2024-25 School Innovation and Improvement Plan at a Glance

• School year 2024-2025
• West Springfield Elementary School
• Region 4
• Dr. Kelly Sheers, Principal

Students Reading on Grade Level by the End of 3rd Grade

Targeted Measurable Outcome

The percentage of Multilingual Learners and Students with Disabilities in grades K-2 meeting or exceeding VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.

Universal Measurable Outcome

The percentage of students who will meet benchmark on the VALLSS screener in grades K-2 will increase by 5 percentage points from fall 2024 to spring 2025.

Strategy 1  

• Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.

Strategy 2

• Increase efficiency of instructional delivery to ensure all students have daily access to all components of the language arts block as outlined in the new core curriculum.

Strategy 3  

• Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.

Additional Learning Environment Strategy

• Relationships: Provide explicit structures and practices, such as morning meetings, regular check-ins, and peer interaction activities, that promote relationship development in classrooms.

Growth and Performance on State/National/International Assessments in Mathematics

Targeted Measurable Outcome

By the end of the 2024-25 school year the percentage of students with disabilities who pass the Mathematics SOL will increase from 62% to 67%  and multilingual learners will increase from 63% to 68%. 

Universal Measurable Outcome

By the end of the 2024-25 school year the percentage of students passing the Grade 3-6 Mathematics SOL will increase from 88% to 93%.

Strategy 1  

• Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.

Strategy 2  

• Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.

Strategy 3  

• 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.

Additional Learning Environment Strategy

• Relationships: Provide explicit structures and practices, such as morning meetings, regular check-ins, and peer interaction activities, that promote relationship development in classrooms.

Socio-Emotional Learning & Wellness

Measurable Outcome

On the SEL Screener, Sense of Belonging overall will increase from 68% favorable to 73%. 

Strategy 1  

• 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.

Strategy 2  

• School staff will communicate with families to recognize and celebrate student success in academics, behavior, attendance, or other areas.

Strategy 3  

• Staff establish multiple avenues and outlets for families to learn about mental health and SEL and to provide feedback to inform school planning (e.g., newsletters, family events, staff/student/family surveys, student focus group, feedback from student clubs etc.).

Additional Learning Environment Strategy

• Relationships: Provide explicit structures and practices, such as morning meetings, regular check-ins, and peer interaction activities, that promote relationship development in classrooms.