2025-2026 School Innovation and Improvement Plan

Outcome goals for this academic year

For the 2026 Reading SOL, the simple pass rates for (G3) MLL students will increase by 5 percentage points.
The unadjusted pass rate for the Grade 3 Reading SOL will increase by 5 percentage points from 61.4% in spring 2025 to 66.4% in spring 2026.

Increase the efficiency of instructional delivery to ensure all students have access to both explicit instruction and daily practice in reading and writing (ex. classroom walkthroughs, CT planning, coaching).
Use data from formative and summative assessments in the core curriculum to guide instructional decisions during tier 1 and tier 2 reading and writing instruction (ex. data dialogues, CT data discussions).
Increase the use of data to plan tier 3 instruction and monitor progress during intervention to ensure that students master foundational skills (ex. MTSS Schoolwide/Intervention teams, Reading Plans, Walk to Intervention).
% of students with Reading Plans are on or above aim line in MTSS in SIS to meet yearly goal

By the end of the 2025-2026 school year, student with disabilities percentage passing the G 3-6 Mathematics SOL will increase from 56% to 62%.
By the end of the 2025-2026 school year, all students will increase from their beginning of the year MAP score by 5% points.

Improve systems for communicating with families about math course pathways through 12th grade, MAP Growth, and other resources to support students' success.
Increase students' self-efficacy around the ability to be successful in mathematics.
Improve alignment of instructional planning based on analysis of common assessments.

By the end of Spring 2025, the percentage of multilingual learners making VDOE WIDA Growth as measured by the WIDA ACCESS will increase by 10%.

Monitor to ensure all multilingual learners are receiving explicit ELD instruction using the appropriate resources as outlined in ELD guidance documents.
Increase the use of multiple data sources, including the student's background in relation to their true peers (e.g, home language; time spent in U.S. schools; prior school experiences, including any interruptions in education; progress in developing English language proficiency; and current learning goals) to identify, select, implement, and monitor tier 3 interventions. Schools may request a Multilingual Learner consultation to support this process (Regulation 2217).
Increase collaboration among grade-level team members, including ESOL teachers, to proactively plan for scaffolds and support for instruction and assessment of multilingual learners that match the students’ English language proficiency (Benchmark Advance iELD and integrated language resources: language objectives, multilingual glossary, etc.).

By June 2026, our school will reduce its chronic absenteeism rate for all students by 3.4%, going from 13.4% chronically absent to 10%.

MTSS Schoolwide and Site Intervention teams analyze attendance, behavior, and wellness data twice a month to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions. Integrate consistent analysis of data disaggregated by student groups (race/ethnicity, SWD, ML, FRM).
Communicate with families to recognize and celebrate student growth or success in academics, behavior, attendance, or other areas using a variety of communication methods (e.g., phone calls, emails, Talking Points, postcards) to strengthen student and family engagement.
Staff regularly model social and emotional competencies in their interactions with others, to include interactions with students, families, and one another.

By the end of the 2025-2026 school year, our Science SOL pass rate will improve 4% from 71.4% to 75.4%.

Increase student access to high quality science instruction through sufficient time on the master schedule and use of centrally-developed curriculum.
Increase frequency of student learning experiences that are inquiry-based and hands-on through the use of centrally-developed curriculum resources.
Increase content and/or pedagogy knowledge in science for all teachers (advanced, general, ESOL, special education).