English Language Arts: Reading by 3rd Grade

Measurable Outcome(s): The percentage of Multilingual Learners who demonstrate appropriate progress in WIDA language acquisition will increase from 71% to 76% (5 percentage point increase) from spring 2024 to spring 2025. The percentage of Lemon Road students in grades K-3 meeting or exceeding the VALLS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025."                            

Strategies:

1. Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
2. Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.
3. Increase opportunities for students to develop oral language through pair and small group structures that promote engagement.

Mathematics 

Measurable Outcome(s): By the end of the 2024-25 school year the percentage multilingual students passing the G 3-6 Mathematics SOL will increase from 71% to 76%. By the end of the 2024-25 school year the percentage of all students passing the G 3-6 Mathematics SOL will increase from 89% to 94%."                            

Strategies:

1. 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.
2. Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
3. Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Portrait of a Graduate: Presentations of Learning

Measurable Outcome: By Spring 2025, 100% of Kindergarten - 3rd grade students will learn about, use, and apply POG skills in their core classes and specials and will score at least proficient on Criterion 2 of the POG POL rubric; By Spring 2025,100% of 4th - 6th grade students will participate in a POG Presentation of Learning, with data recorded in RUBI.

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).
2. Create portfolios (Resource 1) dedicated to documenting growth in POG/ATL attributes and skills
3. Create opportunities for students to share their growth in a POG POL (Portrait of a Graduate Presentations of Learning - Resource 1) or, for IB schools, ATL POL (Approaches to Learning Presentation of Learning - Resource 2).