2025-2026 School Innovation & Improvement Plan

Outcome goals for this academic school year

2025-26 School Innovation and Improvement Plan at a Glance

  • West Springfield Elementary School
  • Region 4
  • Dr. Kelly Sheers, Principal

Students Reading on Grade Level by the End of 3rd Grade

Targeted Measurable Outcome

By end of school year 2025-2026, the percent of grade 1 students identified low risk, as measured by VALLSS, will increase by 7% from 73% to 80%                            

Universal Measurable Outcome

By end of school year, 2025-2026, the percent of students identified as meeting screener expectations (VALLSS/iReady), will increase by +5%                             

Strategy 1  

  • Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).

Strategy 2

  • 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).

Strategy 3  

  • 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).

Growth and Performance on State/National/International Assessments in Mathematics

Targeted Measurable Outcome

The percent of students identified for advanced math will increase by 5% in grades 3-6.                   

Universal Measurable Outcome

By Spring 2026, the percentage of students making one year of expected growth on the math screener will improve by 5% from 69% to 74%.

Strategy 1  

  • 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.

Strategy 2  

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

Strategy 3  

  • Improve systems for communicating with families about math course pathways through 12th grade, MAP Growth, and other resources to support students' success.

English Language Progress

Measurable Outcome

By the end of Spring 2025, 100 percentage of multilingual learners making VDOE WIDA Growth as measured by the WIDA ACCESS                            

Strategy 1  

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

Portrait of a Graduate

Measurable Outcome

100% of students will learn about, use, and apply POG skills in their core classes and specials and will score at least proficient on Criterion 3 of the POG POL rubric.                                                     

Strategy 1  

  • Make explicit connections to POG skills and attributes in daily lessons.                            

Strategy 2  

  • Dedicate time for regular student reflection - such as turn and talks, quick writes, or silent thinking to self - to process the POG skills they utilized during meaningful learning experiences and consider how they can continue to grow.