SCHOOL IMPROVEMENT PLAN 1
School Improvement Plan: Final Submission
Troy Guerra
School of Education, Liberty University
“This is my original and authentic plagiarism-free work. AI tools such as ChatGPT or Grammarly did not generate or
rewrite any part. My (Turnitin) AI score is 0%. Additionally, I reviewed all link attachments in the weekly email
announcement before completing this assignment. Furthermore, before completing this assignment, I reviewed all
related module materials. Troy Guerra.”
Part A – Vision Evaluation, Development, and Revision
Vision Statement – Matoaca High School
“Welcome Warrior Families! We look forward to helping each student grow and enjoy
the many worthwhile experiences Matoaca has to offer. Matoaca is a school known for its spirit,
and we know everyone who walks through our doors quickly feels the Warrior Pride. Our vision
is to help each student find academic and personal success by providing students with a safe,
nurturing environment, where teachers engage students in learning experiences which are
relevant to each of their lives. We are better as ONE. One School, One Community, One
Matoaca” (Matoaca High School, 2023, para. 1).
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Evaluation
Matoaca High School’s vision is clear and understandable. At 89 words, the message that
is delivered in the vision reflects the school’s commitment to each student. “A properly written
vision statement should assist the reader in imagining what the school would look like, what its
halls would sound like, and how teachers and students would interact” (Claxton, 2024, p.10).
This is exactly the type of vision statement that is allows for flexibility while at same time
maintaining focus.
There are several strengths identified in this vision. The vision identifies the what as
“finding academic and personal success” and the who as “students” (Matoaca High School,
2023, para. 1). Additionally, the how in the vision is “providing students with a safe, nurturing
environment” and the why is to “engage students in learning experiences which are relevant to
each of their lives” (Matoaca High School, 2023, para. 1). This engagement of students also
reflects the school’s commitment to diversity as it is a purpose to address “each of their lives”
(Matoaca High School, 2023, para. 1). As a public high school, the distinct competence of the
organization is fundamentally a learning institution and the school’s vision expresses that fact as
teachers will engage students in the school environment. Another strength of this vision is the
final two sentences, which serve as a motto, slogan, or rallying cry for the school and
community. “We are better as ONE. One School, One Community, One Matoaca” (Matoaca
High School, 2023, para. 1). More than just an energy source or rallying point, these words allow
everyone involved to share in the successes of the organization and celebrate the
accomplishments together.
One identifiable weakness in the school’s vision is the absence of decision-making.
Though “community” is mentioned, in addition to the teacher’s responsibility of engaging every
student, there isn’t any template or foundation for decision-making. The inclusion of words such
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as cooperation or collaboration would provide stakeholders with assurances of decisions from
the vision. Another potential weakness is the lack of a future state for goals. “In the context of
leadership, a vision is a mental model of an ideal future state” (Northouse, 2023, p. 157).
Though
Matoaca High School’s vision depicts an ideal state, it does model an ideal future state.
Revised Vision Proposal
I would propose the following as the revision of Matoaca High School’s vision. “At
Matoaca High School, we take pride in helping each student grow while enjoying the many
experiences Matoaca has to offer. Through cooperation and collaboration, our vision is to help
each student find academic and personal success by providing students with a safe, nurturing
environment, where teachers engage students in learning experiences which are relevant to
each of their lives, and strive to provide all of our students with solid foundations for them to
pursue their highest potentials of their futures. We are better as ONE. One School, One
Community,
One Matoaca!”
Review and Revision Plan
As an educational leader, just having a vision is not enough. Visions, along with missions,
should be periodically reviewed and revised based on changes with the community, learning
environment, and as goals are adjusted to meet the needs of the schools. All stakeholders,
including faculty, staff, students, parents, families, and the community should contribute to the
development, and subsequent updates and reviews, of a shared vision. In the vision-revision
process, multiple sources of data should be used to determine updates needed for revising the
shared vision for the school. These data sources include surveys, from parents, faculty, and
students, grade reports, attendance and disciplinary reports, and assessments such state
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Standards of Learning (SOL) exams. Other data sources that would contribute the revision
process of the shared vision would be the graduation and dropout rates for the rates for the
school, in addition to types of diplomas achieved from graduates, such as standard ad advanced
diplomas, as well as college credits earned through dual enrollment courses. All of these sources
of data require analysis for trends and rates that would contribute to vision-revision process for
Matoaca High School.
