School Improvement & Innovation Plan

By Spring 2025, students with disabilities in 3rd grade will increase their SOL pass rate from 33% to 40%, reducing the failure rate by 10%.
By Spring 2025, the high risk band of students in grades K through 3 as determined by the Virginia Language and Literacy Screening System (VALLSS) will decrease by 5% from Fall 2024 to Spring 2025.

Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings.
Increase efficiency of instructional delivery to ensure all students have daily access to all components of the language arts block as outlined in the new core curriculum
Leverage use of daily, explicit language comprehension lessons from the new core curriculum for building knowledge and vocabulary.

By Spring 2025, students with disabilities will increase their SOL pass rate from 26% to 33%, reducing the failure rate by 10%.
By the end of the 2024-2025 school year, 49% of students in grades 1-5 will demonstrate typical math growth on iReady, compared to 43% in the 2023-2024 school year, reducing the failure rate by 10%.

Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

By June 2025, the grade 5 science SOL pass rate will increase from a 52.6% unadjusted pass rate (Spring 2024) to a 57% unadjusted pass rate, reducing the failure rate by 10%. The intent to reduce the failure will also increase the science SOL adjusted pass rate from 88% to 89% of 5th grade students passing the science SOL test, reducing the failure rate by 10%.

Increase content and/or pedagogy knowledge in science for all teachers (advanced, general, ESOL, special education).
Expand the type and frequency of formative assessments to evaluate progress throughout units and lessons, such as exit tickets, four corners, whiteboards, stoplight reflection.

By June 2025, the total number of chronically absent students will reduce by 10% or approximately 6 students. This correlates to an overall chronically absentee percentage of 10%, which is within the level 1 chronic absenteeism rate for accreditation.

MTSS Schoolwide and Site Intervention teams analyze attendance along with behavior and wellness data bi-monthly to identify students in need of Tier 2 and Tier 3 interventions.
Teachers will promote student engagement and create a welcoming classroom environment by modeling social and emotional competencies in their interactions with students.
Teachers will use a variety of culturally-responsive practices and communication methods to provide supportive outreach to students and families when student attendance concerns arise.

FCPS