Continuous School Improvement Plan

Dowell J. Howard is making promising strides toward increasing the overall pass rate on the End-of-Course or grade-level Reading SOL assessments by 10% by June 2025. Our efforts are beginning to yield positive results through targeted instruction, data-driven interventions, and enhanced literacy support programs.

As of Q1 this year, 12 students have already passed the Reading assessments, matching the total number of students who passed during the entire 2023-2024 school year. This indicates that the interventions and instructional strategies implemented thus far are making a measurable impact on student achievement in reading.

Key actions contributing to this progress include:
Targeted Instruction: Teachers have been focusing on differentiated instruction tailored to the specific needs of students, ensuring that content is accessible and aligned with their skill levels.
Data-Driven Interventions: Regular assessments and the use of data to identify students at risk for failing have allowed for timely intervention and support. These interventions include small-group instruction, one-on-one tutoring, and focused reading practice sessions.

Regular assessments and the use of data include:
SOL Practice Tests: Regular practice assessments are aligned with the Virginia Standards of Learning (SOL) to help track progress toward end-of-course and grade-level reading skills, identifying specific areas where students may need further support.
Formative Classroom Assessments: Ongoing classroom assessments, such as quizzes, written responses, and reading comprehension checks, provide immediate feedback on student understanding. These support daily instructional adjustments and help identify students who may benefit from specific interventions.

Dowell J. Howard has made notable progress toward improving staff attendance by reducing the average staff absenteeism rate by 5% by June 2025. Through attendance recognition initiatives and a focus on well-being, we are working to build a positive and supportive work environment, contributing to stronger attendance patterns and improved morale across our growing staff population.

In September 2023, staff missed 67 days. By September 2024, this number decreased to 48 days, representing a 28% reduction in absenteeism. Similarly, in August 2023, staff missed 77 days; in August 2024, this number decreased to 66 days, reflecting a 14% reduction in absenteeism. 

Regular attendance recognition has created a culture of appreciation and support, with staff members expressing a greater acknowledgment for their dedication and contributions. These efforts have improved morale and engagement among new and returning staff members. With our staffing population expanding, these initiatives are crucial in helping foster a connected and committed workforce.

Additionally, the Q2 staff well-being surveys will provide key insights into any attendance challenges, allowing us to tailor support strategies more effectively. As we continue these efforts, we anticipate ongoing improvements in attendance and a more robust, consistent school climate that positively impacts staff and students.

Dowell J. Howard is progressing toward improving the overall school climate by reducing the number of behaviors resulting in disciplinary referrals by 15% by June 2025. We are creating a more structured and supportive environment for students through targeted interventions, consistent behavior management practices, and enhanced support for positive student behaviors.

When comparing the data from Q1 this year to Q1 last year, there has been a noticeable shift in both the number of disciplinary events and the number of students involved. In Q1 last year, there were 32 events involving 25 students. In Q1 this year, the number of events increased to 38, but the number of students involved decreased to 20. While the total number of events has risen slightly, the reduction in the number of students involved in behavioral incidents suggests that targeted interventions effectively address repeated behaviors and reduce the number of students requiring disciplinary action.

This year, we have seen an increase in behavior events, partially due to a new policy regarding using portable communication devices, contributing to more documented incidents. Despite this increase, we remain committed to reducing disciplinary referrals and are actively working to address these challenges through focused interventions and support.

As part of our ongoing effort to assess and refine our strategies, students will complete a climate survey in Q2. The results will provide insights into student perceptions of the school environment. They will be compared to data from the spring of last year, allowing us to track shifts in school climate and adjust our approaches accordingly.

We will continue to monitor and support students through a range of behavior management initiatives, and this feedback will help ensure our actions are effective in creating a positive, respectful, and collaborative learning environment for all.