System Strategic Priority Area 3
|
Safety & WellbeingKey Performance Indicators
10. Decrease the percent of students with disabilities identified in each student group to mirror the student population if the identified group is disproportionate. (Baseline 2021-2022)
Note: Students may count for both race/ethnicity and special services in multiple students groups. Percentages are based on enrollment for all students and for students with disabilities. 2024 data as of 8/15/24.
Note: Students may count for both race/ethnicity and special services in multiple students groups. Percentages are based on enrollment for all students and for students with disabilities. 2024 data as of 8/15/24.
11. Increase the percent of Grade 2 students meeting benchmark by three percentage points on DIBELS end-of-year assessment. (Baseline 2022-2023)
| Student Group | DIBELS EOY Percent of Grade 2 Students Meeting Benchmark |
|
| 2023 Baseline | 2024 | |
| All Students* | 71 | 72 |
| Asian | 84 | 92 |
| Black/African American | 67 | 73 |
| Hispanic/Latino | 57 | 57 |
| Two or More Races | 72 | 76 |
| White | 76 | 74 |
| Free/Reduced Meals | 55 | 58 |
| Multilingual Learner | 45 | 43 |
| Students with Disabilities | 37 | 34 |
| * Student groups with less than 10 are not shown. | ||
12. Decrease the percent of students suspended out of school in each student group by one percentage point (or maintain below 1%); no student group greater than 5%; and have no schools identified as disproportionate in suspension by MSDE. (Baseline 2021-2022)
| Student Group* | Out-Of-School Suspension Rates** | |||||||||||
| All | Elementary | Middle | High | |||||||||
| 2022 | 2023 | 2024 | 2022 | 2023 | 2024 | 2022 | 2023 | 2024 | 2022 | 2023 | 2024 | |
| All Students* | 3.1 | 3.4 | 3.1 | <=1 | <=1 | <=1 | 6.2 | 6.6 | 6.2 | 4.6 | 4.7 | 4.3 |
| Asian | <=1 | <=1 | <=1 | <=1 | <=1 | <=1 | 1.5 | 1.9 | 1.3 | 1.1 | 1.1 | <=1 |
| Black/African American | 6.6 | 7.1 | 6.2 | <=1 | 1.7 | 1.2 | 12.7 | 13.9 | 12.3 | 9.4 | 9.2 | 8.3 |
| Hispanic/Latino | 3.5 | 3.5 | 3.1 | <=1 | <=1 | <=1 | 6.9 | 7.0 | 6.1 | 5.6 | 4.9 | 4.3 |
| Two or More Races | 3.8 | 4.8 | 4.0 | <=1 | 1.7 | <=1 | 8.2 | 9.2 | 8.0 | 6.0 | 7.0 | 6.7 |
| White | 2.3 | 2.5 | 2.5 | <=1 | <=1 | <=1 | 4.3 | 4.5 | 4.9 | 3.4 | 3.5 | 3.2 |
| Free/Reduced Meals | 5.8 | 6.2 | 5.2 | <=1 | 1.7 | <=1 | 12.3 | 11.9 | 10.8 | 9.3 | 8.6 | 7.2 |
| Multilingual Learner | 3.2 | 3.0 | 2.4 | <=1 | <=1 | <=1 | 9.1 | 8.6 | 6.9 | 6.2 | 4.6 | 3.4 |
| Students with Disabilities | 7.6 | 7.6 | 7.4 | 2.2 | 2.9 | 2.3 | 13.0 | 13.2 | 14.0 | 11.5 | 11.0 | 10.9 |
| * Student groups with less than 10 students are not shown. Students may count for both race/ethnicity and special services in multiple student groups. ** Note: Minor updates/changes (i.e., ≤1%) in suspension rates may occur for prior school years’ reporting. Suspension rates are not finalized until official reporting is completed which often occurs several months post a school year. Source: RADAR/FCPS data reporting tool (as of 10/23/24) |
||||||||||||
Key Action Steps
► Refine and align implementation of the FCPS Code of Conduct in all FCPS schools and ensure appropriate data monitoring protocols and systems to respond equitably to prevalent needs.
► Implement evidence-based Tier 1 programs in all FCPS schools to promote positive social/emotional/behavioral skills for students.
► Invest in FCPS staff, from recruitment to retirement, ensuring highly qualified and effective staff have the skills/training needed to provide services and supports to promote the success of students with disabilities.
This site provides information using PDF, visit this link to download the Adobe Acrobat Reader DC software.