School Innovation & Improvement Plan

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

By Spring 2025, the percentage of Economically Disadvantaged students in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase from Fall 2024. (The #s will be added after Fall data is available and the growth will be at least 5%).
By Spring 2025, the percentage of students with disabilities in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase from Fall 2024. (The #s will be added after Fall data is available and Spring growth will be at least 5%)
By June 2025, the percentage of students in grades K-3 meeting or exceeding the VALLS screener benchmarks will increase by at least 5% points from fall 2024 to spring 2025.

Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology by using the new core curriculum.
Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
Increase the use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.

By the end of the June 2025 school year, the percentage of students with disabilities passing the G 3-6 Mathematics SOL will increase from 68% to 73%.
The % of students K-6 meeting the spring math screener benchmark (EMAS/iReady) will increase by at least 5% from fall 2024."

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.

We will increase our students' reported strengths in Emotional Regulation on the SEL Screener by 5 percentage points; for G3-G5 students this would be an increase from 52% to 57% and for G6 students this would be 58% to 63% by June 2025.

There is dedicated time during the school day to develop and utilize SEL competencies and mental health protective factors, beyond the required practices (e.g. SEL curriculum).
MTSS Schoolwide and Site Intervention teams analyze behavior/wellness data bi-monthly to evaluate the implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions.

For additional information regarding this School Plan, please contact Principal Sharyn Prindle.