End of Year SMARTR Outcome 1

By June 2020, 100% of students with disabilities in grades K-2 will show a year's growth based on the DRA/DRA-WA, QRI or Brigance as dictated by their IEPs.

By June 2020, 75% of students with disabilities in grades 3-6 will meet benchmark on the SOL.

Strategy 1: Reading Workshop

Action(s)

• Utilize Lucy Calkins Units of Study model for Reading Workshop to ensure high-quality, core classroom instruction; the Units of Study Workshop model provides explicit explanations and demonstrations of targeted reading skills and strategies based on the pacing guide and student needs.

• Utilize Lucy Calkins Phonics Units of Study in K-1 to support phonics acquisition, with the purpose of phonemic awareness transfer to reading and writing. 

• Collaboration among general ed and special ed teachers to ensure instruction in both settings align

• Take Home Reading: Students will be provided appropriately leveled books to take home weekly in order to increase volume of independent reading, increase site word recognition, and improve fluency and comprehension.

• Professional learning on reading strategies and programming for all staff assigned to work with SWDs

•  

Strategy 2: Differentiated Instruction

Action(s)

• Individualized instruction, utilizing research-based curriculum to address unique student needs

• Small group reteaching based on student performance related to specific learning targets and power standards

• Small group and individualized instruction to reinforce expected, strong literacy skills and behaviors

• Instructional matching to maximize student growth in deficit areas as identified by multiple points of reading data

End of Year SMARTR Outcome 2

By June 2020, 100% of grade level teams will collaboratively plan and explicitly teach Portrait of a Graduate skills through meaningful learning experiences and high quality instruction. Student growth in an attribute (1-3 skills), chosen by grade level teams, will be measured and reported by teams through a BOY and EOY assessment.

Strategy 1: Build POG into school culture

Action(s)

• Staff will participate in at least 2 professional learning opportunities focused on POG (Introduction to new POG teacher resources; using teacher scoring rubrics to assess student proficiency)

• Model POG within staff meetings, CLT meetings, and professional learning opportunities (utilize when creating team norms)

• Team leaders will notify specialists of specific grade level POG attribute; All specialists will use POG language to support student reflection on POG skills and growth

• Use Positivity Project discussions to highlight and connect P2 attributes to POG skills

• Each grade level team will complete at least 2 PBLs, which will include opportunities for students to use self-assessments related to grade level POG attributes

Strategy 2: POG through CLT

Action(s)

• Structure CLT agendas and norms to emphasize each POG skill 

• Teams will identify specific skills within a POG attribute and intentionally plan POG instruction within instructional units and PBLs

• Teachers will be trained on how to use teacher rubrics, and student self-assessments, to monitor student growth

• Students will utilize POG self-assessments, for chosen grade-level skills, throughout the school year to measure proficiency

By June 2020, 100% of students will receive instructional experiences using the  AAP curriculum as measured through a teacher survey.

Strategy 1: Professional learning on AAP strategies

Action(s)

• All classroom teachers will participate in training on a novel, grade level appropriate, AAP strategy provided by Advanced Academic Resource Teacher (examples include: Jacob’s Ladder, M2 and M3, Jason Project)

• AART will encourage teachers to attend AAP trainings provided by the FCPS AAP office

• Increase the availability of AAP resources school-wide

• Teachers will complete Google survey in January and June to document AAP strategies use

Strategy 2: Intentionally integrate AAP strategies during CLTs

Action(s)

• Teachers will utilize AAP curriculum and resources embedded into FCPS planning and pacing guides; grade level teams will incorporate this work into curriculum maps

• AART will participate in CLTs once a month to provide guidance, resources, and follow-up professional learning 

• Vertical articulation during Leadership meetings to share ideas around the use of the AAP curriculum

• Google form will be used to document AAP instructional opportunities utilized across classrooms