“Administrators should begin by deepening their understanding of the school
organization and by establishing positive interpersonal relationships with stakeholders”
(Claxton,
2024, p. 11). Administrators should establish routines for reviews and revisions by first
establishing communication lines with stakeholders. This may be accomplished through a
community newsletter, as is the case with the principal of Matoaca High School, who produces
the Warrior Weekly, which is a weekly newsletter sent out to all students, parents, and faculty
and has feedback loops built into the information. Other forms of communication include
attending Parent-Teacher Association (PTA) meetings, conducting town hall style meetings, pep
rallies with students, and monthly faculty meetings with faculty. Frequent reviews of the vision,
perhaps quarterly through a standard school year, in addition to annual revisions based on
feedback from all forms of communication, contribute to the plan for reviewing and revising the
shared vision for the school.
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Part B – Data Collection, Analysis, and Goals
Data Collection
Located in Chesterfield, Virginia, Matoaca High School is a diverse school that provides
public education from the 9th to 12th grades. Rich in history with a solid community, Matoaca is a
fully-accredited high school with a diverse student population of 1628 students in the 2024-
2025 school year (Matoaca High School - Virginia School Quality Profiles, 2024). In 2024, the
school was made up of 41.8% Black students, 40.2% White Students, 10.9% Hispanic Students,
5.8% students from multiple races, and the rest from other ethnicities (Matoaca High School -
Virginia School Quality Profiles, 2024). Economically disadvantaged students accounted for
43.7% of the student population in 2024 (Matoaca High School - Virginia School Quality Profiles,
2024).
The Virginia Department of Education (VDOE) provides data for on-time graduation and
dropout rates for the state, division, and school levels. From the figures below, Matoaca High
School had a graduation rate of 93.03% in 2024, which is higher than the division and state
which are at 91.19% and 92.85%, respectively (Cohort Graduation and Dropout Reports |
Virginia Department of Education, n.d.).
(Cohort Graduation and Dropout Reports | Virginia Department of Education, n.d.)
SCHOOL IMPROVEMENT PLAN 6
From the figures below, Matoaca High School had a dropout rate of 5.29% in 2024, which is
lower than the division at 6.83%, but higher than the state at 4.5% (Cohort Graduation and
Dropout Reports | Virginia Department of Education, n.d.).
(Cohort Graduation and Dropout Reports | Virginia Department of Education, n.d.)
Upon gathering and examining Matoaca High School’s assessment data, extracted from
the VDOE School Quality Profile (2024), the school performed well in certain content areas, and
leaves much to be improved in others. In English Reading in 2023-2024, 81% of students
achieved a passing score with is higher than the division and state rates at 71% and 73%,
respectively (Matoaca High School - Virginia School Quality Profiles, 2024). This achievement
level, however, is lower by a few points than each of the two previous school years. In Science in
2023-2024, 66% of students passed the Standards of Learning (SOL) assessment, just a point shy
of the division (67%) and two points shy of the state (68%) levels (Matoaca High School -
Virginia School Quality Profiles, 2024). This result, however is a significant improvement from
the previous two school years with achievements more than ten points higher each of those
years. Proficiency for the History assessment is a particular area of concern. In 2023-2024, only
46% of students passed the History assessment, which is trending downward from previous
years and is significantly lower than their peers in the division (63%) and state (65%) (Matoaca
High School
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- Virginia School Quality Profiles, 2024).
The learning climate at Matoaca High School is an area of concern that administration is
closely monitoring. Chronic absenteeism has improved significantly over the past few school
years. Just coming out of the COVID-19 Global Pandemic, in the 2021-2022 school year where
chronic absenteeism was a staggering 26.5%, the rate steadily improved the following year
being reduced to 20.2% and again the following year, in 2023-2024, to a much more tolerable
15.7% (Matoaca High School - Virginia School Quality Profiles, 2024). An improvement of over
10% over the course of three school years is remarkable and impressive. Discipline is another
aspect of the learning climate that raises concerns. The number of offenses from students
related to
Behaviors of a Safety Concern and Behaviors that Endanger the Health, Safety, or Welfare of Self
or Others are cause for concern regarding the overall safety, as related to behavior, in the school
for students and staff alike (Matoaca High School - Virginia School Quality Profiles, 2024).
