School Innovation and Improvement Plan At-a-Glance

• 2024-2025
• Forestdale Elementary School
• Region 6
• Nikki Steptoe-Coleman, Principal  

Reading By 3rd Grade

Outcome: The percentage of students with disabilities in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.

Goal: By the end of the 2024-2025 school year, students in Grades K-3 will demonstrate grade level proficiency on their Spring reading screener by at least 5% as measured by the VALLSS assessment, between Fall 2024 to Spring 2025.

Strategy 1: Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings.

Strategy 2:  Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.

Strategy 3: 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.

Mathematics 

Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.

Goals: 

• By the end of the 2024-2025 school year, students with disabilities in Grades 3-6 will demonstrate grade level proficiency in Math from 28% to 33% as measured by the Spring 2024 Math SOL. 
• By the end of the 2024-2025 school year, multilingual learners in Grades 3-6 will demonstrate grade level proficiency in Math from 37% to 42% as measured by the Spring 2024 Math SOL. 
• By the end of the 2024-2025 school year, students in Grades 3-6 will demonstrate grade level proficiency in Math from 48% to 53% (unadjusted) as measured by the Spring Math SOL.
   

Strategy 1: Increase teacher's implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.

Strategy 2:  Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.

Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Chronic Absenteeism

Goal: By the end of the 2024-2025 school year, Forestdale Elementary will decrease their percentage of students who are considered chronically absent from 15.4% to 13%, a decrease of over 10% 

Strategy 1: Schools will implement practices to recognize good and improved attendance to reinforce attendance and strengthen student and family engagement.

Strategy 2: Teachers will use a variety of culturally-responsive practices and communication methods to provide supportive outreach to students and families when student attendance concerns arise.

Strategy 3: Teachers will promote student engagement and create a welcoming classroom environment by modeling social and emotional competencies in their interactions with students.

Science

Goal: By the end of the 2024-2025 school year, students in Grade 5 will demonstrate grade level proficiency in Science from 43% to 48% (unadjusted) as measured by the Spring Science SOL.

Strategy 1: Expand the type and frequency of formative assessments to evaluate progress throughout units and lessons, such as exit tickets, four corners, whiteboards, stoplight reflection.

Strategy 2: 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 3: Strengthen the use of scaffolds to support students’ development of rigorous science and engineering practices, including modeling scientific questioning, using graphic organizers.