School Innovation & Improvement Plan (SIIP)

Outcome goals for this academic school year

By the end of the 2024-2025 school year, 80% of students in grades K-3 will demonstrate a year's worth of growth as measured by VALLS. Additionally, 80% of students in grades 4-6 will demonstrate a year's worth of growth on the iReady Universal Screener.
By the end of the 2024-2025 school year, 80% of students in priority subgroups, students with disabilities and economically disadvantaged, in grades K-3 will demonstrate at least a year's worth of growth as measured by the VALLS. Additionally, 80% of students in priority subgroups, students with disabilities, and economically disadvantaged in grades 4-6 will demonstrate a year's worth of growth on the iReady Universal Screener.

Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
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 the end of the 2024-2025 school year, 80% of students in grades 1-6 will meet or exceed their typical growth goal on iReady. In addition, 80% of kindergarten students will meet the spring benchmark on the EMAS.
By the end of the 2024-2025 school year, 80% of students in priority subgroups, students with disabilities and economically disadvantaged, in grades 1-6 will demonstrate at least a year's worth of growth as measured on the iReady Universal Screener. Additionally, 80% of students in priority subgroups in kindergarten will demonstrate a year’s worth of growth on the EMAS.

Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
MTSS and grade level teams will work collaboratively to ensure priority subgroups receive differentiated instruction to meet their needs.

By the end of the 2024-2025 school year, the percentage of students who feel able to regulate their emotions will increase from 55% (data from 2023-2024 SEL Screener) to 60% as measured by the spring SEL Screener.

All school administrators and staff regularly model social and emotional competencies in their interactions with others, to include interactions with students, families, and one another.
MTSS Schoolwide and Site Intervention teams analyze behavior/wellness data bi-monthly to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions.
Instructional materials and SEL practices are informed by student voice and provide a diverse representation of identities.

For additional information regarding this School Plan, please contact Kevin Morris