/Actions:

Establish a positive and affirming schoolwide and classroom culture conducive to student engagement.

Admin & coach will attend CTs and meet regularly with CT leads, and visit classrooms regularly to support CTs in moving with frequency and depth through the instructional cycle and monitor fidelity of implementation of strategies including using data to determine what students know and how to reteach, reassess, and extend depending on students' needs.

CT Leads will attend monthly professional learning through the coach-led CT Lead Cohort, in order to build their capacity to lead their collaborative teams.

CTs will continue collaboratively planning and implementing instructional focus - high level academic tasks, learning targets, scaffolds, and evidence of student learning to support all students' access to complex tasks.

Utilize an MTSS framework to establish and organize a schoolwide continuum of proactive behavior and wellness supports.

Administrative team will review and analyze OSS discipline reports monthly to monitor risk of all student subgroups, particularly EL, to assess the effectiveness of Strategies 1-3.

Administrators will meet weekly to align around discipline practices and address concerns in OSS data.

Teams of administrators, counselors, and student support coordinators meet with students and families who are considered Tier II & Tier III and create action plans to address students' needs and determine needed interventions.

Implement required Tier 1 SEL and PBIS practices using time protected by the master schedule and lesson plan expectations.

Implement social emotional learning through advisory period (W4), using Project Wayfinder lessons which are anchored in DEI and CASEL Signature Practices. Advisory teachers will check in regularly with students one-on-one to build relationships and check in on students' academic, wellness, and behavior needs. We will monitor implementation and process through MTSS tracking system.

Athletic office will provide more opportunities for students to participate in extracurricular activities, clubs and sports by embedding these opportunities during advisory period each month or offsetting cost to students for transportation. This experience will allow our students to connect with peers and staff in a fun, relaxed atmosphere.

Teachers will nominate students monthly for student of the month recognition celebrating students who demonstrate our Atoms Agreements of empathy, determination, and safety.; student leadership groups will help determine monthly winners. Principal will offer monthly student of the month recognition ceremonies.

SIIP Outcome 5: Chronic Absenteeism

By the end of SY23-24, our chronic absenteeism rate will be at or below 19%, a five percentage point reduction from the 2022-23 rate of 24%.

Strategies/Actions:

Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.

Advisory teachers will check in regularly with students one-on-one to build relationships and check in on students' academic, wellness, and behavior needs. Teachers will also work with students to develop goals around these three areas and document them. The fidelity and progress of this will be monitored through our MTSS system.

DSS assigns mentors to students who are potential dropouts or need extra support to stay on-track towards graduation.

Monthly W4 Activities Day during the advisory period creates opportunities for students to engage every month in self-selected, teacher-led activities and clubs to help them feel greater belonging to school culture and connection to the school community. This is monitored through our Activities Office monthly.

Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.

Principal's designee (Hanna Langstein) will develop an Attendance Support Team that monitors attendance data, completes 5-day UNX plans and 10-day UNX conferences, and provides interventions and supports to students and families.

Teams of administrators, counselors, and student support coordinators meet with students and families who are considered Tier II & Tier III and create attendance plans to address students' needs and determine needed interventions.

Develop community partnerships to promote engagement opportunities for increased student attendance.

Use Talking Points as a way for EL families to report student absences.

Attendance team will be partnering with family liaisons to provide support with accessing resources that directly impact attendance. The fidelity and progress of this will be monitored through our MTSS systems.

Supporting families with monitoring and understanding students' attendance through ParentVue through trainings given by Family Liaisons. In addition to attendance postcards emailed to every home with relevant attendance information and an attendance report card for each student to inform families of their students' attendance and any attendance concerns.

SIIP Outcome 6: CCCRI

Annandale will increase from 61% CCRI rate to 71% by the end of the 23-24 school year.

Strategies/Actions:

Carefully review academic records and cumulative updates for newly-enrolled students to gain CCCRI experiences (i.e. academic advising for AP/IB/DE, HQWBL, CTE completer and credential, Service Learning)

Counselors will conduct a complete review of academic records for any new students to Annandale High School. Specific attention will be paid to students in the 2024 cohort.

During academic advising for the 2024-2025 school year, counselors will review all graduation requirements with students through individual advising meetings.

Embed HQWBL and Service Learning Experiences into content courses and ensure teachers have training for capturing those experiences in the gradebook.

Analyze course enrollment for students in the 2024 cohort who have yet to satisfy the CCCRI requirement to identify courses in which HQWBL could be embedded.

Meet with the instructional coach and administrator for the identified courses to determine potential HQWBL experiences that can be integrated into the curriculum, if not already done so.

Meet with members of the School Counseling Office and WBL team for support in how to integrate HQWBL experiences into the identified courses.

Designate and optimize a CCCRI team (can be combined with the graduation team) focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of CCCRI and graduation requirements with high frequency.

Form the CCCRI team to analyze data on a continual basis throughout the school year, including students who should qualify for CCCRI based on current course enrollment and monitoring their progress.

Establish cadence for meetings and analyzing data.

Begin using data to proactively implement opportunities that meet the CCCRI requirement beyond the 2024 Cohort.