School Improvement Team:

Instructional Overview  

Provide descriptive information related to the curriculum, instructional programs, professional learning and existing interventions utilizing a Response to Intervention approach to support the academic needs of students.

Provide explicit connections to your  school’s instructional overview and how it supports and aligns with GOAL 1: Empowered Students of the LCPS Strategic Plan and Goal 2.1 Offer high-quality Ongoing Growth and Development available to all staff; 2.2 Develop dedicated resources to improve Professional Collaboration across schools and the division

Secondary English and Reading:  

Curriculum and Instruction: Secondary English and Reading instruction is grounded in the science of reading and utilizes evidence-based literacy practices that reflect three of the five pillars of literacy: fluency, vocabulary, and comprehension, in addition to writing.  Instruction across all areas of literacy is explicit and systematic and aligns with the Virginia Standards of Learning (SOLs).  The purpose of curriculum and instruction is to develop knowledgeable readers, writers, speakers, and thinkers.  Resources: All classrooms are provided with state-approved resources consistent with the expectations of the Virginia Literacy Act and VDOE recommendations. Resources include digital content such as No Red Ink, Newsela, and Schoology as well as authentic literature and informational texts.  Professional Learning: Secondary teachers and reading specialists engage in continuous professional development to support the implementation of best practices for literacy instruction in classrooms and intervention settings.  Intervention and Progress Monitoring: Each student’s literacy progress is monitored through multiple data points including MAP, SOLs, and IReady as well as formative assessments. Students who have identified areas of need are provided with differentiated classroom instruction and/or evidence-based intervention.  Using the LCPS decision trees as guidance, tiered supports are provided to students that align with expectations outlined in the Virginia Literacy Act.  

At Stone Bridge High School, English, reading and writing instruction is designed to provide rigorous, standards-based learning experiences aligned with the Virginia Standards of Learning (SOLs). Instruction emphasizes literacy across all content areas, with explicit focus on vocabulary, academic discourse, and comprehension. Teachers use systematic approaches that integrate authentic literature and informational texts to develop strong readers, writers, speakers, and thinkers. Progress is monitored through multiple data points including MAP, iReady, SOLs, and formative assessments, and targeted interventions are provided using a Response to Intervention (RTI) framework.

Math instruction at Stone Bridge follows a workshop structure that promotes conceptual understanding through inquiry-based learning, small-group targeted instruction, and opportunities for collaboration. Science instruction actively engages students in scientific practices, reasoning, and problem-solving, preparing them to interpret and evaluate evidence. Social Sciences and Global Studies instruction emphasizes authentic, inquiry-based learning that elevates multiple perspectives and strengthens historical thinking skills.

Instructional supports are enhanced through Collaborative Learning Teams (CLTs), where teachers analyze assessment data, refine instruction, and design responsive interventions. Professional development emphasizes literacy integration, data-driven decision-making, and inclusive practices. These efforts directly support Goal 1: Empowered Students of the LCPS Strategic Plan, as well as Goal 2.1: Ongoing Growth and Development and Goal 2.2: Professional Collaboration, ensuring staff are continuously improving and working collectively across departments.

Comprehensive Needs Assessment

Academic Achievement

A summary providing evidence of analysis of trends, patterns, proficiency, and growth in student academic achievement data.  Provide a clear connection between outcomes and contributing factors.

Stone Bridge High School demonstrated measurable academic progress across core content areas from 2023-24 to 2024-25. In mathematics, Geometry proficiency rose from 79% to 97% (including verified credit), while Algebra II increased from 85% to 94%, reflecting the effectiveness of CLT collaboration and targeted scaffolds. Science performance also improved, with Biology climbing from 85% to 94% and Earth Science from 79% to 88%, driven by interventions for students with disabilities and English learners. Literacy continues to be a strength, with Reading pass rates increasing to 99% and Writing remaining steady at 90%, including significant gains for SWD and EL students.

These outcomes are the result of intentional data use within CLTs, timely interventions such as BRIDGE and ISR, and a schoolwide commitment to equity. While Chemistry remains an area for growth, overall achievement patterns show upward momentum, with subgroup gains in both proficiency and growth. Additionally, 72% of English learners met WIDA progress targets, exceeding the 70% goal, further highlighting the impact of supports for language development. The consistent year-over-year improvements, combined with a 100% graduation rate, shows that our systems are improving and effectively preparing students for success.

Comprehensive Needs Assessment

Student Engagement

A summary of trends, patterns, strengths and areas for growth in student engagement data, including attendance, discipline, perceptual data, and graduation data (HS only).

Student engagement at Stone Bridge High School reflects both strengths to celebrate and areas where we are moving forward with intentional action. The school achieved a perfect graduation rate in 2024, underscoring long-term student persistence and success. Discipline data remain stable, reflecting a safe and supportive environment, and climate survey results highlight a positive school culture with strong connections between students and staff. Attendance continues to be an area of focus, and we are implementing a comprehensive attendance plan that includes proactive strategies and tiered supports to strengthen daily engagement and ensure every student is connected to their learning community

Extended Learning and Engagement Opportunities

Provide information to describe extended learning and engagement opportunities for students, families, and community including what events you have planned or are considering hosting.

Provide explicit connections to your school’s extended learning and engagement opportunities and how they support and align with GOAL 4: Engaged Community of the LCPS Strategic Plan, especially GOAL 4.1 Deepen Family Engagement by offering inclusive opportunities for conversation across the division.

Extended learning at Stone Bridge includes the BRIDGE program, remediation, credit recovery, athletics, fine arts, and a wide range of clubs and student organizations that promote belonging, leadership, and enrichment. Students also benefit from guest speakers, enrichment activities, and extracurricular opportunities that extend learning beyond the classroom.

Family and community engagement opportunities include information nights for English learner and special education families, college readiness workshops, parent outreach events, and recognition assemblies that celebrate student success. Communication tools such as Pride Emails, phone calls, and progress reports reinforce partnerships with families.

These efforts support Goal 4: Engaged Community and align with Goal 4.1: Deepen Family Engagement by creating inclusive opportunities for families to collaborate with the school and celebrate student growth.

Climate and Culture

Provide a description of strategies that address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities such as counseling, social emotional learning and mental health programs, and PBIS implementation.

Make explicit connections to the LCPS Strategic Plan goals of 1.3 Prioritize Care for Students by

ensuring a safe and affirming learning environment for all;  

At Stone Bridge High School, climate and culture efforts prioritize care for all students, with special attention to those at risk of not meeting academic standards. Counseling services, small-group interventions, and structured opportunities provide students with guidance and skills to manage challenges. School-based mental health professionals and psychologists connect students with supports that promote well-being.

Attendance interventions such as the BRIDGE program and Tier 3 MDT meetings directly address absenteeism by engaging students and families, identifying barriers, and creating personalized plans for success. Our schoolwide framework for positive behavior reinforces expectations through recognition systems such as Pride Emails, assemblies, and restorative practices that strengthen a sense of belonging.

These strategies align with Goal 1.3: Prioritize Care for Students by ensuring SBHS provides a safe, affirming, and inclusive environment where students are supported academically and socially.