School Innovation and Improvement Plans (SIIP)

Fairfax County Public Schools sent this bulletin at 02/16/2024 05:34 PM EST

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Mason District Community,

I hope that all is well as students begin the second semester. Please be sure to connect with your child’s teachers to discuss your child’s progress and foster a productive rest of the school year. This newsletter is to inform the Mason community of the improvement plans developed by each school along with the strategies designed to help realize the goal of increasing student academic achievement. 

This year, schools are required to develop a goal or outcome in the area of Reading in support of Strategic Goal 3, Academic Growth & Excellence.

If you have any questions regarding your child’s School Innovation and Improvement Plan (SIIP), please contact your child’s teacher and/or principal to discuss the implementation of each strategy and the impact on your child’s instruction.

Each school’s comprehensive SIIP is available on their website.

RA

Elementary Schools

 
•Annandale Terrace •Mantua
•Bailey's Primary •Mason Crest
•Bailey's Upper •North Springfield
•Beech Tree •Parklawn
•Belvedere •Sleepy Hollow
•Braddock •Timber Lane
•Bren Mar Park •Westlawn
•Camelot •Weyanoke
•Columbia •Woodburn
•Glen Forest  
   

Middle Schools

 
•Glasgow •Jackson
•Holmes •Poe
   

High Schools

 
•Annandale •Justice
•Edison •Thomas Jefferson
•Falls Church •Woodson

 

Elementary Schools

Annandale Terrace Elementary

English Language Arts

Outcome: By June 2024, 66% of students in grades 1 - 3 will demonstrate progress on their reading typical growth target as measured by the reading iReady compared to 57% of students' reading typical growth target in June 2023.

  • Strategy 1: Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills. (HLP 2, 5)
  • Strategy 2: Strengthen systematic and explicit writing instruction and provide opportunities to write throughout the day. (HLP 4)
  • Strategy 3: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. (HLP 1, 3)

Mathematics

Outcome: By June 2024, 60% of students in grades 1 - 5 will demonstrate progress on their math typical growth target as measured by the math iReady compared to 50% of students demonstrating math typical growth target in June 2023.

  • Strategy 1: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
  • Strategy 2: Increase teacher’s implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
  • Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Science

Outcome: By June 2024, the grade 5 science SOL pass rate will increase from a 40% unadjusted pass rate (Spring 2023) to a 50% unadjusted pass rate. The intent to reduce the failure will also increase the science SOL adjusted pass rate from 72% to 77% of 5th grade students passing the science SOL test.

  • Strategy 1: Increase content and/or pedagogy knowledge in science for all teachers (advanced, general, ESOL, SPED).
  • Strategy 2: Expand the type and frequency of formative assessments to evaluate progress throughout units.

Chronic Absenteeism

Outcome: By June 2024, Annandale Terrace will reduce the chronic absenteeism rate to below 15% resulting in achieving a level 1 for chronic and absenteeism according to the Absenteeism Data dashboard as compared to 19.8% chronic absenteeism rate from June 2023.

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Increase opportunities for personalized early attendance outreach.
  • Strategy 3: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.

Bailey’s Primary Elementary

Reading by 3rd Grade

Outcome: By Spring of 2024, the number of PreK - Grade 2 students who will meet the spring reading screener benchmark will increase from 44% to 59% as measured by the LLS/PALS/iReady assessments.

  • Strategy 1: Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. (HLP 2)
  • Strategy 2: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5
  • Strategy 3: Expand use of independent practice with a variety of texts (e.g., decodable, nonfiction, fiction) and meaningful tasks (e.g., Lexia, writing about reading). (HLP 2-4)

Mathematics

Outcome: By Spring of 2024, the number of PreK - Grade 2 students who will meet the spring math screener benchmark will increase from 45% to 60% as measured by the EMAS/iReady assessments.

  • Strategy 1: Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
  • Strategy 2: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.

Chronic Absenteeism

Outcome: By the end of the 2023-24 school year, we will reduce our school’s chronic absenteeism rate to 15% or below as evidenced by our school’s chronic absenteeism data.

  • Strategy 1: Strengthening messaging to staff, students, and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 2: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 3: Increase opportunities for personalized early attendance outreach.

Bailey’s Upper Elementary

English Language Arts

Outcome: By June 2024, the number of third grade students demonstrating expected within year (typical annual) growth as measured by the iReady will increase by 10% (from 50% to 60%).

  • Strategy 1: Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. (HLP 2)
  • Strategy 2: Increase interdisciplinary opportunities to build language and SEL skill development across content areas and throughout the school day. (HLP 1, 3)
  • Strategy 3: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)
  • Strategy 4: Increase opportunities for Tier 2 and Tier 3 instruction for English language learners not on grade level for reading.

Mathematics

Outcome: By June 2024, the number of students demonstrating expected within year growth as measured by the iReady will increase by 12% (from 48% to 60%).

  • Strategy 1: Increase teachers' implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
  • Strategy 2: Increase teachers' implementation strategies related to Shift 4: from show and tell to share and compare.
  • Strategy 3: Increase students' self-efficacy around the ability to be successful in mathematics.

Equitable Access and Opportunity

Outcome: By June 2024, Bailey’s Upper Elementary School of the Arts and Sciences will move up one level on the continuum in the 2 areas of Committed Professionals and Find/Identify as measured by the Implementation Rubric for Young Scholars.

  • Strategy 1: All third grade teachers will use Level IV curriculum materials to plan and differentiate instruction.
  • Strategy 2: All 3rd and 4th grade students will receive the E3 Mathematics curriculum.
  • Strategy 3: Advanced Academic curriculum resources will be used at all grade-levels in Science and Social Studies.

Beech Tree Elementary

English Language Arts

Outcome: By June 2024, 75% of students in grade 3 will pass the Reading SOL (unadjusted). The percentage of English Language Learners who pass will increase by 10% (to 52%).

  • Strategy 1: Expand use of conversation structures to increase academic talk and build relationships among students. 
  • Strategy 2: Increase interdisciplinary opportunities to build language and SEL skill development across content areas and throughout the school day. 
  • Strategy 3: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk.
  • Additional Learning Environment Strategy: Access to Rigor - Provide responsive instruction (supports and scaffolds) within rigorous Tier 1 learning opportunities.

