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NOTE: you may have to attend to more than one content area. If so, please copy this page and make a new one for each, rename the tab, e.g., AcademicSupport: Math)
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DOMAIN 1: ACADEMIC SUPPORTS
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CONTENT AREA:EnglishFOCUS SUBGROUP:Students w/Disabilities, English Language Learners
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SMART Goal:By June 2026, WCMS will increase the Special Education student pass rate on the Reading Standards of Learning (SOL) assessments from 34.48% to 60%, representing a 25.52% increase and the English Language Learner pass rate on the Reading Standards of Learning (SOL) assessments from 39.02% to 60%, representing a 20.98% increase. This will be achieved through the implementation of evidence-based literacy instruction with high-quality instructional materials across English, Science, and History classrooms, and a school-wide focus on comprehension-building practices.
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Data Metrics:
Reading SOL scores; Reading common assessment data; Walkthrough data showing the frequency of implementation of comprehension-building practices.
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FOCUS AREA: High Quality Instructional Materials
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ACTION PLANS
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Indicators:• School acquires high-quality instructional materials that are alignd to learning expectations.
• School develops and implements a curriculum and assessment plan that is rigorours, intentional, and aligned to the Virgina SOL.
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Strategy/EBI:Ensure all teachers are provided and utilize high quality instructional materials
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Progress StatusAction Sub-Steps
(Describe the various sub-steps required for successful implementation;
add or take out rows as needed)		Who is responsible for implementation?Frequency
(ex. monthly, quarterly, annually)		Start DateEnd DateWho is responsible for monitoring?Allocated Budget
(Title I or SIG Schools,
as appropriate)		Analysis of Status and Links to Evidence/Documentation
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CompletedShare the WCPS Instructional Expectations with staff, including division-provided pacing guide and instructional resourcesSchool administratorsAnnuallyAugust 2025August 2025School AdministratorsLocalFirst Faculty Meeting 2025-26 SY Slide 20
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CompletedConduct classroom walkthroughs to monitor use of pacing and HQIMSchool administrators Weekly (first 4 weeks); monthly follow-upAugust 2025May 2026School AdministratorsLocalWCMS Essentials to Instruction Checklist 25-26 (Responses)
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CompletedCollaborative planning using pacing guides/HQIM resources
Department ChairsMonthlyAugust 2025May 2026School AdministratorsLocalEnglish 8 PLC Agenda English 7 PLC Agenda English 6 PLC Agenda
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CompletedAnalyze results of walkthrough data related to the use of HQIM at leadership team meetings and share at following faculty and/or department/grade level meetingsSchool administratorsMonthlyAugust 2025May 2026LocalWCMS Admin MeetingsBuilding Leadership Meeting Agendas 2025-26 SY Running Faculty Meeting Agenda
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Principal's EOY ReflectionsQ1 Reflection-I reviewed the WCPS Instructional Expectations with all satff on 8/4/25. We have been completing walkthrough observations (136 at the end of Q1), discussed data as an admin team, and shared with staff in faculty meetings. Our grade level content teams have been meeting as PLCs under the guidance of an administrator.
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FOCUS AREA: High Quality Instructional Routines
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ACTION PLANS
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Indicators:• School leaders develop school operations and logistical instructional routines that support efficient and optimal learning.
• School leaders seek ways to provide an instructional program that actively engages all students by using effective, varied, and evidence-based practices to improve student academic performance.
