Q2 Final SY21-22 Francis C. Hammond Middle School CSIP

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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)

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

Student Accessibility and Support Strategic

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

Resource Allocation

Early College ☐ Partnerships with NOVA and VA Tech ☐ Course Sequencing ☐ Program Development

Family and Community Engagement

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

Spring 2020-2021 Student Growth Summary

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 1

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

Fall To Spring 2021-2022 Student Growth Summary: TBD STRAND I: TEACHING FOR LEARNING FOCUS AREA:

All students in grades 6-8

SMART Goal(s):

● Reading Goal: 75% of FCH students will make growth on the MAP Reading Assessment, and 50% will meet or exceed Fall to Spring Projected Growth Goals on the MAP Reading Assessment by June 2021. ● Mathematics Goal: 75% of FCH students will make growth on the MAP Mathematics Assessment, and 50% of students will meet or exceed Fall to Spring Projected Growth on the MAP Mathematics Assessment by June 2021.

Status Q1-3 Q2Q3EOY

Overall Strengths ● I appreciate the professional learning for implementation. I think we can dig deeper into this idea to find out which teachers need which support. ● The SMART goal is clear and specific. Highlighting vocabulary is key in addressing literacy goals. ● I like the implementation of RULER; your staff will certainly benefit from the online training modules and it compliments MTSS well in regards to SEAL. ● Throughout your SIP, the proposed Essential Action (EA)/ Evidence-Based Intervention (EBI) is designed to achieve the intended goal of student achievement, with evidence of research-based practices. A whole-school focus on explicit teaching practices, including feedback, small group instruction, academic vocabulary and EL Best Practices, support Tier 1 Instructional Practices to meet the needs of all students. Further, a text to guide teaching practices and conversations in PLCs will help to develop common language in conversation and ways of thinking/seeing instructional practice. Small group instruction offers opportunities for explicit English language development teaching. ● Thank you for the clarity in your research-based name strategies.

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 2

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

Inquiries ● I wonder how we can leverage the expertise in the building to create model teachers/classrooms and job-embedded support. ● Is there a domain for the first RBS? How will you assess implementation of the vocabulary strategies? How will you select the tier 2 words? Have you identified the strategies? ● How can your team flesh out a specifically named PL that includes a full cycle of modeled PL, application in class and data collection/student practice based on your fall walk-through observations and data?

Recommendations/Considerations ● Please reach out to the Office of Talent Development for ideas on how to structure and facilitate the professional learning you're identifying. ● How can we connect vocabulary strategies and instruction to reading and writing? I might also consider PD on small group instruction as it is not always used at the secondary level. ● I am sharing two documents that are a helpful way of considering MTSS for English Learners specifically. The first includes strategies to support at all three tiers, as well as myths, misconceptions, realities and best practices for English learners as it relates to MTSS and interventions / instructional practices. ● Think about how you can make the connection/alignment between RULER and AVID College and Career Readiness Framework (Student Agency) leg of the triangle and Rigorous Course Preparedness (student-owned strategies "A" in SEAL); How can you engage you curriculum specialists, EL CO coaches to support this work?

Other Feedback ● Data is challenging to read on page. 1. Don't have a point of reference as a reader. Consider using fall and summer PL opportunities to continue to support your SLT/coaches for turn-key training with staff.

ACTION PLAN 1. Essential Action/Research-Based Strategy: Implementation of instructional strategies focused on explicit instruction that involves small group instruction and directly teaching students the use of clear and concise anguage and provides immediate and affirmative corrective feedback. Teachers will utilize the text, Explicit Instruction: Effective and Efficient Teaching Strategies.

Status Q1- 3 Q2Q3EOY-

Evidence driving the need for this essential action: Evidence driving the need for this essential action includes previous MAP assessment data and an increased number of D’s and F’’s from the 2020-2021 school. The evidence that this Research-Based Strategy will improve outcomes is based upon the use of small group instruction to improve outcomes for all students. In addition, using clear and concise academic language will further promote language acquisition for EL students. Finally, immediate and affirmative feedback will allow teachers to work through the gradual release model to provide students with feedback on their learning.

