School Improvement and Innovation Plan (SIIP)

End of Year SMARTR Outcome

FCPS Portrait of a Graduate (POG) Attribute: Goal-Directed and Resilient Individual- By June 2021, 100% of students will demonstrate increased proficiency in Goal-Directed and Resilient Individual Skill: Persists to accomplish difficult tasks and to overcome academic and personal barriers to meet goals as measured by Portrait of a Graduate, Goal-Directed and Resilient Individual Self-Assessment and the FCPS POG Teacher Scoring Guide.

Strategy 1: Teaching & Learning

  • Teachers will collaboratively explore POG content and resources to lead students in developing as goal directed and resilient individuals.
  • Teachers will utilize lessons to explain resilience, self-assessment, goal setting, action planning, reflection and celebration in goal directed and resilient cycles. 
  • Teachers will provide ongoing experiences for students to develop and apply POG skills and construct their own meaning of content through student-led inquiry.
  • Teachers will model and teach students the techniques to name, notice and metacognitively reflect on their personal growth of POG skills and apply the skills into new situations for transfer.

Strategy 2: Developing & Creating

  • The SIIP Leadership Team will develop and implement a POG student outcome goal with aligned strategies and actions in the School Improvement and Innovation Plan (SIIP).
  • Leadership team will coordinate opportunities for ongoing professional learning at the school and systems level to support staff members with implementing POG.
  • Teachers will introduce Responsive Classroom Hopes & Dreams with homeroom classes and students will develop Hopes & Dreams for 2020-2021 school year.
  • Students will complete POG: Goal Directed and Resilient Individual self-assessment (September, January & May)
  • Collaborative Teaching Teams will analyze and reflect on student self-assessment trends and themes to develop instruction.
  • Staff and school community will foster and collectively build the values, beliefs and commitments for all students to have opportunities to reach POG outcomes to be successful in school and in life.

Strategy 3: Reflection & Sharing

  • Staff will provide multiple opportunities and avenues to display and reflect on student goals including visuals for students, conferencing with an adult, classroom discussions, student led conferences, presentations and reflection in the writer's notebook.
  • Teachers will send home student self-assessment in the FCPS progress report in quarter 2, quarter 3 and quarter 4.
  • Formatively monitor and assess students’ POG growth through work samples, feedback, metacognition and reflection.

End of Year SMARTR Outcome

The pass rate for Black students as compared to students in the white subgroup will increase from 70% to 80% percent as measured by the 2021 Reading SOL.

Strategy 1:  Close Achievement Gap (CAG) DRIVER: Academic Support

  • Teachers ensure access to essential standards for academics, behavior, and social-emotional wellness.
  • Teachers provide the additional time and support for all students to learn at high levels and achieve academic excellence.
  • Staff implement a systematic coordinated system of interventions and extended learning opportunities grounded in a strong foundation of PLCs.
  • Teachers provide differentiated and scaffolded instruction across all tiers.
  • Administration pairs the neediest students with the most skillful teachers trained to deliver evidence-based practices/programs for intervention needs.

Strategy 2: Close Achievement Gap (CAG) DRIVER: Relationships

  • Students will experience positive relationships with caring adults within the school community.
  • Students will have a mentor through the FCPS Mentor Works Program.
  • Ensure that our instructional model (Remote/virtual/blended etc) reflects and celebrates students’ cultures.

Strategy 3:

  • Students will attend school regularly.
  • Teachers will take attendance daily and eNotify will contact families.
  • Collaborative Learning Teams will analyze and reflect on student attendance trends.
  • Collaborative Learning Teams will refer students with chronic (missing 18 or more school days per year)  absenteeism to the Social Emotional Learning Team for intervention.
  • Teachers are highly qualified to provide opportunities to learn for SES subgroups of students.
  • Teacher retention and experience supports SES students opportunities to learn.

End of Year SMARTR Outcome

The pass rate for economically disadvantaged students as compared to students in the white subgroup will increase from 69% to 79% percent as measured by the 2021 Reading SOL.

Strategy 1:  Close Achievement Gap (CAG) DRIVER: Relationships

  • Students will experience positive relationships with caring adults within the school community.
  • Students will have a mentor through the FCPS Mentor Works Program.

Strategy 2:  Close Achievement Gap (CAG) DRIVER: Academic Support

  • Teachers ensure access to essential standards for academics, behavior, and social-emotional wellness.
  • Teachers provide the additional time and support for all students to learn at high levels and achieve academic excellence.
  • Staff implement a systematic coordinated system of interventions and extended learning opportunities grounded in a strong foundation of PLCs.
  • Teachers provide differentiated and scaffolded instruction across all tiers.
  • Administration pairs the neediest students with the most skillful teachers trained to deliver evidence-based practices/programs for intervention needs.

Strategy 3: Close Achievement Gap (CAG) DRIVER: Student Opportunities to Learn

  • Students will attend school regularly.
  • Teachers will take attendance daily and eNotify will contact families.
  • Collaborative Learning Teams will analyze and reflect on student attendance trends.
  • Collaborative Learning Teams will refer students with chronic (missing 18 or more school days per year) absenteeism to the Social Emotional Learning Team for intervention.
  • Teachers are highly qualified to provide opportunities to learn for SES subgroups of students.
  • Teacher retention and experience supports SES students’ opportunities to learn.