Outcomes: 

By Spring of 2025, 70% of multi-lingual learners in grades K-3 will meet the spring benchmark on the VALLS assessment. 

By spring of 2025, 75% of multi-lingual learners in grades 3-6 will demonstrate proficiency on the reading SOL assessment (unadjusted).

By spring of 2025, 70% of multi-lingual learners in grades 4-6 will improve grade level placement on the iReady domains of vocabulary and comprehension. 

Strategy 1

Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.

Strategy 2

Leverage use of daily, explicit language comprehension lessons from the new core curriculum for building knowledge and vocabulary.

Strategy 3

Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.

Strategy 4

Increase use of data to plan Tier 3 instruction and monitor progress during Tier 3 intervention to ensure that students identified as demonstrating risk (through EIRI or MTSS) master foundational skills and receive intervention targeted to their needs.

Outcomes: 

By Spring of 2025, 70% of multi-lingual learners in Kindergarten will meet the Spring benchmark as measured by the EMAS assessment.

By Spring of 2025, 70% of multi-lingual learners in grades 3-6 will pass the Spring Math SOL assessment (unadjusted).

By Spring of 2025, 70% of students in grades 1-6 will improve grade level placement in Math (iReady).

By Spring of 2025, students in grades 1-6 will demonstrate growth on the iReady domains of Numbers and Operations.

Strategy 1

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

Strategy 2

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

Strategy 3

Increase use of data to plan Tier 3 instruction and monitor progress during Tier 3 intervention to ensure that students demonstrating risk master foundational skills.

Strategy 4

Increase opportunities to build oral language and vocabulary knowledge within all interdisciplinary subjects (ELA, math, social studies, science, music, art, PE and media).

Outcomes: 

By the end of the 24-25 SY, we will reduce our school's chronic absenteeism rate from 11% to 9% or less students classified as chronically absent, as evidenced by our schools chronic absenteeism data.

Strategy 1

MTSS Schoolwide and Site Intervention teams analyze attendance along with behavior and wellness data bi-monthly to identify students in need of Tier 2 and Tier 3 interventions.

Strategy 2

Schools will share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.

Outcomes: 

Grade 5 Science unadjusted pass rate will increase from 32% to 70% (unadjusted) in the 24-25 SY as measured by the EOY Standards of Learning Science Assessment.

Strategy 1

Increase student access to high quality science instruction through sufficient time on the master schedule and use of up-to-date FCPS curriculum.

Strategy 2

Increase content and/or pedagogy knowledge in science for all teachers (advanced, general, ESOL, special education).

Strategy 3

Increase opportunities to build oral language and vocabulary knowledge within all interdisciplinary subjects (ELA, math, social studies, science, music, art, PE and media).