Continuous School Improvement Plan

English:
Of the 14 students with disabilities tested on the October 2024 Work Keys Reading test, 14 passed (100%).  Of the 14 students with disabilities tested on the October 2024 Work Keys Writing test, 11 passed (78.6%). Of the students with disabilities taking the quarter 1 FCPS Common Assessment in English 11, 50% achieved SOL standard.  Of all students taking the quarter 1 FCPS Common Assessment in English 11, 86.6% achieved SOL standard.

Math:
Of the students with disabilities taking the solving equations assessment in Algebra I, 76.9% achieved SOL standard or better on the provided assessment. Of all students taking the unit common assessment on parallel lines in geometry, 86% achieved SOL standard or better on the provided assessment.  

English:
80% of students in grade 11 showed mastery/approaching master on their quarter 1 common assessments. Quarter performance for students with disabilities in grade 11 was 52%.

Math:
Awaiting common assessment data

English:
116/165 students meeting benchmark = 70.3%
The highest scoring SOLs were 11.RI.3.B (comparing and contrasting texts) and 11.RI.2.B (meaning of words/phrases in informational texts). This might be connected to the time spent covering denotation, connotation, and determining meaning of unfamiliar words in Q2 and the repeated exposure to paired passages throughout the year. 

The areas where students are experiencing the greatest success are standards 11.RL.2D (analyze the use of satire, irony, sarcasm, and understatement to differentiate between what is directly stated and what is implied) and 11.RI.3.B (compare and contrast informational and technical texts for intent, content, and clarity). Students scored a 70% average with standard 11.RL.2D and a 77% average with standard 11.RI.3.B. I believe that the use of more analysis-type questions has provided students with the ability to differentiate between what is stated and what is implied. 

Teacher of Record pushing into English classrooms to do lessons on test-taking and reading comprehension.

2025 English SOL tests are new this year, and so we are also in a period of readjustment.

Math:
Polynomials unit: 125/247 students meeting benchmark = 50.6%
Exponents unit: 131/241 students meeting benchmark = 54.4%
Analysis includes students who performed better on an assessment given after a Common Quick Check were students who used the calculator strategies.
Analysis also includes reflection on potential adjustments to pacing.  Perhaps too much time is spent on solving equations.

2025 Math SOL tests are new this year, and so we are also in a period of readjustment.

September survey of staff, 78.7% of staff indicated that the year got started well, and 86% were feeling optimistic about the school year. 

Year 1 teachers are paired with a mentor to meet on a weekly basis for 30+ hours in a school year with the focus on helping the new teachers in all of the areas of the professional standards, school based information, and any other area the new teacher may need.

Year 2 and 3 teachers participate in our mentorship program where the mentee develops a professional goal and works with their mentor through a genuine professional research and improvement process.  This more positive and intentional engagement between mentor and mentee leads to more effective instruction in the classroom.  Data on mentor/mentee effectiveness is forthcoming.

In December, staff members were provided with information on resources available to support their wellness.  December included multiple events where the staff members socialized with each other at local venues.  On January 16, 2025, faculty and staff analyzed the results of the perceptions survey.

Recruitment and retention is strong. James Wood High School currently has one open teaching position, for Technology Education.  This open position has been open for two years.  JWHS was recently able to hire a qualified candidate in a hard-to-staff area mid-year to replace a retiring teacher.

Differentiation continues to be largely process and product/assessment differentiation. This works with meeting the individual needs of the students and specially-designed instruction.

Colonel Connection has included to date: multiple editions of the Colonel Connection newsletter for students and staff; Suicide and Crisis Prevention Month activities including a fundraising and awareness event paired with the Americans for Suicide Prevention; table talks with the Student Support Coach; attendance mentors; and positive attendance celebrations.

Student Support Coach has done mental health education lessons with all health classes.

Over 700 students engaged with co- and extracurricular activities in both September, October, November, and December.
Community outreach for 75th anniversary planning continues monthly.

Chronic absenteeism rate is 18%, currently.  This reflects a slight decrease in our percentage of chronically absent students from last year.

A number of students sent thank yous to the Student Support Coach for her SCOPE visits aligned with the “finish strong” message in the fourth quarter.
Students are engaging in service opportunities as advertised in the Colonel Connection.