2024-2025 SIIP At-a-Glance

Garfield Elementary School

Region 6

Kerry Peerman, Principal

ENGLISH/LANGUAGE ARTS

End of Year SMARTR Outcome: Language Arts - Reading by 3rd Grade

• By June 2025, the percentage of students in grades K-3 meeting or exceeding the VALLSS screener
  benchmarks will increase by 5 percentage points from fall 2024 to spring 2025.
• By June 2025, the percentage of Multilingual Learners who pass the Grade 3 Reading SOL will increase
  by 5 percentage points from spring 2024 to spring 2025.

STRATEGY 1

Increase teacher content knowledge of evidence-based literacy instruction aligned with science-based reading
research to improve implementation of new core curriculum.
 

Actions:

• Build knowledge of explicit instruction through professional learning. (Job embedded CLT Learning
  utilizing CT protocols, LETRS/OG training, Garfield PD Plan)
   
• Engage in professional learning in collaborative learning teams through Benchmark Universe and
  intentional coaching cycles to support teacher lesson delivery.
   
• Build expertise in the High Leverage Practices for multilingual learners pillar and utilize them in
  evidence-based literacy instruction.

STRATEGY 2
Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
 

Actions:
 

• CLTs review data from formative assessments to monitor and adjust Tier 1 instruction though intentional
  review and added scaffolds and plan for Tier 2 small group reteaching.
   
• Use the assessment platform to monitor student progress on unit assessments and identify student groups
  in need of reteaching and intervention.
   
• Implement targeted interventions for students who are not making adequate progress on the WIDA exam.
   

• Analyze data from the FCPS ELD assessment and benchmark assessments to identify specific areas of
  need and tailor interventions accordingly.

   

STRATEGY 3

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.

Actions:

• Ensure that Multilingual Learners receive Benchmark Express ELD in small groups at least 3- 5 times a
  week.
• Engage in professional learning in collaborative learning teams through Benchmark Universe and
  intentional coaching cycles to support teacher lesson delivery.
• Build expertise in the High Leverage Practices for multilingual learners pillar and utilize them in
  evidence-based literacy instruction.

Mathematics  

END OF YEAR SMARTR OUTCOME: MATH

• By June 2025, the percentage of Multi-Language Learners (MLL) in grades 3-6 who pass their grade level
  math SOL will increase from 36% in 2023-2024 to 43% in 2024-2025
• By June 2025, the percentage of students in grades 1-6 who demonstrate expected screener within-year
  growth will increase from 48% in 2023-2024 to 55% in 2024-2025 as measured by iReady.

Strategy 1

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

Actions:
 

• Conduct a professional development session on the Framework where teachers learn about the
  Framework and how it leverages workshop structures to implement a student centered instructional
  model.
• Conduct professional development sessions with teachers that introduce them to Shift 4 and allow them
  to self assess and set personal goals.
• Conduct individual coaching cycles with teachers focused on modeling student discourse and
  instructional moves that support Multilingual Learners.

Strategy 2
Increase teachers' content knowledge and implementation of the 2023 FCPS mathematics program of studies.
 

Actions:

• Provide time during CLT to unpack each mathematics unit with new standards.
• Conduct a professional development session on the Framework where teachers learn about the
  Framework and how it leverages workshop structures to implement a student centered instructional
  model.
• Plan from and implement district lessons from provided planning and pacing guides with fidelity in all
  grade levels.

Chronic Absenteeism

By June 2025, our school will reduce its chronic absenteeism rate by 10% or more in comparison to June
2024 to earn a Level I SOA rating.

Strategy 1
Schools will share multilingual attendance materials with families throughout the year to educate families
regarding the importance of attendance for school success.
 

Actions:

• We will host Parent Coffees throughout the school year in which families can learn about a variety of
  topics related to attendance such as, the correlation between attendance and school success, when
  students are sick and should stay home etc.
• At early conferences, teachers will share reasons for regular school attendance to help educate parents
  and proactively promote attendance at the start of the school year.

• Throughout the school year, we will regularly promote attendance and share the school's average
  attendance rates at school events with families.

  Strategy 2
  Schools will implement practices to recognize good and improved attendance to reinforce attendance and
  strengthen student and family engagement.
   

  Actions:

• We will host quarterly breakfasts and award certificates for students with perfect attendance each quarter.
  Classes will be recognized for achieving perfect attendance for at least 5 days.

• Pop-up events (unannounced school-wide) attendance celebrations throughout the school year, especially
  focused in months with higher absenteeism rates.
   

  Strategy 3
  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.
   

  Actions:

• The attendance team will meet bi-weekly to prioritize early intervention.
• We will consider multiple data sources to identify the likely root causes of student absenteeism, match
  students to corresponding interventions, and document and monitor students' progress toward
  intervention goals in MTSS in SIS.
• Pre-conference with parents of students on the 23-24 chronic absenteeism list at the beginning of the
  24-25 school year to understand the barriers for our students and support improved attendance in the
  current school year.