School Innovation & Improvement Plan

Outcome goals for this academic school year

All Fairfax County schools are also required to complete an access and academic goals as part of their School Innovation and Improvement Plan (SIIP).

By June 2026, the percentage of students with disabilities in grades K-3 meeting or exceeding the VALLSS screener benchmarks will increase by 5 percentage points from 26% (Spring 2025) to 31% (Spring 2026).
By June 2026, the percentage of all students in grades K-3 meeting or exceeding the VALLSS screener benchmarks will increase by 5 percentage points from 41% (Spring 2025) to 46% (Spring 2026).
By June 2026, the percentage of all students passing the 3rd Grade Reading SOL will increase from 52% (June 2025) to 62% (June 2026).

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 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 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 the end of 2025-26 school year the percentage of students with disabilities passing the Grade 3-6 Mathematics SOL will increase at least 5 percentage points from 26% (June 2025) to 31% (June 2026).
By the end of the 2025-26 school year the percentage of multilingual students passing the Grade 3-6 Mathematics SOL will increase at least 5 percentage points from 46% (June 2025) to 51% (June 2026).
By the end of 2025-26 school year the percentage of students scoring at or above benchmark on the growth screener will increase by 5 percentage points from 53% (Spring 2025) to 58% (Spring 2026).
By the end of the 2025-26 school year the percentage passing the G3-6 Mathematics SOL will increase by 5 percentage points from 52% (Spring 2025) to 57% (Spring 2026).

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 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.
Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

By the end of Spring 2026, the percentage of multilingual learners making VDOE WIDA Growth as measured by the WIDA ACCESS will increase by at least 5% from 61.9% (Spring 2025) to 67% (Spring 2026).

Increase collaboration and co-planning between ESOL and special education teachers to plan for and deliver joint services (ELD and Special Education) and to collaboratively develop IEP goals, accommodations, and instructional strategies that address both the language and learning needs of identified students.
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.
Establish and encorporate 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).

Parklawn ES' chronic absenteeism rate without IPFIT adjustments will decrease 5 percentage points from 16.4% to 11.4% by the end of the 2025-2026 school year as measured by our school's chronic absenteeism data.

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.
Teachers will promote student engagement and create a welcoming classroom environment by modeling social and emotional competencies in their interactions with students.

By the end of SY25-26, Science SOL unadjusted pass rate for all students will increase from 39% (Spring 2025) to 45% (Spring 2026). This is a reduction of the failure rate by 10%.
By the end of SY25-26, Science SOL unadjusted pass rate for all Multilingual Learners will increase from 32% (Spring 2025) to 39% (Spring 2026). This is a reduction of the failure rate by 10%.

Increase frequency of student learning experiences that are inquiry-based and hands-on through the use of centrally-developed curriculum resources.
Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, discussing, and thinking in science.