Outcomes

• By Spring 2025, the percentage of students with disabilities in K-2 in the High Risk category will decrease by 10% from the Fall VALLSS baseline to the Spring VALLSS reading screener benchmark. 
• By Spring 2025, the percentage of students in K-2 in the High Risk category will decrease by 10% and the percentage of students in K-2 in the Low Risk category will increase by 10% from the Fall VALLSS baseline to the Spring VALLSS reading screener benchmark.

Strategies

• Increase efficiency of instructional delivery to ensure all students have daily access to all components of the language arts block as outlined in the new core curriculum
• Leverage the use of daily explicit language comprehension lessons from the new core curriculum for building knowledge and vocabulary
• Increase the use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills

Outcomes

• By Spring 2025, the percent of students with disabilities in grades 1-6 demonstrating expected screener within-year growth in math will increase 10 percent from 59% to 69% as measured by the fall and spring iReady data comparison
• By Spring 2025, all students in grades 1-6 demonstrating expected screener within-year growth in math will increase 10 percent from 63% to 73% as measured by the fall and spring iReady data comparison

Strategies

• Increase teachers' implementation of strategies and conversation structures that increase academic talk between students 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

Outcomes

• By Spring 2025, the number of students who are chronically absent will decrease from 77 students to below 60 students as measured by the Fairfax County Attendance Dashboard

Strategies

• MTSS Schoolwide and Site Intervention teams analyze attendance along with behavior and wellness data bi-monthly to identify students in need of Tier 2 and Tier 3 interventions 
• Teachers will promote student engagement and create a welcoming classroom environment by modeling social and emotional competencies in their interactions with students 
• Schools will implement practices to recognize good and improved attendance to reinforce attendance and strengthen student and family engagement 

Outcomes

By the end of the 2024-2025 school year, Centreville Elementary School will reduce the OSS risk ratio by at least 4% for Students with Disabilities and students who receive free or reduced meals, from 11.9% to 7.9% and 6.61% to 2.61%

Strategies

• Utilize regional support teams to analyze discipline data and wellness data bi-monthly to identify students in need of Tier 2 and Tier 3 interventions. Integrate consistent analysis of discipline data disaggregated by subgroups (race/ethnicity, SWD, EL, FRM).
• Integrate Tier 1-3 Restorative practices and justice into school discipline procedures and practices