School Innovation & Improvement Plan

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

The percentage of students with disabilities in grades K-3 (n=13) meeting or exceeding VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.
By the end of the 2024-2025 school year, the percentage of students in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.

Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.
Leverage use of daily, explicit language comprehension lessons from the new core curriculum for building knowledge and vocabulary.

By the end of the 2024-25 school year the percentage of Hispanic or Latino students (grades 1-6) meeting or exceeding the iReady grade level benchmark will increase 5% points from fall to the spring.
By the end of the 2024-25 school year the percentage of students (grades 1-6) meeting or exceeding the iReady grade level benchmark in math will increase 5% points from fall to spring.

Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.

By the end of SY 2024-25: 100% of students in Kindergarten through Grade 6 will engage in POG POL as measured by the POG POL rubric in RUBI.

Design and implement meaningful learning experiences such as performance tasks and PBL, where projects (Resource 1) begin with a driving question and culminate in students creating a product, solving a problem, or delivering a presentation that can be shared with the wider community.
Dedicate time for regular student reflection (Resource 1; Resource 2 for IB Schools) - such as turn and talks, quick writes, or silent thinking to self - to process the POG/ATL skills they utilized during meaning learning experiences and consider how they can continue to grow.
Create opportunities for students to share their growth in POG POL (Portrait of a Graduate Presentations of Learning - Resource 1) or, for IB schools, ATL POL (Approaches to Learning Presentation of Learning - Resource 2).

For additional information regarding this School Plan, please contact Principal Maggie Grove.

View the Plan