School Innovation and Improvement Plan

Outcome goals for this academic year

SIIP Plan At-a-Glance

  • 2025-2026
  • South Lakes High School
  • Region 1
  • Carlos Seward, Principal

On Track for Graduation

Goals

  • By August 2026, we will increase the % of Students with Disabilities who have earned any 2 verified credits by the end of 9th grade to 58%
  • By August 2026, we will increase the % of students who have earned any 2 verified credits by the end of 9th grade to 81% 
Strategies
  • OTG: Identify and develop a monitoring protocol for teachers, teams, and/or departments that have a disproportionate number of F's, especially for courses that are barriers to on-time graduation.
  • MATH: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Postsecondary Readiness

Goals

  •  By August 2026, the % Multilingual Learners (G12) succeeding in 1 or more AP/IB/DE or other 1.0 weighted course or earning CTE finisher status by the end of high school will be 48%.
  • By August 2026, the % students (G12) succeeding in 1 or more IB/DE or other 1.0 weighted course or earning CTE finisher status by the end of high school will be 85%.
Strategies
  • MTSS PROCESSES: Designate and optimize a 3E team (can be combined with the graduation team) focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of 3E and graduation requirements with high frequency.
  • INSTRUCTIONAL: Support students’ executive functioning skills (e.g. model notetaking, study skills, time management skills)
  • TESTING: Administer the ASVAB examination with special invitation to students in 11th or 12th grade who have not demonstrated readiness in the enrollment or employment category for 3E

English Language Progress

Goal

By the end of Spring 2026, the percentage of multilingual learners making VDOE WIDA Growth as measured by the WIDA ACCESS will be 60% or higher. 

Strategies
  • 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).
  • Build teacher expertise in language development and high-impact instructional practices for MLs (e.g., GLAD, SIOP, structured talk).
  • 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.

Chronic Absenteeism

Goal

By June 2026, our Chronic Absenteeism rate will be 12% or below. 

Strategies
  • Schools consistently incorporate SEL 3 Signature Practices—inclusive welcome, engaging strategies, and intentional closures—across classrooms and content areas to foster inclusive, supportive, and emotionally engaging learning environments.
  • Staff regularly model social and emotional competencies in their interactions with others, to include interactions with students, families, and one another.
  • Provide all students with access to and information about available extracurricular activities and volunteer opportunities throughout the school year.
  • Strengthen the ASAP (After School Academic Program) to support students who are identified for Tier 2, 3 supports in academics, behavior, and/or attendance.

Inclusion

Goal

This is our school selected goal, as we prepare for training and implementation of phase two inclusion practices in order to move our students forward.  

Strategies
  • Expand effective co-teaching/co-planning models with clearly defined roles to increase students’ access to general education settings.
  • Provide differentiated professional learning aligned to the FCPS Learning Model Instructional Framework to enhance staff effectiveness in inclusive settings and classrooms.
  • Provide professional learning opportunities to all staff focused on culturally responsive and neurodiversity-affirming practices to build a more inclusive school culture and in turn, increase students’ sense of belonging and academic outcomes.

Science Strategies

Goal

By the end of SY25-26, the unadjusted pass rate for science SOL scores for all students will be 77% or higher with all student subgroups will increasing by at least 3% from the Spring 2025 test to the Spring 2026 test.

Strategies
  • 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.
  • Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, discussing, and thinking in science.
  • Utilize a balanced assessment approach, including a variety of formative and summative assessments, to evaluate student progress and inform instruction throughout lessons and units.

Discipline

Goal

  • By June 2026, South Lakes High School will reduce the Risk Ratios for Out of School Suspensions for students in the Black and SWD subgroups from 3.16 and 4.26, respectively, to 2.0 or less for both subgroups.
  • By June 2026, South Lakes High School will reduce the Risk Ratios for In School Suspensions for students in the MLLs and SWD subgroups from 2.72 and 3.51, respectively, to 2.0 or less for both subgroups.
Strategies
  • Establish a school-based discipline team that applies an Improvement Science framework to discipline and meets monthly to analyze discipline data, identify discipline trends and intersectionality (i.e. discipline & attendance, discipline & belonging), determine needed resources and/or training for staff, and collaborate to develop enhanced, targeted interventions that address specific needs and improve discipline outcomes. Identify areas where data inaccuracies or gaps in interventions are present. Engage a Plan, Do, Study, Act (PDSA) cycle based on findings.
  • 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.
  • Establish a suspension review team or administrative partner system that requires team or partner collaboration before an out of school suspension is implemented. Review suspension criteria per the Student Rights and Responsibilities to ensure alignment with progressive discipline practices, and determine the appropriate intervention to accompany the sanction, ensuring that students receive necessary support for behavior improvement. Review or partner teams proactively monitor student progress post-suspension, and adjust interventions as needed.