School Innovation and Improvement Plan

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

By June 2026, the percentage of special education students in grade 3 falling in the low risk band on the K-3 VALLSS assessment will increase from 12.5% to 75%.
By June 2026, the percentage of students falling in the low risk band on the K-3 VALLSS assessment will increase from 76% to 82%.

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).
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).

By June 2026, the percentage of students with disabilities who pass the G 3-6 Mathematics SOL will increase from 58% (37/64) to 70%.
By June 2026, the percentage of grade 1-6 students scoring above the 60th percentile on the MAP assessment will increase by at least 5%.

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

By June 2026, the percentage of multilingual learners making VDOE WIDA Growth as measured by the WIDA ACCESS will increase by 10 percentage points.

(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 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).