Outcomes:

● The percentage of multilingual learners in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.

● 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.                     

Strategy 1:

Increase efficiency of instructional delivery to ensure all students have daily access to all components of the language arts block as outlined in the new core curriculum.

Strategy 2:

Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.

Strategy 3:

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.

Outcomes:

● By the end of the 2024-2025 school year, 57% of Multilingual Learners (grades 1-6) will demonstrate expected with-in year growth in math as measured by the iReady screener. 
● By the end of the 2024-2025 school year, 62% of students will demonstrate expected within year growth in math as measured by the iReady screener.                            

Strategy 1:

Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.

Strategy 2:

Increase teacher's implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.

Strategy 3:

Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Outcome:

By June 2025, 100% of students will demonstrate increased understanding of Communicator and Collaborator as reported on a student survey given at the beginning and end of the year. We will continue our work as communicators and collaborators. Our focus will be on offering additional platforms for students and staff to demonstrate their growth in these areas, with the development of POG Share Fairs to celebrate their achievements.                            

Strategy 1:

Make explicit connections to POG skills and attributes (Resource 1) in daily lessons; if at an IB school, make explicit connections to ATL skills in daily lessons (Resource 2).

Strategy 2:

Select a POG skill from the vertical articulation charts (Resource 1) to focus on with students and explicitly teach the skill; if at an IB school, select an ATL skill from the IB & POG Crosswalk (Resource 2) to focus on with students and explicitly teach the skill.