Springfield Estates Elementary School

Region 6

April Martin, Principal

READING BY 3RD GRADE

Outcomes

● By the end of SY 24-25, 78% of students (PreK-3) will meet spring reading screener benchmark (LLS/PALS/iReady). This would be an increase from 73% from SY 23-24. 
● By the end of SY 24-25, 55% of Students With Disabilities and 60% of students Learning English will meet Spring reading screener benchmark (LLS/PALS/iReady). This would be an increase from 49% to 55% and 553% to 60% respectively from SY 23-24.

Strategies

● Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings.
● 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.
● Increase opportunities for students to develop oral language through pair and small group structures that promote engagement.

ELEMENTARY SCHOOL MATH

Outcomes

● By the end of SY 24-25, 66% of students who are English Learners in grades 1-6 will demonstrate expected within-year growth on the iReady. This would be a 5% increase from the 23-24 SY.
● By the end of SY 24-25, 68% of all students in grades 1-6 will demonstrate expected within-year growth on the iReady. This would be a 5% increase from the 23-24 SY

Strategies

● Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
● Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
● 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.

SOCIO-EMOTIONAL LEARNING & WELLNESS

Outcomes

● By June 2025, the percent favorable on the Emotional Regulation domain on the SEL Screener will increase by 3 percentage points from 55% in Spring 2024 to 58% in Spring of 2025.

Strategies

● Identified time in the master schedule is used to implement required SEL practices with fidelity to improve student perceptions of belonging and SEL skills. (MM & CC- ES or RAM- MS/HS, 3 Signature Practices- All).
● There is dedicated time during the school day to develop and utilize SEL competencies and mental health protective factors, beyond the required practices (e.g. SEL curriculum).
● School staff will communicate with families to recognize and celebrate student success in academics, behavior, attendance, or other areas.