(Matoaca High School - Virginia School Quality Profiles, 2024)
Teacher quality at Matoaca High School includes a mix of out-of-field and inexperienced
teachers. In 2023-2024, 9.2% of teachers were out-of-field, meaning they are not fully endorsed
in the content areas they are teaching (Matoaca High School - Virginia School Quality Profiles,
2024). This is higher than the rest of the division (6.6%) and state (7.7%) (Matoaca High School -
Virginia School Quality Profiles, 2024). There were fewer inexperienced teachers, with less than
SCHOOL IMPROVEMENT PLAN 8
one year of experience, and provisionally-licensed teachers, with less than three years’
experience than division and state in the same year. Inexperienced teachers accounted for 4.2%
at the school, compared to 8.8% for the division and 5.9% for the state (Matoaca High School -
Virginia School Quality Profiles, 2024). Provisionally-licensed teachers amounted to 7.5% for the
school, which is lower than the 9.2% for each of the division and the state (Matoaca High School
- Virginia School Quality Profiles, 2024).
Matoaca High School’s Every Student Succeeds Act of 2015 (ESSA) status for 2024 was
“Not Identified for Support and Improvement” and “Accredited.” Looking at the 2024 data a bit
further, the school met for all students, and improved from the previous year, its ESSA School
Quality Indicators for English Reading Performance and the Federal Graduation (Matoaca High
School - Virginia School Quality Profiles, 2024). Conversely, the school did not meet its goals for
Mathematics Performance and Chronic Absenteeism (Matoaca High School - Virginia School
Quality Profiles, 2024). Looking at groups of students, Matoaca is struggling to meet goals for
English Learners and Students with Disabilities (Matoaca High School - Virginia
School Quality Profiles, 2024). Per-pupil spending for Matoaca High School, in 2023-2024, was
$12,824, which was $71 less than the division and significantly less that the state average, which
was $15,288 (Matoaca High School - Virginia School Quality Profiles, 2024).
Parent and community engagement are a high priority at Matoaca High School. The
principal sends out a weekly community newsletter that details events for the week to include
extracurricular activities such as sports and performing arts events, milestones and progress
towards goals, updates and details for upcoming tests such as Standards of Learning and SATs,
health and weather updates, events such as homecoming and prom, and available supports and
resources for students and families, as well as graduation events. The administration supports
extracurricular activities and celebrates in the successes of athletics and technology clubs, while
SCHOOL IMPROVEMENT PLAN 9
supporting projects for struggling students and the special education department. Overall, the
school beams with pride and produces an environment of teamwork and respect.
Data Analysis
Matoaca High School has many strengths including being fully accredited, strong
community and family involvement, proficiencies in English Reading and Science, and
significantly declining chronic absenteeism. The school has made significant strides in reducing
chronic absenteeism since the COVID-19 Global Pandemic.
The school also has a higher teacher quality, with less out-of-field, inexperienced, and
provisionally licensed teachers than the division and state averages. Matoaca High School also
celebrates higher graduation rates than its counterparts in the division and state, in addition to
lower dropout rates than those in the division.
Though Matoaca High School is fully accredited, maintaining that scholastic and
academic excellence will take work. Struggles exist in assessment for content areas such as
English Writing and History proficiencies.
2021-2022 2022-2023 2023-2024
0
5
10
15
20
25
30
Chronic Absenteeism
SCHOOL IMPROVEMENT PLAN 10
The proficiency levels for Students with Disabilities are of significant concern for the school. As
evidenced in the figures above, this group of students is performing significantly lower than
their peers in not just English Writing and History, but in English Reading and Science as well.
Mathematics proficiency is the only content area that Students with Disabilities are performing
at comparable level to their peers within the school, with 64% achieving proficiency compared
to 69% for All Students (Matoaca High School - Virginia School Quality Profiles, 2024).
Other areas of concern for Matoaca High School are the number of disciplinary offenses
that has occurred in the school, and its impact to the safety of students and faculty, as well as
the learning environment for all students. “Creating an environment that is safe emotionally and
SCHOOL IMPROVEMENT PLAN 11
physically is of utmost importance for producing an environment that is conducive to learning”
(Claxton, 2024, p. 42). Opportunities exist for leadership at the school to work with student
behavior issues and improving positive reinforcement, to create a positive environment that
thrives and promotes learning.
