Targeted Measurable Outcome: The percentage of Multilingual Learners in grades K-2 demonstrating low risk will increase by 5 percentage points from Fall 2025 to Spring 2026.

Universal Measurable Outcome: The percentage of Multilingual Learners in grades K-2 demonstrating low risk will increase by 5 percentage points from Fall 2025 to Spring 2026.

Strategy 1:  Use data from formative and summative assessments in the core curriculum to guide instructional decisions during tier 1 and tier 2 reading and writing instruction (ex. data dialogues, CT data discussions).

Strategy 2:  Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. ECRI, Lexia, implementation guide resources).

Strategy 3: Improve integrity of implementation of core curriculum: tailoring instruction to meet student needs aligned with evidence-based literacy instruction (ex. classroom walkthroughs, CT planning, coaching).

Targeted Measurable Outcome: The percentage of Multilingual Learners in grades 1-2 exceeding their growth target on the screener will increase at least 5 percentage points from Fall 2025 to Spring 2026.

Universal Measurable Outcome: The percentage of students in grades 1 and 2 scoring at or above benchmark on the growth screener will increase by 5 percentage points from Fall 2025 to Spring 2026.

Strategy 1:  Increase teachers' implementation of balanced assessment strategies as related to Shift 8: from looking for correct answers towards revealing student thinking.

Strategy 2:  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.

Universal Measurable Outcome: By the end of Spring 2026, the percentage of first and second grade Multilingual Learners making VDOE WIDA Growth as measured by the WIDA ACCESS assessment will increase from 55% to 60%.

Strategy 1:  Establish and incorporate progress-monitoring routines to analyze the results of the FCPS ELD common assessments or Summit K12 assessments to monitor progress and revise students’ language goals and guide instructional decisions during tier 1 and tier 2 (additional language support).

Strategy 2:  Monitor to ensure all multilingual learners are receiving explicit ELD instruction using the appropriate resources as outlined in ELD guidance documents: elementary (resource 1), middle and high school (resource 2).

Strategy 3: Increase the use of language-focused strategies, scaffolds, and supports in content and classroom instruction that match the students’ English language proficiency and promote oral language development and peer to peer interactions.

Targeted Measurable Outcome: By June 2026, our Chronic Absenteeism rate will reduce from 10.9% to 8% as evidenced by our Chronic Absenteeism data.

Strategy 1:  MTSS Schoolwide and Site Intervention teams analyze attendance, behavior, and wellness data twice a month to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions. Integrate consistent analysis of data disaggregated by student groups (race/ethnicity, SWD, ML, FRM).

Strategy 2:  Schools share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.

Strategy 3: Communicate with families to recognize and celebrate student growth or success in academics, behavior, attendance, or other areas using a variety of communication methods (e.g., phone calls, emails, Talking Points, postcards) to strengthen student and family engagement.