Q2 Final SY21-22 Charles Barrett Elementary School CSIP

OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress

ACPS Equity for All 2025 Strategic Plan Goal Areas Systemic Alignment

Social Emotional and Academic Learning Recovery ☐ MTSS (RULER) ☐ Literacy Grades K-4 ☐ Math Recovery ☐ SST Support Expansion

Instructional Excellence

Middle School Educational Experience ☐ Scheduling ☐ Math Pathways ☐ Middle School Transitions (Grades 5-6 & 8-9)

Student Accessibility and Support Strategic

Hispanic Males ☐ Academic Enrichment and Advancement ☐ Early Warning System ☐ Internships, Externships, and Workforce Development

Resource Allocation

Talented and Gifted ☐ Identification Process ☐ Service Model ☐ Annual Plan

Family and Community Engagement

Academic Disparities ☐ Talent and Gifted ☐ Students With Disabilities (SWD) Emotional Disabilities (ED) - Black Students ☐ Hispanic Male Graduation Rates

RELEVANT SCHOOL PROFILE DATA

Total enrollment 544, 49 African-American (9%); 215 Hispanic (39%); 233 White(43%); 16 Asian/Pac Islander (3%); 31 Multi-Race (6%)

VCSIP - Elementary

184 students (34%) are classified as English Language learners; 17 students (18%) Special Education; Approx. 35% of our students are eligible for FARMs

2019-20 SOL Reading: 80% (ELL 44%; Black 58%) 2020-21 SOL Reading: 61% (ELL 17%; Black 47%))

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress

2019-20 SOL Math: 82% (ELL 49%; Black 58%) 2020-21 SOL Math: 48% (ELL 4%; Black 26%) Reading (center) and Math (right) Overall

Reading ELL’s (center) and Math ELL’s (right)

Prior to the Covid-19 pandemic, Charles Barrett equaled or surpassed the state and city averages in Reading and Mathematics achievement on the Virginia Standards of Learning (SOL) state assessment. A review of recent SOL results suggests consideration be given to further support for specific subgroups, including English Language Learners, whose enrollment has increased to 34% of the student population, and African-American students, Hispanic students, and Special Education students. The ACPS Strategic Plan prioritizes a focus on equity and emphasizes promoting racial equity. Charles Barrett has an enrollment of 544 students. 43% of our student body is classified as White, 9% Black/African-American, 39% Hispanic, and the remainder as Asian or Multiracial. Approximately 18% of our population qualifies for Specially Designed Instruction. Approximately 35% of our students receive free or reduced lunch. Our school has a partnership with the Kennedy Center, CETA(Changing Education Through the Arts), which focuses on arts integration across all subject areas. This year has continued to provide major challenges due to the Covid-19 pandemics and the impact of quarantining, live-streaming, Covid mitigation, and cumulative stress. This year also reveals in even sharper detail the dual pandemic of systemic racism and Covid and the need to accelerate our equity work.

VCSIP - Elementary

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress

STRAND I: TEACHING FOR LEARNING FOCUS AREA:

Literacy and Math Recovery ENGLISH LANGUAGE ARTS (ELA)

1

3. Other (specify):

MATHEMATICS

SMART Goal(s): During the 2021-2022 school year, all K-5 students identified as reading below grade level will make at least one year’s academic growth as measured by PALS, benchmark reading assessments, WIDA, MAP, SOLs or the SOL Growth Test.

ELL Best Practices and High-Impact Strategies.

SMART Goal(s): During the 2020-2021 school year, all K-5 students working 2 below grade level in mathematics will make at least one year’s growth as measured by pre/post assessments, program assessments, MAP, SOLs, or the SOL Growth Test.

Status Q1- 2 Q2- 2 Q3EOY

SMART Goal(s): During the 2021-2022 school year, all K-5 ELL students will make at least one year’s academic growth as measured by pre/post assessments, WIDA, MAP, SOLs or the SOL Growth Test.

ACTION PLAN Essential Action/Research-Based Strategy (Literacy): Teachers and specialists collaborate to analyze student performance data to flexibly group and instruct students.

Teams employ extra-flexible groupings through innovative co-teaching and departmentalization designs. Colleagues request and offer differentiated instructional support, including through grade-level PLC’s in collaboration with interventionists, to increase their efficacy in utilizing best practices with literacy instruction.

Status Q1- 2 Q2-2 Q3EOY

What is the evidence driving the need for this essential action?

