School Innovation & Improvement Plan

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

In the fall of 2024, 30% (n=6) of K-2 students receiving Special Education services (n=22) were designated in the high risk band in Reading by the VALLSS screener. 100% of the K-2 students with disabilities who are in the high risk band will move into the moderate or low risk category. The data will show the movement by a decrease in the number of students with disabilities in the high risk band by at least 5%.
By the end of the 2024-2025 school year, the percentage of students in grades K-2 meeting or exceeding VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.
At the end of the fall screener window, 66% of students in grades K-2 met or exceeded the VALLS screener benchmark. The end of school year goal will be to increase that percentage by at least 5 percentage points from 65% to 70%

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 24-25 school year, the percentage of students in grades 3-6 who scored within the Tier 2 range on the iReady math assessment domain of Number and Operations will decrease by 5%. We are using the Number and Operations domain because our High Impact tutor is using Ready, Set Math as a tool to reinforce classroom instruction. This tutoring should have the greatest impact on the Numbers and Operations domain.
3rd grade 69.6% decrease to 64.2%
4th grade 34.6% decrease to 29.2%
5th grade 51.4% decrease to 46.4%
6th grade 39.0% decrease to 34.0%
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.
After administering the iReady test in grades 1-6, 56% of students in grades 1-6 met or exceeded the iReady grade level benchmark. By the end of the 24-25 school year, the percentage of students meeting or exceeding the iReady grade level benchmark will increase by 5% points from 56% to at least 61%.

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