Mathematics

Outcome: By June 2024, 75% of students in grades 3-5 will pass the Math SOL (unadjusted). The percentage of English Language Learners who pass will increase by 10% (to 53%).

  • Strategy 1: Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
  • Strategy 2: Use conversation structures to increase academic talk between students.
  • Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
  • Additional Learning Environment Strategy: Access to Rigor - Provide responsive instruction (supports and scaffolds) within rigorous Tier 1 learning opportunities.

Chronic Absenteeism

Outcome: By the end of the 2023-24 school year, we will reduce our school’s chronic absenteeism rate to below 15% as evidenced by our school’s chronic absenteeism data.

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 3: Develop community partnerships to promote engagement opportunities for increased student attendance.

Belvedere Elementary

English Language Arts

Outcome: By June 2024, the percentage of students in grades 1-3 demonstrating expected screener within-year growth in Reading as measured by iReady will increase by at least 5 percentage points to 67% or more. 

  • Strategy 1: Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills. 
  • Strategy 2: Expand access to evidence-based tier 1 instruction as well as intervention for students demonstrating risk in a multi-tiered system of supports.

Mathematics

Outcome: By June 2024, the percentage of students demonstrating expected screener within-year growth in Mathematics as measured by iReady will increase by at least 5 percentage points to 66%.

  • Strategy 1: Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
  • Strategy 2: Increase content knowledge for all teachers (advanced, general, special education)

Student Attendance and Absenteeism Rates

Outcome: By the end of the 2023-2024 school year, we will reduce our school's absenteeism rate to below 15% as evidenced by our school's chronic absenteeism data.

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn. 
  • Strategy 3: Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.

Portrait of a Graduate (POG)

Outcome: By June 2024, students will identify an approaches to learning skill (ATL) and grow at least one level in the area of claim of growth as measured by the POG POL student rubric.

  • Strategy 1: Each grade level (K-5) will give students' a choice of three ATL skills as a focus.
  • Strategy 2: At the end of grade level units of inquiry, students will reflect on claim of growth, share the evidence, and reflect.

Braddock Elementary

English Language Arts

Outcome: By June 2024, 79% of students, Grades 1-3, will demonstrate expected screener within-year growth in Reading as evidenced by iReady. This would reflect an increase in 10 percentage points from the 22-23 SY data (69%):

  • Grade 1: At the EOY 23-24 SY, 100% of students will make growth on their iReady Scale Score and 68% of students will make their typical growth goal and/or stretch goal.
  • Grade 2: At the EOY 23-24 SY, 100% of students will make growth on their iReady Scale Score and 68% of students will make their typical growth goal and/or stretch goal.
  • Grade 3: At the EOY 23-24 SY, 100% of students will make growth on their iReady Scale Score and 78% of students will make their typical growth goal and/or stretch goal.
  • Strategy 1: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences.
  • Strategy 2: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk.
  • Strategy 3: Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block.

Mathematics

Outcome: By June 2024, 72% of students, Grades 1-5, will demonstrate expected screener within-year growth in Math as evidenced by iReady. This would reflect an increase in 10 percentage points from the 22-23 SY data (62%):

  • Grade 1: At the EOY 23-24 SY, 100% of students will make growth on their iReady Scale Score and 79% of students will make their typical growth goal and/or stretch.
  • Grade 2: At the EOY 23-24 SY, 100% of students will make growth on their iReady Scale Score and 58% of students will make their typical growth goal and/or stretch.
  • Grade 3: At the EOY 23-24 SY, 100% of students will make growth on their iReady Scale Score and 76% of students will make their typical growth goal and/or stretch.
  • Grade 4: At the EOY 23-24 SY, 100% of students will make growth on their iReady Scale Score and 81% of students will make their typical growth goal and/or stretch.
  • Grade 5: At the EOY 23-24 SY, 100% of students will make growth on their iReady Scale Score and 62% of students will make their typical growth goal and/or stretch.
  • Strategy 1: Increase teachers implementation strategies related to Shift 4: from show and tell to share and compare.
  • Strategy 2: Use conversation structures to increase academic talk between students.
  • Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
  • Additional Learning Environment Strategy: Cultivate a classroom culture of thinking by promoting curiosity, centered on student thinking, and planning for relevant and enriching learning experiences.

Chronic Absenteeism

Outcome: By the end of the current 2023-2024 school year, BES will have reduced our previous school year's chronic absenteeism rate by 10% from 25% to 15% as evidenced by our school’s Chronic Absenteeism Data.

  • Strategy 1: Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.
  • Strategy 2: Understand root causes of student absenteeism. Strengthen programmatic responses to attendance barriers.

Bren Mar Park Elementary

English Language Arts

Outcome: By June 2024, the percentage of ELL students demonstrating on-grade level reading ability will increase from 26% to 50% as measured by iReady assessment.

  • Strategy 1: Improve use of interactive read a louds for building knowledge and vocabulary through texts that affirm students' lived experiences. (HLP 1, 3)
  • Strategy 2: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5)
  • Strategy 3: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)

Mathematics

Outcome: By June 2024, the percentage of English Language Learners will meet Spring screening benchmark in math as measured by iReady, VMAS assessments will increase from 34% to 60%.

  • Strategy 1: Schedule ESOL teacher for regular push-in ELD instruction during math instructional time.
  • Strategy 2: Continue increasing implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
  • Strategy 3: Increase consistent use of teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.

Wellness

Outcome: By June 2024, chronic absenteeism rates will decrease from 21.7% to no more than 16% as measured by student attendance data reports.

  • Strategy 1: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 2: Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.
  • Strategy 3: Increase opportunities for personalized early attendance outreach.

Camelot Elementary

English Language Arts

Outcome: By June 2024, the percentage of students in grade 3-6 demonstrating on-grade level reading will increase by at least 5 percentage points overall and for the Black, Economically Disadvantaged, English Learner, Hispanic and SWD subgroups as measured by the Spring SOL.

