School Innovation & Improvement Plan

Outcome goals for this academic school year

School Innovation and Improvement Plan At A Glance

  • 2025-2026
  • Sangster Elementary School
  • Region 4
  • Allison Jankovich, Principal

Reading by 3rd Grade 

Outcomes:

● By spring of 2026, the percentage of third grade students with disabilities passing the Grade 3 Reading SOL will increase from 89% to 94%. 

Strategies:

● 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).
● 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).
● 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).

Elementary School Math

Outcomes:

● By spring of 2025, the percentage of students with disabilities in Grades 3-6 passing the Math SOL will increase from 94% to 96%. ● By Spring of 2025, the number of students enrolled in Advance Math will increase by at least 5%, and 100% of students enrolled in advanced math will pass their end of course SOL.

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

Portrait of a Graduate

Outcome:

● By June 2026, 100% of 6th grade students will show growth in their ability to reflect on their POG strengths by creating and share a POG Presentation of Learning.                       

Strategies:

● Make explicit connections to POG skills and attributes (Resource 1) in daily lessons; if at an IB school, make explicit connections to ATL skills in daily lessons (Resource 2).
● Dedicate time for regular student reflection (Resource 1; Resource 2 for IB Schools) - such as turn and talks, quick writes, or silent thinking to self - to process the POG/ATL skills they utilized during meaningful learning experiences and consider how they can continue to grow.
● Engage students in reflection and planning (Resource 1) to share their growth in a presentation of learning.