SWOT
Strengths Weaknesses Opportunities Threats
•Graduation rates are
higher than the
division and state.
This shows the
dedication of the
students and staff
for achieving success
by completing
secondary school
requirements.
•Dropout rates are
lower than the
division. This is a
testament to the
efforts of the staff
and faculty to
provide a nurturing
learning
environment.
•The school is fully
accredited, with
proficiency for all
students in English
Reading and
Science. This is a
direct correlation to
the efforts of
English and Science
teachers.
•The school
community is
thriving, with
participation,
communication and
support from
administration,
faculty, students,
•English Writing and
History assessments
are lower than
division and state
averages.
•Students with
disabilities are
performing much
lower than their
peers in all
assessments, with
the exception of
Mathematics, where
they are performing
well. This could
signal an
opportunity for
collaboration across
content areas for
best practices.
•Student and faculty
safety are of
concern with the
high number of
discipline referrals
for infractions
related to safety and
harm. This a
potential red flag
regarding behavioral
norms in the school
and could be
indicative of an
unsafe learning
environment.
•Collaboration and
cooperation across
content areas to
learn what is
working for success
for all students, but
especially students
with disabilities.
•Professional
development
opportunities
focused on
implementing
scaffolding and
differentiated
instruction for
students with
disabilities
•Guidance and
mentorship
programs for
students with
behavioral issues.
•Involving the
community in
mentorship and
volunteer
opportunities for
students and staff.
This could
supplement and
solidify existing
resources, thus
encouraging
students to strive for
improvement and
•Veteran teachers
are often defensive
regarding change.
Whether it be to
new teaching
methods or policies,
veteran teachers
adapting to change
may exhibit
resistance.
•Chesterfield county
is one of the fastest
growing
communities in the
state of Virginia.
One new high
school is currently
under construction
with plans to open
in the 2026-2027
school year, in
addition to a new
middle school
opening its doors
this coming school
year. With the
changes in
boundary lines for
all K-12 schools,
changes in the
school population
along with further
stretching of
resources and
dollars leaves much
uncertainty with
regards to support.
•Major changes to
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excellence with
regards to
parents, families, and
businesses.
•Teacher quality is
high, with out-offield,
inexperienced, and
provisionally licensed
teacher levels lower
than the division and
state. This shows
successful teacher
retention at the
school, which is
conducive to a
positive and effective
work environment.
•Chronic absenteeism
had significantly
reduced each of the
past 3 school years.
This shows the
positive learning and
nurturing
environment where
students want to be
present at
academics and
behavior.
Teacher retention
programs and
stipends to provide
continuity for
students to engage in
positive learning and
behavior throughout
their high school
experiences. Having
familiar faces year
after year provides
comfort and solidifies
the nurturing learning
environment.
the Department of
Education at the
federal level, along
with changes to the
Virginia system for
accreditation, much
focus is being diverted
away from everything
else in education as
central offices and
senior leadership is
trying navigate the
school system through
the changes.
SMART Goals
Goal #1: By June 2026, we will reduce chronic
absenteeism from 15.7% to 10%.
Specific: Chronic absenteeism
Measurable: Reduce from 15.7% to 10%
Attainable: The school has made great
strides in reducing chronic absenteeism in 3
school years from 26.5% to 15.7%.
Continuing with processes set in place make
10% a possibility to strive for.
Research-based: The school’s welcoming
atmosphere and positive learning
environment, with supports in place for
struggling students, provide the ideal setting
to encourage attendance and participation,
thus reducing chronic absenteeism even
further.
Timely: By the end of the 2025-2026 school
year.
Goal #2: By June 2026, we will improve the Specific: Students with disabilities
SCHOOL IMPROVEMENT PLAN 13
pass rate of students with disabilities passing
the Science Standards of Learning
Assessment from 33% to 38%.
Measurable: Science Standards of Learning
Assessment
Attainable: Though improvement by 17% is a
lofty goal, this school has proven its possible
in previous school years for other content
areas.
