School Innovation & Improvement Plan 2025-26

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

The percentage of students in grades K-6 demonstrating low risk will increase by 5 percentage points from fall 2025 to spring 2026.
By June 2026, the percentage of students with disabilities in grades 3-6 who pass the Reading SOL will increase by 10% from 60% to 70%.

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).
Improve integrity of implementation of core curriculum: tailoring instruction to meet students needs aligned with evidence-based literacy instruction (Ex. classroom walkthroughs, CT planning, coaching).
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 students with disabilities in grades 3-6 who pass the Math SOL will increase by at least 10% from 64-74%.
By the end of the 2025-26 school year the percentage of students scoring at or above benchmark on the growth screener will increase 5% from the fall baseline to the spring.

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 balanced assessment strategies as related to Shift 8: from looking for correct answers towards revealing student thinking.
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 2026, the percent of Favorable on the Belonging topic on the SEL Screener will increase by 10 percentage points; from 54% in Spring 2025 to 64% in Spring of 2026.

Identified time in the master schedule is used to implement Morning Meeting with fidelity to improve student perceptions of belonging and SEL skills.
MTSS Schoolwide and Site Intervention teams analyze attendance, behavior, and wellness data twice a month to evaluate implementation of Tier 1 SEL/Wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions. Integrate consistent analysis of data disaggregated by groups (race/ethnicity, SWD, ML, FRM).