School Innovation and Improvement Plan
Outcome Goals for 2023-24 School Year
School Innovation and Improvement Plan At A Glance
- Glen Forest Elementary School
- Region 2
- Diane Herndon-Wilson, Principal
The Elementary and Secondary School Emergency Relief (ESSER III) is a federal grant, which requires that spending be used in specific areas. Part of the Fairfax County Public Schools spending plan identifies funding to be used for Unfinished Learning and Student Academic and Social, Emotional, Mental Health (Wellness) Needs.
English Language Arts
Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.
Goal 3: Students reading on grade level by the end of 3rd grade.
By June 2024, the number of first - third grade students demonstrating expected within year (typical annual) growth as measured by the iReady will increase by 10% (from 50% to 60%).
Strategy 1: Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)
Strategy 2: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. (HLP 2-5)
Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.
Goal 3: Growth and performance on state/national/international assessments in math Successful completion of Algebra 1 by 8th Grade (leading indicators)
By June 2024, the number of students demonstrating expected within year growth as measured by the iReady will increase by 13% (from 47% to 60%).
Strategy 1: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
Strategy 2: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
Strategy 3: Targeted EMAS intervention will be provided for Kindergarten students who are below the Fall benchmark.
Outcome: Ensure students feel safe, included, and supported in the school environment in order to attend school on a regular basis.
Goal 2: Student attendance and absenteeism rates
By June 2024, the chronic absenteeism rate at Glen Forest Elementary School will decrease from 24% to 15% as evidenced by our school's chronic absenteeism data.
Strategy 1: Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
Strategy 2: Develop community partnerships to promote engagement opportunities for increased student attendance.
Strategy 3: Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.