2025-2026 School Innovation and Improvement Plan

Outcome goals for this academic school year

2024-2025 SIIP At-a-Glance

Garfield Elementary School

Region 6

Kerry Peerman, Principal

Elizabeth Manning, Assistant Principal

ENGLISH/LANGUAGE ARTS

End of Year SMARTR Outcome: Language Arts - Reading by 3rd Grade

  • By June 2026, the percentage of students in grades 3 who pass their grade level reading SOL will increase from 51% in 2024-2025 to 58% in 2025-2026 as measured by grade level reading SOLs. 

  • By June 2026, the percentage of All students 4-6 who pass their grade level reading SOL will increase from 5% points in 2025-2026 as measured by grade level reading SOLs.

STRATEGY 1

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). 

Actions:

  • Conduct 3 classroom walkthroughs using a specific protocol aimed at observing evidence-based literacy practices. These observations should focus on trends, momentum, pacing, explicit instruction, student engagement, and the key components of the literacy block; Providing timely, constructive feedback helps teachers refine their instructional approaches.

  • Develop a simple, focused checklist or rubric for classroom walkthroughs that identifies 3-5 key "look-fors" related to efficient instructional delivery in reading and writing. These "look-fors" will be based on research-based best practices. 

  • Teachers will implement the school-wide established literacy block with expected components and align with the dedicated time slots for explicit instruction in reading and writing, systematic phonics/word study, Lexia, and independent/small-group reading and writing practice.

STRATEGY 2
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). 

Actions:

  • Teachers will analyze and use formative assessment data to monitor and adjust Tier 1 instruction by implementing targeted scaffolds and evidence-based strategies.  
  • Teachers will also identify students in need of Tier 2 interventions and plan focused small group reteaching to address specific learning gaps.

  • Teachers will use the assessment platform to monitor student progress on unit assessments and identify student groups in need of reteaching and intervention. 

STRATEGY 3

Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs). 


Actions:

  • Teachers will document, collect and analyze intervention data using program-specific checklists. We will utilize this data to identify implementation trends, inform instructional adjustments, and guide strategic planning for improved student outcomes. 
  • Resource teachers will partner with individual teachers to provide targeted support with lesson delivery based on trends identified in data collection.
  • Teachers will implement interventions with fidelity and consistently monitor student progress, following established expectations and protocols. They will participate in regular check-ins to receive feedback, reflect on practices, and make adjustments to support continuous improvement.
  • Observations indicate 90% intervention lessons demonstrating fidelity per program checklist. Students will show progress in their intervention data measured 4 times per year.

Mathematics  

END OF YEAR SMARTR OUTCOME: MATH

Universal:  

  • By June 2026, the percentage of all students in grades 3-6 who pass their grade level math SOL will increase from 65% in 2024-2025 to 70% in 2025-2026 as measured by grade level math SOLs. 

  • By June 2026, the percentage of students in grades 1-6 who demonstrate expected screener within-year growth will increase from 64% in 2024-2025 to 70% in 2025-2026 as measured by iReady (MAP). 

Targeted:  

  • By June 2026, the percentage of Multi-Language Learners (MLL) students in grades 3-6 who pass their grade level math SOL will increase from 46% in 2024-2025 to 53% in 2025-2026 as measured by grade level math SOLs.

Strategy 1

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. 

Actions:

  • Collaborative teams (CLTs) will plan and implement all math lessons with fidelity, using district resources and pacing guides as a roadmap. This ensures all students receive a cohesive and equitable learning experience, building a strong foundation in key mathematical concepts across all classrooms and grade levels 

  • Collaborative teams (CLTs) will strategically unpack each mathematics unit, analyzing the big ideas and specific learning progressions for each lesson. Teams will proactively identify potential misconceptions and plan for differentiated instruction using FCPS-provided resources. This includes determining what explicit instruction is needed for all learners, what targeted supports will be implemented for students needing extra help, and what enrichment opportunities will be provided for students who are ready for a greater challenge. 

  • Conduct professional development sessions with teachers on the explicit instruction and other components of effective mathematics intervention.

Strategy 2
Increase teacher implementation of explicit instruction and other components of effective mathematics intervention. 

Actions:

  • Conduct professional development sessions with teachers that introduce them to Shift 4 and allow them to self assess and set personal goals.
  • Launch a targeted professional learning cycle using the text Hands Down, Speak Out to deepen teachers' expertise in facilitating high-leverage student discourse. The book study will be structured to directly connect the featured structures (e.g., talk moves, routines) to actionable classroom practices, with a culminating task where teachers design and implement a specific discourse strategy from the book in 
    their lessons. Teachers will make connections to the how the structures discussed in the book scan be leveraged to enact Shift 4.. 

Chronic Absenteeism

By June 2026, our school will reduce its chronic absenteeism rate by 10% or more in comparison to June2025 to earn a Level I SOA rating.

Strategy 1
Schools will share multilingual attendance materials with families throughout the year to educate familiesregarding the importance of attendance for school success.

Actions:

  • We will host Parent Coffees throughout the school year in which families can learn about a variety of
    topics related to attendance such as, the correlation between attendance and school success, when
    students are sick and should stay home etc.
  • At early conferences, teachers will share reasons for regular school attendance to help educate parents
    and proactively promote attendance at the start of the school year.

  • Throughout the school year, we will regularly promote attendance and share the school's averageattendance rates at school events with families.

    Strategy 2
    Schools will implement practices to recognize good and improved attendance to reinforce attendance andstrengthen student and family engagement.

    Actions:

  • We will host quarterly breakfasts and award certificates for students with perfect attendance each quarter.
    Classes will be recognized for achieving perfect attendance for at least 5 days.

  • Pop-up events (unannounced school-wide) attendance celebrations throughout the school year, especially
    focused in months with higher absenteeism rates.

    Strategy 3
    MTSS Schoolwide and Site Intervention teams analyze attendance along with behavior and wellness databi-monthly to identify students in need of Tier 2 and Tier 3 interventions.

    Actions:

  • The attendance team will meet bi-weekly to prioritize early intervention.
  • We will consider multiple data sources to identify the likely root causes of student absenteeism, match
    students to corresponding interventions, and document and monitor students' progress toward
    intervention goals in MTSS in SIS.
  • Pre-conference with parents of students on the 24-25 chronic absenteeism list at the beginning of the
    25-26 school year to understand the barriers for our students and support improved attendance in the
    current school year.

Science

END OF YEAR SMARTR OUTCOME: SCIENCE

By the end of the 2025-2026 school year, students in Grade 5 will demonstrate grade level proficiency in Science from 56% to 65% (unadjusted) as measured by the Spring Science SOL.

Strategy 1

Utilize a balanced assessment approach, including a variety of formative and summative assessments, to evaluate student progress and inform instruction throughout lessons and units. 

  • Teachers will incorporate formative assessments daily during the Science block, and will capture anecdotal notes of students who need additional support with specific content ; these will be used as quick assessments and reteaching.
  • Teachers will incorporate SOL-style questions that align to the Science SOL a minimum of once weekly to allow students to practice transferring their knowledge to SOL-style questions
  • Teachers will utilize formative data to have discussions during CT meetings that drive planning and instructional decision-making. 

Strategy 2 Increase frequency of student learning experiences that are inquiry-based and hands-on through the use of centrally-developed curriculum resources 

Actions: 

  • Use FCPS science curriculum lessons that are designed using the 5E learning model. ● Use laboratory investigations as anchoring experiences before direct instruction.