School Innovation and Improvement Plan

Outcome goals for this academic year.

School Innovation and Improvement Plan At-a-Glance

2024-2025

Cherry Run Elementary

Region 4

Mark Bibbee, Principal

READING BY 3RD GRADE

Outcomes:

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

Strategies:

  • Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity. 
  • Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings. 

ELEMENTARY SCHOOL MATH

Outcomes:

  • By Spring 2025, Multilingual Learners who achieve expected within year growth from fall to spring on iReady math screener will increase from 40% to 45%.
  • By June 2025, the percentage of students in grades 3-6 reporting a strength in the reporting category of Probability, Statistics, Patterns, Functions, and Algebra will increase from 29% to 34%.

Strategies:

  • Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
  • Increase teachers' implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare. 

SOCIO-EMOTIONAL LEARNING & WELLNESS

Outcomes:

  • By the end of 2025, there will be measurable progress made from 47% favorable to 57% favorable on Emotion Regulation scores and 71% favorable to 81% favorable on Sense of Belonging scores on the 3-5 SEL Screener. 

Strategies:

  • Identified time in the master schedule is used to implement required SEL practices with fidelity to improve student perceptions of belonging and SEL skills. (MM & CC-ES or RAM-MS/HS, 3 Signature Practices-All).
  • There is dedicated time during the school day to develop and utilize SEL competencies and mental health protective factors, beyond the required practices (e.g. SEL curriculum)