Continuous School Improvement Plan

Reading plans are being developed to support students in grades K-3 identified as high risk for reading difficulties on the VALLS assessment. 

Learning walks focusing on the effective use of High-Quality Instructional Materials (HQIM) have been implemented. 

Regular planning meetings including all stakeholders are in place. 

All teachers are currently being trained in the Science of Reading through state-approved programs to support the development of consistent routines, procedures, language, and Tier 1 instructional strategies.

The Fall 2024 VALLS scores provided information to develop goals for student reading plans and support instruction in the classroom. 

• 111 Kindergarten students were assessed
  • 35.14% were low risk
  • 36.94% were moderate risk
  • 27.93% were high risk
• 104 first-grade students were assessed
  • 39.42% were low risk
  • 40.38% were moderate risk
  • 20.19% were high risk
• 122 second-grade students were assessed
  • 34.43% were low risk
  • 38.52% were moderate risk
  • 27.05% were high risk
• 5 third-grade students were assessed. These students were new to the state of Virginia and did not participate in the Spring 2024 VALLS assessment
  • 80% were low risk
  • 20% were moderate risk
  • 0% were high risk

Learning walks focusing on the effective use of High-Quality Instructional Materials (HQIM), Explicit Instruction, and Student Engagement are being implemented and show the following results in December;  

• Effective Use of Materials(93%)
• Explicit Instruction (96%)
• Student Engagement (96%).

Regular planning meetings including all stakeholders are in place. 

All teachers continue to progress through state-approved training programs in the Science of Reading to support the development of consistent routines, procedures, language, and Tier 1 instructional strategies.

The Mid-Year 2025 VALLS scores provided information to develop goals for student reading plans and support instruction in the classroom. 

• 111 Kindergarten students were assessed
  • 55.86% were low risk
  • 12.61% were moderate risk
  • 31.53% were high risk
• 101 first-grade students were assessed
  • 61.39% were low risk
  • 25.74% were moderate risk
  • 12.87% were high risk
• 119 second-grade students were assessed
  • 56.30% were low risk
  • 21.01% were moderate risk
  • 22.69% were high risk
• 38 third-grade students were assessed. These students were assessed in the Spring of 2024 and found to be high risk. They were not included in the Fall 2024 score report. 
  • 7.89% were low risk
  • 23.68% were moderate risk
  • 68.42% were high risk

CORE assessment results determine the need for student support in grades 4-5. Identified students are receiving interventions provided by the teacher or the Amira Program.

• Effective use of curriculum materials 85%
• Effective use of support staff or volunteers 74% (Primarily K aides)
• Effective use of time 87%
• Additional resources support and enhance the lesson objective 85%
• Resource use is modeled for students 83%
• Instructional resources are responsive to culturally and linguistically diverse students 97% 

All teachers continue to progress through state-approved training programs in the Science of Reading to support the development of consistent routines, procedures, language, and Tier 1 instructional strategies.

Teachers have participated in professional development to support the use of number sense routines in the classroom. 

Interventions will be implemented for students demonstrating difficulties in math based on iReady diagnostic results and teacher observation. 

94% of iReady math lessons were passed proficiently by participating students.

Interventions are being implemented for students demonstrating difficulties in math based on iReady diagnostic results, individual lesson progression, and teacher observation. 

83% of iReady math lessons were passed proficiently by participating students.

Students increased on grade level performance by 13% from the fall assessment.

95% of iReady math lessons were passed proficiently by participating students.

The iReady diagnostic assessment window has been adjusted to allow additional time for teachers to introduce new skills. Data will be available to support remediation and instruction in the 4th quarter. 

On Track

Mentors are meeting with first year teachers weekly. 

Quarter 1 meetings with second and third year teachers supported goal setting for the second quarter. 

Coaching is taking place through team and individual meetings.

Mentors are meeting with first-year teachers weekly. 

Quarter 2 meetings with second and third-year teachers supported goal setting for the third quarter. 

Coaching continues to take place through team and individual meetings.

Mentors meet with first-year teachers weekly. 

Quarter 3 meetings with second and third-year teachers supported goal setting for the fourth quarter. 

Coaching is occurring through team and individual meetings.

The Positive Behavior Intervention Support (PBIS) committee meets bi-monthly. 

The school store/ticketing system is being utilized to incentivize positive behaviors.

The PBIS committee has developed and implemented a plan for monthly character trait awards for students. 

The Caring School Community curriculum is being incorporated in classrooms during morning meetings daily.

The Positive Behavior Intervention Support (PBIS) committee meets bi-monthly. 

The school store/ticketing system is being utilized to incentivize positive behaviors.

The PBIS committee continues to implement a plan for monthly character trait awards for students. 

The Caring School Community curriculum is being incorporated into classrooms during morning meetings and grade-level buddy meetings are happening monthly.

The Positive Behavior Intervention Support (PBIS) committee meets bi-monthly. 

The school store/ticketing system is being utilized to incentivize positive behaviors.

The PBIS committee continues to implement a plan for monthly character trait awards for students. 

The Caring School Community curriculum is being incorporated into classrooms during morning meetings, and grade-level buddy meetings are happening monthly. 

The Tiered Fidelity Inventory has been completed, and the data will inform where support and growth are needed in the fourth quarter.

Title I Family Engagement Committee meets bi-monthly and as needed for event planning. 

Back-to-School night was held and included the Title I Annual Parent Meeting with 115 families participating. 

Family Engagement events are scheduled for November, February, and May.

Title I Family Engagement Committee meets bi-monthly and as needed for event planning. 

JSES Literacy Night was held on November 21, 2024. 165 people participated.

Family Engagement events are scheduled for February and May.

JSES STEAM Night was held on February 25, 2025. 160 people participated.

Family Engagement events are scheduled for April and May.

The importance of regular student attendance was shared with kindergarten families in August.

Information will be shared as needed for individual students who are at risk of being chronically absent.

13.85% of students are on track to be chronically absent for 24-25 school year

The student support specialist and student support coach are providing information and intervention to support students and families.

The student support specialist and student support coach are providing information and intervention to support students and families.

After-school sessions for attendance recovery will be offered to qualifying students in April. The JSES Assistant Principal, Student Support Coach, and Student Support Specialist will define reasonable parameters for qualification and share with families in the fourth quarter.