School Improvement & Innovation Plan At A Glance

• Key Middle School
• 2025 - 2026
• Region 6
• Drew Campbell, Principal

English Language Arts

Outcome: 

Ensure students are making sufficient progress to be on grade level in English Language Arts.

Goal:

By June 2026, the overall pass rate on Reading SOL exams will increase from 56% to at least 66%. (Target: with 50% pass rate for SWDs)

Strategies:

• Increase access to rigorous evidence-based, grade-level curriculum through intentional use of modifications (without reducing rigor), scaffolds, and supports in reading and writing lessons during core instruction (ex. Integrated ELD/supports within curriculum documents or HMH, SIOP strategies, FCPS resources for students with disabilities).

• 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).

Mathematics 

Outcome: 

Ensure students are making sufficient progress to be on grade level in Mathematics

Goal:

By June 2026, the pass rate of ML students on the Algebra SOL exam will increase from 84% to at least 90%. (Target: 61.2% of 8th graders will exit Key MS in 2026 with a verified credit in Algebra or higher level math course.)

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 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.

• Increase teachers' implementation of balanced assessment strategies as related to Shift 8: from looking for correct answers towards revealing student thinking.

Wellness

Outcome: 

Ensure students feel safe, included, and supported in the school environment.

Goal:

By June 2026, the chronic absenteeism rate will decrease from 18.5% to less than 13%. 

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 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.
• Provide all students with access to and information about available extracurricular activities and volunteer opportunities throughout the school year.

Science

Outcome: 

Ensure students are making sufficient progress to be on grade level in Science.

Goal: 

By June 2026, the student pass rate on the Science 8 SOL exam will increase from 53% to 63%

Strategies:

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

• Ensure that all students regularly engage in rigorous science and engineering practices through the use of scaffolds.
• Increase opportunities for students to apply and demonstrate understanding of vocabulary through evidence-based arguments and reasoning, such as the Claim-Evidence-Reasoning approach.

Student Group

Outcome: 

Close achievement gaps for specific student groups.

Goal: 

By June 2026, 67% of MLs will make expected growth on the WIDA assessment, increasing our performance by 10%.

Strategies:

• Build teacher expertise in language development and high-impact instructional practices for MLs (e.g., GLAD, SIOP, structured talk).
• 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).

• 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.