2021-2022 ESSER III/School Innovation and Improvement Plan

Outcome goals for this academic school year

Complete ESSER School Funding Plans

School Innovation and Improvement Plan At-a-Glance

  • 2021-2022

  • Thomas Edison High School

  • Region 3

  • Pamela Brumfield, Principal 

Student Success, Caring Culture, and Access & Opportunity

Mission Statement

Thomas A. Edison High School’s mission is to maximize achievement and success for all students in a climate that fosters personal responsibility, values learning, and respects cultural diversity.

 

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

Strategy 1: Utilize intervention and extended-day programs to support targeted intervention for students below grade-level in literacy.

Strategy 2: Use evidence-based resources to amplify literacy content focus via enhanced research-based classroom strategies/programs delivered by ELA teachers.

Strategy 3: Integrate literacy as a whole-school initiative (disciplinary literacy).

Strategy 4: Implement quarterly academic planning for all CTs during the school day.

 

ESSER III Mathematics Strategies

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

Strategy 1: Utilize intervention and extended-day programs to support targeted intervention for students with unfinished learning.

Strategy 2: Use evidence-based resources to amplify numeracy content focus via enhanced research-based classroom strategies/programs delivered by math teachers.

Strategy 3: Integrate math fluency as a whole-school initiative (math across all contents).

Strategy 4: Implement quarterly academic planning for all CTs during the school day.

 

ESSER III Wellness Strategies

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

Strategy 1: Improve advisory student-teacher relationships.

Strategy 2: Utilize existing student-focused groups to provide affirmation to students and professional development for teachers.

Strategy 3: Affirm and connect students through academic, extracurricular opportunities, and physical wellness.

Strategy 4: Educate community on child affirmation.

 

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 pursuing a standard or advanced diploma will complete an IB/AP course before graduating.

Strategy 1: Students will select honors and IB courses that relate to their interests and fit their learning needs.

Strategy 2: Students will receive academic and social-emotional support to encourage them to access advanced academic courses.

Strategy 3: IB Coordinators and counselors will build awareness of IB/AP course offerings.

 

Student Success End of Year SMARTR Outcome

Goal: Edison High School will successfully reduce the percentage of 9th grade students identified as Tier 2 or 3 based on a first quarter grade of F in a core academic course.

Strategy 1: Through MTSS, CTs identify tiered interventions to support individual students.

Strategy 2: Staff creates a welcoming and culturally responsive environments.

Strategy 3: Whole school support of students in need of extension and intervention.

 

Caring Culture End of Year SMARTR Outcome

Continue sustained multi-tiered interventions to decrease rates of chronic absenteeism from 2019-2020 numbers for both in-person and distance learning, respectively, reducing chronic absenteeism by 10% per annum.

Strategy 1: Weekly sustained individual outreach to students and families for all students marked absent for that week, focusing on developing connections, providing individual support, and building community.

Strategy 2: Dean of Students and MTSS team utilize MTSS tiered interventions to support student attendance and engagement.

 

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