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Strategy/EBI:
(must be an EBI if ESSA identified)		The school will routinely implement comprehension-building practices to support students in making sense of complex texts. These practices will be embedded across content areas to ensure consistent literacy development and access to rigorous academic standards. (IES, WWC Practice Guide, Reading in 4-9 Recommendation 3b, 3c and 3d)
Tier of Evidence: Strong
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Progress StatusAction Sub-Steps
(Describe the various sub-steps required for successful implementation;
add or take out rows as needed)		Who is responsible for implementation?Frequency
(ex. monthly, quarterly, annually)		Start DateEnd DateWho is responsible for monitoring?Allocated Budget
(Title I or SIG Schools,
as appropriate)		Analysis of Status and Links to Evidence/Documentation
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CompletedConduct ongoing professional development on implementing school-wide comprehension-building routines, with explicit support in SPED-inclusive settings
a. Note and Notice
b. Explicit instruction in Vocabulary
c. Higher-level questioning
d. Essential questions to guide units of study
e. Analyze and Compare multiple texts
f. Targeted vocabulary instruction with emphasis on morphology		Instructional Support Coordinator, School AdministratorsMonthlyAugust 2025May 2026School administratorsLocalDr. McKnight Class Visits and Observations on 9/8/25, Dr. McKnigt Visits with PLCs on 9/9; VLP Presentation on 10/2--Vocabulary Routine Template (1).pptx Warren County Aligning Vocabulary Routines Across Content Areas (1).pdf
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CompletedEstablish a Professional Learning Community focused on literacy for students with disabilities and English Language Learners that meets bi-weekly to review results of classroom walkthroughs, analyze student work and impact on student achievement dataSchool administratorsBi-weeklyAugust 2025May 2026School administratorsLocalEnglish 6 PLC Agenda English 7 PLC Agenda English 8 PLC Agenda BM Reports 11-2-25-Reports-WARREN CO-.xlsx
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CompletedConduct administrative and peer classroom walkthroughs to observe the implementation of school-wide comprehension-building routines using the division-provided walkthrough formSchool administratorsMonthlyAugust 2025May 2026School administratorsLocalWCMS Essentials to Instruction Checklist 25-26 (Responses)
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CompletedProvide professional development on the administration, implementation, and intepretation of results of the VALLSS assessment. Reading SpecialistSemi-AnnuallySeptember 2025January 2025School administratorsLocalVLA Modules Administering VALLSS CertificatesVLA Intervention Subtest Directions from Teacher side
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CompletedCelebrate student reading by recognizing students through a million-word challengeEnglish Teachers, School administratorsQuarterlyOctober 2025May 2026School administratorsLocal
https://docs.google.com/spreadsheets/d/1PI9Yc82wglxQ4ck-r9kBS-xvQaApx9fLMzKjy9lrdSE/edit?gid=0#gid=0
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CompletedEngage families through a parent presentation at the WCMS Family Night focused on how parents can support reading at homeReading SpecialistAnnuallyNovember 2025November 2025School administratorsLocalFamily Involvement One-Pagers.pdf
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Principal's EOY ReflectionsQ1 Reflection-Our Reading teachers completed VLA training, participated in cintinued training and class visits with Dr. McKnight, and attended a PD by VLP on teaching vocabulary which was very well received. We have been completing walkthrough observations to monitor instruction (136 at the end of Q1), discussed data as an admin team, and shared with staff in faculty meetings. Our grade level content teams have been meeting as PLCs under the guidance of an administrator. We shared information with parents about VLA and reading in our school newsletter and our Fall Fest. In looking at the Q1 CIP Benchmakr results, we had 69.79% of our students pass the Benchmark. This places us in the 81st percentile compared to all other CIP schools. However, only 30.65% of our SPED students passed but this does place us at the 49th percentile of all CIP schools.
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FOCUS AREA: High-yield Prioritized Placement
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ACTION PLANS
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Indicators:School reallocates highest performing internal teachers and principals to schools and classrooms with greatest turnaround need.
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Strategy/EBI:Ensure all teachers teach both high and low ability students
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Progress StatusAction Sub-Steps
(Describe the various sub-steps required for successful implementation;
add or take out rows as needed)		Who is responsible for implementation?Frequency
(ex. monthly, quarterly, annually)		Start DateEnd DateWho is responsible for monitoring?Allocated Budget
(Title I or SIG Schools,
as appropriate)		Analysis of Status and Links to Evidence/Documentation
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CompletedEvery English teacher will have at least one co-taught class.


School CounselorAnnuallyJuly 2025August 2025School administratorsLocalMaster Schedule 2025-26
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CompletedCo-Taught classes will be hand scheduled to consider the academic and behavioral needs of the students with IEPs in the class SPED Department Chair/School CounselorAnnuallyJuly 2025August 2025School administratorsLocal Student Scheduling WCMS SPED/504/EL 25-26
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Principal's EOY ReflectionsEOY Reflection--We implemented both of these steps at the start of the school year. Every English teacher was assigned to teach at least one co-taught class to ensure all of our teachers, including our strongest, taught students with the highest need. We also carefully scheduled our students with disabilities. At the end of the 2024-25 SY, each grade level team, SPED case managers, school counselors, and administrators met to discuss the unique needs of each of students with disabilities (ncluding both IEP information and staff input about students) and clustered them into groups and assigned them to teachers to make sure student needs would be met.
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