Continuous School Improvement Plan

Literacy Walkthroughs & Data Analysis:
The first round of literacy walkthroughs (Core Actions 1–3) showed strong implementation of grade-level complex texts (100%) and text-dependent questions (92%), but lower student engagement (60%). Data has been entered into KickUp and will guide professional learning and coaching cycles focused on increasing student engagement and ownership of learning.

Collaborative Planning & Coaching Cycles:
K–5 teams have established structured collaborative planning routines centered on ELA standards, HQIM (HMH Into Reading), and Core Action 3 (student engagement). Planning sessions emphasize shared reading strategies, opportunities for students to think and respond across modalities, and embedding higher-level questioning into instruction and assessments.

Professional Learning & Alignment:
Professional development this year has focused on The Opportunity Myth themes—grade-level work, strong instruction, engagement, and high expectations—along with scaffolding strategies and cognitive depth in literacy instruction. Building-level PD and division sessions are reinforcing Tier 1 literacy practices and consistent implementation across grade levels.

Data Meetings: 
Leadership teams met with grade levels to review VALLS and Lexia data, identify students at high risk, and create targeted small groups for additional reading support.

Walkthroughs & Focus Areas:
Quarter 1 math walkthroughs were planned and focus areas for Tier 1 instruction were discussed using the KickUp walkthrough document; walkthroughs will begin in Quarter 2.

Collaborative Planning & Coaching Cycles:
Structured math planning routines are established—weekly for grades 3–5 and every three weeks for K–2—emphasizing HQIM materials, small group supports, and scaffolding through the Van de Walle CRA model.

Professional Learning & Data Analysis:
Staff engaged in math professional development on curriculum updates, pacing, iReady implementation, and Wayground assessment creation. The math committee analyzed Beginning-of-Year iReady data and emphasized strengthening academic vocabulary and math strategy development.

Data-Driven Instruction:
Leadership and grade-level teams reviewed iReady and VKRP data, identified Tier 2 and 3 student groups, and developed targeted instructional plans to support student growth in math.

Science Learning Walks:
Quarterly science walkthroughs focused on student-to-student discourse, use of HQIM resources (FOSS, Discovery Ed), and grade-level materials. Data showed increased use of hands-on investigations, with next steps to deepen student sense-making discussions through strategies like Sharing Ideas (K–2), Agree/Disagree (3–5), and See, Think, Wonder (K–5).

Planning & Coaching Cycles:
Coaching and planning cycles emphasize alignment, use of phenomena, and preparing for lessons that engage students in the sense-making process. K–2 teams plan on a three-week rotation, while grades 3–5 meet weekly for science and math integration.

Professional Learning & Data Focus:
Science data revealed weaknesses in applying knowledge, particularly in the Earth and Space Systems strand. Professional learning addressed increasing student discourse and vocabulary use, and providing more opportunities for students to apply science content in authentic contexts.

Attendance Monitoring & Incentives:
A list of chronically absent students from 2024–25 was created for ongoing monitoring. Attendance incentives were implemented—480 students earned pizza coupons in September, 444 in October, and 489 received quarterly “Awesome Attendance” brag tags.

SST & PBIS Team Collaboration:
SST and PBIS teams meet monthly to support student attendance and behavior. PBIS Tier 1 and Tier 2 supports include monthly assemblies, rewards, and individual Rocket Ticket incentives; September’s reward was extra recess, and October’s was a popcorn party.

Professional Learning on Behavior Support:
Staff received professional learning in August and September on PBIS systems, crisis response, and behavior management strategies, reinforcing consistency in expectations and consequences across classrooms.

Behavior Data & Student Engagement:
Reflection sheets decreased from 81 in September to 52 in October, showing progress in behavior reflection. Over 100 students have completed personal goals displayed on the school’s goal-setting bulletin board.

Back to School Night Attendance:
Attendance logs show strong family participation—230 attendees for K–2 and 125 attendees for grades 3–5 Back to School Nights.

Family Engagement Night Planning:
Based on Title I survey feedback, Family Engagement Nights are being redesigned to better meet family needs. The next event will align with the Book Fair and feature hands-on K–5 science lessons for families.

Community Partnerships & Feedback:
Volunteers from SU and MHS, along with regional library representatives, will support activities and literacy outreach. Families will receive FCPS resource QR bookmarks, and feedback from the event will inform future Family Engagement Night planning through the CSIP and Family Engagement Committee.