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 3

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Plan to Assess Progress: Progress will be assessed MAP data and lesson observation.

Reading EA/RBS 1 ● The use of small group instruction can be beneficial in so many ways. It is really important for teachers to have strategies and skills to be able to navigate SGI in lessons. The first action step is very large and feels like it could be its own goal. ● What are the artifacts that you are Reading EA/RBS 2 ● Appears this is a Focus on ELA support through target word part instruction, but includes a focus on academic language Reading EA/RBS 3 ● Target goal to show alignment to AVID best practices including WICOR and EL/Excel academic language and literacy through language domain practice and language routines Status Focus Area Strategic Plan Goal

Action Steps

Instructional Excellence

PLC Alignment – All PLC’s will follow the implementation of explicit instruction based upon the format below: ● Implementation of small group instruction to increase opportunities for individualized learning, feedback, and collaboration. ● Implementation and articulation of academic vocabulary. ● Implementation of immediate and affirmative feedback.

VCSIP - Secondary Title I Only

Title I, Part A Budget Implications (if applicable)

1 School Improvement Coordinator 2 EL Teachers 2 Math Intervention Teachers Summer Planning - PLC Quarterly Planning Days SOL Enrichment Saturday Academy Newsela BER-Practical Teaching Strategies for Block Scheduling SLT SIP Planning Link Club After School Program

Person(s) Responsible for Implementation

ALL FCH Teachers

Timeframe (Beginning to End Dates)

August 2021-June 2022

Evidence of Progress/Completion (Artifacts required)

Evidence: ● PD on Explicit Instruction Strategies ● PD throughout the year for co-teaching pairs in ELA/EL and ELA/Sped.

Artifacts: ● Student work samples, observations,

Person(s) Responsible for Monitoring and Frequency

Monitoring Weekly/Quarterly Pierrette Peters Finney Paul George Kanika Dorsey Anika Buster-Singleton Timothy Brannon Quanda Fudd Melissa Smith Brittany Thomas Jacenta Collins Keisha Shirley

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Please provide a brief description PLC’s meet weekly to place and receive professional learning on the implementati on of small group instruction, providing student feedback,

page 4

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

●

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Instructional Excellence

Instruction with evidence of co-teaching models and specialized instruction for students with disabilities Instruction with evidence of language acquisition and best practices for EL students.

Implementation of EL Best Practices in lesson planning and instruction to build academic language, content knowledge, student engagement, and student outcomes

Regularly use strategic vocabulary instruction centered on word acquisition activities, such as determining parts of speech, common roots and affixes, context clues, and syntax, and build Tier II vocabulary knowledge

VCSIP - Secondary Title I Only

walkthroughs, feedback, and lesson plans.

1 School Improvement Coordinator 2 EL Teachers 2 Math Intervention Teachers Summer Planning - PLC Quarterly Planning Days SOL Enrichment Saturday Academy Newsela BER-Practical Teaching Strategies for Block Scheduling SLT SIP Planning Link Club After School Program

All FCH Teachers

Evidence: ● PD on Explicit Instruction Strategies ● PD throughout the year for co-teaching pairs in ELA/EL and ELA/Sped.

Artifacts: ● Student work samples, observations, walkthroughs, feedback, and lesson plans.

and the implementati on of academic vocabulary.

Monitoring Weekly/Quarterly Pierrette Peters Finney Paul George Kanika Dorsey Anika Buster-Singleton Timothy Brannon Quanda Fudd Melissa Smith Brittany Thomas Jacenta Collins Keisha Shirley

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Teachers will improve academic outcomes through the implementati on of and strategic use of vocabulary instruction.

