School Innovation & Improvement Plan

School Innovation and Improvement Plan At-a-Glance

Glasgow Middle School | Fairfax County Public Schools | Region 2 | Lisa Barrow, Principal

2025-2026 SIIP At-A-Glance

English Language Arts Strategies

Outcome:

By June 2026, Hispanic students will grow from 37% to meet or exceed the target of 75% (VDOE) in Reading on the SOLs. By June 2026, students with disabilities will grow from 28% to meet or exceed the target of 75% (VDOE) in Reading on the SOLs. By June 2026, students who are economically disadvantaged will grow from 46% to meet or exceed the target of 75% (VDOE) in Reading on the SOLs.

In June 2025, GMS students demonstrated a 54% unadjusted pass rate. By June of 2026, all students will move from 54% to meet or exceed the target of 75% (VDOE) in Reading on the SOL.

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).
Strategy 2: Increase teacher pedagogical skills in evidence-based literacy instruction to improve implementation of the core curriculum (ex. explicit instruction, student discourse).
Strategy 3: Increase the use of data to plan tier 3 instruction and monitor progress during intervention to ensure that students master foundational skills (ex. Reading Plans, MTSS processes, intervention courses, Advisory periods).

Success In Algebra Before High School

Outcome:

We will increase our enrollment of students taking Algebra and above by 8th grade to 80% across the school. This includes increasing our rate of students earning a verified credit for Algebra to 100% (from 92%) of students who take it by 8th grade.

We will increase our enrollment of students taking an advanced math class from 46% to 70%.

Strategy 1: Increase school communication about open enrollment to ensure all school staff (including elementary schools) communicate a shared message around open enrollment and mathematics course pathways.
Strategy 2: Increases students' self-efficacy around the ability to be successful in mathematics.
Strategy 3: Increase systems of support during the school day, after school, and summer to help students achieve success in mathematics.

Science Strategies

Outcome:

By June 2026, the grade 8 Glasgow Middle School average pass rate for the Science SOL will increase from 50% (2025) to at least 77%. The following subgroups will increase their pass rate from the 2025 Science SOL by at least 10%: Economically disadvantaged (baseline: 44%), Hispanic (baseline: 32%), MLLs (baseline: 28%), and SWD (baseline: 24%).

Strategy 1: Use multiple data points and evidence-based interventions aligned to science based reading research literacy intervention in Tier 2 and Tier 3
Strategy 2: Increase frequency of student learning experiences that are inquiry-based and hands-on through the use of centrally-developed curriculum resources.
Strategy 3: 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

Chronic Absenteeism Strategies

Outcome:

By June 2026, we will reduce the chronic absenteeism rate from 12.4% to 10% or lower as measured by school attendance records, through implementation of targeted attendance interventions, increasing family engagement, and providing regular monitoring and support to at-risk students.

Strategy 1: Schools share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.
Strategy 2: Staff regularly model social and emotional competencies in their interactions with others, to include interactions with students, families, and one another.
Strategy 3: 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).

School Selected Strategies:

Outcome:

By June of 2025, Students with Disabilities will increase from 60% to meet or exceed the target of 70% (VDOE) and 61% (ESSA rate) in Math as measured by the SOL.

Strategy 1: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
Strategy 2: Increase teachers' implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.
Strategy 3: Expand effective co-teaching/co-planning models with clearly defined roles to increase students’ access to general education settings.

English Language Progress:

Outcome:

By Spring 2026, the percentage of multilingual learners making VDOE WIDA growth will increase 9% from 49% to 58% as measured by WIDA ACCESS.

Strategy 1: 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.
Strategy 2: Build teacher expertise in language development and high-impact instructional practices for MLs (e.g., GLAD, SIOP, structured talk).
Strategy 3: 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.
Strategy 4: Access to Rigor: Build teacher capacity to provide multiple opportunities for students to engage in productive struggle with concepts and skills.

Discipline Strategies:

Outcome:

Throughout the year and by June 2026, advanced interventions will be loaded in SIS to reflect addressing fewer than 50% of total discipline referrals for no student groups.

Strategy 1:Establish a school-based discipline team that applies an Improvement Science framework to discipline and meets monthly to analyze discipline data, identify discipline trends and intersectionality (i.e. discipline & attendance, discipline & belonging), determine needed resources and/or training for staff, and collaborate to develop enhanced, targeted interventions that address specific needs and improve discipline outcomes. Identify areas where data inaccuracies or gaps in interventions are present. Engage a Plan, Do, Study, Act (PDSA) cycle based on findings.
Strategy 2: Develop in-school alternatives for behavior, such as reset and return rooms or cool-down spaces, to proactively prevent and interrupt discipline and behavior challenges. Collaborate with other schools to share in-school behavior alternatives and develop a network of support. Continuously evaluate through a Plan, Do, Study, Act (PDSA) cycle the effectiveness of in-school alternative options.