Continuous School Improvement Plan
Frederick County Public Schools is dedicated to continuous improvement. Our school principals lead efforts to plan, implement, and review their goals, using a variety of data to make sure we’re always moving in the right direction. School and division plans are monitored for progress and updated quarterly to support our commitment to our students and their families.
This information keeps families informed about our progress and the status of school goals. You’ll find updates and insights as we work together to improve student learning and school performance.
School Profile Information
School: Armel Elementary School
Principal: Heather Miller
Enrollment: 553
School Vision Statement
AES is an innovative community where caring relationships and authentic learning inspire all students.
School Mission Statement
The AES mission is to create an optimal learning environment that enables all students to achieve their fullest potential by providing quality education with the mutual support of educators, students, parents, peers, and the community.
Goal #1
By the spring 2026 SOL assessment, the overall pass rate in math and reading will increase at least 3 percentage points to include growth and recovery /at least 2 percentage points in terms of unadjusted pass rates. In May 2025, the spring Standards of Learning (SOL) unadjusted pass rates in the reading were 76.9% in grade 3, 68.5% in grade 4, and 65.4% in grade 5, while in mathematics were 75.6% grade 3, 70% in grade 4, and 72.6% in grade 5.
By May 2026, the percentages at high risk will decrease by a minimum of 3 percentage points in the Virginia Language & Literacy Screening System (VALLSS) spring 2026 data. Utilizing the Virginia Language & Literacy Screening System (VALLSS) spring 2025 data, the following percentages of students were at the high risk of reading difficulty band: kindergarten 24%, 20% grade 1, and 14% grade 2.
By May 2026, the percentages meeting benchmark in number and operations in the iReady spring 2026 diagnostic will increase by a minimum of 3 percentage points. Utilizing the iReady spring 2025 diagnostic, the following percentage of students per grade level were meeting the grade level target in the strand of number and operations: grade 1 42%, grade 2 59%, grade 3 64%, grade 4 76%, and grade 5 56%.
| Date | Status | Progress Narrative |
|---|---|---|
| November 2025 | On Track |
Classroom walkthrough visits were completed using Virginia Literacy Walkthrough tool & lesson plan reviews as established in the Frederick County Public Schools Elementary Division Literacy Proficiency Metrics for SY 2025-26. Feedback and support provided to teachers, as needed. Teams planned for consistent use of assignments aligned to grade-level expectations and division pacing in mathematics. Professional learning and consistent implementation of evidence-based mathematics and literacy instructional practices were provided. Data from VALLS reading assessment and iReady math assessments were analyzed to plan for needed student support and intervention.
|
| March 2026 | On Track |
The iReady assessment was completed in Dec. 2025. Overall, we saw growth at tier 1 (students on or above grade level. We also saw a decrease in those at risk for tier 3 (2 or more grade levels below). This was true for all grade levels taking the mid-year assessment, grades 1-5. Mid-year VALLS (Virginia Language and Literacy Screening System) was administered Jan. 6-Jan. 23, 2026. Students at low risk (meeting expectations) increased overall grades K-3, with kindergarten showing noted comparative growth overall as well as in the area of letter naming, and grade 1 showing noted growth with encoding. Grades 3, 4, and 5 students were assessed with the winter VGA between Feb. 9 and 24, 2026. Growth was demonstrated in terms of students identified as "generally well prepared” using the VGA in reading and math, grades 3-5. |
| June 2026 | Not Achieved |