The implementati on of processes and strategies for vocabulary

page 5

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress instruction will increase comprehensi on and utilization of language within a content area through: - Increased vocabulary impacts student comprehe nsion and learning in all content - Vocabular y as a vehicle for higher level learning - Building block of literacy and comprehe nsion

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 6

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

● Instructional Excellence

Implementation of AVID Academic Language and Literacy through WICOR strategies

1 School Improvement Coordinator 2 EL Teachers 2 Math Intervention Teachers Summer Planning - PLC Quarterly Planning Days SOL Enrichment Saturday Academy Newsela BER-Practical Teaching Strategies for Block Scheduling SLT SIP Planning Link Club After School Program

All FCH Teachers

August 2021-June 2022

Evidence: ● PD on Explicit Instruction Strategies ● PD throughout the year for co-teaching pairs in ELA/EL and ELA/Sped.

Artifacts: ● Student work samples, observations, walkthroughs, feedback, and lesson plans.

Monitoring Weekly/Quarterly Pierrette Peters Finney Paul George Kanika Dorsey Anika Buster-Singleton Timothy Brannon Quanda Fudd Melissa Smith Brittany Thomas AVID Site Team

2. Essential Action/Research-Based Strategy: General Education, EL, or all students’ specialized instruction students whose reading needs (as described in their IEPs and/or informed by multiple data points) must be supported or provided through Tier 2 or Tier 3 intervention programs, will be appropriately placed in the Read 180, FLEX, or Just Words programs.

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Teachers will implement strategies to support WICOR to support language acquisition.

WICOR® (Writing, Inquiry, Collaboration , Organization, and Reading) with intentional language development routines to strengthen listening, speaking, reading, and writing literacy for all students.

Status Q1-3 Q2Q3EOY

page 7

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Evidence driving the need for this essential action: Previous SOL data on students with disabilities, special education action plan, MAP data will be evidence to assess this essential action. The evidence that this Research-Based Strategy will improve outcomes is based upon previous gains that we have seen for students with disabilities, and EL students enrolled in intervention programs..

Plan to Assess Progress: Progress will be assessed through MAP data and Flex and Just Words Data Focus Area Strategic Plan Goal

Action Steps

●

Identify special education students who require Tier 3 interventions in FLEX and Just Words

Instructional Excellence -Students With Disabilities/A cademic Learning Recovery

VCSIP - Secondary Title I Only

Title I, Part A Budget Implications (if applicable)

1 School Improvement Coordinator 1 Special Education Accountability Specialist Special Education Accountability Specialist Summer Planning/IEP Review Summer Planning - PLC Quarterly Planning Days Newsela BER-Practical Teaching Strategies for Block Scheduling

Person(s) Responsible for Implementation

Timeframe (Beginning to End Dates)

Evidence of Progress/Completion (Artifacts required)

Person(s) Responsible for Monitoring and Frequency

Evidence: ● Growth on benchmark assessments embedded in the programs

Special Education Teachers/ IEP Team

August 2021-June 2022

Artifacts: ● Monthly documentation of student progress measured against the objectives of the program on Tier 3 data spreadsheet ● Quarterly meeting minutes from meeting with instructional specialist

Monitoring - Monthly Jacenta Collins Kanika Dorsey Quanda Fudd Special Education Case Managers

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Status Please provide a brief description

Special education teachers and the Special Education Accountabilit y Specialist will review data to identify students who require Tier 3 reading interventions.

page 8

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

●

Identify general education and/or EL students who require Tier 2 interventions in Read 180

Instructional Excellence -Students With Disabilities/A cademic Learning Recovery

VCSIP - Secondary Title I Only

1 School Improvement Coordinator Summer Planning - PLC Quarterly Planning Days SOL Enrichment Saturday Academy Newsela BER-Practical Teaching Strategies for Block Scheduling SLT SIP Planning

Student grades and alignment with IEP goals

Evidence: ● Growth on benchmark assessments embedded in the programs

Rosina Simmons Brad McGee

August 2021-June 2022

Artifacts: ● Monthly documentation of student progress measured against the objectives of the program on Tier 3 data spreadsheet ● Quarterly meeting minutes from meeting withan iinstructional specialist ● Student grades and alignment with IEP goals

