School Improvement & Innovation Plan At-a-Glance

2024-2025

Mount Eagle Elementary School

Region 3

Kate Kirkland, Principal

ELA Outcomes  

Goals

• By June, 2025, the percentage of multilingual students in grades K-3 who demonstrate adequate progress in language acquisition (as measured by WIDA)  will increase by 8%. 
• The unadjusted pass rates on the Spring 2025 Reading SOL  will exceed federal targets for school improvements. 

Strategy 1 

Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.

Strategy 2

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

Strategy 3

Leverage evidence based programs to support ongoing student progress in reading on a daily basis in Tier 1 and Tier 2 instruction.

Math Outcomes 

Goals

• By June 2025, the percentage of students who demonstrate sufficient growth in Mathematics (SOL) will increase by 10%.
• Students passing the Spring 2025 Math SOL will exceed federal targets for school improvements in all subgroups. 

Strategy 1 

Increase formal collaboration between classroom and ESOL teachers to develop the language of mathematics through the use of embedded strategies during whole group and small group instruction.

Strategy 2

Increase teacher implementation of explicit instruction and other components of effective mathematics intervention. 

Student Group Outcomes 

Goals

• By June 2025, students in all subgroups will demonstrate a 5% or more increase in proficiency on the Spring 2025 Math and Reading SOLs.

Strategy 1 

Leverage evidence based programs to support ongoing student progress in math on a daily basis in Tier 1 and Tier 2 instruction.

Science Outcomes 

Goals

• By June, 2025, 75% or more of Grade 5 students will score pass proficient on the Science SOL. 

Strategy 1 

Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.

Strategy 2

Expand the type and frequency of formative assessments to evaluate progress throughout units and lessons, such as exit tickets, four corners, whiteboards, stoplight reflection.

Strategy 3

Increase opportunities for students to develop and apply disciplinary literacy skills of reading, writing, critical thinking, and discourse.