School Innovation and Improvement Plan

An at-a-glance look at outcome goals for this academic school year.

By Spring 2026, students with disabilities in grades K-2 scoring in the "low-risk" band will increase from 48% to at least 53% as measured by the VALLSS screener.
By Spring 2026, students in grades K-2 scoring in the "low-risk" band will increase from 78.5% to 83% as measured by the VALLSS screener.

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).
Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. ECRI, Lexia, implementation guide resources).
Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).

By Spring 2026 multilingual students in grades 3-6 will increase their SOL pass rate from 56% to 61% as measured by the grade level math SOL assessment.
By Spring 2026 students in grades 3-6 will increase their pass/pass advanced rate from 91% to 96% as measured by the grade level math SOL assessment.

Increase formal collaboration between classroom teachers and ESOL teachers to develop the language of mathematics through the use of embedded strategies during whole-group and small-group instruction.
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.
Improve alignment of instructional planning based on analysis of common assessments.

By the end of school year 2025-2026:
- The percentage of students in grade 4 who receive "advanced" will increase by 8% as measured by the POG POL rubric and documented in Rubi.
- The percentage of students in Kindergarten and grades 1,2,3,5 and 6 scoring below proficiency on criteria 3: "here's why it matters" by sharing why that growth is important to the student now and in the future, will decrease by 10% as measured by the POG POL rubric.

School leaders identify a structure (such as DEAR time, Advisory, or connected through specific content area(s)/teachers) to guarantee that each student experiences POG POL (Portrait of a Graduate Presentations of Learning)
Create portfolios dedicated to documenting growth in POG/ATL attributes and skills.
Dedicate time for regular student reflection - 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.

For additional information regarding this School Improvement Plan, please contact the school principal.