2024-2025 School Innovation and Improvement Plan

Outcome goals for this academic year.

Goal 1: English Language Arts

Outcomes

By June 2025 the percentage of Students with Disabilities and Multilingual Learners meeting their growth goals will increase from September 2024 baseline on the English common assessments and FCPS growth assessments by 10% on the end of year assessment.
By June 2025 the percentage of students passing the English SOL will improve by 5%.

Strategies

Maximize daily instruction and practice in word recognition, reading comprehension, and grammar (Lexia PowerUp)
Build student background knowledge using evidence-based methods (i.e. mind maps, recognize patterns, critical and creative thinking strategies, utilizing intentional text sets.)
Increase opportunities to explicitly teach vocabulary using evidence-based methods (i.e. semantic feature analysis, analyzing word parts, frayer model, defining words in context, semantic mapping, etc.)

Goal 2: Success in Algebra Before High School

Outcomes

By June 2025 the the overall enrollment of 8th grade students in Algebra 1 (or higher) will increase from 54% to 58% for the 2025-26 school year. AVID 8 students enrolled in Algebra (or higher) will increase from 67%% to 70% for the 2025-26 school year. Young Scholar enrollment in Algebra 1 (or higher) will increase from 65% to 70% for the 2025-26 school year.
By June 2025, the percentage of 8th grade students enrolled in Algebra 1 (or higher) is projected to rise from 54% to 58% by the 2025-26 school year. Among AVID 8 students, enrollment in Algebra 1 (or higher) is expected to increase from 67% to 70% for the 2025-26 school year. Similarly, Young Scholar enrollment in Algebra 1 (or higher) is anticipated to grow from 65% to 70% by the 2025-26 school year.

Strategies

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.
Increase school communication about open enrollment to ensure all school staff (including elementary schools) communicate a shared message around open enrollment and mathematics course pathways.

Goal 3: Student Discipline Disproportionality

Outcomes

By June 2025 all students who participate in negative interactions with peers will be referred to Restorative Justice to increase the number of referrals from 4 in 2023-24 to 50% of the incidents referred as measured by the Primary Disposition by Incident data.

Strategies

Integrate Tier 1-3 Restorative practices and justice into school discipline procedures and practices.
Leverage existing structures to support discipline practices.
Utilize an MTSS framework to establish and organize a schoolwide continuum of proactive behavior and wellness supports which will provide targeted interventions to students at different level of need.

Goal 4: Math Achievement Gap

Outcomes

By the end of the 2024-2025 school year, Students with Disabilities and Multilingual Learners will increase their adjusted pass rate on the SOL exam by 6 percentage points, resulting in an unadjusted overall rate of at least 70% and 76% respectively for Math.

Strategies

Improve Tier 1 instruction in all math classes so that lessons aligned with the curriculum, teachers move through their pacing together and assess work throughout each unit.
Admin & other instructional support staff support special ed & general ed teachers through ongoing training, coaching, and peer modeling opportunities.
Optimize Twain MTSS processes to ensure that CTs diagnose students’ unmet math needs and deliver academic interventions.