Monitoring - Monthly

Kanika Dorsey Quanda Fudd Reading Intervention Teachers

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

General education teachers, School Counselors, and EL Teachers will will review data to identify students who require Tier 3 reading interventions

page 9

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

●

Place students in appropriate intervention classes based on IEP services, SOL historical performance, and Lexile

Instructional Excellence -Students With Disabilities/A cademic Learning Recovery

VCSIP - Secondary Title I Only

1 School Improvement Coordinator 1 Special Education Accountability Specialist Special Education Accountability Specialist Summer Planning/IEP Review Summer Planning - PLC Quarterly Planning Days Newsela BER-Practical Teaching Strategies for Block Scheduling

Evidence: ● Growth on benchmark assessments embedded in the programs

Special Education Teachers/IEP Team

August 2021-June 2022

Artifacts: ● Monthly documentation of student progress measured against the objectives of the program on Tier 3 data spreadsheet ● Quarterly meeting minutes from meeting with an instructional specialist ● Student grades and alignment with IEP goals

Monitoring - Monthly Jacenta Collins Kanika Dorsey Quanda Fudd Special Education Case Managers

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Based upon evidence and review, students will be placed in the appropriate reading intervention to support their growth and achievement.

page 10

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Evidence: ● Growth on benchmark assessments embedded in the programs

Instructional Excellence -Students With Disabilities/A cademic Learning Recovery

Instructional Excellence -Students With Disabilities/A cademic

●

●

Ensure that staff are trained to administer the program with fidelity by following FLEX fidelity checklist

1 School Improvement Coordinator 1 Special Education Accountability Specialist Special Education Accountability Specialist Summer Planning/IEP Review Summer Planning - PLC Quarterly Planning Days Newsela BER-Practical Teaching Strategies for Block Scheduling

Monitor student progress based on program objectives through monthly collaborative Tier 2 and 3 committee dialogue and discussions

1 School Improvement Coordinator 1 Special Education Accountability Specialist Special Education Accountability Specialist Summer Planning/IEP Review

VCSIP - Secondary Title I Only

Jacenta Collins

Lynn Buzzella

August 2021-Septe mber 2021

August 2021-June 2022

Artifacts: ● Monthly documentation of student progress measured against the objectives of the program on Tier 3 data spreadsheet ● Quarterly meeting minutes from meeting with an instructional specialist ● Student grades and alignment with IEP goals Evidence: ● Growth on benchmark assessments embedded in the programs

Monitoring - Monthly Jacenta Collins Kanika Dorsey Quanda Fudd

Monitoring - Monthly Jacenta Collins Kanika Dorsey Quanda Fudd

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Required staff will recieve training in evidenced based reading intervention programs.

Teachers will review student data and conduct data chats on student

page 11

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

Summer Planning - PLC Quarterly Planning Days Link Club After School Program

Artifacts: ● Monthly documentation of student progress measured against the objectives of the program on Tier 3 data spreadsheet ● Quarterly meeting minutes from meeting with an instructional specialist ● Student grades and alignment with IEP goals

Special Education Case Managers

3. Essential Action/Research-Based Strategy: Through Tier 2 and 3 intervention supports, general education, EL< and students receiving specialized services will be placed in the Number Worlds Program or Math 180. Student growth will be monitored monthly to assess the effectiveness of the intervention.

performance in monthly meetings.

