2024-2025 School Innovation and Improvement Plan

Outcome goals for this academic year

The percentage of SWDs in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase by 5
percentage points from fall 2024 to spring 2025.
The percentage of students in grades K-3 meeting or exceeding the VALLSS screener benchmarks will increase by 5
percentage points from fall 2024 to spring 2025.

Improve integrity of implementation of new core curriculum, English Language Development program, and/or
intervention programs by using FCPS-adopted resources with fidelity.
Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole
group settings.

By the end of the 2024-2025 school year, students with disabilities, in grades K-6, will reach or exceed their stretch
growth to attain grade level expectations, as indicated by the EMAS or the iReady assessment.
By the end of the 2024-2025 school year, all students, grades K-6, will make at least a year's worth of progress as
indicated by the EMAS or the iReady assessment.

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 the end of the 2024-2025 school year, we will meet or exceed a 10% CA rate without the use of the flexible
instruction program; with implementation, we will meet or exceed 6%.

Schools will support students during key transition grades and pay particular attention to student groups with
historically disproportionately higher levels of chronic absenteeism utilizing trauma-sensitive strategies.
Teachers will promote student engagement and create a welcoming classroom environment by modeling social and
emotional competencies in their interactions with students.

By the end of the 2024-2025 school year, at least 67% of fifth-grade students, according to the unadjusted pass rate,
will demonstrate mastery as indicated by the Virginia Science SOL, meeting or exceeding a score of 400, and 21% of our
Students with Disabilities, according to the unadjusted data, will demonstrate mastery, earning a score of 400 or higher
on the Science SOL.
(*Both of these data points deliver a minimum 5% increase from the 2023-2024 school year.)

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.
Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, critical thinking,
and discourse.
Increase frequency of student learning experiences that are inquiry-based and hands-on.