School Innovation and Improvement Plan At-a-Glance

• 2022-2023

• 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.

 

English Language Arts Strategies

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

Goal: By the end of the 2022-2023 school year 80% of students scoring below basic and basic on the Reading inventory will improve their lexile score by 18%.

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

 

Mathematics Strategies

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

Goal: By the end of the 2022-2023 school year, 75% of students taking the Math Inventory will raise their scores by 30%

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

Strategy 2: Math teachers will utilize evidence-based Tier 1 practices, classroom strategies/programs.

Strategy 3: Implement quarterly academic planning for all CTs during the school day.

 

Wellness Strategies

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

Goal: By the end of the 2022-2023 school year, we will see a 5% increase in student connection and value of school through adult relationships, creating welcoming environments, and mental health/wellness resources and supports, as measured by the SEL screener and the student engagement survey.

Strategy 1: Increase awareness of and access to mental health and wellness supports and resources.

Strategy 2: Improve adult and student relationships to improve students' feeling of belonging and connectedness in the school community.

Strategy 3: Increase student valuing of school.

 

Portrait of a Graduate (POG)

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

Goal:  100% of students will demonstrate increased understanding of POG/ IB Learner Traits as reported on a student survey  given through Advisory at the beginning and end of the year.  100% of our students create and reflect on a goal for the year.

Strategy 1: Advisory teachers will support students as goal directed and resilient individuals.

Strategy 2: Improve overall understanding of Portrait of a Graduate and IB Learner Traits through Advisory.

Strategy 3: School community will model goal setting and resiliency.

 

OTHER End of Year SMARTR Outcome

Goal: By the end of the third year(SY 2022-23), 100% of students pursuing a standard or advanced diploma, who do not have unique circumstances precluding their participation (such as CTE/Academy courses) 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.