2025-2026 School Innovation and Improvement Plan

Outcome goals for this academic year.

2025-2026 SIIP At-a-Glance

Rocky Run Middle School

Region 5

Mr. Peter Kownacki, Principal

Measurable Outcome: English Language Arts (ELA) ● By spring 2026, all students that scored proficient or below on the spring 2025 Reading SOL will show growth on the spring 2026 Reading SOL as measured by designated mastery performance bands (below basic will improve to basic, basic will improve to proficient, and proficient will improve to advanced).
Related Strategies ● Increase the efficiency of instructional delivery to ensure all students have access to both explicit instruction and daily practice in reading and writing (ex. classroom walkthroughs, CT planning, coaching). ● 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). ● Use data from formative and summative assessments in the core curriculum to guide instructional decisions during core reading and writing instruction (ex. data dialogues, CT data discussions). ● Collaboration among the newly formed Literacy CT to support implementation of reading plans as well as Tier 2 and Tier 3 interventions implementation with fidelity.
Measurable Outcome: Success in Algebra Before High School ● By the end of the 2025-2026 school year, the percentage of students demonstrating expected screener within-year growth in math (MAP) will grow from 61% to 80%.
Related Strategies ● 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 strategies related to Shift 1: from stating a standard or learning target toward communicating the learning intentions ● Increase systems of support during the school day, after school, and summer to help students achieve success in mathematics.

Measurable Outcome: English Language Arts (ELA)

● By spring 2026, all students that scored proficient or below on the spring 2025 Reading SOL will show growth on the spring 2026 Reading SOL as measured by designated mastery performance bands (below basic will improve to basic, basic will improve to proficient, and proficient will improve to advanced).

Related Strategies

● Increase the efficiency of instructional delivery to ensure all students have access to both explicit instruction and daily practice in reading and writing (ex. classroom walkthroughs, CT planning, coaching).
● 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).
● Use data from formative and summative assessments in the core curriculum to guide instructional decisions during core reading and writing instruction (ex. data dialogues, CT data discussions).

● Collaboration among the newly formed Literacy CT to support implementation of reading plans as well as Tier 2 and Tier 3 interventions implementation with fidelity.

Measurable Outcome: Success in Algebra Before High School

● By the end of the 2025-2026 school year, the percentage of students demonstrating expected screener within-year growth in math (MAP) will grow from 61% to 80%.

Related Strategies

● 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 strategies related to Shift 1: from stating a standard or learning target toward communicating the learning intentions
● Increase systems of support during the school day, after school, and summer to help students achieve success in mathematics.

Measurable Outcome: Inclusion ● By spring of 2026, the percentage of students with IEPs who spend 80% or more of their day in special education environments will be less than 20%.
Related Strategies ● Increase access and participation for students identified as twice exceptional to advanced coursework. ● Create dedicated co-planning time in the instructional schedule with protected blocks of time for special education teachers, general education teachers, ELL teachers, AARTs, and paraprofessionals. ● Expand effective co-teaching/co-planning models with clearly defined roles to increase students’ access to general education settings.

Measurable Outcome: Inclusion

● By spring of 2026, the percentage of students with IEPs who spend 80% or more of their day in special education environments will be less than 20%.

Related Strategies

● Increase access and participation for students identified as twice exceptional to advanced coursework.
● Create dedicated co-planning time in the instructional schedule with protected blocks of time for special education teachers, general education teachers, ELL teachers, AARTs, and paraprofessionals.
● Expand effective co-teaching/co-planning models with clearly defined roles to increase students’ access to general education settings.