Continuous School Improvement Plan
Frederick County Public Schools is dedicated to continuous improvement. Our school principals lead efforts to plan, implement, and review their goals, using a variety of data to make sure we’re always moving in the right direction. School and division plans are monitored for progress and updated quarterly to support our commitment to our students and their families.
This information keeps families informed about our progress and the status of school goals. You’ll find updates and insights as we work together to improve student learning and school performance.
School Profile Information
School: Jordan Springs Elementary School
Principal: Courtney Bauserman-Villa
Enrollment: 654
School Vision Statement
To develop and support a community of learners through meaningful, student-centered experiences, collaboration, and building positive relationships.
School Mission Statement
Jordan Springs Elementary School strives to provide an education that motivates all members of their community to realize their full potential and experience success through:
- Engaging learning experiences that inspire creativity
- Positive and measurable growth
- Embracing a culture of diversity and inclusiveness
- Fostering kindness and a caring culture for all students
Goal #1
By Spring 2026 JSE will decrease the percentage of students in grades K-3 indicated as having difficulty with encoding on the VALLSS assessment by 10% or better.
By Spring 2026 in grades 4-5 JSE will increase the percentage of students correctly responding to questions about informational texts on the SOL by 10% or better.
| Date | Status | Progress Narrative |
|---|---|---|
|
November 2025 |
On Track |
The baseline data for this school year shows that 32% of students in grades K-3 are demonstrating difficulty with encoding on grade level. Data meetings were conducted to assist teachers in targeting student needs and to inform classroom instruction. Intervention groups have been developed and implemented to target students who demonstrate difficulty with reading skills. Explicit instruction utilizing high-quality instructional materials is the expectation for classroom instruction and is being monitored through quarterly walkthroughs. Professional Learning Community Meetings are taking place once a month for Language Arts instruction. Baseline data indicates that students in 4th and 5th grade are correctly answering questions that demonstrate comprehension of informational texts using vocabulary and word analysis skills on an average of 50% of the time. Routines for explicit instruction of high-frequency and academic vocabulary are being implemented and monitored through quarterly walkthroughs. Routines for discourse and writing utilizing high-quality informational texts across different subjects are being employed in universal instruction. Professional Learning Community Meetings are taking place once a month for Language Arts instruction. |
| March 2026 | On Track |
The baseline data for this school year shows that 32% of students in grades K-3 are demonstrating difficulty with encoding on grade level. Data meetings were conducted to assist teachers in targeting student needs and to inform classroom instruction. Intervention groups have been developed and implemented to target students who demonstrate difficulty with reading skills. Explicit instruction utilizing high-quality instructional materials is the expectation for classroom instruction and is being monitored through quarterly walkthroughs. Professional Learning Community Meetings are taking place once a month for Language Arts instruction. Baseline data indicate that students in 4th and 5th grade correctly answer questions demonstrating comprehension of informational texts using vocabulary and word analysis skills, on average, 50% of the time. Routines for explicit instruction of high-frequency and academic vocabulary are being implemented and monitored through quarterly walkthroughs. Routines for discourse and writing utilizing high-quality informational texts across different subjects are being employed in universal instruction. Professional Learning Community Meetings are taking place once a month for Language Arts instruction. Students will be reassessed in Quarter 3. Language Arts Walkthrough data is utilized to determine professional learning needs across the school. |
| June 2026 | Not Achieved | Additional data is needed to measure goal success. In partnership with The New Teacher Project (TNTP), future efforts will center on the continued implementation of evidence-based literacy practices under the framework of the Virginia Literacy Act. |
Goal #2
By the end of the 2025-26 school year, JSES will increase the number of students performing on or above grade level in mathematics by at least 5% as measured by local assessments (iReady). Additionally, we will increase the percentage of students scoring in the "Pass Advanced" range on the Spring SOL assessment by at least 3%.
