Q2 Final SY21-22 Douglas MacArthur Elementary School CSIP

OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

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

ACPS Equity for All 2025 Strategic Plan Goal Areas Systemic Alignment

Instructional Excellence

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

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

Student Accessibility and Support

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

Strategic Resource Allocation

Family and Community Engagement

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

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

RELEVANT SCHOOL PROFILE DATA English Reading Performance (percentage of students scoring proficient or advanced on SOL assessment)

Mathematics Performance (percentage of students scoring proficient or advanced on SOL assessment)

Student Subgroup

2017

2018

2019*

2020

2021**

Pre* to Post** Pandemic

Student Subgroup

2017

2018

2019*

2020

2021**

Pre* to Post** Pandemic

All

84%

85%

83%

n/a

58%

-25%

All

82%

79%

85%

n/a

51%

-34%

White

95%

94%

95%

n/a

65%

-30%

White

93%

94%

95%

n/a

59%

-36%

Black

51%

55%

51%

n/a

35%

-16%

Black

63%

44%

59%

n/a

25%

-34%

SWD

57%

62%

63%

n/a

20%

-43%

SWD

44%

53%

66%

n/a

10%

-56%

VCSIP - Elementary

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 1

OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

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

Comparatively, ACPS division-wide participation rate for SOL assessments 2021 in grades 3-12 was 60%.

VCSIP - Elementary

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 2

OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

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

VCSIP - Elementary

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 3

OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

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

STRAND I: TEACHING FOR LEARNING FOCUS AREA: Instructional Excellence (Literacy Grades K-4; Academic Disparities for Black Students and Students With Disabilities) ENGLISH LANGUAGE ARTS (ELA) 1

ENGLISH LANGUAGE ARTS (ELA)

SMART Goal: By June 2022, the percentage of black students who score proficient in reading on the SOL assessment will increase from 51%* to at least 66%.

3. Other:

MATHEMATICS

2

Status Q1- 3 Q2- 3 Q3EOY

SMART Goal: By June 2022, the percentage of SWD who score proficient in reading on the SOL assessment will increase from 63%* to at least 66%.

SMART Goal: By June 2022, the percentage of black students who score proficient in math on the SOL assessment will increase from 59%* to at least 64%.

ACTION PLAN 1. Essential Action/Research-Based Strategy: Build a system of coaching and monitoring to ensure all teachers implement tier I literacy instruction within the ACPS literacy curriculum framework with fidelity.

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? ○ K-2 phonics curriculum is completely new ○ Grade-level observations of tier 1 literacy showed gaps in implementation and gaps in alignment with ACPS literacy curriculum framework ○ Feedback from VDOE OSQ monitoring included the need to define high-quality, as well as more instructionally focused PLCs What is the Plan to Assess Progress? ○ PALS data will reveal increased student achievement in phonics & spelling due to implementation and application of new phonics curriculum ○ Grade-level observations of tier 1 literacy and phonics block will reveal increased school-wide implementation of ACPS literacy curriculum components and resources ○ PLC agendas will reveal focused professional learning related to phonics and word study 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 Please provide a brief description

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

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

Systemic Alignment; Instructional Excellence (Literacy Grades K-4)

Systemic Alignment; Instructional Excellence (Literacy Grades K-4)

Coaching tier 1 phonics instruction within the ACPS literacy curriculum framework ● Focused coaching on phonics/word study block to support training into application, specifically ACPS K-2 Really Great Reading and 3-5 Words Their Way implementation ● Regularly scheduled grade-level professional learning communities (PLCs) focused on ACPS K-2 Really Great Reading and 3-5 Words Their Way implementation, ensuring alignment between division-level training and focus of collaborative planning time Monitoring high-quality tier I literacy instruction within the ACPS literacy curriculum framework ● Define and develop school-specific “high quality” non-negotiable look-fors with Site Council in Google Forms format ● Conduct weekly observations of look-fors during literacy block using Google Form ● Provide feedback/guidance to teachers and team leaders on non-negotiable look-fors ● Standing Site Council agenda item to complete Plan-Do-Study-Act cycle using observational data of look-fors

