School Innovation and Improvement Plan At-a-Glance

• 2023-2024

• Little Run Elementary School

• Region 5

• Christie Yarn, Principal  

Students reading on grade level by the end of 3rd Grade

Measurable Outcome

• By the end of the 23-24 school year, 80% of students in grades K-3 will reach their target growth in Reading as measured by the i-Ready assessment or PALS

Strategy 1: Expand use of conversation structures to increase academic talk and build relationships among students. (HLP 1, 3)

• Action 1: Job-embedded PD at CLTs through ESOL and reading specialists that focus on specific groups to use strategies, increase academic discourse                                                    
• Action 2: Unpacking Units with a focus on planning talk moves during interactive read-aloud          
• Action 3: Students will engage in academic conversations throughout the day including morning meetings, closing circles, and academic content areas.

Strategy 2: Increase the use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5)

• Action 1: Ongoing progress monitoring of summative and formative assessments utilizing a common data wall                                                                                                                                   
• Action 2: Embedding data dialogues into CLTS on formative and summative assessments to plan for literacy interventions                                                                                                 
• Action 3: Students will create reading goals and monitor their own progress through conferences and small group work

Strategy 3: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)

• Action 1: Teachers will use Advance Academic resources as well as Considerations for EL learners during unpacking to differntiate the needs of all learners                                                                                                                                  
• Action 2: Teams will collaborate with AART quarterly to plan and implement creative and critical thinking lessons in grades K-6                                                                                                 
• Action 3: Students will create and utilize class anchor charts and resources to build their self efficacy and confidence

Growth and performance on state/national/international assessments in math.  Successful completion of Algebra 1 by 8th grade (leading indicators)

Measurable Outcome

• By the end of the 23-24 school year, 75% of students in grades 1-6 will reach their target growth in Math as measured by the i-Ready assessment.

Strategy 1: Use conversation structures to increase academic talk between students.

• Action 1: Staff will engage in professional development around Talk Moves to engage students in discourse.                                                                                                                         
• Action 2: Teachers will collaborate with the Math Resource Teacher and ESOL teacher to plan for the use of various Talk Moves.                                                                                     
• Action 3: Students will use conversation structures and talk moves to explain and justify their thinking beyond the right answer.

Strategy 2: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

• Action 1: Conduct professional development around what explicit instruction is and other components of effective mathematics intervention.                                                                                                                          
• Action 2: Provide additional planning time for teachers to allow them to plan for small group tier 2 and tier 3 instruction.                                                                                                              
• Action 3: Conduct professional development sessions with teachers on how to use Ready Set Math and ST Math for targeted small group instruction and progress monitoring.

Strategy 3: Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.

• Action 1: Teachers will engage in learning around Shift 8 directly aligned to the Little Run Math Look Fors that were created from the FCPS Mathematics Framework and Little Run Leadership Team.                                                                                                                          
• Action 2: Teachers will utilize CLT meetings to anticipate student strategies, think through possible progressions, and plan purposeful questions to support deeper learning for teachers and students.                                                                                                              
• Action 3: Conduct individual coaching cycles with teachers focused on modeling shift 8 instructional practices.

Positive School Climate: Safe, Supported, Included and Empowered

Measurable Outcome

• By the end of the 23-24 school year, 100% of students in grade 3-6 will respond favorably (4- quite connected/belong quite a bit) or 5 (extremely connected/completely belong) on the FCPS SEL Screener for the following questions: How connected do you feel to the adults at your school and Overall, how much do you feel you belong at school?

Strategy 1: Ensure implementation and evaluation of Tier 1 social-emotional learning (SEL) practices to create opportunities for positive student/adult connections.

• Action 1: Utilize the Mentor Works Program, George Mason Adopt-a-School Program, and additional supports to identify at least one trusted adults for every child in the building.                                                                                                                         
• Action 2: Ensure the implementation of 3 Signature CASEL Practices and Positivity Project (P2) across all grade levels through Responsive Classroom approach to morning meetings and closing circles.                                                                                                                                
• Action 3: Evaluate SEL practices.

Strategy 2: Provide authentic and meaningful family engagement opportunities to strengthen the home-to-school partnership, focusing on SEL supports, strategies, and resources utilized.

• Action 1: Utilize Talking Points beyond daily homeroom teacher communication regarding academics. Expand on the use of this communication tool to build positive relationships with families.                                                                                                                                         
• Action 2: Host multiple wellness/SEL family and community nights to inform, engage, and leverage the SEL practices happening during the school day beyond our school hours and school walls.                                                                                                                                
• Action 3: Ensure regular communication to the community through News You Choose, social media, and classroom newsletter/Schoology to provide resources and understanding around SEL practices at school and at home.

Strategy 3: Provide targeted student support and interventions for identified students.

• Action 1: Utilize intervention/enrichment block(s) for SEL intervention as needed.                                                                                                                                         
• Action 2: Utilize Zones of Regulation for students based on specific needs.                                                                                                                                
• Action 3: Implementation of check in,check-out Tier 2 intervention.