School Innovation & Improvement Plan

School Innovation and Improvement Plan At-a-Glance

Glasgow Middle School |  Fairfax County Public Schools  |  Region 2  |  Deirdre Lavery, Interim Principal

2024-2025 SIIP At-A-Glance

English Language Arts Strategies

Outcome:  

By June of 2025, students who are Hispanic will meet or exceed the target of 75% (VDOE) in Reading and will meet or exceed the target of 73% (ESSA rate) in Reading.  By June of 2025, students who are Economically Disadvantaged will meet or exceed the target of 75% (VDOE) in Reading.

  • Strategy 1:  Increase the use of visual, verbal, and written scaffolds and supports in whole group instruction
  • Strategy 2:  Use data from Lexia PowerUp to facilitate small group learning opportunities
  • Strategy 3:  Utilize small groups and intervention to increase opportunities for students who need more practice to master standards.
  • Strategy 4:  All teacher wide evaluation goals will be aligned with the goals of the SIIP to ensure consistency and collective responsibility of all staff on school-wide goals

Success In Algebra Before High School

Outcome: 

We will increase enrollment of our SPED students in advanced math courses from 3% of students to 13% of students.  We will increase enrollment of our Hispanic students in advanced math courses from 47% to 57%.  We will increase advanced math 6 enrollment from 36% to 46%.

  • Strategy 1: 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 2: All staff evaluation goals will be aligned with the goals of the SIP to ensure consistency and collective responsibility of all staff on school-wide goals

Science Strategies

Outcome: 

 By June 2025, Grade 8 students will move from 52% to meet or exceed the target of 70% (VDOE) in Science as measured by the SOL.

  • Strategy 1:  Use multiple data points and evidence-based interventions aligned to science based reading research literacy intervention in Tier 2 and Tier 3
  • Strategy 2:  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.)
  • Strategy 3:  Expand the type and frequency of formative assessments to evaluate progress throughout units
  • Strategy 4:  All teacher wide evaluation goals will be aligned with the goals of the SIIP to ensure consistency and collective responsibility of all staff on school-wide goals

Chronic Absenteeism Strategies

Outcome:

By the end of the 2024-2025 school year, we will lower chronic absenteeism from 18.8% (Level 2) to 15% (Level 1)

  • Strategy 1:  Schools will share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success
  • Strategy 2:  Schools will implement practices to recognize good and improved attendance to reinforce attendance and strengthen student and family engagement
  • Strategy 3:  MTSS Schoolwide and Site Intervention teams analyze attendance along with behavior and wellness data bi-monthly to identify students in need of Tier 2 and Tier 3 interventions.

School Selected Strategies:

Outcome:

By June 2025, the overall SOL scores of gap group students (ESOL, Hispanic, and students with disabilities) will increase by 15%.  By June of 2025, Students with Disabilities will meet or exceed the target of 70% (VDOE) and 61% (ESSA rate) in Math as measured by the SOL.  By June of 2025, students who are Economically Disadvantaged will meet or exceed the target of 70% (VDOE) and 67% (ESSA rate) in Math as measured by the SOL.  By June of 2025, students who are English Learners will meet or exceed the target of 70% (VDOE) and 64% (ESSA rate) in Math as measured by the SOL.  By June of 2025, students who are Hispanic will meet or exceed the target of 70% (VDOE) and 68% (ESSA rate) in Math as measured by the SOL.