  • Strategy 1: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5)
  • Strategy 2: Increase impact of tier 2 interventions for students demonstrating risk by using FCPS-recommended programs and practices with fidelity (e.g., Lexia, UFLI). (HLP 5)
  • Strategy 3: Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. (HLP 2)

Mathematics

Outcome: By June 2024, the percentage of students in grade 3-6 passing the SOL in math will increase by at least 5 percentage points overall and for the Black, Economically Disadvantaged, English Learner, Hispanic and SWD subgroups as measured by the Spring SOL.

  • Strategy 1: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
  • Strategy 2: Increase systems of support during the school day, after school and summer to help students achieve success in mathematics.
  • Strategy 3: Schedule ESOL teacher push-in ELD instruction during math instructional time.

Wellness

Outcome: By the end of the 2023-24 school year, we will reduce our school’s chronic absenteeism rate to below 15% as evidenced by our school’s chronic absenteeism data.

  • Strategy 1: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 2: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 3: Increase opportunities for personalized early attendance outreach.

Columbia Elementary

English Language Arts

Outcome: By the end of the 2023-2024 school year, the percent of 3rd grade students with disabilities who pass the reading state assessment will increase by 10 percentage points as measured by the reading SOL/VAAP.

  • Strategy 1: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)
  • Strategy 2: Increase impact of tier 2 interventions for students demonstrating risk by using FCPS-recommended programs and practices with fidelity (e.g., Lexia, UFLI). (HLP 5)
  • Strategy 3: Expand access to evidence-based tier 1 instruction as well as intervention for students demonstrating risk in a multi-tiered system of supports. (HLP 1-5)

Mathematics

Outcome: By the end of the 2023-2024 school year students with disabilities will improve by 10 percentage points as measured by the end of year Math SOL.

  • Strategy 1: Increase systems of support during the school day, after school and summer to help students achieve success in mathematics.
  • Strategy 2: Use conversation structures to increase academic talk between students.
  • Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Portrait of a Graduate

Outcome: By the end of SY23-24, all students will demonstrate a 25% increase in understanding of reflection skills and a 25% increase in ability to demonstrate resilience during a difficult task as measured by a pre- and post-assessment.

  • Strategy 1: Classrooms will aim to achieve 100% of ST Math postcards by the end of 23-24 school year.
  • Strategy 2: Utilizing Lexia pre-test data, students will identify a number of weekly units to complete in order to meet EOY goals.
  • Strategy 3: Collaborative teams will align content knowledge and skills with POG attributes and skills. 

Glen Forest Elementary

English Language Arts

Outcome: By June 2024, the number of first - third grade students demonstrating expected within year (typical annual) growth as measured by the iReady will increase by 10% (from 50% to 60%).

  • Strategy 1: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)
  • Strategy 2: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5)

Mathematics

Outcome: By June 2024, the number of students demonstrating expected within year growth as measured by the iReady will increase by 13% (from 47% to 60%).

  • Strategy 1: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
  • Strategy 2: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
  • Strategy 3: Targeted EMAS intervention will be provided for Kindergarten students who are below the Fall benchmark.

Chronic Absenteeism

Outcome: By June 2024, the chronic absenteeism rate at Glen Forest Elementary School will decrease from 24% to 15% as evidenced by our school's chronic absenteeism data.

  • Strategy 1: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 2: Develop community partnerships to promote engagement opportunities for increased student attendance.
  • Strategy 3: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.

Mantua Elementary

English Language Arts

Outcome: By June 2024, the percentage of English Language Learners in grades 1-3 who are reading at grade level will grow by 7 percentage points, to 30%, as measured by iReady and Oral Reading Fluency.

  • Strategy 1: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. 
  • Strategy 2: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing).
  • Strategy 3: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. 

Mathematics

Outcome: By June 2024, the percentage of all students who make a year's growth based on iReady will increase by 5 percentage points, to 61%, as measured by the iReady screener.

  • Strategy 1: Increase teachers' implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking. 
  • Strategy 2: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.

Wellness

Outcome: By June 2024, the percentage of students in grades 4 and 5 who answer favorably to the domain of relationship skills will increase by 5 percentage points.

  • Strategy 1: Teachers will implement Tier 1 SEL lessons during the school day.
  • Strategy 2: Clinical Team will implement Tier 2 SEL groups on a regular basis.
  • Strategy 3: Increase family engagement and partnership.

Mason Crest Elementary

Language Arts

Outcome: By June 2024, 75% all 3rd graders will demonstrate on grade level reading ability as measured by passing or passing advanced on the end of course Reading SOL or VAAP reading test.

  • Strategy 1: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. (HLP 1, 3).
  • Strategy 2: Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills. (HLP 2, 5)
  • Strategy 3: Expand access to evidence-based tier 1 instruction as well as intervention for students demonstrating risk in a multi-tiered system of supports. (HLP 1-5)

Mathematics

Outcome: By June 2024, English Learners will improve from 49% to 60% passing as measured by the end of course Math SOL in Grades 3-5. (Approximately 20 students.

  • Strategy 1: Increase systems of support during the school day, after school and summer to help students achieve success in mathematics.
  • Strategy 2: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
  • Strategy 3: Increase teachers’ implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.

Chronic Absenteeism

Outcome: By the end of the 2023-24 school year, we will reduce our school’s chronic absenteeism rate to below 15% as evidenced by our school’s chronic absenteeism data.

  • Strategy 1: Strengthening messaging to staff, students, and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 2: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 3: Increase opportunities for personalized early attendance outreach.

North Springfield Elementary

Mathematics

Outcome: By June of 2024 the percentage of students passing the Math SOL (Grades 3,4,5) will increase from 58% to 75%.

  • Strategy 1: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
  • Strategy 2: Increase teachers implementation strategies related to Shift 4: from show and tell to share and compare.
  • Strategy 3: Increase students' self-efficacy around the ability to be successful in mathematics.

English Language Arts

Outcome: By June of 2024 the percentage of 3rd grade students passing the Reading SOL will increase from 66% to 75%.

  • Strategy 1: Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. (HLP 2)
  • Strategy 2: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5)
  • Strategy 3: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. (HLP 1, 3)

Chronic Absenteeism

Outcome: We will decrease our absentee rate to 10% or less for the 2023-2024 school.

