SUFFOLK PUBLIC SCHOOLS

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Colonel Fred Cherry Middle School

Comprehensive School Support Plan

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2025-2026

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Domain I:

Academics

High Quality Instructional Materials, High-Quality Instructional Routines, High-Quality Prioritized Placement

English

SMART Goal: By June 2026, we will increase the percentage of students passing the reading SOL assessment from 73% to 75% through Explicit Instruction, Data Collection and Analysis, Flexible Grouping, Differentiated Instruction, Targeted Intervention.

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Evidence-based Intervention: Explicit Instruction, Data Collection and Analysis, Flexible Grouping, Differentiated Instruction, Targeted Intervention.

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Student Measures:

• Track the percentage of students who meet or exceed benchmark goals by using the SDI profile tracker.
• Track the percentage of students with who meet or exceed their individualized reading goals set in their instructional plans.

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English (con’t)

Staff Measures:

• Track the percentage of teachers who are effectively implementing instructional strategies and interventions for students with, as observed through lesson plans and classroom observations.
• Monitor the opportunities for tier II and Tier III supports offered to students who are not meeting academic expectations, through observations, lesson plans and data tracking forms.

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Alignment to the Strategic Plan: GOAL 1: Students will develop characteristics of a Virginia graduate to include critical thinking, creative thinking, collaboration, communication, citizenship and growth in order to demonstrate academic excellence.

Math

SMART Goal: By June 2026, we will increase the percentage of all students passing the Math Standards of Learning assessment from 72.95% to 75%, through the implementation of targeted interventions and regular progress monitoring.

Evidence-based Intervention: Implement and monitor high quality mathematics instruction, effective teaching practices, and utilize small group instruction to provide targeted interventions.

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Student Measures:

• Track the percentage of students with disabilities who meet or exceed benchmark goals by using the SDI profile tracker.
• Track the percentage of students who meet or exceed content mastery on benchmark assessments as indicated on the data tracking forms and achieving the 70% pass rate target.

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Math (con’t)

Staff Measures:

• Track the percentage of teachers who are effectively implementing instructional strategies and interventions for all students , as observed through lesson plans and classroom observations.
• Monitor the opportunities for tier II and Tier III supports offered to students who are not meeting academic expectations, through observations, lesson plans and data tracking forms.

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Alignment to the Strategic Plan: GOAL 1: Students will develop characteristics of a Virginia graduate to include critical thinking, creative thinking, collaboration, communication, citizenship and growth in order to demonstrate academic excellence.

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Science

SMART Goal: By June 2026, we will increase the percentage of all students passing the Science Standards of Learning assessment from 67% to 75%. This will be achieved through hands-on inquiry labs and common assessments, with progress monitored quarterly to adjust support as needed.

Evidence-based Intervention: Implement and monitor hands-on inquiry (division-made labs) & common assessments to provide targeted support.

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Student Measures:

• Track student growth on CFA's as shown on the data tracking sheet.
• Track student participation in hands-on inquiry through observation and performance as outlined in the teacher gradebook.

Science (con’t)

Staff Measures:

• Track the percentage of science teachers who consistently integrate hands-on inquiry based learning strategies into their lesson plans and classroom activities. This can be monitored through lesson plan reviews, classroom observations, and teacher self assessments.
• Teachers will monitor students who fail to meet at least 70 on CFA's and provide opportunities for reteaching and remediation. This will be monitored through observation, lesson plans and data tracking sheets.

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Alignment to the Strategic Plan: GOAL 2: Create a dynamic learning environment that promotes high student achievement, stimulates student engagement, supports staff creativity, ensures school safety, and reinforces positive staff and student relationships.

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Social Studies

SMART Goal: By June 2026, we will increase the target pass rate form 73.33% to 75% in Civics through data-driven instruction and differentiated learning.

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Evidence-based Intervention: Teachers will use data-driven Instruction and differentiated learning to inform instruction and tailoring learning experiences to meet the needs of all students.

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Student Measures:

• Track the percentage of students demonstrating improvement in their formative assessment scores throughout the year.
• Measure student engagement through classroom participation rates, completion of assignments, and involvement in interactive activities such as debates, projects, and discussions. Increased engagement is often a precursor to improved academic performance.

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Social Studies (con’t)

Staff Measures:

• Track the percentage of teachers consistently applying differentiated instructional strategies (to include small groups) in their history lessons, as observed through classroom observations, lesson plan reviews, and teacher self-reports.
• Teachers will monitor students who fail to meet at least 70 on formative assessments and provide opportunities for reteaching and remediation. This will be monitored through observation, lesson plans and, data tracking sheets.

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Alignment to the Strategic Plan: GOAL 1: Students will develop characteristics of a Virginia graduate to include critical thinking, creative thinking, collaboration, communication, citizenship and growth in order to demonstrate academic excellence.

Domain II

Staffing Supports

Teacher Recruitment, Prioritized Placement

Staffing Supports

SMART Goal: By the end of the 2025-2026 school year, we will increase the number of highly qualified teachers by 10% through effective communication, increased opportunity for autonomy and staff team building thereby fostering a stable and positive school culture and climate by the end 25-26 academic year.

