Outcomes

• By June 2025 the percentage of students with disabilities (SWD) reading by third grade will increase from 50% to 55% as measured by the grade 3 English SOL. 
• By June 2025 the percentage of students reading by third grade will increase from 77% to 82% as measured by the grade 3 English SOL.

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 students to develop oral language through pair and small group structures that promote engagement.
• Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.

Outcomes

• By June 2025, the annual pass rate for all students in grades 3-6 will improve from 88% to 93% as measured by the grades 3-6 math SOL.
• By June 2025, the annual pass rate for students with disabilities (SWD) in grades 3-6 will increase from 55% to 60% as measured by the grades 3-6 math SOL.

Strategies

• Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
• 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.

Outcomes

By the end of the 2024-25 school year:

• I grew, here's why it matters: 100% of students in grades 2-6 will be able to reflect on how they grew their POG skills and why it matters, with an average score of at least "Proficient" on Criteria 1 & 3 of the POG POL rubric.
• Here's why it matters: 100% of students in grades K-1 will be able to reflec on why POG skills matter and score at "Developing" on Criterion 3 of the POG POL rubric.

Strategies

• 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.
• Dedicate time for regular student reflection (Resource 1; Resource 2 for IB Schools) - such as turn and talks, quick writes, or silent thinking to self -  to process the POG/ATL skills they utilized during meaningful learning experiences and consider how they can continue to grow.
• 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).