Continuous School Improvement Plan

On Track

IXL Reading Snapshot 1

In September 2024, 685 students had reading levels pinpointed by the IXL Reading Snapshot diagnostic at a 92% participation rate. Reading Levels identified by the IXL Snapshot diagnostic provided baseline results for sixth, seventh, and eighth grade students. On average, 28% of students performed above or on grade level in their pinpointed reading level. Twelve percent of students fell in the below grade diagnostic level while the majority of students (52%) performed at the far below grade level when reading

Maze Comprehensive Assessment

The Maze Comprehensive Screener was administered to all grades this quarter and helped inform the tiered level of need. The averages are as follows: 

• 6th Grade: 25
• 7th Grade: 21
• 8th Grade: 28

These averages indicate that students need additional support in reading comprehension in a tier-one setting.

CORE Phonics Reading & Decoding Skills Screener

The CORE Phonics Reading & Decoding Skills Screener was administered in September for students in a tier three learning setting for additional support in a Reading Intervention Course with a reading specialist. Students in grade 6 scored, on average 69% while students in grades 7-8 scored a 70%. >

VGA Data

VGA Data was reviewed during content meetings in both Math and English, specific to the SDBQs. Math teachers are beginning to implement a personalized process with a review of the SDBQ. The English team lead, instructional coach, assistant principal, and principal reviewed the SDBQ in general and felt the IXL data to be more meaningful in informing instruction and progress monitoring. VGA data will be reviewed again by both subject-matter experts in January. Individual score reports were shared to parents online through the Student Information System. 

EDIA Data for Math

In October, FCMS increased usage, as seen in the “answers” graphic provided by EDIA. For instance, sixth grade had approximately 22,000 questions answered in September, but then approximately 33,000 questions were answered. This type of increase was visible throughout all grade levels of Math. While FCMS increased use, the proficiency levels also increased. In October, there was a 15% proficiency rate in 6th grade, 10% proficiency increase in 7th grade, 11% proficiency in 8th grade. 

Science - Common Unit Assessment Results

Students participated in a Science assessment in Formative in all grade levels, looking at three skills identified by the content coordinator: experimentation, analyzing data, and inference. Overall, the students in sixth grade had an overall score of 58% aggregated in the following areas: Experimentations (56%), Inferencing (55%), and Analyzing Data (63%). Seventh grade students scored a 39% with a 79% overall cumulative progress toward standard score. A vast majority (94%) had a Basic understanding while 6% were in the Mastery or Approaching Mastery level in the overall performance in the 7th Grade Skills Assessment. Eighth grade students had a 56% overall score on the Skills Assessment with a 71% overall score on the Current Cumulative Progress Toward Standards. 

These measures enable FCMS to have baseline data in Tier 1 instruction and help inform implementation of targeted interventions in the areas of Math, English, and Science across all grade levels.

IXL (Reading) - Snapshot 2

FCMS took the second diagnostic Snapshot in IXL. The participation rate was 95% with a total of 705 students. Overall, 197 students (27%) are on grade level or above. Eighty-seven students (12%) are below the grade reading level. The majority of students (n = 421) or 58% performed far below grade reading level on the snapshot assessment. 

Sixth grade - 35% were at or on grade level

• Sixth grade students’ scores increased an average of 19 points from Snapshot 1 to Snapshot 2.

Seventh grade -  25% were at or on grade level 

• Seventh grade students’ scores increased an average of 21 points from Snapshot 1 to Snapshot 2.

Eighth grade students - 22% were at or on grade level

• Eighth grade students’ scores increased an average of 7 points from Snapshot 1 to Snapshot 2.

In this snapshot, FCMS had a higher participation rate with more students being pinpointed through the program resulting in the 1% decrease. To promote accelerated growth, All in VA in school tutoring as well as after school tutoring biweekly have been implemented for all students (during the day) and qualifying students after school. Qualifying students had lower than a 440 on the previous year SOL which was the same criteria as last year.

EDIA Data for Math

FCMS implemented All in VA daily for all students which includes 25 minutes on the EDIA program every other instructional day. Data shows that proficiency rates have been increasing. As of December the sixth grade proficiency rate was 28%.  That is a 13% increase from October.   In 7th grade, there was a 10% percent increase from October to December for a total of 21% proficiency rate. Lastly, in 8th grade, there was a 7% increase for a total growth of 17% of proficiency.

Science - Common Unit Assessment Results

Students participated in a Q2 Skills check in science. 

• Sixth grade - Average score - 57%
• Seventh Grade - Average Score - 54%
• Eighth Grade - Average Score - 56%

All in VA Focus

English, Math, and Science teachers meet every Tuesday and Thursday for Content creations with their grade level professional learning communities. Fridays, the core team of teachers meet to discuss individual students in Student Success Meetings to determine next steps regarding behavior interventions. Problem-solving meetings are scheduled on an as needed basis with the Intervention Resource Teacher (IRT), core team of teachers, administrator, school counselor, and other support personnel. A common protocol for meeting minutes will be developed in future quarters. 

The FCMS VTSS meetings provide data updates to our school community about the academic progress with the ongoing use of programs such as EDIA, IXL, and the Common Unit Assessments in Science. These meetings are meant to provide time to collaborative discussions among staff to inform next steps to academic improvement measures.

The school conducted weekly team meetings for Math, Science, and English, held on Tuesdays and Thursdays, to discuss and summarize content from these teams. Additionally, staffing adjustments were made, including moving a highly qualified English teacher into an English 8 position to better meet students' needs, followed by the hiring of a permanent long-term substitute teacher. Updates on the school's mission, goals, and CSIP (Continuous School Improvement Plan) were shared by the principal in weekly staff communications, which also included professional development articles related to CSIP topics.

In January, the VTSS (Virginia Tiered Systems of Support) meeting was canceled due to weather, but CSIP data continued to be reviewed in PLCs (Professional Learning Communities) throughout the month. A VTSS team meeting took place on February 10, 2025, where progress on CSIP goals was assessed, and next steps were planned, including adjustments to the intervention block, All In VA. The school also formed a team to participate in the VDOE Literacy Grant aimed at improving literacy for students with disabilities, analyzing data to guide their efforts. Additionally, the literacy grant team participated in individual coaching and instructional rounds to establish a baseline of instructional practices.

At the beginning of this year, the PBIS committee met to roll out the redesigned PBIS matrix which focuses on behavior in the Classroom, Restroom, Hallway, and Cafeteria in three areas: Ready, Respectful, and Responsible. The matrix is posted around the school. Students were explicitly taught the expectations through a presentation provided by one of their core teachers. All infractions are also aligned to the Ready, Respectful, and Responsible framework. 

In 2023-2024, fourteen percent of discipline infractions were coded as BAP1: Interfering with Learning in the Classroom. FCMS has seen a 4% decrease in overall BAP1 infractions as 10% of total infractions were attributed to SBAR code. Additionally, referral data reveals that disrespectful behavior is the majority of infraction issues over the course of quarter one.

The Discipline Data was reviewed specifically for BAP1. Comparing the number of infractions from last year to this year within the first semester, FCMS has decreased behaviors in the classroom by 47% at this point in the year. 

In addition, the PBIS lead is developing reminders and ongoing training for teachers and students to maintain positive classroom interactions. The PBIS lead placed information in the newsletter out to parents during the December Newsletter Communication.