School Innovation & Improvement Plan
An at-a-glance look at outcome goals for this academic school year
School Innovation & Improvement Plan
2025-2026
Laurel Hill ES
Region 4
Janice Dalton, Principal
READING BY 3RD GRADE
Outcomes
● By June 2026, the percentage of students in our third grade cohort who pass the Grade 3 Reading SOL will increase by 5 percentage points (unadjusted rate) from spring 2025 to spring 2026.
*unadjusted rate - 86% spring 2025 will increase to 91% in spring 2026
● By June 2026, the percentage of students in grade 3-6 who pass the Reading SOL will increase by 5 percentage points (adjusted rate) from 98% in spring of 2025 to 103% in spring of 2026.
The percentage of students in grade K-3 in the high risk category on the VALLS screener will decrease by 2 percentage points from fall 2025 to spring 2026.
*unadjusted rate - 86% spring 2025 will increase to 91% in spring 2026
● By June 2026, the percentage of students in grade 3-6 who pass the Reading SOL will increase by 5 percentage points (adjusted rate) from 98% in spring of 2025 to 103% in spring of 2026.
The percentage of students in grade K-3 in the high risk category on the VALLS screener will decrease by 2 percentage points from fall 2025 to spring 2026.
Strategies
● Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. ECRI, Lexia, implementation guide resources).
● Improve integrity of implementation of core curriculum: tailoring instruction to meet student needs aligned with evidence-based literacy instruction (ex. classroom walkthroughs, CT planning, coaching).
● Increase the use of data to plan tier 3 instruction and monitor progress during intervention to ensure that students master foundational skills (ex. MTSS Schoolwide/Intervention teams, Reading Plans, Walk to Intervention).
● Improve integrity of implementation of core curriculum: tailoring instruction to meet student needs aligned with evidence-based literacy instruction (ex. classroom walkthroughs, CT planning, coaching).
● Increase the use of data to plan tier 3 instruction and monitor progress during intervention to ensure that students master foundational skills (ex. MTSS Schoolwide/Intervention teams, Reading Plans, Walk to Intervention).
ELEMENTARY SCHOOL MATH
Outcomes
● By June 2026, the percentage of students in grades 3-6 taking the math SOL will increase by 5 percentage points (unadjusted rate) from spring 2025 to spring 2026.
*unadjusted rate - 85% spring 2025 will increase to 90% in spring 2026
● The percentage of students in grades 3-6 taking the math SOL will increase by 5 percentage points (adjusted rate) from 99% in the spring of 2025 to 104% in the spring 2026.
*unadjusted rate - 85% spring 2025 will increase to 90% in spring 2026
● The percentage of students in grades 3-6 taking the math SOL will increase by 5 percentage points (adjusted rate) from 99% in the spring of 2025 to 104% in the spring 2026.
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 teacher implementation of explicit instruction and other components of effective mathematics intervention.
● Improve systems for communicating with families about math course pathways through 12th grade, MAP Growth, and other resources to support students' success.
● Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
● Improve systems for communicating with families about math course pathways through 12th grade, MAP Growth, and other resources to support students' success.
CHRONIC ABSENTEEISM
Outcomes
● By June 2026, we will reduce the percentage of students who are chronically absent from 13.2% to 9%, as measured by end-of-year SIS attendance reports.
Strategies
● 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.
● Schools consistently incorporate SEL 3 Signature Practices—inclusive welcome, engaging strategies, and intentional closures—across classrooms and content areas to foster inclusive, supportive, and emotionally engaging learning environments.
● Schools share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.
● Schools consistently incorporate SEL 3 Signature Practices—inclusive welcome, engaging strategies, and intentional closures—across classrooms and content areas to foster inclusive, supportive, and emotionally engaging learning environments.