Instructional Coach Team Leaders Teachers

Site Council Administrative Team

August 2021 to June 2022

Evidence: via PLC notes and observational data, teachers will demonstrate an increased capacity to implement ACPS phonics/word study curriculum; PALS data will support increased student mastery in phonics and spelling skills Artifacts: Literacy PLC notes, teacher observation feedback, coach feedback, PALS disaggregated data

August 2021 to June 2022

Evidence: via Site Council notes and observational data, teachers will demonstrate increased implementation of all non-negotiable literacy instructional components; via MTSS grade-level documentation, teachers will demonstrate an increased capacity to reflect on their grade-level team’s effectiveness in implementation of tier 1 practices and strategies Artifacts: Google Form and collected data, Site Council notes, teacher observation feedback, team leader feedback, MTSS grade-level documentation

Instructional Coach Administrative Team

K & 1 using RGR with fidelity, including specialists. 2nd to receive specific coaching & planning for implementation w/ fidelity.

Site Council Administrative Team

Formal observations revealed fidelity to implementation of core curriculum components/nonnegotiables. Next step to measure quality of core instruction by developing look-fors based on essential EL best practices in the Tier I setting.

2. Essential Action/Research-Based Strategy: Implement the ACPS multi-tiered system of support (MTSS) process and division-supported interventions with frequent monitoring of student progress.

VCSIP - Elementary

Status Q1- 3 Q2- 2 Q3EOY

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 5

OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress What is the evidence driving the need for this essential action? ● What is the evidence that this Research-Based Strategy will improve outcomes? ○ Increase in school-level MTSS referrals ○ Lack of formal and data-driven grade-level MTSS process ○ Need to align school MTSS to newly created division-wide supported MTSS documents, flow chart, and supported interventions What is the Plan to Assess Progress? ○ Decrease in school-level MTSS referrals ○ Increase of formal and data-driven grade-level MTSS tracking documents ○ Progress monitoring of aligned and supported interventions ○ Student achievement data of students with MTSS plans and receiving tiered interventions ○ School-wide data tracker with common data point and tiering Focus Area Strategic Plan Goal

Action Steps

Student Accessibility and Support; Strategic Resource Allocation (MTSS)

MTSS process ● Schedule and structure grade-level MTSS meetings using ACPS MTSS guidance documents and protocols; assign administrator and SST representative for each grade-level MTSS ● Transition current MTSS plans to receiving teachers for continued implementation and progress monitoring ● Track progression of both grade-level and school-level MTSS using ACPS MTSS guidance documents and protocols

Team Leaders SST Administrative Team

Systemic Alignment; Instructional Excellence; Strategic

Division-supported interventions ● Implement and support division-supported interventions for elementary ● Prioritize extended intervention/enrichment (I/E) or MTSS block within master schedule

Interventionists Teachers Administrative Team

VCSIP - Elementary

Person(s) Responsible for Implementation

Person(s) Responsible for Monitoring and Frequency

Status Please provide a brief description

August 2021 to June 2022

Evidence: via MTSS meeting notes and documents, staff will demonstrate ability to collaborate with grade-level teams in order to share and apply strategies aligned to student needs within the grade Artifacts: MTSS meeting notes, grade-level MTSS documents, school-level MTSS documents

Administrative Team

Increase from fall to winter in number of teachers creating & monitoring grade-level MTSS plans. Frequent progress monitoring of school-level MTSS plans through weekly Admin/SST reviews.

August 2021 to June 2022

Evidence: via PLC notes and MTSS plans, teachers will demonstrate data-driven student groupings and instructional decision-making based

Interventionists Instructional Coach Administrative Team

See Lexia Implementation Plan. Tutoring to begin in Q3 to provide additional

Timeframe (Beginning to End Dates)

Evidence of Progress/Completion (Artifacts required)

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 6

OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Resource Allocation (MTSS; Literacy Grades K-4)

●

●

to allow for intervention implementation and the provision of special services with fidelity Staff 3.0 FTE academic interventionists with reading specialist endorsements on the school improvement team who are trained in division-supported literacy interventions, including Orton-Gillingham, PALS, Lexia, and Leveled Literacy Instruction Purchase, prioritize, and promote Lexia intervention program for all students; provide and require ongoing staff professional learning on best practice implementation and program data analysis