  • Strategy 1: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 2: Develop community partnerships to promote engagement opportunities for increased student attendance.

Social and Emotional Learning

Outcome: Grades 3 -5 Tier 1 students will increase SEL scores in the area of coping and decision making to at or above the FCPS average growth when comparing the fall 2023-2024 and the spring 2023-2024 screeners by June 2024.

  • Strategy 1: SEL is currently embedded in daily routines and structures. In addition, teachers will implement lessons from the FCPS SEL curriculum weekly throughout the school year.
  • Strategy 2: Strengthen our staff's knowledge of SEL and resources available to support mental health across our school community.
  • Strategy 3: Recognizing the connection between SEL competencies and digital citizenship, we will increase opportunities for students, staff, and families to learn how to support digital citizenship competencies.

Parklawn Elementary

English Language Arts

Outcome: By June 2024, the percentage of all students demonstrating expected within-year growth in reading as measured by the iReady assessment will increase by at least 5 percentage points to 67%. By June 2024, the percentage of English learners demonstrating expected within-year growth in reading as measured by the iReady assessment will increase by at least 5 percentage points to 63%.

  • Strategy 1: Increase the impact of tier 2 interventions for students demonstrating risk by using FCPS-recommended programs and practices with fidelity (e.g., Lexia, UFLI). (HLP 5)
  • Strategy 2: Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills. (HLP 2, 5)
  • Strategy 3: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5)

Mathematics

Outcome: By June 2024, the percentage of all students demonstrating expected within-year growth in math as measured by the iReady assessment will increase by at least 10 percentage points to 59%.

  • Strategy 1: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
  • Strategy 2: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
  • Strategy 3: Increase systems of support during the school day, after school and summer to help students achieve success in mathematics.

Chronic Absenteeism

Outcome: Parklawn ES' chronic absenteeism rate will decrease from 20.5% (tier 2) to 14.9% (tier 1) by the end of the 2023-2024 school year as measured by our school's chronic absenteeism data.

  • Strategy 1: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 2: Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.
  • Strategy 3: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.

Sleepy Hollow Elementary

English Language Arts

Outcome: By June 2024, 55% of students in grade K-5 will have met PALS, and iReady Spring benchmark, a 10% increase from 2023.

  • Strategy 1: Improve daily, systematic, xplicit instruction in phonological awareness, phonics, and morphology in the core language arts block. (HLP 2)
  • Strategy 2: Classroom teachers, reading specialists, R2 Title 1 Resource Specialist, Special Education teachers.
  • Strategy 3: Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills. (HLP 2, 5)

Mathematics

Outcome: By June 2024, the SOL pass rate in Math for All students in grades 3-5 will increase from 61% (126/208) to 70% (140/208) for the metric annual pass rate for Mathematics.

  • Strategy 1: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
  • Strategy 2: Increase teachers implementation strategies related to Shift 4: from show and tell to share and compare.
  • Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Chronic Absenteeism

Outcome: By the end of 2023-24 school year the student absenteeism rate at Sleepy Hollow will decrease from 23% to 14% (9% decrease) within the current academic year, ensuring that all students have the opportunity to benefit from consistent and uninterrupted education.

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Understand root causes of student absenteeism. Strengthen programmatic responses to attendance barriers.
  • Strategy 3: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.

Timber Lane Elementary

Reading

Outcome: By Spring 2024, the percent of English Learners grades 1-3 demonstrating progress in language acquisition will increase by 5 percentage points, as measured by the WIDA, from 29% to 34%.

  • Strategy 1: Expand access to evidence-based tier 1 instruction as well as intervention for students demonstrating risk in a multi-tiered system of supports. 
  • Strategy 2: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing).
  • Strategy 3: Increase use of WIDA tools and rubrics to support language development.

Mathematics

Outcome: By Spring 2024, increase unadjusted pass rate on the math SOLs to at least 70%; our Economically Disadvantaged students passing the Math SOL will increase from 56% to 61%; English Learners passing the Math SOL will increase from 39% to 44%; Students with Disabilities passing the Math SOL will increase from 42% to 47%; and Hispanic students passing the Math SOL will increase from 53% to 58%.

  • Strategy 1: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
  • Strategy 2: Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
  • Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Academic Growth & Excellence

Outcome: By Spring 2024, unadjusted science SOL scores will increase to at least 64%.

  • Strategy 1: Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, critical thinking, and discourse across content areas. This will be monitored during weekly grade level CLTs, interdisciplinary CLTs, leadership meetings and weekly coaches' meetings.
  • Strategy 2: Expand the type and frequency of formative and summative assessments to evaluate progress throughout units.
  • Strategy 3: Expand opportunities to meaningfully integrate science in and across content areas to include literacy skills, mathematical skills, and global context.

Outcome: By spring 2024, all students in grades K-6 will complete a POG Presentation of Learning in which they reflect on 2 POG attributes and will be scored using the Rubi rubric.

  • Strategy 1: School leaders and/or teachers enact structural choices (ex: occasional designated times or modified schedules; portfolio format/type) that support evidence collection. This results in students having a dedicated location to store evidence of their learning aligned to POG skills.
  • Strategy 2: Teachers will design and facilitate inquiry-based opportunities that elevate student voice and increase student engagement.

Westlawn Elementary

English Language Arts

Outcome: By the end of SY 23-24, 100% students in grades 1-6 will meet their within-year growth target on iReady Reading and 50% or greater of students in grades 1-6 will meet their stretch growth target on iReady Reading.

  • Strategy 1: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. (HLP 1, 3)
  • Strategy 2: Expand use of conversation structures to increase academic talk and build relationships among students. (HLP 1, 3)
  • Strategy 3: Increase use of WIDA tools and rubrics to support language development. (HLP 1-4).

Mathematics

Outcome: By the end of SY 23-24, 100% students in grades 1-6 will meet their within-year growth target on iReady Math and 64% or greater of students in grades 1-6 will meet their stretch growth target on iReady Math.

  • Strategy 1: Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
  • Strategy 2: Use conversation structures to increase academic talk between students.