Research-based: Content area collaboration,
special education supports, and professional
development opportunities provide support
and training for faculty to help students with
disabilities achieve this goal
Timely: By the end of the 2025-2026 school
year
Goal #3: By June 2026, we will improve the
pass rate of all students passing the History
Standards of Learning Assessment from 46%
to 51%.
Specific: All students
Measurable: History Standards of Learning
Assessment
Attainable: 14% improvement in one school
year is a high bar to achieve, but this school
has accomplished this feat before, it other
content areas.
Research-based: Content area collaboration
and professional development opportunities
provide support and training for faculty to
help students achieve this goal. Support from
the community and established tutoring and
content recovery programs would provide
additional resources needed for this to be
achieved.
Timely: By the end of the 2025-2026 school
year.
Part C – Relation to the School’s Vision
Revised Vision
“At Matoaca High School, we take pride in helping each student grow while enjoying the
many experiences Matoaca has to offer. Through cooperation and collaboration, our vision is to
help each student find academic and personal success by providing students with a safe,
nurturing environment, where teachers engage students in learning experiences which are
SCHOOL IMPROVEMENT PLAN 14
relevant to each of their lives, and strive to provide all of our students with solid foundations for
them to pursue their highest potentials of their futures. We are better as ONE. One School, One
Community, One Matoaca!”
SMART Goal Alignment with Vision
The first goal addresses chronic absenteeism. Chronic absenteeism could potentially
impact student outcomes, such as poor results on assessments, poor grades, inability to
advance grades or even graduate. Matoaca High School has made great strides to improve
attendance, and reduce chronic absenteeism. The first goal aims to continue those efforts by
aligning to the part of the vision that “provides students with a safe, nurturing environment.”
The second goal addresses the achievement gaps for students with disabilities. The data
are evident that significant gaps are present in nearly all content areas, with the exception of
mathematics, which was a previous SMART goal for the school (Matoaca High School Innovation
and Improvement Plan, 2024). The purpose of the goal is continued to eliminate achievement
gaps for students with disabilities in another specific content area. This goal aligns with the part
of the vision that “helps each student find academic and personal success” and “engage
students in learning experiences” to “provide solid foundations for them to pursue their highest
potentials.”
The third goal addresses assessment disparities in a specific content area. The
assessment data for the History Standards of Learning is dismal to say the least. There has been
no improvement from previous years and it’s obvious that this an area that needs additional
supports for students to become proficient in this subject. Professional development
opportunities need to be provided. In addition, this goal aligns to more resources, and
collaboration with other content areas for procedures and processes for success. This goal aligns
with the part of the vision that “helps each student find academic and personal success” and
SCHOOL IMPROVEMENT PLAN 15
“engage students in learning experiences” to “provide solid foundations for them to pursue
their highest potentials.”
Community Engagement
The final part of the school’s vision is a motto and a rallying call for everyone, including
the community. Matoaca High School has a strong community base that supports the school’s
academic and athletic achievements with pride. The Parent-Teacher Association (PTA) has been
well established and provides teachers and students with supports and encouragement
throughout the school year. Additionally, the school has an alumni base that continues to
support the school with resources such as fundraisers, treats, mentorship, networking, and
tutoring. The school has formed partnerships with area businesses and higher education
institutions, such as Virginia State University and Brightpoint Community College, to support the
mission. The school’s proximity to the United States Army Base Fort Lee is another resource that
Matoaca High
School has leveraged as many parents are active-duty military supporting America’s mission.
The Matoaca High School community is a strong and proud one that consists of students, staff,
faculty, administration, parents, families, businesses, and alumni.
Communication
Matoaca High School will continue to communicate progress towards the SMART goals
as it has. Communication will occur with students through announcements and assemblies.
Faculty and staff will receive emails and communications directly from administration and
department chairs, in addition to monthly faculty meetings. Parents and the community will
continue to receive updates through the weekly newsletter sent out from the principal.
Additionally, the school’s website and social media accounts will be updated with pertinent
information, including progress towards the SMART goals, on a weekly basis, if not more often.
SCHOOL IMPROVEMENT PLAN 16
Part D – Resource Management
Budget
The Chesterfield County Public Schools (CCPS) budget process is an arduous and lengthy
process that requires thorough analysis to determine needs, and wants, for the school division
to achieve maximum potential for their community of learners, in addition to supports for staff
and faculty. “The art of school administration requires an ability to align resources effectively in
order to maximize student achievement” (Claxton, 2024, p.93). The budget timeline, as seen
below is a nearly yearlong process as its development, proposal, and approval requires detailed
data analysis and much review from funding sources from the local, regional, and state
governments.