Student performance on literacy assessments indicates high levels of need, including running records, PALs, and MAP. Staffing constraints such as our earlier ELL teacher vacancy and increased ELL services needs require Tier 1, 2 and 3 instruction to be coordinated and targeted so that students receive the most efficient and effective literacy instruction.

What is the Plan to Assess Progress? Weekly informal running records and comprehension checks embedded within instruction. Data reviews three times per school year (September, January and June) through the Interventionists team, SIP team, and staff collaboration. Grade level teams and specialists will analyze formal testing data (MAP, SOLs, and PALS) to determine areas of focus and strengths and areas for growth.

Focus Area Strategic Plan Goal

VCSIP - Elementary

Action Steps

Person(s) Responsible for Implementation

Timeframe (Beginning to End Dates)

Evidence of Progress/Completion (Artifacts required)

Person(s) Responsible for Monitoring and Frequency

Status Teachers meet regularly, but at a minimum quarterly, to

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress assess student progress and regroup according to instructional need.

Academic Learning Recovery

Assess all students and use the data to determine initial intervention groups and co-teaching pairs to optimize Tier 1 and 2 instruction. This school year, we are focusing our intervention at the 1st-3rd grade levels because these are the students most affected by the Covid pandemic. We are extending co-teaching to longer instructional blocks of time with students strategically placed in co-taught classrooms.

Academic Disparities

Use all available specialists to provide Tier 2 and 3 instruction for students identified by assessments as performing below grade level.

Academic Learning Recovery

Dedicate protected time for reading teachers and specialists to engage in collaborative data analysis and planning to support effective instructional practices based on student needs.

VCSIP - Elementary

All reading teachers and specialists.

Evidence: Reading level spreadsheet Artifacts: Running records

August 25, 2021 November 1, 2021

Evidence: Reading level spreadsheet utilizing both end of year and beginning of year data.

Artifacts: Intervention schedule that aligns current student data with intervention groups and assigned interventionists; Concept of Word (COW) training for Encore teachers.

Reading specialists, EL teachers, SPED teachers, encore specialists and classroom teachers.

September 7, 2021 June 2021

All reading teachers and specialists and administration.

District-wide professional development days; Release time as needed (3 times per year after tests are administered).

Evidence: PLMS Artifacts: Intervention groups, grade level plans

Admin

2. Grades 1-5 receive co-teaching or push in support from Reading, English Language, and Special Education specialists.

Admin

2. Double-dose small group instructions for grades 1-5 reading below grade level.

Collaboration with SST to put in place additional interventions and supports. Encore specialists used to provide additional intervention with Kindergarten students.

Admin

2. Priority placed in Quarter 2 on collaborative MAP data analysis for grades 3 and 4 based on mid-year data review.

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Academic Learning Recovery

Improve students’ use and understanding of academic language by providing teachers with resources and support to enhance language acquisition strategies.

Admin, EL team, GLAD trained teachers, Central Office ELL team

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress

Quarterly; Whole Staff ELL Training at October 25, 202, and February 7, 2022 Staff Meetings

Evidence: Implementation of strategies in classroom instruction (charts, routines, instructional practices, look fors) Artifacts: Staff Meeting ELL Best Practices Agenda and Slides

Admin and EL team

Essential Action/Research-Based Strategy (Math): What is the evidence that this Research-Based Strategy will improve outcomes?

Teachers will receive differentiated instructional support, including professional learning and coaching look-fors, to increase their efficacy in utilizing best practices with Tier 1 mathematics instruction.

2 - Two GLAD professional learning sessions have occurred during a fall and winter faculty meeting.

Status Q1- 2 Q2- 2 Q3EOY

What is the evidence driving the need for this essential action?

The wide range of students’ performance levels on all the beginning of the year diagnostic assessments including MAP and school-based assessments.

What is the Plan to Assess Progress? Exit tickets during professional development sessions, teacher self-assessments, and classroom look-fors. In addition, there will be ongoing daily and weekly assessment based on classroom teaching, assessment, and student progress. Data reviews three times per school year through the Interventionists team, SIP team, and staff collaboration.

Focus Area Strategic Plan Goal

Academic Disparities

VCSIP - Elementary

Action Steps

Assess all new students, tier 3 students from previous year, and students identified by teachers as needing additional support in number sense. Use data to determine initial intervention groups for tier 3

Person(s) Responsible for Implementation

Lead Math Interventionist

Timeframe (Beginning to End Dates)

8/24/21 - 9/24/21

Evidence of Progress/Completion (Artifacts required)

Evidence: Students’ completed assessments; co-teaching schedules Artifacts: student performance data & intervention spreadsheets

Person(s) Responsible for Monitoring and Frequency

Math Interventionist Admin

Status Q1- 2 Q2- 2 Q3EOY

3 - Co-teaching occurring across grades 1-5.