Chronic Absenteeism

Outcome: The number of students who are chronically absent for the 23-24 school year will decrease to less than 10%.

  • Strategy 1: Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.
  • Strategy 2: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.

School Selected Strategies

Outcome: By June 2026, in an effort to increase student access to instruction, behavior referrals will reduce by 50% as measured by the referral database.

  • Strategy 1: Teachers will consistently implement Responsive Classroom structures to positively impact student social and emotional learning.
  • Strategy 2: Install schoolwide systems to ensure a student learning environment within which children feel a sense of belonging, significance, and fun.

Weyanoke Elementary

Mathematics

Outcome: By the end of SY 23-24 60% of all students will demonstrate expected screener within-year growth in math (iReady).

  • Strategy 1: Increase teachers implementation strategies related to Shift 4: from show and tell to share and compare.
  • Strategy 2: Use conversation structures to increase academic talk between students.

Reading by 3rd Grade

Outcome: By June 2024, the percentage of students who are English Learners, grades 1-3, demonstrating expected screener within-year growth in Reading will increase by at least 6 percentage points as measured by Spring iReady.

  • Strategy 1: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)
  • Strategy 2: Increase use of WIDA tools and rubrics to support language development. (HLP 1-4)
  • Strategy 3: Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills. (HLP 2, 5)

Chronic Absenteeism

Outcome: By the end of the 2023-2024 school year, we will reduce our school's chronic absenteeism rate to below 15% as evidenced by our school's chronic absenteeism data.

  • Strategy 1: Increase opportunities for personalized early attendance outreach.
  • Strategy 2: Use Talking Points as a way for EL families to report student absences.
  • Strategy 3: Understand root causes of student absenteeism.  Strengthen programmatic responses to attendance barriers.

Woodburn Elementary

English Language Arts

Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts. By June 2024, the percentage of grades 1-3 students who demonstrate progress in language acquisition, as measured by WIDA, will increase by at least 10 percentage points. (From 46% in 2023 to ≥56% in 2024)

  • Strategy 1: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. (HLP 1, 3)
  • Strategy 2: Increase interdisciplinary opportunities to build language and SEL skill development across content areas and throughout the school day. (HLP 1, 3)
  • Strategy 3: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)

Mathematics

Outcome: By June of 2024, the percentage of English Language Learners in grades 1-6 meeting expectations in the iReady "Numbers and Operations" domain will increase by 10%.

  • Strategy 1: Use conversation structures to increase academic talk between students.
  • Strategy 2: Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.

Chronic Absenteeism

Outcome: By June 2024, our chronic abseenteism rate will decrease from 18.7% to below 15% as measured by district dashboard.

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.

 

Middle Schools

Glasgow Middle School

English Language Arts

Outcome: By June 2024, the percentage of students who did not pass the Reading SOL and demonstrated growth, will increase by 25% ( this is an increase from 24% to 49% growth) By June 2024, the percentage of students who pass the Reading SOL will increase from 54% to 75%. By June 2024, the percentage of special education students who pass the Reading SOL will increase 10% or from 29% to 40%. The SOA pass rate for SWD will increase 7% from 32.89% to 39.6%.

  • Strategy 1: Effective use of the engagement model as a structure for student learning.
  • Strategy 2: Increase the frequency of formative integrated reading and writing tasks (i.e. reading responses, annotations).
  • Strategy 3: Plan and implement a Reading Boot camp specifically for special education students who scored 350-399 on the 2023 Reading SOL.

Mathematics

Outcome: By June 2024, the number of students who are taking Algebra for the 2024-2025 school year will increase by 10% from 41% to 51%. This would be increasing the enrollment by about 55 students. By June 2024, the overall SOL scores of students with disabilities  in math 6 and math 7 will increase by 15%.

  • Strategy 1: Improve teachers’ implementation of the Framework for Engaging & Student-Centered Mathematics Instruction.
  • Strategy 2: 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.
  • Strategy 3: Improve academic advising processes to encourage students to open enroll in Math 7 Honors or Algebra 1/H.

Science

Outcome: ELL pass rate will increase from 8% to 18%. Pass rate for all students will increase by 10% as measured by the Science 8 SOL.

  • Strategy 1: Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, critical thinking, and discourse.
  • Strategy 2: Develop tier 3 vocabulary through explicit vocabulary instruction and small group lessons.
  • Strategy 3: Expand the type and frequency of formative assessments to evaluate progress throughout units.

Chronic Absenteeism

Outcome: By the end of the 2023-2024 school year, we will lower chronic absenteeism from 24.6 (Level 3) to 20% (Level 2).

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Develop community partnerships to promote engagement opportunities for increased student attendance.
  • Strategy 3: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.

School Selected Strategies

Outcome: By the end of 2023-2024 school year, our school will utilize Responsive Advisory Meetings (RAM) and restorative practices effectively to create a caring and empathetic school culture, increasing schoolwide scores on the Supports and Environment Domain of the SEL screener by 5%; from 54% (Spring 0f 2023) to 59% (average middle school Score in FCPS).

  • Strategy 1: Partner with teacher leaders to develop Responsive Advisory Meeting (RAM) lessons aligned to VDOE SEL standards and deliver those lessons schoolwide with fidelity.
  • Strategy 2: Implement the Restorative School Project.
  • Strategy 3: Conduct Tier 2 Restorative Practices Attendance or Tardy Circles twice a year with progress monitoring.

Holmes Middle School

Math Gap

Outcome: By June 2024, the percentage of students with disabilities passing the math SOL will increase from 26% to 47%.By June of 2024 the percentage of all students passing the Science 8 SOL will increase from 58% (unadjusted) to 68% (unadjusted), reflecting a 10% increase. 

  • Strategy 1: Increase systems of support during the school day to help students achieve success in mathematics.
  • Strategy 2: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
  • Strategy 3: Use conversation structures to increase academic talk between students.

Algebra

Outcome: By June 2024, the percentage of ELs who will reach proficiency on the Spring 2024 benchmark assessment (MI) will raise from 7% (2023) to 17% (2024).

  • Strategy 1: Improve teachers’ implementation of the Framework for Engaging & Student-Centered Mathematics Instruction. 
  • Strategy 2: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
  • Strategy 3: Use conversation structures to increase academic talk between students.