(Chesterfield County Public Schools, 2024).
The CCPS budget for fiscal year 2026, which begins on July 1, 2025, was approved in the
June of 2025 and is valued at approximately $1.07 billion, which is $43.2 million more than the
fiscal year 2025 budget, and $17.2 million more than the superintendent’s proposed budget
from earlier in the year (Chesterfield County Public Schools, 2024). The bulk of funding for the
budget, over 56%, comes from the state, while the county transfers approximately 42%, and the
remainder comes from local and on time use funds (Chesterfield County Public Schools, 2024).
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The budget allocation, as determined by the superintendent, consists of several different
areas. Approximately 70% of the budget is allocated for instruction, while 10% of the budget is
dedicated to operations and management (Chesterfield County Public Schools, 2024). The
remaining 20% of the budget covers technology, debt, transportation, and administration of
health and attendance.
The budget for fiscal year 2026 addresses significant needs for the school division in the coming
school year. Compensation increases of 3% for all employees, including teachers, administrators,
Local
%1
State Government
%57
County Transfer
%42
One Time Funds
%1
CCPS FY26 Budget Source of Funds
Local State Government County Transfer One Time Funds
%70
%10 %7
%3 %4
%6
CCPS FY26 Budget Applications
Instruction
Operations & Maintenance
Debt
Technology
Administration/Health,
Attendance
Transportation
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food service workers, bus drivers, office and attendance staff, custodial and maintenance staff,
instructional assistants, and school clinic staff, are included in the budget (Chesterfield County
Public Schools, 2024). The budget is also allocating funds to cover increased costs in dental and
medical insurances for employees (Chesterfield County Public Schools, 2024). Other costs
covered by the budget include increased funding for Career and Technical Education (CTE) to
expand course offerings, relocating administrative offices to the newly built central office
location, expanding services for special education and English Language Learners, fleet
management and fuel, and other costs associated with leases for mega trailers in use at multiple
schools across the county (Chesterfield County Public Schools, 2024).
The success of Matoaca High School’s student population is dependent on the resources
provided by the overall division budget. In addition to division funds, course and department
fees supplement the needs of specific courses, and the school, such as Chromebook fees, CTE
course fees, and grade level fees to name a few. These fees are meant to provide support for
material and supplemental supports such as equipment maintenance, workbooks, software,
and supplies to assist in the delivery of instruction.
Note: Matoaca High School’s budget allocation is not publicly available and was not able to be
obtained for this assignment.
Projected Budget Outlook
The CCPS budget outlook for the future is reflective of the growth of the school district
and the community. With the addition of a middle school in the current school year, and the
opening of a brand-new high school in the 2027-2028 school years, it is apparent that significant
resources will need to be allocated for the increased expenditures that are meant to serve the
learners of Chesterfield County. With new schools comes more teachers, staff, buses, staff, and
SCHOOL IMPROVEMENT PLAN 19
maintenance costs. In order to continue to provide the best opportunities for all students in the
division to succeed, the increased costs in the budget need to anticipated and planned for.
Chesterfield County Public Schools - Expenditures
2025-2026
(Current)
2026-2027
(Projected)
2027-2028
(Projected)
Instruction 734,550,300 757,434,560 773,109,300
Administration/Attendance & Health 37,091,900 38,225,030 39,400,290
Pupil Transportation 59,549,200 63,190,450 66,895,210
Operations & Maintenance 93,877,900 99,225,770 104,356,100
Technology 28,733,800 30,243,300 33,422,090
Debt Services 68,446,000 70,399,440 72,854,030
Food Services 41,848,900 43,975,250 46,090,100
Transfer to Capital Improvement 9,000,000 9,000,000 9,000,000
Total 1,073,098,000 1,111,693,800 1,145,127,120
Conclusion
Matoaca High School is part of Chesterfield County Public Schools in Chesterfield
County, Virginia. Much of the funding and resources for the school is dependent on allocations
from the school division. Resource Management efforts are undertaken and maintained through
alternative sources at Matoaca High School, a sign of effective leadership from the school
administration to leverage alternative sources of financial support. Course fees, for instance,
provide secondary funds for the school to purchase and provide supplemental support to
faculty in the form of software, learning aides and technologies, and other materials that
SCHOOL IMPROVEMENT PLAN 20
support the delivery of instruction. Additionally, partnerships have been established with area
businesses and industry leaders, including alumni that support the students through boosters
for athletics and performing arts. The school division. Which is the third largest in the state of
Virginia, has prepared a budget outlook for the next three fiscal years, anticipating increased
costs for a one of the fastest growing counties in Virginia. Resource management occurs at all
levels in education and is a necessary aspect of educational leadership.
