English Language Arts 

Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.

Strategy 1: Provide daily, systematic, explicit instruction in phonics, and morphology in the core language arts block. 

• K-2 teachers will utilize the FCPS scope and sequence and phonics/word study lessons to plan and provide systematic, explicit instruction in word recognition to all students on a daily basis.
• 3-6 teachers will build knowledge around phonics/word study quarterly in CLTs to provide explicit instruction in word recognition to all students on a daily basis.  *New to FCPS K-2 teachers will have opportunities for professional development.*
• As a source of professional development, the reading specialist will collaborate with two teachers (one in K-2; one in 3-6) to operate a Language Arts Labsite to provide model classrooms to teachers. Teachers will visit the lab at least twice a year and have access to additional visits. 

Strategy 2: Develop oral language skills through explicit language instruction and opportunities for talk in both the reading and writing block.

• Classroom teachers will embed language arts into daily morning meetings by intentionally including opportunities to build oral language skills, including turn and talk opportunities.
• Classroom teachers will plan and implement interactive weekly read-alouds of complex texts that include activities before, during, and after reading that are intentionally focused on oral language and vocabulary development.
• All staff will engage in professional learning that mimics the “loose and tight” expectations of a language arts block three times a year (e.g., summer, fall, winter) during staff development days and/or teacher workdays.

Strategy 3: Provide Tier 2 and Tier 3 instruction that targets the underlying difficulty impacting the student’s progress in literacy.

• Classroom teachers will work through the MTSS process to identify all students, their intervention, and interventionist by the end of quarter 1 which includes communication with families. 
• Resource teachers and classroom teachers will collaborate to use dolphin time to create a MTSS intervention schedule that may involve pull outs, push ins, or flexible groupings amongst grade level.
• The MTSS core team will provide a common document outlining common practices around tier 2 and tier 3 progress monitoring to identify the effectiveness of interventions as well as entry and exit points of interventions.

Mathematics 

Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.

Strategy 1: Teachers will strategically look for a variety of student strategies and use data to inform student conversation and future lessons. 

• Support staff (EMRT, Instructional Coach, AART) will conduct professional development opportunities 3x a year to support teachers with understanding how the instructional shifts in mathematics support student conversation. 
• During CLTs, once every unit, teachers will anticipate student responses and consider potential misconceptions to plan for high quality instruction.
• During CLTs, once every unit, the instructional coach/EMRT will facilitate the planning of a rich task that elicits specific mathematical strategies or representations. 

Strategy 2: Classroom teachers will utilize the student centered lesson model to support positive math outcomes for students. 

• All staff will engage in professional learning that mimics the “loose and tight” expectations of a math block three times a year (e.g., summer, fall, winter) during staff development days and/or teacher workdays.
• At least three times a week, classroom teachers will provide small group, data driven instruction to targeted student groups (i.e. enrichment, spiral concepts, or remediation). 
• The EMRT and AART will create mathematics bins (including task resources, math manipulatives, math games, etc.) that supports/enriches student learning. 

Strategy 3: Teachers will create a math community where growth mindset is at the forefront and communicate growth mindset strategies to the community. 

• During CLTs, once every unit, teachers will engage in “do the math” to support teacher understanding of math concepts and how they develop over time and share the math learning concepts in a monthly newsletter to families.
• Three times a week, classroom teachers will engage students in building a math community through math based student grounding activities that preview the upcoming unit or focus on misconceptions from previous units. 
• As a source of professional development, the EMRT will collaborate with two teachers (one in K-2; one in 3-6) to operate a Math Labsite to provide model classrooms to teachers. Teachers will visit the lab at least twice a year and have access to additional visits. 

Portrait of a Graduate (POG)

Outcome: All students will complete a POG Presentation of Learning (POL) by 2025-26. 

Strategy 1: The school will build an understanding with students, staff, and the community about why POG attributes and skills positively impact students within and beyond school.

• Through quarterly staff professional development, all staff members will develop understanding of the “why and what” of POG and will be able to share specific examples of how it supports learning in their class.
• School leaders and teachers will build a deeper community understanding of the importance of POG through monthly grade level and news you choose newsletters.
• We will divide up the school year into 5 units of study where each portrait of a graduate skill is highlighted through the POG news spotlight and morning meeting, closing circle, and class discussions.

Strategy 2: Collaborative teams will align content knowledge and skills with POG attributes and skills based on the current unit of POG study.

• Through CLT collaboration, classroom teachers will understand how to use the POG vertical articulation documents to align units with specific POG units of study at the start of each unit. 
• All classrooms, including specialists, will receive signage around POG attributes and skills.

Strategy 3: Teachers will design and facilitate inquiry-based opportunities that elevate student voice and increase student engagement.

• Grade level teams will plan and implement at least one PBL per quarter aligned to POG skills. The planned PBL will emphasize student choice and allow for opportunities for student reflection in regards to POG skills. 
• All staff will develop a deeper understanding of inquiry-based learning and the strategies to facilitate inquiry through PD options to include before/after-school learning led by appropriate support staff (i.e. SBTS, librarian and AART).

Wellness 

Outcome: Ensure students feel safe, included, and supported in the school environment.

Strategy 1: As a school, we will set aside protected time to engage in required Tier 1 practices schoolwide.

• School leaders will include time for required practices (morning meeting and closing circle) on the master schedule. 
• In order to build a stronger school-wide community, members of the Tier 1 behavior Wellness Team will visit every classroom once a quarter to engage in or model a portion of morning meeting or closing circle. 

Strategy 2: As a school, we will model required practices in adult meetings/professional development to foster relationships, buy-in, and learning. 

• The Tier 1 Behavior Wellness Team will meet monthly to plan for appropriate schoolwide Tier 1 behavior wellness initiatives. 

Strategy 3: School leaders (counselors, instructional coach, administration) will provide foundational knowledge and tools around tiered SEL practices and skills to support the overall wellness of our school community. 

• Lake Anne will operate an SEL lab and students will have access to it through the master schedule, teacher scheduled time, or individual student need. 
• Lake Anne will utilize a variety of resources such as therapy animals, SEL playbook, various evidence based curriculum (positivity project, etc.).
• Classroom teachers will share SEL practices and skills (positivity project trait, skills from SEL playbook, etc.) with the community through a monthly grade level newsletter.