School Innovation and Improvement Plan

2025-26 School Innovation and Improvement Plan At-a-Glance

• 2025-26
• Stone Middle School
• Region 5
• Sonya Williams, Principal

ENGLISH LANGUAGE ARTS 
Outcomes                            
● By the end of the 2025-2026 school year, 80% Stone students with disabilities that are identified as below grade level in vocabulary, will increase their iReady vocabulary domain by one grade level. 
● By the end of the 2025-2026 school year, all Stone students will increase their iReady vocabulary domain by one grade level.                                                       
Strategies                            
● Increase access to rigorous evidence-based, grade-level curriculum through intentional use of modifications (without reducing rigor), scaffolds, and supports in reading and writing lessons during core instruction (ex. Integrated ELD/supports within curriculum documents or HMH, SIOP strategies, FCPS resources for students with disabilities).
● Increase the use of data to plan tier 3 instruction and monitor progress during intervention to ensure that students master foundational skills (ex. Reading Plans, MTSS processes, intervention courses, Advisory periods).
● Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. Lexia, HMH resources, PPG).                      


SUCCESS IN ALGEBRA BEFORE HIGH SCHOOL
Outcomes                            
● By the end of the 2025-2026 school year, the overall average for the targeted group of students with disabilities will be 80% or higher on the multi-step equations with one-variable assessment. 
● By the end of the 2025-2026 school year, the Algebra 1 pass rate will increase from 80% to 85% overall for all students.                      

Strategies                            
● Increase teachers' implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.
● Improve alignment of instructional planning based on analysis of common assessments.
● Increases students' self-efficacy around the ability to be successful in mathematics.                          

SCIENCE 
Outcomes                            
● By June 2026, Our school’s SOL Science pass rate will be 70% or higher.   ---Students with disabilities will increase by 5% going from 33% to 38%   ---Multi-Language Learners will increase by 5% going from 21% to 26%                            

Strategies                            
● Follow the 5E Model of inquiry-based instruction, providing students with opportunities to explore content and skills prior to explicit vocabulary instruction.
● Increase opportunities for students to apply and demonstrate understanding of vocabulary through evidence-based arguments and reasoning, such as the Claim-Evidence-Reasoning approach.
● Expand the type and frequency of formative assessments to evaluate progress throughout units and lessons, such as exit tickets, four corners, whiteboards, stoplight reflection. 

CHRONIC ABSENTEEISM 
Outcomes                            
● By the end of the 2025-26 school year, Stone Middle School will decrease the overall chronic absenteeism rate by 5% or more. The goal will be  that our overall chronic absenteeism rate will be 10% or lower.                           

Strategies                            
● 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.
● Share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.
● 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.                        


SOCIO-EMOTIONAL LEARNING & WELLNESS 
Outcomes                            
● By the end of the 2025 - 26 school year, all Stone students will show a 5% growth in the area of self management and responsible decision making as reported on the SEL screener.                                

Strategies                            
● Identified time in the master schedule is used to implement Responsive Advisory Meeting (MS/HS) with fidelity to improve student perceptions of belonging and SEL skills.
● 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.