School Innovation and Improvement Plan At-a-Glance

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

By the end of the school year 25-26 3rd graders will decrease the percentage of students scoring in the high risk band on the spring VALLSS assessment from 31% to 21%.
By the end of the school year 25-26 MLs participating in the grade level reading SOL will collectively increase to a 40% pass rate from a 28% pass rate.
By the end of the school year 25-26 85% of students (K-3) will meet the moderate or low risk band on the spring VALLSS assessment from 74% of students scoring in the moderate or low risk band.

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).
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).
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).

By the end of the school year 25-26 SWD participating in the grade level math SOL will collectiveley increase to a 50% pass rate from a 37% pass rate
By the end of the school year 25-26 All Students participating in the grade level math SOL will collectiveley increase to an 80% pass rate from a 71% pass rate.

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.
Improve alignment of instructional planning based on analysis of common assessments.

Currently, Halley's MLs performed below 59% on the expected WIDA ACCESS 2025 growth set by VDOE. By fine tuning our Tier 1 practices, providing timely scaffolds and supports and increasing ELD instruction to 30 minutes daily or 150 minutes weekly, it is our hope to have our MLs increase their growth and proficiency WIDA ACCESS 2025 to 65% or higher.

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.).
Establish and encorporate 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 the end of the 2025-2026 school year, we will decrease our chronic absenteeism rate from 16.4% to 11.4% as monitored from data by the FCPS Attendance Dashboard.
The winter months were especially difficult for our school community with high rates of illness repoted by our public health nurse. Several public health notices were sent home school-wide during the winter months."

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).
Communicate with families to recognize and celebrate student growth or success in academics, behavior, attendance, or other areas using a variety of communication methods (e.g., phone calls, emails, Talking Points, postcards) to strengthen student and family engagement.
Schools share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success."

For additional information regarding this School Plan, please contact Paula Johnson-Tyler- Principal