2024-2025 School Innovation and Improvement Plan

Outcome goals for this academic year

By June 2025, multilingual learners in grades 1-3 will demonstrate progress in language acquisition as measured by improving scores on the WIDA assessment from 48% to 53%.
By June 2025, students in grades K-3 will improve 5% from the BOY to EOY as measured by VALLSS.

Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.

By June of 2025, the percentage of multilingual learners in grades 1-6 meeting expectations in the iReady "Numbers and Operations" domain will increase by 5%.
By June of 2025, the percentage of all students in grades 1-6 meeting expectations in the iReady "Numbers and Operations" domain will increase by 5%.

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 teacher implementation of explicit instruction and other components of effective mathematics intervention.

By the end of the 24-25 school year, the chronic absenteeism percentage will reduce from 12.2% to 6% as measured by the district attendance dashboard.

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.
Schools will share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.
Schools will implement practices to recognize good and improved attendance to reinforce attendance and strengthen student and family engagement.

By June 2025, our 5th grade Science SOL unadjusted pass rate will increase from 40% to 70%.

Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.
Expand the type and frequency of formative assessments to evaluate progress throughout units and lessons, such as exit tickets, four corners, whiteboards, stoplight reflection.