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Part E – Implementation and Monitoring
Goal #1: By June 2026, we will reduce chronic absenteeism from 15.7% to 10%.
Actions, Strategies, and Interventions Timeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Positions will
suffice.
Names are
unnecessary.
Means of Evaluation
Procedures for
Monitoring
Evidence of Impact on Student
Learning
What will serve as this evidence?
Actions
•Communications of policies,
including consequences,
regarding attendance to students
and parents
oAssemblies
o Emails o
Newsletters o
Announcements
•Incentives for reaching
attendance goals o Monthly
prize drawings o Class rewards
o End of year awards
recognition
•Positive office referrals for
students with excellent
attendance
Strategies
•Attendance data review
oWeekly o
Monthly
August
2025 –
June 2026
Synergy is used
by all CCPS
schools for
attendance and
grading.
Additionally,
data
spreadsheets
such as MS
Excel and
Google Sheets
are used for
data delivery
and analysis.
Therefore,
there are no
additional costs,
beyond the
division’s
contract
services, with
Synergy,
Microsoft, and
Principal
Assistant
Principals
Teachers
Attendance
Staff
Coaches
Club sponsors
and advisors
Counselors
Parents
Students
Attendance data
Communication
data and logs
At-risk students’
identification for
early intervention
Grade monitoring
Athletic Rosters
Club Rosters
Activity
Participation
Quarterly attendance data
Semester attendance data
Annual attendance data
Grades
Graduation data
Promotion to next grade level data
Athletic and club participation
Activity participation
SCHOOL IMPROVEMENT PLAN 22
oQuarterly
oBi-annual o Analysis
of trends
•Assigning committee whose
focus is identifying at-risk
students based on attendance
data and determining strategies
for mitigation.
•Providing extracurricular
activities that engage students
and promote good attendance o
Athletics
oClubs
oFellowships
Interventions
•Calls to parents to check on
student’s well-being after
consecutive absences
•Conferences with parents of
atrisk students
•Communication with students
and parents regarding
attendance requirements
required for graduation
•Communication with students
and parents regarding
attendance requirements
required for
promotion to the next grade level
•Communication with students
Google that
would affect
this SMART goal
implementation
for data
analysis.
For incentives
such as prize
drawings, the
school would
leverage
donations from
community
partners, such
as churches and
businesses.
For awards
recognition,
stationary from
the school’s
resource
allocation
would be
utilized.
SCHOOL IMPROVEMENT PLAN 23
and parents regarding
attendance requirements
required for participation in
school activities such as
homecoming and prom
Goal #2: By June 2026, we will improve the pass rate of students with disabilities passing the
Science Standards of Learning Assessment from 33% to 38%.
Actions, Strategies, and Interventions Timeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Positions will
suffice.
Names are
unnecessary.
Means of Evaluation
Procedures for
Monitoring
Evidence of Impact on Student
Learning
What will serve as this evidence?
SCHOOL IMPROVEMENT PLAN 24
Actions
•Thorough review of Individual
Education Plans (IEP) and 504s
for all students with disabilities o
Determining student needs
o Ensuring all
accommodations
are provided
•Collaboration for instruction and
strategies among all Science
teachers and Special Education
teachers
•Early intervention for students
with disabilities exhibiting
significant struggles with science
material
•Giving practice tests of Science
Standards of Learning (SOL)
•Provide progress reports for all
students with disabilities in
science courses
Strategies
August
2025 –
June 2026
Estimated cost
of $5k for
teacher stipends
to provide
tutoring
services.
Funding source
would be from
school’s
instruction
allocation from
the division.
Professional
development
provided by the
division are of
no additional
cost to the
school.