Language Arts

Outcome: By June 2024, the percentage of students with disabilities passing the Reading 6- 8 SOL will increase from 32% (68/211 students in 2022-23) unadjusted to 37% (a minimum of 63/169 students 2023-2024) unadjusted (reflecting a growth of 5%). 

  • Strategy 1: Utilize small groups and intervention to increase opportunities for students who need more practice to master standards.
  • Strategy 2: Increase the frequency of formative integrated reading and writing tasks (i.e. reading responses, annotations).
  • Strategy 3: Increase the frequency of formative integrated reading and writing tasks (i.e. reading responses, annotations).

Science

Outcome: By June of 2024 the percentage of all students passing the Science 8 SOL will increase from 58% (unadjusted) to 68% (unadjusted), reflecting a 10% increase. 

  • Strategy 1: Increase frequency of student learning experiences that are inquiry-based and hands-on.
  • Strategy 2: Increase opportunities to develop tier 3 vocabulary through inquiry-based learning, followed by explicit instruction.
  • Strategy 3: Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, critical thinking, and discourse.

Chronic Absenteeism

Outcome: By June of 2024 the percentage of all students passing the Science 8 SOL will increase from 58% (unadjusted) to 68% (unadjusted), reflecting a 10% increase.  

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn. 
  • Strategy 3: Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community. 

IBMYP

Outcome: By June 2024, all students will make progress on IB rubrics in each subject area: By at least 2 points (if BOY is below a 5); By at least 1 point (if BOY is above a 5).

  • Strategy 1: Establish foundation of IB Learner Profiles and ATL Skills.
  • Strategy 2: Assessment with IB Rubrics.
  • Strategy 3: Educators will create a student-centered learning environment using the MYP Unit Planners in collaborative teams and through professional learning and inquiry.

Jackson Middle School

English Language Arts

Outcome: By June 2024, the percentage of students meeting Spring RI benchmark of proficient or above will increase by at least 5 percentage points (to 58% for all students, 26% for SPED students, and 10% for EL students).

  • Strategy 1: Increase the frequency of formative integrated reading and writing tasks (i.e. reading responses, annotations).
  • Strategy 2: Increase the frequency of formative and summative assessments that include integrated reading and writing tasks.
  • Strategy 3: Increase explicit teaching of writing and grammar.
  • Strategy 4: Engage students in co-constructing ways to foster positive relationships.

Mathematics

Outcome: By June 2024, the percentage of students passing the mathematics SOL will increase by at least 10 percentage points (to 72% for all students, 37% for SPED students, and 28% for EL students).

  • Strategy 1: Improve teachers’ implementation of the Framework for Engaging & Student-Centered Mathematics Instruction.
  • Strategy 2: Utilize small groups and intervention to increase opportunities for students who need more practice to master standards.
  • Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Chronic Absenteeism

Outcome: By June 12, 2024 the number of students deemed chronically absent at Jackson MS will decrease by at least 5 percentage points for the 2023-2024 school year, as compared to the 2022-2023 school year which ended with 19.9 % chronic absenteeism. Therefore, our goal is that no more than 14% of Luther Jackson Middle School's students will be chronically absent for 2023-2024 school year. We were projected to be at 22% chronic absenteeism at the end of 2022-2023, and ended the 2022-2023 school year at 19.9% chronic absenteeism.

  • Strategy 1: Conduct check-ins with at-risk students.
  • Strategy 2: Target Tier 2 Connections with Families and Students.
  • Strategy 3: Partner with teachers and parents about importance of school attendance and to encourage attendance for at-risk students.

Poe Middle School

Accreditation

Outcome: Poe will achieve full accreditation by June 2024. Specific areas of focus are Science, Mathematics Special Education, and Language Arts Special Education performance.

  • Strategy 1: Relevance – Explore and use various resources and supports to develop and implement culturally relevant learning experiences.
  • Strategy 2: Communication – Use conversation structures to increase academic talk between students.
  • Strategy 3: Assessment – Utilize a variety of formative and summative assessments which align to the intended rigor of the essential standards.

Chronic Absenteeism

Outcome: By the end of the 2023-2024 school year, Poe staff will utilize Tier 1 programming and targeted interventions to reduce chronic absenteeism from 26% in the 22-23 school year to 19% or lower.

  • Strategy 1: Structures – Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Root Causes – Understand root causes of student absenteeism. Strengthen programmatic responses to attendance barriers.
  • Strategy 3: Family Partnerships – Strengthen messaging to staff, students and families around attendance to school.

High Schools

Annandale High School

HS Performance in Coursework

Outcome: At the end of the 2023-2024 school year, students served through special education annual pass rate on the Reading, Math and Science SOL will increase to 52% from 42%, and ELs annual pass rate will increase to 45% from the current rate of 35%.

  • Strategy 1: Improve student engagement through consistent rigorous and relevant learning experiences.
  • Strategy 2: Increase student course success through Tier 2 interventions.
  • Strategy 3: Expand culture of shared responsibility where collaborative teams ensure the learning of every student.

HS Progression to Advanced Coursework

Outcome: By the end of the 2023-2024 school year, the percentage of ELs demonstrating language acquisition growth according to VDOE growth measures will increase from 48% to at least 58%.

  • Strategy 1: Improve student engagement through consistent rigorous and relevant learning experiences.
  • Strategy 2: Monitor student data and use data to determine need for intervention and additional support.
  • Strategy 3: Ensure that ELs are enrolled in grade level courses with non-EL peers.

Dropout Rate

Outcome: For the 2024 cohort, the dropout rate will decrease to 3.9%, a 5% reduction from the 2023 cohort rate of 8.9%.

  • Strategy 1: Increase the collective responsibility of ALL staff in supporting school-wide On-Time Graduation efforts (i.e. PD around mindset, cultivating belonging, positive interactions with students).
  • Strategy 2: Educate students, families, staff and community around various pathways to graduation and completion and post-secondary options (for example, alternate diploma and completion options, alternate sites, available base-school adjustments, GED, etc.).
  • Strategy 3: Designate and optimize a graduation team focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of graduation requirements with high frequency.

