School Improvement & Innovation Plan

Outcome goals for this academic school year

Longfellow Middle School | Fairfax County Public Schools | Region 2

End of Year SMARTR Outcome

At the end of the 2019-20 school year, 100% of students will be able to identify a trusted adult on a survey created and provided by the Longfellow Student Services Department.

Strategy 1

Students will be provided with opportunities to meet with staff outside of their scheduled class time to build positive relationships.

Strategy 2

Lancer Time will be used to develop stronger relationships between students and teachers.

Strategy 3

Staff will share positive feedback with students and their families throughout the school year.

End of Year SMARTR Outcome

The percentage of rising 8th grade Hispanic students registered for Algebra I or higher during the 2020-21 school year will be within 10 percentage points of the overall registration rate of Algebra I or higher among all rising 8th graders for the 2020-21 school year.

Strategy 1

Strong Tier 1 Instruction will be used to provide targeted students with the academic background and “math mindset” necessary to be successful in Algebra I in 8th grade.

Strategy 2

Tier 2 and Tier 3 supports will be provided to identified students in order to provide the appropriate scaffolds to further develop their mastery of pre-algebra skills.

Strategy 3

Teachers and staff will work to further develop a growth mindset among students concerning their abilities in mathematics.

End of Year SMARTR Outcome

By Spring 2020, the overall unadjusted pass rate of students with disabilities on the SOL Reading Exams will be at least 78%.

Strategy 1

Students with disabilities identified as having a low DRA score, previous Reading SOL score of 420 or below, and/or indicating information from other data sources will be recommended for appropriate reading support courses (i.e. Read 180/Action Literacy/Reading 7/8).

Strategy 2

Use common language associated with reading skills schoolwide so that terms are utilized in multiple content areas to help students with disabilities become more proficient with the usage of both the academic vocabulary and literacy skills.