READING BY 3RD GRADE

Outcomes                            
● By June 2025, the percentage of students with disabilities who are meeting reading screener benchmark (i.e., at low risk) will increase by at least 5 percentage points (from 21% to 26%) from fall to spring. 
● By June 2025, the percentage of students who are meeting reading screener benchmark (i.e., at low risk) will increase by 5 percentage points from fall to spring. (data will be added in the Spring)
 

Strategies                            
● Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.
● 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 use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
 

ELEMENTARY SCHOOL MATH

Outcomes                                    
● By June 2025, the percentage of students with disabilities making an overall placement gain on the iReady math assessment will increase by at least 5% (from 57% to 62%), as measured by the BOY and EOY iReady math assessments.
● By June 2025, all students will make growth and the percentage of students placing below grade-level will decrease by at least 25% as measured by the iReady Math assessment.        
                                    
Strategies                                    
● Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
● Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
● Increase formal collaboration between classroom teachers and ESOL teachers to develop the language of mathematics through the use of embedded strategies during whole group and small group instruction.        

DISCIPLINE

Outcomes                                    
● By June 2025, we will reduce the number of ML students with multiple referrals by 20% (15 students) as measured by office discipline referrals.        
                                    
Strategies                                    
● Implement Leveled Responses to Student Behaviors: Staff Managed for classroom issues, Office Managed for interventions beyond. Provide clear guidelines for consistency and effectiveness, promoting division-wide behavior management. Utilize the office-managed/staff-managed document consistently.
● Prioritize SEL skills among leaders and staff by modeling SEL behaviors, fostering empathy, and promoting positive relationships. Facilitate structured staff collaboration through CLT processes to share insights and strategies for supporting students' growth. Actively seek and elevate staff voice to cultivate a positive and affirming school culture that promotes student engagement and well-being.
● Prioritize SEL skills among leaders and staff by modeling SEL behaviors, fostering empathy, and promoting positive relationships. Facilitate structured staff collaboration through CLT processes to share insights and strategies for supporting students' growth. Actively seek and elevate staff voice to cultivate a positive and affirming school culture that promotes student engagement and well-being.