SCHOOL IMPROVEMENT PLAN 1
School Improvement Plan: Parts B & C
Troy Guerra
School of Education, Liberty University
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School Improvement Plan: Part B
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
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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.)
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.)
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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
- 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
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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 less inexperienced teachers, with less than
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
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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
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.
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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
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The proficiency levels for Students with Disabilities is 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
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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
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pass rate of students with disabilities passing
the Science Standards of Learning
Assessment from 33% to 50%.
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 60%.
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.
School Improvement Plan: Part C
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 goal 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 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
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Community, One Matoaca!”
SMART Goal Alignment with Vision
The first goal addresses chronic absenteeism. Chronic abensteeism 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 is
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 continue 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 its 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 addThis goal
aligns ition 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 “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 schools academic and
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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 proude 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.
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 \
Cohort Graduation and Dropout Reports | Virginia Department of Education. (n.d.).
Www.doe.virginia.gov.
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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
