School Innovation and Improvement Plan

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

Outcomes:

On 2026 Reading SOL Tests, the ML student group simple pass rate will increase by 10 points compared to 2025.

Strategies:

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).
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).
Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. ECRI, Lexia, implementation guide resources).

Outcomes:

By the end of the 2025-26 school year the unadjusted Annual Pass Rate of students with disabilities in grades 3-6 on the Spring 2026 Math SOL will increase at least 5 percentage points from 33% to 38%.
By the end of the 2025-26 school year the unadjusted Annual Pass Rate of students in grades 3-6 on the Spring 2026 Math SOL will increase at least 5 percentage points.

Strategies:

Improve alignment of instructional planning based on analysis of common assessments.
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.
Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Outcomes:

By June 2026, 59% of multilingual learners will meet their VDOE projected proficiency targets based on the WIDA ACCESS/Alternate ACCESS assessments.

Strategies:

(Elementary) Increase collaboration among grade-level team members, including ESOL teachers, to proactively plan for scaffolds and support for instruction and assessment of multilingual learners that match the students’ English language proficiency (Benchmark Advance iELD and integrated language resources: language objectives, multilingual glossary, etc.).
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).
Increase collaboration and co-planning between ESOL and special education teachers to plan for and deliver joint services (ELD and Special Education) and to collaboratively develop IEP goals, accommodations, and instructional strategies that address both the language and learning needs of identified students.

Outcomes:

By June 2026, our school will reduce its chronic absenteeism rate from 13.7% in June 2025 to under 12%.

Strategies:

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 student groups (race/ethnicity, SWD, ML, FRM).
Staff regularly model social and emotional competencies in their interactions with others, to include interactions with students, families, and one another.
Provide all students with access to and information about available extracurricular activities and volunteer opportunities throughout the school year.

Outcomes:

By May 2026, Grade 5 students at Woodley Hills will increase their overall pass rate in Science from 54% to 65%, as measured by the Grade 5 Science SOL assessment.

Strategies:

Ensure that all students regularly engage in rigorous science and engineering practices through the use of scaffolds.
Increase opportunities for students to apply and demonstrate understanding of vocabulary through evidence-based arguments and reasoning, such as the Claim-Evidence-Reasoning approach.