Principal
Assistant
Principals
Science
Teachers
Special
Education
Teachers
School Case
Workers
Parents
Counselors
Instructional
Assistants
Student Grade
reports
Student progress
reports
Science SOL
practice test results
Student
identification for
early intervention
Science teacher
lesson plans
reflecting
strategies and
differentiated
instruction
Science SOL Exam results
Student Grade Reports
Science SOL Rate increase for
students with disabilities
SCHOOL IMPROVEMENT PLAN 25
•Providing tutoring available to all
students
•Providing Science teachers with
professional development (PD)
related to differentiated
instruction strategies
•Identifying students with
disabilities who are struggling
with science material
•Identifying students with
disabilities who are significantly
behind pacing of their peers in
science courses
•Identifying students with
disabilities who are performing
poorly on the practice Science
SOL exam
Interventions
•Providing tutoring, supports, and
assistance to students with
disabilities who are:
oExperiencing difficulty
with science material
oPerforming poorly on
practice tests for Science
SOL
oBehind the pacing of
their peers in science
courses
•Frequent communication and
progress updates with parents of
SCHOOL IMPROVEMENT PLAN 26
students with disabilities
Goal #3: By June 2026, we will improve the pass rate of all students passing the History Standards
of Learning Assessment from 46% to 51%.
Actions, Strategies, and Interventions Timeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Positions will
suffice.
Names are
unnecessary.
Means of Evaluation
Procedures for
Monitoring
Evidence of Impact on Student
Learning
What will serve as this evidence?
Actions
•Collaboration for instruction and
strategies among all History
teachers
•Early intervention for students
exhibiting significant struggles
with History material
•Giving practice tests of History
Standards of Learning (SOL)
•Provide progress reports for all
students in History courses
Strategies
•Providing tutoring available to all
students
•Providing History teachers with
professional development (PD)
related to differentiated
instruction strategies
•Identifying students who are
struggling with History material
•Identifying students who are
August
2025 –
June 2026
Estimated cost
of $5k for
teacher stipends
to provide
tutoring
services.
Funding source
would be from
school’s
instruction
allocation from
the division.
Professional
development
provided by the
division are of
no additional
cost to the
school.
Principal
Assistant
Principals
Science
Teachers
Parents
Counselors
Instructional
Assistants
Student Grade
reports
Student progress
reports
History SOL
practice test results
Student
identification for
early intervention
History teacher
lesson plans
reflecting
strategies and
differentiated
instruction
History SOL Exam results
Student Grade Reports
History SOL Rate increase for all
students
SCHOOL IMPROVEMENT PLAN 27
significantly behind pacing of
their peers in History courses
•Identifying students who are
performing poorly on the
practice History SOL exam
Interventions
•Providing tutoring, supports, and
assistance to students who are:
oExperiencing difficulty with
History material
oPerforming poorly on
practice tests for History
SOL
oBehind the pacing of
their peers in History
courses
•Frequent communication and
progress updates with parents
SCHOOL IMPROVEMENT PLAN 28
References
Claxton, R. L. (2024). Public and Private School Administration: An Overview in Christian
Perspective (2nd ed.). Kendall Hunt Publishing - Custom Wholesale.
https://mbsdirect.vitalsource.com/books/9798385150830
Chesterfield County Public Schools. (2024). Oneccps.org.
https://www.oneccps.org/page/budget
Cohort Graduation and Dropout Reports | Virginia Department of Education. (n.d.).
Www.doe.virginia.gov.
https://www.doe.virginia.gov/data-policy-funding/data-reports/statistics-reports/
graduation-completion-dropout-postsecondary-data/virginia-cohort-reports-713
Matoaca High School. (2023). Oneccps.org. https://matoacahs.oneccps.org/
Matoaca High School Innovation and Improvement Plan. (2024). Oneccps.org.
https://matoacahs.oneccps.org/
Matoaca High School - Virginia School Quality Profiles. (2024). Virginia School Quality Profiles.
https://schoolquality.virginia.gov/schools/matoaca-high#fndtn-
desktopTabs assessments
Northouse, P. G. (2023). Introduction to Leadership: Concepts and Practice (6th ed.). SAGE
Publications, Inc. (US). https://mbsdirect.vitalsource.com/books/9781071884959