| Quarter | Status | Progress Narrative |
|---|---|---|
| November 2025 | On Track | Baseline data show 50% of students scored in Tier 3, 41% in Tier 2, and 9% in Tier 1. i-Ready diagnostic scores show 28% in Tier 3, 59% in Tier 2, and 9% in Tier 1. Professional learning in quarter 1 focused on utilizing High-Quality Instructional Materials (HQIM), implementing the Math Workshop Model, and incorporating problem strings into number sense routines. Learning Walk data is monitored to highlight classroom implementation. |
| March 2026 | On Track |
The mid-year data reflect a strong upward trend in student proficiency. Between Fall 2025 and Winter 2026, both VGA and i-Ready assessments showed significant growth in Tier 1 placement, with i-Ready proficiency increasing from 13% to 28%. Growth is also seen in high-fidelity instructional practices, specifically in the 100% effective use of support staff and resource modeling. The shift of students out of Tier 3 (a 9% drop in VGA and a 12% drop in i-Ready) indicates that current practices and interventions are working. The Learning Walk data is monitored to highlight instructional practices that incorporate High-Quality Instructional Materials (HQIM), implement the Math Workshop Model, allow for critical thinking, and build numeracy skills. The use of high-quality instructional materials was recorded 95% of the time on walkthrough data. The math workshop model was observed 100% of the time on walkthrough data. The data also indicated that math tasks were the least likely to be implemented, occurring only 1 out of 80 walkthroughs. |
| June 2026 | Not Achieved | During the 2025-2026 school year, JSES made modest foundational gains in mathematics but did not meet the established growth targets. i-Ready diagnostic data showed a 1% increase, bringing the total number of students performing on or above grade level to 50%. Advanced proficiency declined on the Spring SOL assessment, with the percentage of students scoring "Pass Advanced" dropping from a 12.6% baseline to 9%. |
Goal #3
By the end of the 2025-26 school year, Jordan Springs Elementary School will increase event attendance to engage stakeholders in student learning and connect with community resources.
| Quarter | Status | Progress Narrative |
|---|---|---|
| November 2025 | On Track |
Communication increased with families to promote attendance at school Title I events. Measures for recording attendance data were also refined to ensure accurate data is collected. August 26, 6:00-7:30 pm 2025-26 Event #1 Back-to-School Night Attendance: 572 2025-26 Event #1 Annual Title I Meeting Attendance: 38 Event #2 attendance increased from 160 guests in 2024-25 to 316 guests in 2025-26. November 20, 5:30-7:00 pm 2025-26 Event #2 STEM Night Attendance: 316 |
| March 2026 | On Track |
Communication increased with families to promote attendance at school Title I events. March 24, 2026 2025-26 Event #3 Multicultural Night Attendance: 233 |
| June 2026 | Achieved |
Communication increased with families to promote attendance at school Title I events. May 2025-26 Event #4 Kona Ice Community Outreach Attendance: 438 |
Goal #4
By the end of the 2025-26 school year, no more than 10% of students will be considered chronically absent.
| Quarter | Status | Progress Narrative |
|---|---|---|
| November 2025 | On Track | 14% of students were considered chronically absent at the end of quarter 1. An attendance initiative will be implemented in quarter 2. Information will be shared with families through the Student Support Specialist to help inform them about the importance of regular school attendance. |
| March 2026 | On Track | 13% of students were considered chronically absent at the end of quarter 2. Communication with families is ongoing regarding the importance of regular attendance and the impact on student growth. Attendance initiatives were implemented, and communication was shared with families to encourage strong attendance. |
| June 2026 | Not Achieved | 14.20% of students were considered chronically absent during the 25-26 school year. 11 students who were at risk of becoming chronically absent. were able to recover up to 2 days of missed instructional time through the after-school SOL Camp tutoring program. |
Goal #5
By the end of the 2025-26 school year, JSES will develop and implement a school-wide PBIS system, including all tiers.
| Quarter | Status | Progress Narrative |
|---|---|---|
|
November 2025 |
On Track |
Structures are in place to document and track student discipline throughout the school. The PBIS team meets monthly to analyze behavior data and make necessary adjustments to support students. |
| March 2026 | On Track | Tier 1 PBIS structures are in place. Student discipline data is being tracked consistently throughout the school. The PBIS team meets monthly to analyze behavior data and make necessary adjustments to support students. |
| June 2026 | Not Achieved | Tier 1 PBIS structures are in place. Student discipline data is being tracked consistently throughout the school. The PBIS team meets monthly to analyze behavior data and make necessary adjustments to support students. Strengthening Tier 1 was a priority before moving to Tiers 2 and 3. |
For more information about Jordan Springs Elementary School's Continuous Improvement Plan please join us at our quarterly events or reach out to the school principal.
Quarterly Events
- Event #1 Title I Annual Meeting - August 26, 6:00-7:30 pm
- Event #2 STEM Night - November 20, 5:30-7:00 pm
- Event #3 Cultural Appreciation Night - March 24, 5:30-7:00 pm
- Event #4 Kona Ice End of School Celebration - May 29, 1:00-3:30 pm