2025-2026 School Innovation and Improvement Plan

Outcome goals for this academic school year

By June 2026, for students identified as Multilingual Learners (MLLs) and students with disabilities (SWDs) in grades 3–6, the Reading SOL pass rate will increase from 77.17% to 82.17% for MLLs and from 55.36% to 60.36% for SWDs, as measured by the Virginia Reading Standards of Learning (SOL) assessments.
By June 2026, for all students in grades 3, the Reading SOL pass rate will increase from 86.98% to 89%, and the percentage of students scoring Pass Advanced will increase from 26.53% to 35%, as measured by the Virginia Reading Standards of Learning (SOL) assessments.

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 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).
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).

By June 2026, the percentage of Multilingual Learners passing the G 3-6 Mathematics SOL will increase from 73% to 78%.
By June 2026, for all students in grades 3–6, the Mathematics SOL pass rate will increase from 89% to 92%, and the percentage of students scoring Pass Advanced will increase from 29% to 34%, as measured by the Virginia Mathematics Standards of Learning (SOL) assessments.

Improve alignment of instructional planning based on analysis of common assessments.
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 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.

By June of 2026, 64% of grades 3-5 students and 57% of grade 6 students will report favorable ratings in the Emotional Regulation domain of the spring SEL Screener.

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.
Implement a Tier 1 evidence-based SEL curriculum with fidelity, ensuring all students receive consistent, explicit SEL skills instruction.
Communicate with families to recognize and celebrate student growth or success in academics, behavior, attendance, or other areas using a variety of communication methods such as phone calls, emails, talking points, postcards, etc.