2025-26 School Innovation and Improvement Plan

Outcome goals for this academic school year

The percentage of multilingual learners in grade 3 passing the Reading SOL will increase by 5 percentage points from spring 2025 to 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 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).

The annual Math SOL pass rate of students with disabilities in grades 3-6 will increase by 5 percentage points from Spring 2025 to Spring 2026.

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.
Improve alignment of instructional planning based on analysis of common assessments.
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.

The annual WIDA growth rate of students with disabilities in grades 1-6 will increase by 5 percentage points from Spring 2025 to Spring 2026.

Monitor to ensure all multilingual learners are receiving explicit ELD instruction using the appropriate resources as outlined in ELD guidance documents: elementary (resource 1), middle and high school (resource 2).
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.
Build teacher expertise in language development and high-impact instructional practices for MLs (e.g., GLAD, SIOP, structured talk).

By June 2026, our school will reduce its chronic absenteeism rate 5 percentage points from 17% in June 2025 to 12% or less in June 2026.

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.
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).
Teachers use a variety of culturally-responsive practices and communication methods to provide supportive outreach to students and families when student attendance concerns arise.
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 SY25-26, Science SOL scores for all students and student subgroups will increase 3% from the Spring 2025 test to the Spring 2026 test as measured by the pass rate.

Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, discussing, and thinking in science.
Utilize a balanced assessment approach, including a variety of formative and summative assessments, to evaluate student progress and inform instruction throughout lessons and units.
Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.