Reading by 3rd Grade

Outcome

The percentage of multilingual learners in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025. 
 

The percentage of students in grades K-3 meeting or exceeding the VALLSS screener benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.

Strategy 1

Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.

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.

Mathematics Strategies

Outcome

By the end of the 2024-25 school year the percentage multilingual students passing the G 3-6 Mathematics SOL will increase from 62% to 67%.
 

By the end of the 2024-25 school year the percentage passing the G 3-6 Mathematics SOL will increase from 78% to 83%.

Strategy 1

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

Strategy 2

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

Strategy 3

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.

Strategy 4

Use AVID strategies and resources to increase access, rigor and goal setting for all students in grades 4-6 math classes

Social-Emotional Learning & Wellness

Outcome

By June 2025, the percent favorable on the Emotional Regulation topic on the SEL Screener will increase five percentage points - from 55% to 60% (Grades 3-5) and from 50% - 55%(Grade 6) in Spring of 2025.

Strategy 1

There is dedicated time during the school day to develop and utilize SEL competencies and mental health protective factors, beyond the required practices (e.g. SEL curriculum).

Strategy 2

Identified time in the master schedule is used to implement required SEL practices with fidelity to improve student perceptions of belonging and SEL skills. (MM & CC- ES or RAM- MS/HS, 3 Signature Practices- All).

Strategy 3

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.