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Evidence-based Intervention: Mentorship programs.

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Student Measures:

• Teachers who are highly qualified will yield students with proficient academic performance. We will track student common formative assessment data to assess teacher needs for support.
• Highly qualified teachers will improve classroom environments as indicated by a decrease in discipline referrals resulting in out of school suspensions.

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Staffing Supports (con’t)

Staff Measures:

• Building level administration will monitor staff participation in mentorship programs, professional development workshops, and wellness activities to support professional growth and/or certification needs.
• Track, monitor, and support the number of long term subs needed to fulfill certification requirements.

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Alignment to the Strategic Plan: GOAL 3: Ensure the effective and efficient management of capital and human resources for the development and retention of high-quality staff, sustainable operations, and systems.

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Domain III

Organizational Learning

Logistical & Operational, Instructional Support Cycles,

Career Development

Professional Learning

SMART Goal: By the end of the 2025-2026 school year, all teachers and long-term substitutes will have completed a series of at least 6 professional learning sessions focused on specially designed instruction, with the goal of improving student achievement for students with disabilities. Participation will be tracked to ensure 100% completion, with sessions offered in various formats to accommodate all staff, and

progress monitored quarterly.

Evidence-based Intervention: Coaching and Feedback Cycles will be utilized to promote the sustained implementation of new teaching strategies. This approach ensures that professional learning is not just a one-time event but an ongoing process that leads to meaningful changes in instructional practice.

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Student Measures:

• Improvement in Academic Performance: Track the percentage of students with disabilities who show measurable improvement in their academic performance, as indicated by assessments, progress reports, or standardized test scores, following the implementation of specially designed instruction.
• Increase in IEP Goal Achievement: Monitor the percentage of students with disabilities meeting or exceeding their Individualized Education Program (IEP) goals by the end of the 2025-2026 school year, indicating the effectiveness of the instruction provided.

Professional Learning (con’t)

Staff Measures:

• Completion Rate of Professional Learning Sessions: Track the percentage of teachers and long-term substitutes who complete all required professional learning sessions on specially designed instruction by the end of the school year, with a target of 100% participation.
• Application of Learned Strategies: Assess the extent to which teachers and long-term substitutes are applying the strategies learned during the professional learning sessions in their classrooms, using classroom observations, lesson plan reviews, or self-assessments.

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Alignment to the Strategic Plan: GOAL 3: Ensure the effective and efficient management of capital and human resources for the development and retention of high-quality staff, sustainable operations, and systems.

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Domain IV

School Climate Supports

School Climate Supports

SMART Goal: By June 2026, the number of classroom defiance incidents resulting in a referral will reduce from 24% of all classroom referalls to 20% of all classroom referrals on end of year discipline data through the implementation of PBIS with fidelity.

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Evidence-based Intervention: School leadership teams and Tier I PBIS teams will utilize the Determining School Wide Problems and data reports from Unified Insights to identify the top three problem areas, possible reasons, and possible solutions.

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Student Measures:

• Decrease in the number of incidents in the top three areas after identifying problem areas, reasons, and solutions.
• Track and compare data on student disciplinary incidents, such as suspensions, detentions, and behavioral referrals, before and after implementing support programs to evaluate any changes in student behavior.

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School Climate Supports (con’t)

Staff Measures:

• Implementation of PBIS strategies with fidelity and consistency.
• Increase in teacher presence in the top three areas to assist in the reduction of incidents as assigned duty and monitored daily by administration.

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Alignment to the Strategic Plan: GOAL 2: Create a dynamic learning environment that promotes high student achievement, stimulates student engagement, supports staff creativity, ensures school safety, and reinforces positive staff and student relationships.

Defining Distinction. Creating Achievers.

Multi-year Goal-Reading-

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During the 2025-2026 school year, CFCMS will increase the overall Reading proficiency rate from 73% to 75%. This growth will be driven by the seamless integration of inclusive Tier I instruction and Specially Designed Instruction (SDI) for Students with Disabilities, supported by a systematic cycle of evidence-based interventions and bi-weekly progress monitoring.

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By the conclusion of the 2026-2027 school year, CFCMS will increase the Reading 'Pass Advanced' rate to 20%. This will be achieved by optimizing Tier I core instruction, implementing targeted Tier II interventions, and utilizing data-driven progress monitoring to adjust instruction in real-time.

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Multi-year Goal-Math-

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During the 2025-2026 school year, CFCMS will increase the overall Math proficiency from 72% to 75%. This growth will be driven by the seamless integration of inclusive Tier I instruction and Specially Designed Instruction (SDI) for Students with Disabilities, supported by a systematic cycle of evidence-based interventions and bi-weekly progress monitoring.

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By the conclusion of the 2026-2027 school year, CFCMS will increase the Math 'Pass Advanced' rate to 20%. This will be achieved by optimizing Tier I core instruction, implementing targeted Tier II interventions, and utilizing data-driven progress monitoring to adjust instruction in real-time.

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Current Status based on the 24-25 School Performance and Support Framework

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On-Track