Double-dose small-groups is focused on grades 1-3, and

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress

instruction and co-teaching pairs to optimize Tier 1 and 2 instruction.

Academic Disparities

Engage grade-level PLC’s in long-range planning to address the number sense fluency gaps, organizing planning sessions

by K-2 and 3-5 grade-level bands.

Social, Emotional, and Academic Learning Recovery

Focus on Developing Number Sense across all grades by continuing to incorporate number sense routines into daily instruction, and developing math look fors to support what number sense is and should look like, sound like.

Academic Learning Recovery

Developing Math Look Fors

Social, Emotional, and Academic Learning Recovery

Dedicate time for math teachers and specialists to engage in collaborative data analysis and planning to support effective instructional practices that develop students’ understanding and automaticity with number sense.

Social, Emotional, and Academic

Pre-assess students using prior knowledge assessments and/or VDOE Just in Time Quick Checks to determine gaps in learning.

VCSIP - Elementary

small-group targeted instruction during class is focused on grades 4-5.

10/15/21-12/15/21

Evidence: Unit plans, lesson plans, and vertical articulation chart

Math Interventionist Admin

8/30/21 - 6/11/21

Evidence: Classroom observations Artifacts: Look Fors; Charts that reflect student thinking

Math Interventionist Admin

Admin Lead Math Interventionist

10/15/21-11/15/21

Evidence: Look Fors documents and sample observations/learning walks utilizing Look Fors

All math teachers, interventionists and administration

Quarterly (could use district division wide PD days, release time, or after school, depending on availability)

per unit

Lead Math Interventionist Admin

Math teachers

Math teachers

3 - Planning focus shifted in Q2 to facilitate collaborative MAP data analysis and action planning with 2nd grade.

2 - Ongoing support

Admin

3 - Planning focus shifted in Q2 to facilitate collaborative MAP data analysis and action planning with 2nd grade.

Evidence: Plans, data analysis notes Artifacts - PLMS attendance, analysis notes and sample plans

Admin

2 - 2nd grade has been prioritized thus far for collaborative data analysis.

Evidence: students’ scores on assessments Artifacts: progress monitoring spreadsheet

Lead Math Interventionist

2- Ongoing

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress

Learning Recovery Social, Emotional, and Academic Learning Recovery

Improve students’ use and understanding of academic language around math by providing training in language acquisition strategies for teachers.

Social, Emotional, and Academic Learning Recovery

Use ongoing assessments and targeted instruction for continuous monitoring and improvement (prior knowledge assessments, post tests, and/or daily cumulative reviews).

Math SIP team, EL team, Central office EL team, GLAD trained teachers

Math teachers

2 - 3 times per year, depending on need 10/1/21 - 3/31/21

Evidence: completion of training sessions, exit tickets or teacher self-assessments Artifacts: attendance sheets and program materials

Lead Math Interventionist

2 - GLAD training has occurred at two faculty meetings

8/30/21 - 6/11/21

Evidence: students’ scores on assessments Artifacts: progress monitoring spreadsheet

Admin

2 - Ongoing

Essential Action/Research-Based Strategy: Learning and implementing EL best practices and high-leverage strategies.

Status Q1-2 Q2-2 Q3EOY

What is the evidence driving the need for this essential action? ● What is the evidence that this Research-Based Strategy will improve outcomes? Feedback from ELL teacher leaders that GLAD strategies need review and that staff new in the last couple years did not participate in the original ELL best practices training series held at Barrett. Foundational literacy skills for 2nd and 3rd were big needs in MAP data from 2020-2021. Running records from 2021-2022 have also provided evidence of need.

What is the Plan to Assess Progress? Quick-checks for understanding during faculty meetings and classroom walkthroughs with look fors.

Focus Area Strategic Plan Goal

VCSIP - Elementary

Action Steps

Person(s) Responsible for Implementation

Timeframe (Beginning to End Dates)

Evidence of Progress/Completion (Artifacts required)

Person(s) Responsible for Monitoring and Frequency

Status: We have had two PD on GLAD strategies that teachers can implement right away, led by Anna Harvin and Micki Suchenski.

Building admin has followed through with

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress observations of implementation.

Additionally, two more teachers have become fully GLAD Level 1 certified.

