Reading by 3rd Grade

Outcomes                            
● The percentage of Multilingual Learners who demonstrate appropriate progress in WIDA language acquisition will increase by 5 percentage points from spring 2024 to spring 2025. In the 2023-24 school year, 51% of mulitilingual learners (Gr. 1-3) demonstrated progress is language acquisition (WIDA). 
● The percentage of students in grades K-3 meeting or exceeding the VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.                           
                            
Strategies                            
● Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.
● Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings.
● Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.                           

Mathematics 

Outcomes                            
● By the end of the 2024-25 school year the percentage of students with disabilities in grades 1-6 meeting or exceeding the iReady grade level benchmark will increase by 10 percentage points from (40%) Spring 2024 to (50%) Spring 2025.
● By the end of the 2024-25 school year the percentage of students in grades 1-6 meeting or exceeding the iReady grade level benchmark will increase by 5 percentage points from (60%) Spring 2024 to (65%) Spring 2025.                     
                            
Strategies                            
● Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
● Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.                       

Chronic Absenteeism

Outcomes                            
● By the end of the 2024-25 school year, we will reduce our school’s chronic absenteeism rate to below 10% as evidenced by our school’s chronic absenteeism data.                            
                            
Strategies                            
● Teachers will use a variety of culturally-responsive practices and communication methods to provide supportive outreach to students and families when student attendance concerns arise.
● Schools will support students during key transition grades and pay particular attention to student groups with historically disproportionately higher levels of chronic absenteeism utilizing trauma-sensitive strategies.