Rate of Discipline Disproportionality

Outcome: By the end of the 2023-2024 school year, Annandale High School will reduce discipline disproportionality for students who are English Learners from high (3.82) to moderate (2.82) as evidenced by 2023-24 discipline data.

  • Strategy 1: Establish a positive and affirming schoolwide and classroom culture conducive to student engagement.
  • Strategy 2: Utilize an MTSS framework to establish and organize a schoolwide continuum of proactive behavior and wellness supports.
  • Strategy 3: Implement required Tier 1 SEL and PBIS practices using time protected by the master schedule and lesson plan expectations.

Chronic Absenteeism

Outcome: By the end of SY23-24, our chronic absenteeism rate will be at or below 19%, a five percentage point reduction from the 2022-23 rate of 24%.

  • Strategy 1: Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.
  • Strategy 2: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 3: Develop community partnerships to promote engagement opportunities for increased student attendance.

College, Career, and Civic Readiness Index (CCRI)

Outcome: Annandale will increase from 61% CCRI rate to 71% by the end of the 23-24 school year.

  • Strategy 1: Carefully review academic records and cumulative updates for newly-enrolled students to gain CCCRI experiences (i.e. academic advising for AP/IB/DE, HQWBL, CTE completer and credential, Service Learning).
  • Strategy 2: Embed HQWBL and Service Learning Experiences into content courses and ensure teachers have training for capturing those experiences in the gradebook.
  • Strategy 3: Designate and optimize a CCCRI team (can be combined with the graduation team) focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of CCCRI and graduation requirements with high frequency.

Edison High School

Growth and Performance in Coursework

Outcome: By the end of the 2023-2024 SY, students with disabilities and English Learners will increase their annual pass rate within English, Math, and Science SOLs by 10%. 

  • Strategy 1: Expand the use of accessible assessments based on students' individual needs.
  • Strategy 2: Expand a culture of shared responsibility where collaborative teams ensure the learning for every student.
  • Strategy 3: Strengthen differentiation by designing and implementing effective scaffolds.

Evidence of Progression Towards or Successful Completion of Advanced Coursework

Outcome: By the end of the 2023-2024 SY, the success rate (final grade of C- or above) in advanced courses of SWD and English Language Learners will increase by 10% within those individual subgroups.

  • Strategy 1: Increase instruction that focuses on student growth rather than meeting minimal proficiency standards.
  • Strategy 2: Ensure that English Language Learners (EL) are enrolled in grade-level courses with non-EL peers.
  • Strategy 3: Monitor student data and use data to determine the need for intervention and additional support.

Chronic Absenteeism

Outcome: By the end of the 2023-2024 school year, Edison's chronic absenteeism rate will improve from 20.9% to 17% by the end of the school year.

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Strengthening messaging to staff, students and families around attendance to school.  Each stakeholder should be able to understand how daily attendance matters, not only for academic success but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving, and self-regulation, all of which are needed to grow and learn.
  • Strategy 3: Use Talking Points as a way for EL families to report student absences.

Falls Church High School

Growth and Performance in Coursework

Outcome: By the end of SY 23-24, 100% of students (Grade 9-12) will have earned sufficient cumulative credit to advance to the next grade level.

  • Strategy 1: Increase student course success through Tier 2 interventions.
  • Strategy 2: Monitor student data and use data to determine need for intervention and additional support.

Evidence of Progression Towards or Successful Completion of Advanced Coursework

Outcome: By the end of the 2023-2024 school year, Falls Church High School will increase student success in honors courses by 20% based on last year's results (an increase of 9.6% overall from 48% to 57.6%). Additionally, students in the English Language Learner or Special Education cohort will increase success in honors courses by at least 20% at the end of the 2023-2024 school year.

  • Strategy 1: Improve student engagement through consistent rigorous and relevant learning experiences.
  • Strategy 2: Monitor student data and use data to determine need for intervention and additional support.
  • Strategy 3: Increase enrollment in AVID (and/or other CSP programs) at participating schools.

Students on Track for Graduation at the End of 9th Grade

Outcome: In 2023, the dropout rate was 10.6%. We will reach the goal of 6% (minimum 9%).

  • Strategy 1: Designate and optimize a graduation team focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of graduation requirements with high frequency.
  • Strategy 2: Ensure that communication to EL families is in a language and form they can understand.
  • Strategy 3: Develop transition program with tiered supports for newly-enrolled students (i.e. mentor programs, student and family education).

Student Attendance and Absenteeism Rates

Outcome: By the end of the 2023-2024 school year, Falls Church High School will reduce chronic absenteeism from 23.7% to 15%.

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
  • Strategy 3: Understand root causes of student absenteeism. Strengthen programmatic responses to attendance barriers.

Disciplinary Disproportionality and Recidivism

Outcome: By the end of SY 23-24, the risk ratio for all sub groups will be less than 2.0.

  • Strategy 1: Utilize an MTSS framework to establish and organize a schoolwide continuum of proactive behavior and wellness supports.
  • Strategy 2: Ensure all adults have the professional knowledge and capacity to value diversity, promote inclusion, and utilize culturally responsive practices.
  • Strategy 3: Integrate consistent analysis of discipline data disaggregated by subgroups (race/ethnicity, SWD, EL, FRM).

Growth and Performance on State/National/International Assessments in Math

Outcome: 70% of students with disabilities (unadjusted) will score pass or pass advanced on the Virginia Standards of Learning Assessment.

  • Strategy 1: Strengthen Tier 1 instructional and intervention practices to best support foundational gaps in Algebra 1 standards.
  • Strategy 2: Intensive 1-1 tutoring & Small group tutoring.
  • Strategy 3: Algebra 1 and Algebra 2 teachers will use standards-based grading to better communicate student performance and to better identify areas of strength and needs with the curriculum.

