ES Reading On Grade Level by the End of 3rd Grade
Outcome: Ensure students are making sufficient progress to be on grade level in ES Reading.
- By June 2024 45% of our ELs (G1-3) will demonstrate progress in language acquisition, an increase from 32%, as measured by WIDA.
- By June 2024 75% of students will meet the Spring reading screener benchmark, an increase from 60%, as measured by LLS/PALS/iReady.
- By June 2024 75% of students will be reading on-grade-level (pass the 3rd grade SOL), an increase from 63%, as measured by Grade 3 Reading SOL/VAAP.
Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. (HLP 2)
Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. (HLP 1, 3)
Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills. (HLP 2, 5)
Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.
- By June 2024 50% (an increase from 37%) of students in Grades 4-6 who failed the SOL will demonstrate growth in mathematics as measured by the (SOL/VAAP).
- By June 2024 70% (an increase from 62%) of students in grades 3-6 will receive a passing (unadjusted score) on their math SOL/VAAP.
Increase teachers implementation strategies related to Shift 4: from show and tell to share and compare.
Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
Outcome: Children who attend school regularly develop fundamental reading and math skills while building a habit of good attendance that will carry them into college and careers.
- By June 2024, there will be a decrease in the number of students missing 18 or more school days (10 percent of a 180 school days) during the 2023-24 SY from 17% to 12%.
Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.
Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.