School Innovation and Improvement Plan

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

The percentage of EIRI identified students in grades K-3, using the VALLSS screener benchmarks, will increase by 5 percentage points from fall 2024 to spring 2025.

Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
Leverage use of daily, explicit language comprehension lessons from the new core curriculum for building knowledge and vocabulary.
Increase teacher content knowledge of evidence-based literacy instruction aligned with science-based reading research to improve implementation of new core curriculum.

By the end of the 2024-2025 school year, the percentage of students with disabilities passing the grades 3-6 Mathematics SOL will increase from 46% to 65% (unadjusted).
By the end of the 2024-2025 school year, the percentage of students passing the grades 3-6 Mathematics SOL will increase from 79% to 84% (unadjusted).

Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
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 teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.

By June 2025, 100% of students will demonstrate growth from BOY to EOY in ability to discuss the importance of a POG attribute
(Criterion 3 of POG POL rubric)

Select a POG skill from the vertical articulation charts (Resource 1) to focus on with students and explicitly teach the skill; if at an IB school, select an ATL skill from the IB & POG Crosswalk (Resource 2) to focus on with students and explicitly teach the skill.
Leverage goal-setting and feedback conversation templates with students to discuss learning goals and develop a plan to achieve them.
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 meaningful learning experiences and consider how they can continue to grow.

For additional information regarding this School Plan, please contact Principal Courtney Korb.