School Innovation and Improvement Plan (2025-2026)

Outcome

By Spring 2026, the percentage of Multilingual students meeting screener expectations (achieving low or moderate risk band) on VALLSS screener will increase from 44% to 49%.   

By Spring 2026, the percentage of students in K-3 classified as low risk will increase by 5% and the percentage of students in K-3 classified as high risk will decrease by 5% (from fall to spring), as measured by the Virginia Language and Literacy Screener System (VALLSS).

Strategy 1

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).

Strategy 2

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).

Strategy 3

Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).

Outcome

By the end of the 2024-25 school year the percentage multilingual students passing the G 3-6 Mathematics SOL will increase from 62% to 67%.

By the end of the 2025-26 school year the percentage passing the G 3-6 Mathematics SOL will increase from 78% to 80%

Strategy 1

Increase teachers' implementation of balanced assessment strategies as related to Shift 8: from looking for correct answers towards revealing student thinking.

Strategy 2

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

Strategy 3

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.

Strategy 4

Use AVID strategies and resources to increase access, rigor and goal setting for all students in grades 4-6 math classes

Outcome

By spring of 2026, overall annual VDOE growth progress for our multilingual learners will increase from 56.3% to 59%.

Strategy 1

Monitor to ensure all multilingual learners are receiving explicit ELD instruction using the appropriate resources as outlined in ELD guidance documents: elementary (resource 1), middle and high school (resource 2).

Strategy 2

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.

Strategy 3

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.

Outcome

By the end of the 2025-26 school year the percentage passing the G 5 Science SOL will increase from 58% to 70%.

Strategy 1

Increase opportunities for students to apply and demonstrate understanding of vocabulary through evidence-based arguments and reasoning, such as the Claim-Evidence-Reasoning approach.

Strategy 2

Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.

Strategy 3

(Elementary) Increase student access to high quality science instruction through sufficient time on the master schedule and use of centrally-developed curriculum.

Outcome

By June 2026, the percent favorable on the Emotional Regulation topic on the SEL Screener will increase by 3 percentage points; from 49% in Spring 2025 to 52% in Spring of 2026.

Strategy 1

Implement a Tier 1 evidence-based SEL curriculum with fidelity, ensuring all students receive consistent, explicit SEL skills instruction.

Strategy 2

Provide families with multiple opportunities to learn about mental health and SEL and provide feedback that will inform school planning (e.g., newsletters, family events, family surveys, etc.).

Strategy 3

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.