Continuous School Improvement Plan

• Teachers have engaged in related professional learning thus far as follows: explicit instruction for our new teacher at building orientation on August 6; Opportunity Myth and alignment on August 7; student performance data analysis and Lexia intervention program training on September 22; and ongoing professional learning on the Comprehension Framework during grade level team meetings.  Feedback is being provided during observations, including walk-throughs.
• Grade level teams are engaging in collaborative lesson planning (rotationally for literacy, math, and science) with the instructional coach and building administrators weekly with a focus on aligned, engaging instruction.
• All students in need of interventions are being provided those; progress is monitored through regular data meetings.
• Reading plans are complete and are being shared with parents/guardians.
• Beginning of year VALLSS testing data is as follows (“risk band” represents risk level for developing reading difficulty; also note that only 3rd grade students identified as high risk the prior spring, or students new to Virginia, were assessed during the fall 2025–26 window).

• Teachers have engaged in related professional learning thus far as follows: explicit instruction for our new teacher at building orientation on August 6; Opportunity Myth and alignment on August 7; and student performance data analysis and number strings on September 22.  Feedback is being provided during observations, including walk-throughs.
• Grade level teams are engaging in collaborative lesson planning (rotationally for literacy, math, and science) with the instructional coach and building administrators weekly with a focus on aligned, engaging instruction.
• All students in need of interventions are being provided those; progress is monitored through regular data meetings.
• 82% of our kindergarteners met the benchmark for overall math performance.
• Beginning of year i-Ready diagnostic data is as follows: percent of students ready for grade level content: 70%; and percent of students in need of varying levels of supports: 30%.

• Teachers have engaged in related professional learning thus far as follows: explicit instruction for our new teacher at building orientation on August 6; Opportunity Myth and alignment on August 7; and student performance data analysis and number strings on September 22.
• Grade level teams are engaging in collaborative lesson planning (rotationally for literacy, math, and science) with the instructional coach and building administrators weekly with a focus on aligned, engaging instruction.
• As necessary, grade level teams are continuing their work with science rubrics to evaluate students with performance-based assessments.
• Common Assessment & Rubric Data: 
  • For the grades K-2 scientific investigation rubrics, a total of 80% of students scored a 3 or 4. 
  • For the grades 3-5 common assessment averages, a total of 70% of students scored a 70% or better.

• Teachers engaged in professional learning on managing difficult behaviors in students on August 6 and September 22.
• Through October 17, there was a discipline referral decrease for students receiving tier 2 behavioral interventions of 41% compared to the same time period last school year and a 44% decrease of discipline referrals overall, compared to the same time period last school year.
• 62 students were recognized by a teacher for positive acts and received a phone call home from administration.

Although there is evidence of parental involvement through volunteering, participation in parent conferences, and both written and electronic communications, there were no parent surveys during the first quarter since there were no Title I events (which is where the surveys are shared).

The pre-survey for collective teacher efficacy is being given in the second quarter.