School Innovation and Improvement Plan At A Glance

• 2024-2025
• Sangster Elementary School
• Region 4
• Allison Jankovich, Principal

Reading by 3rd Grade 

Outcomes:

● By spring of 2025, the percentage of students with disabilities in Grades K -3 reading on grade level as measured by the VALLSS will increase from the fall to spring to demonstrate growth. 
● By spring of 2025, the percentage of students in Grades K -3 reading on grade level as measured by the VALLSS will increase from the fall to spring to demonstrate growth.

Strategies:

● Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology by using the new core curriculum.
● Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
● Increase teacher content knowledge of evidence-based literacy instruction aligned with science-based reading research to improve implementation of new core curriculum.

Elementary School Math

Outcomes:

● By spring of 2025, the percentage of students with disabilities in Grades 3-6 passing the Math SOL will increase from 92% to 95%. 
● By Spring of 2025, 100% of students enrolled in advanced math will pass their end of course SOL.

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's implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.

Portrait of a Graduate

Outcome:

● 100% of 6th grade students will score proficient or advanced on the POG POL rubric when reflecting on their growth of a POG attribute.                            

Strategies:

● Select a POG skill from the vertical articulation charts (Resource 1) to focus on with students and explicitly teach the skill; if at an IB school, select an ATL skill from the IB & POG Crosswalk (Resource 2) to focus on with students and explicitly teach the skill.
● 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).