School Innovation and Improvement Plan

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

By June of 2026, all multilingual learners accessing the general education curriculum in grades K-3 will increase their VALLSS by 10 percentage points or pass their reading SOL (grade 3, only).
By the end of 25-26 school year, the percentage of students in grades K-3 measuring at high risk on fall benchmark assessment will increase their VALLSS by 10 percentage points or pass their reading SOL (grade 3, only).

Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. ECRI, Lexia, implementation guide resources).
Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).
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).

By the end of the 2025-2026 school year, the percentage of multilingual learners passing the grades 3-6 Mathematics SOL will increase from 53% to 65% (unadjusted).
By the end of 2025-2026 school year, the percentage of students making at least one year's worth of growth on the MAP will increase from 65% to 75%.

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 balanced assessment strategies as related to Shift 8: from looking for correct answers towards revealing student thinking.
Improve alignment of instructional planning based on analysis of common assessments.

By the end of SY 2025-2026, students in 3-6 will increase the percent favorable for Sense of Belonging on the SEL Screener topic by 3 percentage points; from 61% in Spring 2025 to 64% in Spring of 2026.

Identified time in the master schedule is used to implement Morning Meeting (ES) or Responsive Advisory Meeting (MS/HS) with fidelity to improve student perceptions of belonging and SEL skills.
Communicate with families to recognize and celebrate student growth or success in academics, behavior, attendance, or other areas using a variety of communication methods such as phone calls, emails, talking points, postcards, etc.

For additional information regarding this School Plan, please contact Principal Courtney Korb .