Grades 3, 4, and 5 completed the SOL assessment in reading and math in May 2026. Growth was noted in terms of pass rates for grade 3 reading (+4.1%), grade 3 math (+6.32%), grade 4 reading (+3.04%) and grade 4 math (+ 5.95%) compared to the spring May 2025 pass rates. Unadjusted pass rates were as follows: grade 3 reading 79.3%, grade 4 reading 72.3%, grade 5 reading, 63%, grade 3 mathematics 79.3%, grade 4 mathematics 75.6%, and grade 5 mathematics 68.4%. For grades 3 and 4, the target of increasing the overall pass rate for the unadjusted scores by at least 3 percentage points was met. Grade 5 reading and math did not meet this target, with a drop of pass rates, resulting in overall pass rates of 63% in grade 5 reading and 68.4% in grade 5 mathematics. In comparison, the grades 3, 4, and 5 percentage pass rate at Armel Elementary School was higher than the Frederick County Public School average pass rate on all assessments, including outperforming the division average in grade 3 reading of 10.56% points, grade 3 math of 9.71% points, grade 4 reading 6.66% points, grade 4 mathematics 9.44% points, grade 5 reading 1.54% points, and grade 5 mathematics 7.38% points. In the spring 2026 Virginia Language & Literacy Screening System (VALLSS) assessment, at the kindergarten level 29.49% of students were high risk and 23.96% of grade 1 students. When following the cohort, the number of students in grade 1 in the 2025-26 school year who were identified as high risk dropped by 2 students and those in grade 2 in the 2025-26 school year who were identified as high risk dropped by 8 students. This indicates growth in meeting the needs of these specific students. |
Goal #2
By June 2026, all new teachers at Armel Elementary School will receive full mentoring per the Frederick County Public Schools Mentor program with fidelity.
| Date | Status | Progress Narrative |
|---|---|---|
| November 2025 | On Track | Mentoring and training sessions continued for all new teachers. Two teachers hired after the start of the year were provided support. |
| March 2026 | On Track | Mentoring and training sessions continued for all new teachers. A new teacher began at AES in January and has been assigned a mentor and has planned support. Additionally, a long-term substitute began at AES in February 2026, and a second long-term substitute will begin at AES in March 2026. Supports are planned for both. |
| June 2026 | Achieved | All mentors completed the required training and supports for new teachers throughout the 2025-26 school year. |
Goal #3
By the spring 2026, ongoing professional learning and coaching cycles will be provided for each grade level and teacher in the areas defined by the FCPS and AES Comprehensive Improvement Plans.
| Date | Status | Progress Narrative |
|---|---|---|
| November 2025 | On Track | Professional learning sessions continued throughout the 2nd quarter, both in literacy and mathematics. Support provided for teachers through coaching and classroom visits. |
| March 2026 | On Track | Professional learning has been provided in both math and language arts, including a focus on high-impact instruction in all subject areas. |
| June 2026 | Achieved | Professional learning continued to be provided in both subject areas, as well as coaching support throughout the school year. |
Goal #4
By June 2026, AES will reduce classroom disruptive behavior incidents, as defined by SBAR reporting, compared to the previous year.
| Date | Status | Progress Narrative |
|---|---|---|
| November 2025 | On track | The PBIS "constellation/ house system” continued, with cross-grade level learning opportunities. Quarterly shindig to celebrate positive behavioral choices was held at the start of quarter two, to celebrate success in quarter one. |
| March 2026 | On Track | The PBIS "constellation/ house system” continued, with cross-grade level learning opportunities as well as specific instructional focuses. |
| June 2026 | Not Achieved | The data regarding disruptive behavior incidents varied. In terms of total behavioral events, the number increased slightly from the 2024-25 school year to the 2025-26 school year, while the number of students who demonstrated a pattern of behavioral referrals dropped from the 2024-25 school year to the 2025-26 school year. In terms of location, the number of referrals in transit to or from school remained the same, while the number of events that happened during the normal school day increased slightly. |
For more information about Armel Elementary School's Continuous Improvement Plan please join us at our quarterly events or reach out to the school principal.
Quarterly Events
- AES Oct. 2025 PTO Meeting/Event and Monthly School Newsletter
- AES AES PTO Meeting Nov. 19, 2025, Literacy Night Dec. 11, 2025, and Monthly School Newsletter
- AES PTO Jan. 2026 Meeting/Event and Monthly School Newsletter
- AES May 2026 PTO Meeting/Event and Monthly School Newsletter