School Innovation & Improvement Plan

Outcome goals for this academic school year

School Innovation and Improvement Plan At-a-Glance

  • 2024-2025

  • Kent Gardens Elementary School

  • Region 2

  • Holly McGuigan, Principal

READING BY 3RD GRADE

Outcomes

● By June 2025, the percentage of students with disabilities who pass the Grade 3 Reading SOL will increase by 5 percentage points from spring 2024 to spring 2025, from 72% to 77%.
● The percentage of students who score pass advanced on the Grade 3 Reading SOL will increase by 5 percentage points from spring 2024 to spring 2025, increasing from 32% to 37%. 
 

Strategies

● 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.
● Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
● Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.

ELEMENTARY SCHOOL MATH

Outcomes

● The percentage of SWD who pass the Grade 3-6 SOL will increase by 5 percentage points from spring 2024 to spring 2025 from 77% to 82%.
● The percentage of students who score pass advanced on the Grade 3 -6 Math SOL will increase by 5 percentage points from 47% in spring 2024 to 52% in spring 2025.
 

Strategies

● Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
● Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
● Increase students' self-efficacy around the ability to be successful in mathematics.


 

PORTRAIT OF A GRADUATE

       

Outcomes

       
● By the end of the 2024-25 school year:
• 100% of students in grades 2-6 will be able to reflect on how they grew their POG skills and why it matters with an average score of at least “Proficient” on Criteria 1 & 3 of the POG POL rubric.
• 100% of students in grades K-1 will be able to reflect on why POG skills matter and score at least “Developing” on Criterion 3 of the POG POL rubric.
        

Strategies

       
● Make explicit connections to POG skills and attributes (Resource 1) in daily lessons; if at an IB school, make explicit connections to ATL skills in daily lessons (Resource 2).
● Select a POG skill from the vertical articulation charts (Resource 1) to focus on with students and explicitly teach the skill; if at an IB school, select an ATL skill from the IB & POG Crosswalk (Resource 2) to focus on with students and explicitly teach the skill.
● Dedicate time for regular student reflection (Resource 1; Resource 2 for IB Schools) - such as turn and talks, quick writes, or silent thinking to self - to process the POG/ATL skills they utilized during meaningful learning experiences and consider how they can continue to grow.