College, Career and Civic Readiness Index (CCCRI)

Outcome: By June 2024, the 2024 cohort will have a CCCRI calculated rate of 84.5%

  • Strategy 1: Increase the collective responsibility of ALL staff in supporting school-wide On-Time Graduation and Academic and Career Planning efforts to include CCCRI (i.e. PD around mindset, cultivating belonging, positive interactions with students).
  • Strategy 2: Carefully review academic records and cumulative updates for newly-enrolled students to gain CCCRI experiences (i.e. academic advising for AP/IB/DE, HQWBL, CTE completer and credential, Service Learning).
  • Strategy 3: Designate and optimize a CCCRI team (can be combined with the graduation team) focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of CCCRI and graduation requirements with high frequency.

Justice High School

Growth & Performance in Coursework

Outcome: By the end of the SY2023-24, 100% of students at Justice will demonstrate increased proficiency in Tier 1 Instruction as measured by teachers ensuring access, engagement, and high expectations for all students. Proficiency Goal:70% of students with disabilities will score pass/advanced on the Virginia Standards of Learning Assessment and 90% of economically disadvantaged students will score pass/advanced on the Virginia Standards of Learning Assessment. Growth to Proficiency Goal: 100% of students with disabilities and economically disadvantaged students will meet their growth target on Math Inventory. 

  • Strategy 1: Expand culture of shared responsibility where collaborative teams ensure the learning of every student.
  • Strategy 2: Expand learning that fosters student voice and choice to support student growth and agency.
  • Strategy 3: Improve student engagement through consistent rigorous and relevant learning experiences.

Evidence of Progression Towards or Successful Completion of Advanced Coursework

Outcome: By the end of the SY 2023-2024, 100% of students at Justice will have succeeded in 1 or more AP/IB/DE or other 1.0 weighted course or earning CTE finisher status by the end of high school.

  • Strategy 1: Improve student engagement through consistent rigorous and relevant learning experiences.
  • Strategy 2: Expand learning that fosters student voice and choice to support student growth and agency.

Students on Track for Graduation at the end of 9th Grade

Outcome: By the end of the SY 2023-24, our dropout rate for the Cohort Year of 2024 will be at or below 9%.  

  • Strategy 1: Designate and optimize a graduation team focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of graduation requirements with high frequency.
  • Strategy 2: Identify and support seniors in need of tier 3 supports or interventions so they can successfully earn a passing grade in courses and or earn verified credits needed for graduation.
  • Strategy 3: Increase outreach to students in the 2024 graduating cohort who are listed as potential dropouts and/or those who have indicated that they would like to dropout of school.

Student Attendance & Absenteeism Rates

Outcome: By the end of the SY 2023-24, our Chronic Absenteeism rate will be at or below 20%.

  • Strategy 1: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
  • Strategy 2: Understand root causes of student absenteeism. Strengthen programmatic responses to attendance barriers.
  • Strategy 3: Create a school culture of engagement & belonging for students and families. Every staff, student, and family will feel safe and connected to the school community.

College, Career & Civic Readiness Index (CCCRI)

Outcome: By June 2024, the 2024 cohort will have a CCCRI calculated rate of 84.5%.

  • Strategy 1: Increase the collective responsibility of ALL staff in supporting school-wide On-Time Graduation and Academic and Career Planning efforts to include CCCRI (i.e. PD around mindset, cultivating belonging, positive interactions with students).
  • Strategy 2: Designate and optimize a CCCRI team (can be combined with the graduation team) focused on analyzing, tracking, and monitoring student data relating to students' successful progress and completion of CCCRI and graduation requirements with high frequency.

Thomas Jefferson HSST

Growth and Performance in Coursework

Outcome: By the end of the 2023-2024 school year, 100% of 9th grade students scoring below proficient on the initial Math Inventory will demonstrate proficiency on the end of year Math Inventory assessment. 

  • Strategy 1: Expand culture of shared responsibility where collaborative teams ensure the learning of every student.
  • Strategy 2: Increase student course success through Tier 2 interventions.

Successful Completion of Advanced Coursework

Outcome: By the end of the 2023-2024 school year, all students who have grades lower than a B in ELA classes at first quarter will improve by at least one grade level (i.e. C+ to B-). 

  • Strategy 1: Increase development of literacy skills and habits of mind across disciplines.
  • Strategy 2: Monitor student data and use data to determine need for intervention and additional support.
  • Strategy 3: Expand learning that fosters student voice and choice to support student growth and agency.

Safe, Supported, Included, and Empowered

Outcome: By the end of the 2023-2024 school year, 100% of students will indicate that they experience TJHSST to be a positive school climate with an academically-focused culture, which includes peer-to-peer trust and teacher-student trust.

  • Strategy 1: Increase student awareness and understanding of Academic Integrity.
  • Strategy 2: Engage staff in cultivating an academically-focused culture that fosters teacher-student trust.

Woodson High School

Special Education Mathematics

Outcome: By the end of the 2023-2024 school year, Woodson High School students with disabilities (SOL takers) will increase the annual SOA pass rate from 70% to 75% for math (SOL takers).

  • Strategy 1: Strengthen differentiation by designing and implementing effective scaffolds.
  • Strategy 2: Monitor student data and use data to determine need for intervention and additional support.
  • Strategy 3: Increase student course success through Tier 2 interventions.

ESOL Access and Opportunity

Outcome: By the end of the 2023-2024 school year, 90% of the Woodson High School English Learners with LEP level 1-4 enrolled in advanced courses (HN, AP, DE) will succeed in the course with a C- or higher grade.  In addition, the percentage of students with LEP level 1-4 enrolled in an advanced course for the 2024-2025 school year will increase from 25% to 30%.

  • Strategy 1: Improve student engagement through consistent rigorous and relevant learning experiences.
  • Strategy 2: Monitor student data and use data to determine need for intervention and additional support.
  • Strategy 3: Increase instruction that focuses on student growth rather than meeting minimal proficiency standards.

Portrait of a Graduate Presentation of Learning (POGPOL)

Outcome: By the end of SY23-24, students will participate in POG POL through advisory, with scores entered into RUBI.

  • Strategy 1: Expand opportunities for students to regularly learn about, apply, and reflect on POG skills aligned with course content.
  • Strategy 2: Students will create a portfolio of POG artifacts in Schoology.
  • Strategy 3: Students will complete self reflections quarterly in their advisory classes and POG POL rubrics will be entered in RUBI at the end of the year.

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