School Innovation and Improvement Plan

SIIP At-a-Glance

• 2025 - 2026

• Coates ES

• Region 5

• Paul Basdekis, Principal

English Language Arts 

Outcome

• By the spring of 2026, the percentage of SWD in grade 3 who met or exceeded their screener expectation on the spring VALLSS test will increase from 50% to 55%.
• By the spring of 2026, the percentage of students in grade 3 passing the Reading SOL will increase from 35% to 48.7%.                        
  

Strategies

• 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).
• Improve integrity of implementation of core curriculum: tailoring instruction to meet student needs aligned with evidence-based literacy instruction (ex. classroom walkthroughs, CT planning, coaching).
• Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).                                                                     

Mathematics 

Outcome

• By the end of the 2025-26 school year, the percentage of students with disabilities passing the G 3-6 Mathematics SOL will increase from a simple pass rate of 14% to 26%.
• By the end of the 2025-26 school year, the percentage of all students passing the G 3-6 Mathematics SOL will increase from a simple pass rate of of 59% to 64%.                         

Strategies

• 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.
• 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 students' self-efficacy around the ability to be successful in mathematics.

Wellness 

Outcome

• By the end of the 2025-2026 school year, we will increase the number of students EOY progress report self-control schoolwide mean from 3.169 to 3.3.
• By the end of the 2025-2026 school year, we will increase the overall percentage for the "Emotional Regulation" domain from 45% to 51% as measured by the EOY SEL Screener.
• By the end of the 2025-2026 school year, we will decrease the EOY office referrals from 474 to 400.
• By the end of the 2025-2026 school year, 80% of students identified for Tier 2 Interventions met their individualized intervention progress goals (exit criteria).                        
  

Strategies

• 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 groups (race/ethnicity, SWD, ML, FRM)
• Staff regularly model social and emotional competencies in their interactions with others, to include interactions with students, families, and one another.
• Communicate with families to recognize and celebrate student growth or success in academics, behavior, attendance, or other areas using a variety of communication methods such as phone calls, emails, talking points, postcards, etc.                                                             

Science 

Outcome

• By June 2026, the percentage of students in grade 5 passing the Science SOL will increase from 49% to 54%.                            
  

Strategies

• Follow the 5E Model of inquiry-based instruction, providing students with opportunities to explore content and skills prior to explicit vocabulary instruction.
• Ensure that all students regularly engage in rigorous science and engineering practices through the use of scaffolds.
• Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, discussing, and thinking in science.           

Multilingual Learner Progress

Outcome

• By June 2026, 60% of multilingual learners will make expected VDOE growth as measured by the WIDA Access Assessment.
  

Strategies

• Build teacher expertise in language development and high-impact instructional practices for MLs (e.g., GLAD, SIOP, structured talk).
• (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.).
• Increase the use of language-focused strategies, scaffolds, and supports in content and classroom instruction that match the students’ English language proficiency and promote oral language development and peer to peer interactions.        

Portrait of a Graduate (POG)

Outcome:

• By the end of SY 2025-26:  100% of Kindergarten - 3rd grade students will learn about, use, and apply POG skills in their core classes and specials and will score at least developing on Criterion 3: “Here’s Why It Matters” of the POG POL rubric by sharing why POG attributes and skills are important for students now and in the future.
• By the end of SY 2025-26:  100% of 4th - 6th grade students will participate in a POG POL through their specials block; data will be entered in Rubi."  

Strategies

• Make explicit connections to POG skills and attributes (Resource 1) in daily lessons; if at an IB school, make explicit connections to ATL skills in daily lessons (Resource 2).
• Together with students, co-construct with a class what the skill looks and sounds like and make the skill visible (Resource 1; Resource 2 for IB schools) in the classroom.
• Dedicate time for regular student reflection (Resource 1; Resource 2 for IB Schools) - such as turn and talks, quick writes, or silent thinking to self - to process the POG/ATL skills they utilized during meaningful learning experiences and consider how they can continue to grow.