Reading

OUTCOMES

• The percentage of students identified as multilingual learners who pass the Grade 4 Reading SOL will increase by 5 percentage points from spring 2024 to spring 2025 (from 56% Spring 2024 to 61% in Spring 2025 using data from the SIIP Workbook).
• The percentage of students who pass the Grade 4 Reading SOL will increase by 5 percentage points from spring 2024 to spring 2025 (from 81% Spring 2024 to 86% in Spring 2025 using data from the SIIP Workbook).

STRATEGIES

• Leverage use of daily, explicit language comprehension lessons from the new core curriculum for building knowledge and vocabulary.
• Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
• Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.

Mathematics

OUTCOMES

• By June 2025, our multilingual learners will demonstrate growth from 63% to 68% as measured by the Math SOL
• By the end of the 2024-25 school year the percentage passing the G 4-6 Mathematics SOL will increase from 86% to 91%

STRATEGIES

• Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
• Increase teacher's implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
• 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.
• Access to Rigor: Provide responsive instruction (differentiation and support) within rigorous Tier 1 learning opportunities

Socio-Emotional Learning & Wellness

OUTCOMES

• By June 2025 students will increase their social and emotional learning (SEL) competencies over baseline scores in the areas of self-awareness, responsible decision making, and self-management as measured by the Kings Glen SEL school-based screener aligned with the CASEL attributes. 

STRATEGIES

• MTSS Schoolwide and Site Intervention teams analyze behavior/wellness data bi-monthly to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions.
• All school administrators and staff regularly model social and emotional competencies in their interactions with others, to include interactions with students, families, and one another.
• 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.