2024-2025 SIIP At-a-Glance

Bush Hill Elementary

Region 3

Mary Duffy, Principal

ES Reading By 3rd

Outcome: 

Ensure students are making sufficient progress to be on grade level in English Language Arts.

Goals:

By June 2025:

• The percentage of students with disabilities who pass the reading SOL (grade 3-6) will increase by 10 percentage points from spring 2024 to spring 2025. 

• The percentage of students in grades K-3 meeting or exceeding the VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.

Strategy 1:

• Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology by using the new core curriculum.

Strategy 2:

• Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.

Strategy 3:

• Increase teacher content knowledge of evidence-based literacy instruction aligned with science-based reading research to improve implementation of new core curriculum.

Mathematics

Outcome: 

Ensure students are making sufficient progress to be on grade level in Mathematics.

Goal:

By June 2025:

• Students in grades 3-6th grades, will demonstrate a 13% increase in the number of students scoring a 60% or higher on their overall mathematics performance, from 37% to 50%, on the standard of Probability, Statistics, Patterns, Functions, and Algebra, as measured by the 2024-2025 SOL assessments. 
  
   

Strategy 1:

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

Strategy 2:

• Increase teacher's implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.

Strategy 3:

• Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.

Portrait of a Graduate

Goal:

By June 2025:

• 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.

Strategy 1:

• Establish a positive and affirming schoolwide and classroom culture conducive to student engagement.
   

Strategy 2:

• Make explicit connections to POG skills and attributes (Resource 1) in daily lessons; if at an IB school, make explicit connections to ATL skills in daily lessons (Resource 2).

Strategy 3:

• 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.