School Innovation and Improvement Plan

2025-26

Cardinal Forest Elementary School

Region 4

Asheigh Long, Principal

100% multilingual students (Grade 3) meeting or exceeding expected annual growth target (iReady) will increase by 5%
Grade 3 Reading SOL tests that receive a passing (unadjusted) score will increase by 12%.

Increase teacher pedagogical skills in evidence-based literacy instruction to improve implementation of the core curriculum (ex. explicit instruction, student discourse).
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)."

% of multilingual students (Grades 1-6) will meet or exceed expected typical growth target (iReady) will increase by 10% in each grade level
Grades 3-6 Math SOL tests that receive a passing (unadjusted) score will increase by 9%."

Increase formal collaboration between classroom teachers and ESOL teachers to develop the language of mathematics through the use of embedded strategies during whole-group and small-group instruction.
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 teacher implementation of explicit instruction and other components of effective mathematics intervention.

By the end of Spring 2026, the percentage of multilingual learners making VDOE WIDA Growth as measured by the WIDA ACCESS will increase by 5%

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.
(Elementary) 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 the end of SY25-26, Science SOL scores for all students and student subgroups will increase 6% to reach an overall minimum pass rate of 77% from the Spring 2025 test to the Spring 2026 test as measured by the pass rate.

Ensure that all students regularly engage in rigorous science and engineering practices through the use of scaffolds.
Utilize a balanced assessment approach, including a variety of formative and summative assessments, to evaluate student progress and inform instruction throughout lessons and units."