Reading

Measurable Outcome

By Spring 2024, at least 75% of English Learners in grades 1-6 (102 students) will make their within-year growth target on iReady reading.

Strategy 1

Increase intentional use of scaffolds, supports and extensions in whole group settings (word recognition, language comprehension and writing). (HLP 2-4)

Action 1

Grade level teams will unpack FCPS Language Arts pacing guide during CLT meetings with the reading specialist and plan intentionally to scaffold instruction for English Learner students once a month.

Action 2

Classroom teachers will engage in quarterly professional development on scaffolding and differentiation to support and extend students.

Action 3

ESOL teachers will provide scaffolds for classroom teachers to implement with English Language learners on a monthly basis.

Strategy 2

Expand the use of independent practice with a variety of texts (e.g., decodable, nonfiction, fiction) and meaningful tasks (e.g., Lexia, writing about reading). (HLP 2-4)

Action 1

Classroom teachers will provide independent practice with decodables or targeted skills activities during language arts block or intervention time at least twice a week.

Action 2

Classroom teachers will check in with students' individual progress with Lexia at least once a month or as needed to discuss progress.

Strategy 3

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

Action 1

Classroom teachers will familiarize themselves with the WIDA proficiency levels of their students and model performance indicators within each proficiency level for informing instructional development by the end of the first quarter.

Action 2

The ESOL team will provide PD for grade 1-6 teachers to develop language objectives in reading instruction once per quarter.

Action 3

The ESOL team will provide support during CLT on a quarterly basis.

Math

Measurable Outcome

By the end of SY 23-24, at least 40 % of 168 English Learner students in K-6 meeting grade level benchmark on the iReady/EMAS.

Strategy 1

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

Action 1

EMRT will introduce staff to Shift 8 and allow them to self-assess and set personal goals once per quarter during weekly CLT meetings.

Action 2

EMRT will support teachers in engaging students in tasks that promote reasoning and problem-solving at least once per unit.

Action 3

Classroom teachers will scaffold "just in time" feedback, including linguistic scaffolds for ELs for every unit during unpacking at CLT meetings.

Strategy 2

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

Action 1

EMRT will support teachers in the use of Ready, Set, Math, and other intervention materials by the end of September.

Action 2

Provide planning time for teachers during CLT once per MTSS cycle to allow them to plan for small group tier 2 and 3 instruction.
 

Action 3

All K-2 teachers will be trained in AVMR by the end of the 2023-2024 SY.

Strategy 3

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

Action 1

EMRT will support teachers in the full implementation of the Math Workshop model by the end of Quarter 1.

Action 2

Provide professional development during CLT meetings focused on creating Student-Centered Mathematics Instruction once per month.

Action 3

EMRT will spend Quarter 1 supporting teachers with the highest EL needs in their math instruction via CLT and individual meeting time.

Science

Measurable Outcome

By spring 2024, Eagle View will meet accreditation standards by earning at least a 70% pass rate on Science SOLs as measured by either the current year pass rate (23-24) or the three-year cumulative rate (21-22, 22-23, 23-24), whichever is higher.

Strategy 1

Increase the frequency of student learning experiences that are inquiry-based and hands-on.

Action 1

All 5th and 4th grade teachers will use the FCPS Curriculum Resources and/or Planning and Pacing Guide to plan each unit of inquiry-based instruction

Action 2

All 4th and 5th-grade teachers will use the laboratory investigations as anchoring experiences before direct instruction at least once per unit.

Action 3

Administrators ensure equitable access to science materials through the elementary materials portal once per quarter.

Strategy 2

Expand the type and frequency of formative assessments to evaluate progress throughout units.

Action 1

Teachers design at least two formative assessments per unit as part of the CT cycle that evaluate students' progress on standards.

Action 2

Teachers will participate in Science professional development

Chronic Absenteeism

Measurable Outcome

By Spring 2024, Eagle View will reduce the chronic absenteeism rate by at least 3% .

Strategy 1

Use Talking Points as a way for EL families to report student absences

Action 1

By August 31, 2023, all staff will be trained in Talking Points.

Action 2

All classroom teachers will utilize Talking Points to communicate with the EL families at least once a month.

Strategy 2

Strengthen school team practices to monitor attendance data and determine the need for intervention and additional support.

Action 1

The team will meet twice a month to review the attendance data and problem-solve for students to identify possible root causes and match to an intervention

Action 2

The team will examine every other week the list of students with attendance issues every day to ensure that each student receives appropriate support through multi-tiered systems of support.

Action 3

The attendance team will promote a culture of attendance and intentionally plan attendance-related activities to occur throughout the school year.

Strategy 3

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.

Action 1

Integrate information on the importance of attendance and the impact of chronic absenteeism into parent programs and communication throughout the year

Action 2

The importance of attendance will be communicated at least once a month in the parent newsletter (Tier 1 communication).

Action 3

We will use R.E.A. L. framework to help explain the importance of showing up, especially given the challenges experienced during the pandemic, and to reflect upon what is needed to make showing up to school worthwhile