School Innovation and Improvement Plan At-a-Glance

• McLean High School

• Region 2

• Ellen Reilly, Principal

Performance in Coursework

Outcome

By June 2025, the mathematics SOL pass rates for Multilingual Learners and Students with Disabilities will increase by 5 percentage points per subgroup. Based on pass rates from the 2023-2024 school year, the pass rate for Multilingual Learners should increase to at least 83% and the pass rate for Students with Disabilities should increase to at least 78%. 

By June 2025, 96% of all students taking a mathematics SOL will earn a passing score on the SOL. 

Strategies

• Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction
• Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Progression Towards or Successful Completion of Advanced Coursework

Outcome

By June 2025, the percentage of Multilingual Learner students who demonstrate progress in language acquisition as measured by their WIDA overall composite score will increase by at least 5 percentage points (increase to at least 70%).

By June 2025, 75% of 10th grade students will be enrolled in the AP Seminar course for the 2025-2026 school year.  

Strategies 

• Increase opportunities for students to engage in rigorous and open-ended tasks that require critical and creative thinking.
• Formalize our MTSS framework to be more proactive and streamlined in supporting attendance, behavior, SEL. 
• Plan for increased enrollment and long-term implementation of the AP Seminar course at McLean High School
   

Discipline

Outcome

By June 2025, McLean High School staff will reduce our risk ratio for the following subgroups: Students with Disabilities (reduce to at least 6.11) and Hispanic/Latino (reduce to at least 2.88). 

Strategies 

• Utilize an MTSS framework to establish and organize a schoolwide continuum of proactive behavior and wellness supports which will provide targeted interventions to students at different level of need.
• Utilize regional support teams to analyze discipline data and wellness data bi-monthly to identify students in need of Tier 2 and Tier 3 interventions. Integrate consistent analysis of discipline data disaggregated by subgroups (race/ethnicity, SWD, EL, FRM).
• Implement and monitor schoolwide changes (to include cell phone storage pilot, revised bell schedule)

Social & Emotional Learning

Outcome

By June 2025, 80% of the entire student body will self-report growth in becoming an independent, goal-directed student who executes self-discipline and an overall understanding of who they are as a learner and what they need to be successful.
 

Strategies 

• Complete foundational learning over the summer and at the beginning of the school year to educate staff on the learning sciences and the ways in which they can support learners to become goal-directed and resilient. 
• Design and implement meaningful learning opportunities that encourages students to develop the skills and dispositions required to become a goal-directed and resilient students.
• Begin planning a program that allows students to engage in a year-long externship (HQWBL) opportunity that provides students with the opportunity to develop leadership skills, assess future ambitions and make relevant connections to course work.