School Innovation and Improvement Plan At-a-Glance

• 2024-2025

• Hayfield Elementary School

• Region 6

• Jessica Lewis, Principal

READING BY THIRD GRADE- AREA 1

Outcomes

● The percent of multilingual learners who demonstrate progress in language acquisition based on the WIDA
access composite score will increase by 5% to 66%.
● The percent of students reading on grade level by the end of third grade, as measured by the third grade SOL will increase from 72% to 77%, on the unadjusted SOL pass rate.

Strategies

● Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology by using the new core curriculum.
● 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.
● Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.

ELEMENTARY SCHOOL MATH- AREA 2

● The percentage of students with above average quantitative aptitude scores who participate in advanced math in grades 3 through 6 will increase to 50 percent for the 2024-2025 school year.
● By June 2025, the percentage of all students (1-6) demonstrating within-year growth in math as measured by the iReady assessment will increase from 57 percent in Spring 2024 to 62 percent, an increase of 5 percentage points.

Strategies

● Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
● Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
● Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

SOCIO-EMOTIONAL LEARNING & WELLNESS- AREA 3

● By Spring 2025, there will be an increase in the reporting category of "belonging" on the SEL screener from 63.25% (Spring 2024) to 72% (Spring 2025).

Strategies

● Identified time in the master schedule is used to implement required SEL practices with fidelity to improve student perceptions of belonging and SEL skills. (MM & CC- ES or RAM- MS/HS, 3 Signature Practices- All).
● All school administrators and staff regularly model social and emotional competencies in their interactions with others, to include interactions with students, families, and one another.