School Improvement Plan
i-Grad Virtual Academy SY 2026-2027
Goals for ELA
Percentages below represent students who scored at the Proficient and Distinguished Level.
*Due to new ELA Georgia Milestones assessment in May of 2026, ELA and Reading scores will not be shared by the state until November 2026.
Scores will be updated when they are available to the district.
Reading Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| American Literature |
76.3% | 60.9% | TBA | 86.3% |
Reading Proficiency Action Steps
Action Step 1: Integrate schoolwide literacy priorities into instructional planning and use student work during PLCs to monitor
impact and refine instruction across content areas.
Action Step 2: Engage in ongoing professional learning and consistently implement evidence-based literacy strategies, using
learning walks and PLC reflection to monitor progress and refine instruction.
Action Step 3: Teachers will consistently implement evidence-based literacy strategies during daily instruction, with instructional
leaders monitoring implementation through classroom observations and student work analysis.
ELA
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| American Literature |
76.3% | 60.9% | TBA | 86.3% |
ELA Action Steps
Action Step 1: Teachers will utilize high-quality digital resources, texts, and instructional tools to personalize learning and
accelerate student growth, monitoring effectiveness through student performance data.
Action Step 2: English teachers will engage in collaborative planning and professional learning to design standards-aligned writing
instruction and analyze student writing during PLC cycles.
Action Step 3: Teachers across all content areas will embed reading, writing, speaking, and listening strategies into instruction,
monitoring implementation through collaborative planning and classroom observations.
Reading Intervention Plan
|
Identification of |
Plan of Remediation | Resources | Monitoring |
|---|---|---|---|
| Grades 9-10 students with disability |
1 hour/week of small group targeted literacy intervention |
Core and Supplemental | Targeted and Ongoing |
Goals for Math
Percentages below represent students who scored at the Proficient and Distinguished Level.
Math Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Algebra | 16.5% | 33.3% | 19.2% | 22.5% |
Math Proficiency Action Steps
Action Step 1: Mathematics PLCs will analyze assessment data, develop common instructional responses, and monitor the
effectiveness of interventions during each instructional cycle.
Action Step 2: Teachers will communicate consistent expectations for Algebra coursework across all instructional settings and
monitor student progress through common assessments and progress-monitoring data.
Action Step 3: Teachers will implement targeted mathematics interventions using available instructional resources and monitor student progress through formative assessments and PLC data reviews.
Goals for Student Attendance
Student Absences
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
3-Year Goal (SY 2027-2028) |
|
|---|---|---|---|
| Average Daily Attendance |
48.0% | 99.0% | 60.0% |
Student Attendance Action Steps
Action Step 1: Teachers and support staff will conduct virtual check-ins, monitor student engagement and course
progress, and implement timely interventions for students demonstrating attendance or participation concerns.
Action Step 2: Teachers will design and implement engaging learning experiences that increase student engagement,
monitor participation data, and adjust instruction based on student progress and feedback.