202402025 School Innovation and Improvement Plan

An at-a-glance look at outcome goals for this academic school year

The percentage of Students with Disabilities in Grades K-3 meeting or exceeding the Virginia Language and Literacy Screening System (VALLSS) screener benchmark will increase by at least 10 percentage points from Fall 2024 to Spring 2025.
The percentage of students in Grade 3 meeting or exceeding the Virginia Language and Literacy Screening System (VALLSS) screener benchmarks will increase by at least 10 percentage points from Fall 2024 to Spring 2025.

Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings.
Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.
Increase opportunities for students to develop oral language through pair and small group structures that promote engagement.

By the end of the 2024-2025 school year, the percent of students who are Multilingual Learners in Grades 1-6 making a year's worth of growth based on the iReady screener will increase by at least 17 percentage points from 33% to 50%.
By the end of the 2024-2025 school year, the percent of students in Grades 1-6 making a year's worth of growth based on the iReady screener will increase by at least 12 percentage points from 51% to 63%.

Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
Increase teacher's implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
Increase formal collaboration between classroom teachers and ESOL teachers to develop the language of mathematics through the use of embedded strategies during whole group and small group instruction.

By the end of the 2024-2025 school year, Island Creek will increase schoolwide scores by at least 7 percentage points with Sense of Belonging from 63% to 70% favorable as measured by the SEL Screener administered to students in Grades 3-6.

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).
MTSS Schoolwide and Site Intervention teams analyze behavior/wellness data bi-monthly to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions.
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).
MTSS Schoolwide and Site Intervention teams analyze behavior/wellness data bi-monthly to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions.