School Innovation & Improvement Plan

Outcome goals for this academic year.

School Innovation & Improvement Plan

  • Sleepy Hollow ES
  • 2025-2026
  • Region 2
  • Mirnaly Vega, Principal

English Language Arts Strategies
Outcome: By June 2026, students in K-3 will improve performance on the VALLSS by decreasing the number of students in the High-Risk Category from 48% to 43%, a reduction of 5%
Strategy 1Increase 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).
Strategy 2 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).
Strategy 3Increase 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).

Mathematics Strategies
Outcome:By June 2026, the math SOL Pass Rate will increase by 10% or more overall in grades 3-5 as measured by the metric annual pass rate for Mathematics. 
Strategy 1Improve 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.
Strategy 2Increase teacher's implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.
Strategy 3 Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Chronic Absenteeism
Outcome:By June 2026, Sleepy Hollow Elementary School will reduce it's chronic absenteeism rate from an unadjusted 16% to 10% as measured by attendance data.
Strategy 1 MTSS Schoolwide and Site Intervention teams analyze attendance, behavior, and wellness data twice a month to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions. Integrate consistent analysis of data disaggregated by student groups (race/ethnicity, SWD, ML, FRM).
Strategy 2 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.
Strategy 3Schools share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.

ML Progress
Outcome: By June 2026, Multilingual learners in Grades 3-5 will demonstrate improvement in WIDA scores in the Domains of Reading and Writing by increasing their Literacy WIDA score by an average of .7  measured by their 2026 WIDA Score. 
Strategy 1 Build teacher expertise in language development and high-impact instructional practices for MLs (e.g., GLAD, SIOP, structured talk).
Strategy 2 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.
Strategy 3 Establish and incorporate 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).

Science
Outcome:By June 2026, students in 5th grade will increase SOL scores by 10% from 2025 Science SOL scores from 53% to 63%. 
Strategy 1Ensure that all students regularly engage in rigorous science and engineering practices through the use of scaffolds.
Strategy 2(Elementary) Increase student access to high quality science instruction through sufficient time on the master schedule and use of centrally-developed curriculum.
Strategy 3Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.