2022-2023 School Innovation and Improvement Plan At-a-Glance

• McLean High School

• Region 2

• Ellen Reilly, Principal

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

• Develop differentiated, scaffolded methods to teach critical writing skills within all English Curriculum Teams.

Strategy 2

• Plan instruction and interventions with students' current reading level in mind.

Strategy 3

• Develop disciplinary literacy skills through differentiated, scaffolded methods, rooted in evidence-based resources within Curriculum Teams. Provide intervention through individual and small group instruction during Highlander Time or after school.

 

ESSER III Math Strategies 

Outcome

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

Strategy 1

• Plan instruction and interventions with students' current math knowledge and skills in mind.

Strategy 2

• Provide relevant and timely connections between the math curriculum and the essential standards in all instruction and interventions. 

Strategy 3

• Create a system of support where students have resources available to them to find extra help on topics taught in class and build connections with our ELL students and families.

ESSER III Wellness Strategies 

Outcome

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

Strategy 1

• Build relationships between teachers and students and peers to foster a welcoming environment where all students feel they belong.

Strategy 2

• Provide opportunities for experiential learning that motivates and engages students while building leadership skills and fostering profile of a graduate competencies.

Strategy 3

• Support students with learning differences and mental health concerns through academic accommodations, clinical interventions, and support for students transitioning to post-secondary life.

Strategy 4

• Provide programming for students to maintain a safe community and school culture that emphasizes leadership dispositions and cultivates confidence.

Portrait of a Graduate Skills Goal

Outcome 

By June of 2023, 60 students will have successfully completed our inaugural Conferences for Learning program by submitting a website portfolio of curated work that demonstrates their learning process and and oral presentation to their parents to articulate their learning in each of their subjects over the course of the year.

Strategy 1

• Recruit students from various backgrounds to participate in the Conferences for Learning program.

Strategy 2

• Conduct workshops on portrait of a graduate skills and dispositions to equip learners with the knowledge about the attributes and provide opportunities for students to practice the skills.

Strategy 3

• Conduct 1:1 and small group conferences to provide coaching for students to assist them in the collection and curation of artifacts that demonstrates their learning process.