About Us

5200 Yorktown Boulevard, Arlington, Virginia 22207

CEEB NUMBER – 470130

Vision:

We achieve Equity, Excellence and Empowerment.

Mission:

Empower students to cultivate knowledge, skills and passions; Support students by name, strength and need; Prepare students to thrive at Yorktown and in the future.

2025-2026 YORKTOWN GOALS

• Universal Literacy: SOL Pass Rates (Writing – 95%; Reading – 95%)
• Eliminate gaps between subgroups (ELs, SWDs, Black, Hispanic students) and all students by 50% in all content areas
• Engaged Workforce: Foster a positive, supportive workplace climate
• Student Well-Being: promote social, pemotional, and mental health
• Maintain strong student & parent partnerships

STRATEGIES

• Explicit Social Emotional Learning (SEL) instruction integrated into classroom instruction and advisory
• Implement Equitable Practices and Culturally Responsive Teaching
• Implement Excellence in Teaching and Learning practices
• Universal literacy practices for reading and writing across all content areas
• Monitor student progress using common assessments to inform instruction and interventions
• Communicate with students and parents about progress, provide regular, meaningful, timely feedback.

ADMINISTRATIVE TEAM COMMITMENTS

• Support teachers & CLTs, provide access to resources, professional learning, peer feedback, and student data, and foster accountability
• Meet at least semesterly with CLTs to provide support, resources, guidance
• Visit each teacher’s classroom at least twice yearly, share feedback
• Follow up on student, teacher and parent concerns promptly
• Meet monthly with Leadership Team and also with Department Chairs and Lead Teachers

COLLECTIVE COMMITMENTS

Instruction – Equity, Excellence, Empowerment

• We explicitly teach SEL Competencies: self-awareness, self-management, social awareness, relationship skills and responsible decision making. (CASEL)
• We implement culturally responsive teaching and equitable practices: Awareness of Self and Others, Relationships and Communication, Instructional Practices and Learning Environment, and Collaboration &  Data-Informed Instructional Practices (Standard 6)
• We implement Excellence in Teaching and Learning by teaching students to make meaning, to commit learning to memory and to evaluate learning. (Willingham)
• We teach Respect for Others, the Community and Self
• We deliver engaging and relevant lessons, foster diverse perspectives and use inclusive materials with appropriate technology integration.
• We ensure all students participate actively in all classes and apply learning through a balance between student engagement and teacher-led activities.
• We maximize learning time by teaching bell-to-bell.
• We differentiate for all students including those with diverse learning or linguistic needs.
• We teach students how to demonstrate academic integrity, including submitting authentic work and using tools including artificial intelligence (AI) appropriately.

Collaboration and Co-Teaching

• Collaborative Learning Teams (CLTs) and Co-teaching teams collaborate weekly to unpack standards, plan instruction, design assessments, review student data, and reflect on their teaching practices.
• We implement effective strategies for teaching and learning content and skills and differentiate to address the needs of our students.
• We reflect on our practice and seek ways to improve.
• We support, provide, and engage in professional learning to improve teaching and learning and our work as a Professional Learning Community
• We engage with the Advanced Academics Coach, AP Coordinator, DEI coordinator, Instructional Technology Coaches, Dept of Academics staff and Administrators to support student learning.
• We consider ways to integrate SEL instruction, culturally responsive instruction and equitable practices, and technology including AI into instruction.

Assessment and Data Analysis

• On at least a quarterly basis, CLTs deliver common assessments that align to standards and essential skills.
• We teach students how to make meaning, prepare for assessments, and learn from feedback.
• We use grading practices that are accurate, motivational and bias-resistant.
• We provide meaningful, and specific assessment feedback to students within the learning process, before the next assessment of that content or skill.
• We collect, analyze, discuss, and act upon assessment data to evaluate and improve instruction, implement targeted interventions and improve student learning.
• We monitor and adjust instruction and interventions as needed and share progress with students, parents, school counselors, and administrators.

Partnering with Students and Parents

• We partner with students and parents by communicating regularly about student progress, highlighting positive outcomes and areas of growth.
• We update grades bi-weekly in advance of regularly scheduled progress reports (emailed weekly).
• We notify students and parents of academic or other concerns in a timely manner and communicate with counselors, administrators, or other support staff as needed.
• We consider students’ and parents’ communication and language needs and utilize the best methods to establish two-way communication.
• We notify students and parents three weeks before the end of a unit if a student is at risk of failing for the quarter, or if the grade has dropped two letter grades.