School Innovation & Improvement Plan

Outcome goals for this academic school year

School Improvement & Innovation Plan At A Glance

Mantua Elementary High School | Fairfax County Public Schools | Region 5

End of Year SMARTR Outcome

All targeted students, those who scored at or below the 39th percentile on the Universal Screener, will accelerate their learning in reading and/or math to decrease the gap by having 85% of these students make at least one year’s progress in one year’s time as measured by the DRA for reading and/or the MRA or end of the year Math assessment.

Strategy 1

  • Students who are identified, through the Universal Screener and additional diagnostic evaluations, as struggling with Reading will receive specific reading interventions with ongoing monitoring to ensure effectiveness of strategies employed.

Strategy 2

  • Students who are identified, through the Universal Screener and additional diagnostic evaluations, as struggling with Math will receive specific math interventions with ongoing monitoring to ensure effectiveness of strategies employed

End of Year SMARTR Outcome

All students will increase their critical thinking, communication skills, and problem solving abilities through the use of Academic Conversations and higher level questioning strategies across all academic areas. Improvements will be noted for 90% of 3rd through 6th grade students as measured by specific items on the Portrait of a Graduates’ (POG) grade appropriate Self-Assessment forms and teacher rubrics in the following three areas: Creative and Critical Thinker, Communicator, and Collaborator.  

Strategy 1

  • Students will be exposed to the use of Academic Conversations across all academic areas in order to increase their understanding of content material through discussion and oral processing

Strategy 2

  • Students will engage in movement and mindfulness activities to improve their understanding of academic concepts by reducing anxiety and increasing focus.

End of Year SMARTR Outcome

Each grade level team will work on the development of the executive functioning skill of successfully initiating an academic task when a direction is provided to the entire classroom. By Spring 2018,any students in their individual classrooms who have difficulty with initiation of tasks, 40% of these students will be able to initiate an academic task without an additional prompt and 45% will be able to initiate tasks when provided one additional prompt as measured by a task initiation checklist.

Strategy 1

  • Students who are identified as struggling with “task initiation” will be taught specific strategy to increase their ability to begin a task without multiple prompting and wait time.