School Innovation & Improvement Plan

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

By June 2026, the percentage of students with disabilities in grades K-3 identified as high risk on the VALLSS assessment will decrease by at least 5% from fall to spring (from 10 of 36 students in spring 2025), with at least two students moving from high risk to moderate or low risk, through targeted instructional interventions and quarterly progress monitoring to ensure meaningful literacy growth.
By June 2026, the percentage of students in K-3 identified as high risk on the VALLSS assessment will decrease by at least 5% from fall to spring (from 10 of 36 students in spring 2025), with at least two students moving from high risk to moderate or low risk, through targeted instructional interventions and quarterly progress monitoring to ensure meaningful literacy growth.

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).
Increase teacher pedagogical skills in evidence-based literacy instruction to improve implementation of the core curriculum (ex. explicit instruction, student discourse).
Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).

The percentage of students with disabilities in grades 4-6 passing the SOL will increase by 10% from 2025 to 2026.

4th grade pass rate will increase from 60% (6 out of 10 students) (2025) to 70% (2026).
5th grade pass rate will increase from 50% (10 out of 20 students) (2025) to 60% (2026).
6th grade pass rate will increase from 59% (10 out of 17 students) (2025) to 69% (2026).

Targeted Outcome

By June 2026, the percentage of students in grades 4-6 passing the SOL will increase by 5% from 2025 to 2026.

4th grade pass rate will increase from 79% (73 out of 92 students) (2025) to 84% (2026).
5th grade pass rate will increase from 82% (96 out of 117 students) (2025) to 87% (2026).
6th grade pass rate will increase from 89% (127 out of 142 students) (2025) to 94% (2026).

Universal Outcome

By June 2026, the percentage of students in grades 4-6 will increase their passing rate from 2025 to 2026 as measured by the math SOL:

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.
Improve alignment of instructional planning based on analysis of common assessments.
Increase formal collaboration between classroom teachers and ESOL teachers to develop the language of mathematics through the use of embedded strategies during whole-group and small-group instruction.

By June 2026, the number of staff-managed behaviors will decrease from 45% to 40% as measured by the Office Discipline Referral Communication System.

Provide tailored professional development for teachers and staff on Tier 1 wellness practices, including culturally responsive teaching, restorative justice practices, social-emotional learning and trauma-informed care.
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.
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.
Implement Leveled Responses to Student Behaviors: Staff Managed for classroom issues, Office Managed for interventions beyond. Provide clear guidelines for consistency and effectiveness, promoting division-wide behavior management. Utilize the office-managed/staff-managed document consistently.