School Innovation and Improvement Plan

Outcome goals for this academic year

By June 2025 62.5% of multilingual learners in grades K-3 will demonstrate expected progress in language development as measured by VDOE EL Progress Targets on the WIDA assessment.
By June 2025, the percentage of students in grades K-3 in the High Risk category will decrease by 5% as measured by the VALLSS screener.

Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings.
Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
Increase efficiency of instructional delivery to ensure all students have daily access to all components of the language arts block as outlined in the new core curriculum.

By the end of the 2024-25 school year the percentage of multilingual students passing the G3-6 Mathematics SOL will increase from 30% to 35%.
By the end of 2024 - 2025 school year, the percentage of students demonstrating expected screener within-year growth in math (iReady) will increase from 41% to 46%.

Increase teacher's implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.
Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.

By June 2025, the percent favorable on the Belonging topic on the SEL Screener will increase by 5 percentage points from 60% in Spring 2024 to 65% in Spring of 2025.

MTSS Schoolwide and Site Intervention teams analyze behavior/wellness data bi-monthly to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions.
Identified time in the master schedule is used to implement required SEL practices with fidelity to improve student perceptions of belonging and SEL skills. (MM & CC- ES or RAM- MS/HS, 3 Signature Practices- All).
Staff establish multiple avenues and outlets for families to learn about mental health and SEL and to provide feedback to inform school planning (e.g., newsletters, family events, staff/student/family surveys, student focus group, feedback from student clubs etc.).