School Innovation and Improvement Plan

Outcome goals for this academic year.

Ensure students are making sufficient progress to be on grade level in English Language Arts by the end of grade 3.

The percentage of SWD in third grade who meet their annual growth target on the Grade 3 Reading SOL will increase from 10% to at least 50% from spring 2025 to spring 2026.
By the end of the 2025-26 school year, the percentage of students passing the Grade 3 Reading SOL will increase from 61% to 70% between Spring 2025 and Spring 2026 (the percentage of students passing the grades 3-5 Reading SOL will increase from 63% to 70%).
By then end of the 2025-26 school year, the percentage of students in grades K-3 meeting or exceeding the VALLSS screener benchmarks (defined as the percentage of students in the “low risk” band) will increase at least 5 percentage points (from __% in Fall 2025 to __% Spring 2026).

Increase access to rigorous evidence-based, grade-level curriculum through intentional use of scaffolds and supports in reading and writing lessons during tier 1 and 2 instruction (ex. Integrated ELD, GLAD strategies, FCPS resources for students with disabilities).
Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).
Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. ECRI, Lexia, implementation guide resources).

Ensure students are making sufficient progress to be on grade level in Mathematics in alignment with FCPS goal for Algebra by grade 8.

By the end of the 2025-26 school year the percentage multilingual students passing the G 3-6 Mathematics SOL will increase from 52% to 62%, an increase of 10 percentage points.
By the end of the 2025-26 school year, the percentage passing the grades 3-6 Mathematics SOL will increase from 66% to 76%, an increase of 10 percentage points.

Improve the integrity of implementation of core curriculum, and/or intervention programs by using FCPS-adopted resources with fidelity to align with the Framework for Engaging & Student-Centered Mathematics Instruction.
Improve alignment of instructional planning based on analysis of common assessments.
Increase students' self-efficacy around the ability to be successful in mathematics.

By Spring 2026, the percentage of multilingual learners who make their target VDOE growth will increase from 70% (K-5) to 75% as measured by WIDA ACCESS for ELLs, demonstrating a gain of 5% for SY 2025-2026 over SY 2024 - 2025.

Establish and encorporate progress-monitoring routines to analyze the results of the FCPS ELD common assessments or Summit K12 assessments to monitor progress and revise students’ language goals and guide instructional decisions during tier 1 and tier 2 (additional language support).
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.).
Increase collaboration and co-planning between ESOL and special education teachers to plan for and deliver joint services (ELD and Special Education) and to collaboratively develop IEP goals, accommodations, and instructional strategies that address both the language and learning needs of identified students.f

By May 2026, the Bren Mar Park chronic absenteeism rate will decrease from 9% to no more than 7% as indicated in the FCPS attendance dashboard.

Schools share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.
Teachers use a variety of culturally-responsive practices and communication methods to provide supportive outreach to students and families when student attendance concerns arise.

By the end of the 2025-26 school year, the percentage of students passing the Science SOL for all students and student subgroups will increase 5% as measured by the SOL pass rate. The percentage of all grade 5 students passing the Science SOL scores for all students will increase from 68% to 73%, an increase of 5 percentage points as measured by the SOL pass rate. The percentage of grade 5 students passing the Science SOL scores for multilingual students and student subgroups will increase from 44% to 50%, an increase of 6 percentage points as measured by the SOL pass rate.

Increase frequency of student learning experiences that are inquiry-based and hands-on through the use of centrally-developed curriculum resources.
Follow the 5E Model of inquiry-based instruction, providing students with opportunities to explore content and skills prior to explicit vocabulary instruction.
Utilize a balanced assessment approach, including a variety of formative and summative assessments, to evaluate student progress and inform instruction throughout lessons and units.

Bren Mar Park will decrease the percentage of student referals by special education students from 46% to no more than 25% as measured by the 2025-26 discipline database.

Identify time in the master schedule to implement Tier 1 Restorative Practice circles, Morning Meeting (ES) or Responsive Advisory Meeting (MS/HS), with fidelity to improve student perceptions of belonging, community, and SEL skills.
Conduct quarterly audits to ensure that internal school discipline policies are consistently aligned with the district's Student Rights and Responsibilities (SR&R) discipline regulation, reflect a progressive discipline model, and identify potential practices that lead to inconsistent disciplinary outcomes. Engage a quarterly Plan, Do, Study, Act (PDSA) cycle that adjusts policies based on audit findings.
Develop in-school alternatives for behavior, such as reset and return rooms or cool-down spaces, to proactively prevent and interrupt discipline and behavior challenges. Collaborate with other schools to share in-school behavior alternatives and develop a network of support. Continuously evaluate through a Plan, Do, Study, Act (PDSA) cycle the effectiveness of in-school alternative options.