School Innovation and Improvement Plan
Outcome goals for this academic year
School Innovation and Improvement Plan At-A-Glance
Cunningham Park Elementary
Region 1
Allison Hoak, Principal
READING BY 3RD GRADE
Outcomes
●The percentage of Hispanic students in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase from fall 2024 to spring 2025.
● The percentage of students in grades K-6 meeting or exceeding the VALLSS/iReady screener benchmarks will increase from fall 2024 to spring 2025.
Strategies
Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings.
● Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
● 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.
● Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.
ELEMENTARY MATH
Outcomes
● By the end of the 2024-25 school year the percentage of Hispanic students passing the G 3-6 Mathematics SOL will increase from 44% to 49%.
● By the end of the 2024-25 school year the percentage passing the Grade 3-6 Mathematics SOL will increase from 66% to 71%.
Strategies
● Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
● Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
PORTRAIT OF A GRADUATE
Outcomes
● By the end of the 2024-2025 school year, 100% of Kindergarten - 3rd grade students will learn about, use, and apply POG Collaborator skills in their specials block and will score at least proficient on Criterion 3 of the POG POL rubric; 100% of 4th - 6th grade students will participate in a POG POL through their specials block.
Strategies
●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.
● Create opportunities for students to share their growth in a POG POL (Portrait of a Graduate Presentations of Learning - Resource 1) or, for IB schools, ATL POL (Approaches to Learning Presentation of Learning - Resource 2).
● Create portfolios (Resource 1) dedicated to documenting growth in POG/ATL attributes and skills