Academic Disparities

Collaborate with central office ELL team on faculty meeting ELL best practices launch.

Loren Brody Anna Harvin Micki Suchenski

Academic Disparities

Develop quarterly ELL best practices focus areas by: - Reviewing data including WIDA ACCESS Data - Tiering in EL Best Practices - Focusing on 4 language domains - Building upon strong collaboration with co-teaching, interventions, MTSS, running record data, Dually identified, - Math- number sense (fluency)

Loren Brody Marcella Ahern Anna Harvin Micki Suchenski SIP Committee All Faculty

October 25, 2021

Evidence: Staff checks for understanding from the staff meeting; follow-up google survey Artifacts: Slides, agenda

Admin ELL Team

1 - Completed

10/25/21-3/31/21

Evidence: Tracking of classroom look fors Artifacts: PLC Agendas, Look for documents

Admin ELL Team Central office ELL TEam

3 - Planning and reflection ongoing with SIP committee

STRAND II: SCHOOL ENVIRONMENT Leadership and Governance - Commitment to Professional Learning - Safe and Orderly Environments - Family and Community Engagement DOMAIN:

Family and Community Engagement

SMART Goal(s): Ensure at least 90% of ELL families participate interactively with staff via inclusive home-school activities and communication.

ACTION PLAN 1. Essential Action/Research-Based Strategy: Facilitate professional learning to further develop staff members’ beliefs and capacity to effectively engage ELL families with an equity lens.

VCSIP - Elementary

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Status Q1- 2 page 8

OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Q2-2 Q3EOY

What is the evidence driving the need for this essential action? ● What is the evidence that this Research-Based Strategy will improve outcomes? Informal audit of current communication methods, growth in ELL population, multicultural institution continuum assessment, intercultural development continuum What is the Plan to Assess Progress?

Focus Area Strategic Plan Goal

Social Emotional

VCSIP - Elementary

Action Steps

Person(s) Responsible for Implementation

Timeframe (Beginning to End Dates)

Evidence of Progress/Completion (Artifacts required)

Person(s) Responsible for Monitoring and Frequency

Status 2- We have had 1 community meet and greet as well as a Principal’s coffee held in Spanish.

Plan community meet-and-greets and meetings out in the community. Incorporate staff reflection after these activities.

Equity Committee/Admin

October 2021-June 2022

Evidence/Artifacts: Meeting attendance, agenda, reflections

Admin SIP Subcommittee

2 - 1st meet-and-gre et in the community held, reflection in teacher equity committee meeting

Incorporate professional readings/literature into school Equity Committee meetings.

Equity Committee/Admin

October 2021-June 2022

Evidence/Artifacts: Sample articles and Equity Committee notes, with

Admin SIP Subcommittee

3 - Planning stages

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress plans to share out at whole staff meetings

2. Essential Action/Research-Based Strategy: Integrate equitable family engagement communication best practices into school, grade-level, and classrooms.

Status Q1- 3 Q2- 2 Q3EOY

What is the evidence driving the need for this essential action? ● What is the evidence that this Research-Based Strategy will improve outcomes? Our second language families have not been responsive to the typical ways that the school communicates information.

What is the Plan to Assess Progress? Monitor all forms of communication for language accessibility.

Focus Area Strategic Plan Goal

Social Emotional

Social

VCSIP - Elementary

Action Steps

Send core Buzz family newsletter components translated in Spanish.

Hold family/community meeting in Spanish

Person(s) Responsible for Implementation

Administration

Admin/Collaboration with PTA

Timeframe (Beginning to End Dates)

October 2021-June 2022

October 2021-June 2022

Evidence of Progress/Completion (Artifacts required)

Evidence/ Artifacts: Barrett Buzz Newsletter

Evidence/Artifacts: Meeting agenda, participation, attendance, reflections

Person(s) Responsible for Monitoring and Frequency

Status 2- Our school team has increased our outreach in Spanish to Spanish speaking families.

Loren Brody

2 - Barrett Buzz is translated into Spanish weekly

Loren Brody Marcella Ahern

2 - Principal’s Coffee held in Spanish; Spanish translation available at

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Address Academic Learning Recovery and Academic Disparities in Literacy and Math.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress PTA meetings.

Social Emotional

VCSIP - Elementary

Ensure 100% staff training on Language Line and use of Language Line.

Admin/Request Support from FACE

October 2021-June 2022

Evidence/Artifacts: Increase in Language Line usage

Loren Brody Marcella Ahern

Charles Barrett Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

2Information has been provided at staff meetings

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