Monitoring of student progress ● Use formative and summative data to collaboratively assign students to tiers, groups, staff, and intervention programs ● Ensure appropriate student groupings and aligned interventions by establishing appropriate progress monitoring format and frequency for selected tiered interventions ● Monitor Lexia program usage and student progress by creating specific student groups within Lexia school-level dashboard ● Utilize running records, PALS quick checks, and Lexia embedded progress monitoring data to track students’ individual progress; tier students quarterly (9 week periods, allowing for 6-8 week intervention cycles)

on need and available literacy resource Artifacts: grade-level MTSS groupings and chosen interventions, intervention progress monitoring data, observational data of MTSS blocks

Teachers Interventionists Instructional Coach Administrative Team

August 2021 to June 2022

Evidence: via MTSS groupings and plans, teachers will demonstrate data-driven student groupings, alignment of intervention, and establishing progress monitoring plan Artifacts: school-wide data tracker, progress monitoring data, student achievement data, Lexia data

opportunities for interventions.

Interventionists Administrative Team

See Lexia Implementation Plan, MTSS flexible grouping document.

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

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 7

OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress DOMAIN: Family and Community Engagement SMART Goal: By June 2022, 98% of families will participate in a school-based survey related to family and community engagement indicators. By June 2022, 90% of survey respondents will report improvement for at least one key indicator.

ACTION PLAN 1. Essential Action/Research-Based Strategy: Use multiple and frequent forms of home-school communication to engage underrepresented and at-risk families in the learning process.

Status Q1- 2 Q2- 1 Q3EOY

What is the evidence driving the need for this essential action? ● What is the evidence that this Research-Based Strategy will improve outcomes? ○ Formal and informal data from community (including past TELL survey and Virtual+ surveys) ○ Parent-teacher conference attendance ○ IDEA and MTSS parent meeting attendance What is the Plan to Assess Progress? ○ Family pre and post survey data (both participation of underrepresented family demographics, as well as overall responses) ○ Parent-teacher conference attendance data ○ IDEA and MTSS parent meeting attendance data Focus Area Strategic Plan Goal

Action Steps

Family and Community Engagement

Use multiple and frequent forms of home-school communication ● Weekly newsletters from school leadership ● Increase social media presence to appeal to diverse audience ● Calendar of school events to disseminate to internal and external stakeholders ● Text communication tool to reach families who prefer text over email

VCSIP - Elementary

Person(s) Responsible for Implementation Administrative Team Social Media Liaison PTA Executive Board Teachers Families SST

Timeframe (Beginning to End Dates)

Evidence of Progress/Completion (Artifacts required)

August 2021 to June 2022

Evidence: increased viewership as measured by MailChimp, Facebook, Instagram, Remind, SeeSaw, and Twitter Artifacts: social media posts, school newsletters, school website, school calendar

Person(s) Responsible for Monitoring and Frequency

Administrative Team

Status Please provide a brief description Consistent & continued weekly newsletters to school community via MailChimp.

Additional weekly communication via Blackboard Connect to reach

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:

Douglas MacArthur Elementary School strives to eliminate academic disparities between student groups; DMES will increase the percentage of black students and SWD that score proficient in reading on the SOL assessment to the accountability benchmark of 75% by 2025.

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

Family and Community Engagement

VCSIP - Elementary

Engage underrepresented and at-risk families in the learning process ● Require virtual home visits to foster positive relationships and assuage family fears of returning to in-person learning ● Require 100% parent-teacher conference attendance by offering flexible scheduling and make-up conference opportunities ● Require annual IDEA (IEP & 504) and MTSS transition meetings including former teacher, receiving teacher, and families to maintain fidelity of implementation and plan to assess student progress ● Increase underrepresented community demographics in PTA membership ● Leverage existing and new community partnerships to benefit economically disadvantaged students and families

Teachers Families Administrative Team PTA Executive Board SST Social Worker

under-engaged families via text.

Increased social media presence and postings.

August 2021 to June 2022

Evidence: via pre and post surveys, families will display an increased positive relationship with the school Artifacts: pre and post survey data, conference sign-up and attendance, home visit sign-up and attendance, transition plans, PTA membership data, distribution list for provision of resources to families

Administrative Team

Documented 100% parent-teacher conference attendance for Q1 and Q2.

Douglas MacArthur Elementary School |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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