School Innovation & Improvement Plan

An at-a-glance look at outcome goals for this academic school year

By Spring 2026, students in grades 3-6 in the following subgroups will increase the unadjusted pass rate, by 10% from Spring 2025 to Spring 2026 as measured by the Virginia Standards of Learning assessments.

Students with Disabilities: 46% to 56%Multilingual Learners: 23% to 33%

*Data from the Division Preliminary Annual Pass Rate Workbook

Grade 3 Only:
Students with Disabilities: 41% to 51%
Multilingual Learners: 34% to 44%
By Spring 2026, students in 3-6 will score pass/advanced (unadjusted), increasing from 71% (Spring 2025) to 80% (Spring 2026) as measured by the Virginia Standards of Learning assessments.

By Spring of 2026 students in K-2 will score within the low risk band on the the spring administration of VALLSS, increasing from 58% (Spring 2025) to 70% (Spring 2026).

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).

By Spring 2026, students in grades 3-6 in the following subgroups will increase the unadjusted pass rate, by 10% from Spring 2025 to Spring 2026 as measured by the Virginia Standards of Learning assessments.

Students with Disabilities - 38% to 48%Multilingual Learners - 37% to 47%
By Spring 2026, students in 3-6 will score pass/advanced (unadjusted), increasing from 67% (Spring 2025) to 80% (Spring 2026) as measured by the Virginia Standards of Learning assessments.

By Spring of 2025 students in K-2 will meet or exceed the Spring Math screener benchmark, increasing from 59% (Spring 2025) to 70% (Spring 2026) as measured by EMAS/MAP.

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 the end of Spring 2026, the percentage of multilingual learners making VDOE WIDA Growth will increase from 55.9% to 60% as measured by the WIDA ACCESS.

Establish and incorporate 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)."

By Spring 2026, students in 5th grade will score pass/advanced (unadjusted), increasing from 58% (Spring 2025) to 77%(Spring 2026) as measured by the Virginia Standards of Learning assessments.

Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, discussing, and thinking in science.
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.

For additional information regarding this School Plan, please contact Principal Jamie Gadley