2024-2025 SIIP At a Glance

• 2024-2025

• Orange Hunt Elementary School

• Region 4

• Karen Tuttle, Principal

   

READING BY 3RD GRADE                          
Outcomes                            
● By June 2024, 85% of 3rd grade Students with Disabilities will be reading on grade-level as measured by the Reading SOL, inceasing from 78% in the previous year. 
● By June 2024, 90% of 3rd grade students will be reading on grade-level as measured by the Reading SOL, inceasing from 85% in the previous year.                             
                            
Strategies                            
● Leverage use of daily, explicit language comprehension lessons from the new core curriculum for building knowledge and vocabulary.
● Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
                            
                            
ELEMENTARY SCHOOL MATH                     
Outcomes                            
● By June 2025, 61% of 3rd-6th grade students with disabilities will be on grade-level as measured by the math SOL.
● By the end of the 2024-2025 school year, the percentage of students demonstrating within-year growth on the iReady screener in math will increase from 53% to 58%                          
                            
Strategies                            
● Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
● Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.                            
                            
                            
SOCIO-EMOTIONAL LEARNING & WELLNESS                
Outcomes                            
● By June 2025, the percent favorable on the Emotional Regulation topic on the SEL Screener will increase by 5 percentage points in grades 3 through 5; from 53% in Spring 2024 to 58% in Spring of 2025.                            
                            
Strategies                            
● Identified time in the master schedule is used to implement required SEL practices with fidelity to improve student perceptions of belonging and SEL skills. (MM & CC- ES or RAM- MS/HS, 3 Signature Practices- All).
● There is dedicated time during the school day to develop and utilize SEL competencies and mental health protective factors, beyond the required practices (e.g. SEL curriculum).