Students reading on grade level by the end of 3^rd Grade

Measurable Outcome

By June 2024, students in grades K-6 will demonstrate at least one year's growth in reading skills based on Lexia skill level progress report and/or i-ready stretch growth points.

38% of our students are currently performing below grade level based on the Lexia skills level progress report from June 2023.

32% of students are currently performing on grade level and 30% of students were performing above grade level.

By June 2024, all students in kindergarten will meet if not exceed the PALS grade level benchmark.

Strategy 1

Expand access to evidence-based tier 1 instruction as well as intervention for students demonstrating risk in a multi-tiered system of supports. (HLP 1-5)

Action 1

The PLC structure will be strengthened by ensuring implementation of intentional and meaningful collaborative team meetings by supporting the planning of instruction based on student needs and data.

Action 2

We will continue to build teacher capacity through professional development, leadership opportunities, and opportunities for feedback and reflection in order to support teams in their development of the PLC cycle.

Action 3

All students will be provided explicit instruction, reteaching and remediation based on data and student need through teacher planning and implementation of core instruction. This includes teams utilizing Lexia Core5/Power Up and the recommended Lexia Lessons with the 'needs instruction' to provide Tier 2 intervention for identified students and skills

Strategy 2

Increase impact of tier 2 interventions for students demonstrating risk by using FCPS-recommended programs and practices with fidelity (e.g., Lexia, UFLI). (HLP 5)

Action 1

Teams will review and utilize Lexia Core5/Power Up and the recommended Lexia Lessons with the 'needs instruction' to plan for Tier 2 intervention small groups if needed and monitor student progress.

Action 2

PLC teams will utilize district assessment maps to support decisions about instruction and resource allocation to identify and support student needs and be reviewed by our MTSS CORE Team Quarterly.

Action 3

In order to provide consistent and data driven programs and instruction to identified students, highly qualified and trained teachers are implementing a learning lab model.

Strategy 3

Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills. (HLP 2, 5)

Action 1

MTSS CORE Team and PLCs collaborate to analyze and interpret data to form groups and provide differentiated instruction based on student need.

Action 2

Teachers will analyze Lexia data weekly to form flexible small groups based on identified areas of need and monitor for progress to be supported during their LA block or our designated intervention block.

Action 3

PLC's and the MTSS CORE Team will reflect on whole school, grade level, and/or small group data quarterly to adjust their practices, reflect on positives and areas of growth, and make a plan for next steps.

Growth and performance on state/national/international assessments in math.  Successful completion of Algebra 1 by 8^th Grade (leading indicators)

Measurable Outcome

By June 2024, our SOL/VAAP pass rate for students receiving special education services will increase by at least 10% (31% unadjusted to 41%).

By June 2024, all students in grades 1-6 will meet their stretch growth goal based on the i-ready spring window data.

By June 2024, all students in kindergarten will meet if not exceed the EMAS grade level benchmark.

Strategy 1

Increase teacher’s implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.

Action 1

Each grade level will implement number talks into their daily math instruction through learning and engaging with shift 8 of mathematical practices in order to support students' number sense skills.

Action 2

Staff will hold a Math Night to engage families in the learning we do here at school. In addition, we will be including monthly tips in our News You Choose so parents can continue the learning at home with simple math ideas and games.

Action 3

Teachers will include number sense activities, either at small groups or stations, and focus on student talk of strategies and the idea that not one way is the only way.

Strategy 2

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

Action 1

PLC conversations will support planning of engaging lessons within the math workshop model and task creation.

Action 2

Quarterly analyze math data during PLCs to form flexible small groups based on identified areas of need.
 

Action 3

Utilize Buck Block intervention time and FCPS tutors to provide strategic enrichment/intervention for students as needed. PLCs will reflect on student progress and modify groups based on data.

Strategy 3

Use conversation structures to increase academic talk between students.

Action 1

Teachers will utilize sentence starters and scaffolded frameworks during math instruction to allow equitable access for all student demographics.

Action 2

Continue to strengthen morning meeting practices to embed academic conversations and content by using vocabulary lists and supporting PLCs in planning.

Action 3

Continue to build teacher capacity through professional development, leadership roles, and opportunities for feedback and reflection by creating PLC agenda's that include times to collaborate and share ideas for lesson planning and activities and our monthly PD offerings and teachers as readers book club.

Positive School Climate: Safe, Supported, Included and Empowered

Measurable Outcome

By June 2024, students will show an increase of at least 5% in the area of self-management skills as measured by the SEL screener and wellness interviews.

Strategy 1

Strengthen Tier 1 classroom management strategies using school-wide PBIS program and SEL concepts.

Action 1

Support teams to enhance classroom management strategies to effectively reinforce positive student behaviors. We will continue to include our sensory pathways in hallways and zones of regulation methodology throughout the building.

Action 2

Implement daily morning meetings in all classrooms focusing on classroom community and B3 (Be Your Best Bucky, Deer Park specific positivity program).

Action 3

We will continue to strengthen community and family engagement through Movement Mondays, our Quarterly Recognition Program, Positive Behavior Referrals, and Zones of Regulation collaborative communication.

Strategy 2

Use data driven practices to identify students for tier 2 and tier 3 behavior/SEL interventions and supports

Action 1

MTSS Core Team and PLCs will engage in student-focused and data driven discussion to design and implement individualized behavior plans and supports.

Action 2

Bucky's Rest Stop will continue in order to support students in self-regulation skills and identifying students for mentor support.

Action 3

Quarterly analyze behavior referral data so that teachers may identify trends and discuss next steps to support students in all grade levels.

Strategy 3

The school will build an understanding with students, staff, and the community about why Communicator and Collaborator attributes and skills positively impact students within and beyond school.

Action 1

Dedicate a quarterly PLC to explore POG resources and brainstorm ideas to embed communicator and collaborator language into our daily instruction.

Action 2

Embed POG skills in morning meeting and implement reflection time for students to self-assess and create self-guided goals.

Action 3

Teachers will design and facilitate inquiry-based opportunities that elevate student voice and increase student engagement.