Status Q1-3 Q2Q3EOY

Evidence driving the need for this essential action: IEP Educational Achievement data, Historical SOL data, MAP scores, and common assessment data indicate students in these courses are at least two grade levels below necessitating the placement of the student in a tier 2 or 3 intervention. The evidence that this Research-Based Strategy will improve outcomes is based upon the research based programs being implemented. MATH 180 is designed to address the needs of struggling students in Grades 5 and up and their teachers. To meet the needs of middle-school students who are two or more years behind in math, MATH 180 focuses on deep understanding and mastery of the essential skills and concepts necessary to unlock algebra and advanced mathematics. Number Worlds iInstruction focuses on building the foundational concepts and skills needed to close achievement gaps and enable struggling students to perform at grade level. Levels A-C constitute a “prevention” program for students in grades 6-8. Levels D-J are an “intervention” program for students in grades 2-8. Instruction addresses the key CCSSs at each grade level (i.e., Level D = grade 2; Level J = grade 8) and supports RtI Tier 2 and 3 pullout programs.

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 12

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Plan to Assess Progress: Quarterly progress monitoring meetings with Tier 2 and Tier 3 teachers and instructional specialists, monthly progress monitoring PLC with all intervention teachers, instructional specialists, and academic principals to assess progress, placement, and implementation of the program.

Math EA/RBS 1 ● Monthly monitoring of data is a great way to document the effectiveness of the program. Consider also adding walkthroughs and classroom observation data as a way to monitor the fidelity of implementation of the Math 180 program. IXL is listed as a possible budget implication. IXL can be used as a resource for students practice, but should not be used as an intervention.

Status Focus Area Focus Area Strategic Plan Goal

Instructional Excellence -Students With Disabilities/A cademic Learning Recovery/Ma th Recovery

Action Steps

●

Identify students (gen ed., EL, special education) who require Tier 3 interventions in math

VCSIP - Secondary Title I Only

Title I, Part A Budget Implications (if applicable)

1 School Improvement Coordinator 1 Special Education Accountability Specialist 2 Math Intervention Teachers Special Education Accountability Specialist Summer Planning/IEP Review Summer Planning - PLC Quarterly Planning Days IXL Site License

Person(s) Responsible for Implementation

Timeframe (Beginning to End Dates)

School Counselors

Person(s) Responsible for Monitoring and Frequency

Evidence: ● Growth on benchmark assessments embedded in the programs

Special Education Teachers/IEP Team All Math Teachers

Evidence of Progress/Completion (Artifacts required)

August 2021-June 2022

Artifacts: ● Monthly documentation of student progress measured against the objectives of the program on Tier 3 data spreadsheet ● Quarterly meeting minutes

Jacenta Collins Paul George Melissa Smith Special Education Case Managers

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Please provide a brief description Special education teachers, general education, school counselors, and the Special Education Accountabilit y Specialist will review data to identify students who require Tier 3

page 13

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

●

from meeting with an instructional specialist Student grades and alignment with IEP goals

reading interventions.

Evidence: ● Growth on benchmark assessments embedded in the programs Instructional Excellence -Students With Disabilities/A cademic Learning Recovery/Ma th Recovery

●

Place students in appropriate Tier 3 intervention classes based on IEP services, interim/report cards progress, SOL historical performance, and MAP assessment results.

VCSIP - Secondary Title I Only

1 School Improvement Coordinator 1 Special Education Accountability Specialist 2 Math Intervention Teachers Summer Planning - PLC Quarterly Planning Days IXL Site License

Tier 3: Math Teachers School Counselors Tier 3 Special Education Teachers/IEP Team

August 2021-June 2022

Artifacts: ● Monthly documentation of student progress measured against the objectives of the program on Tier 3 data spreadsheet ● Quarterly meeting minutes from meeting with an instructional specialist

Jacenta Collins Paul George Melissa Smith Special Education Case Managers School Counselors

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Special education teachers, math teachers, school counselors and the Special Education Accountabilit y Specialist will review data to identify students who require Tier 3 reading interventions.

page 14

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

Student grades and alignment with IEP goals

Evidence: ● Growth on benchmark assessments embedded in the programs

Instructional Excellence -Students With Disabilities/A cademic Learning Recovery/Ma th Recovery

●

Monitor student progress based on program objectives monthly through collaborative Tier 2 and 3 curricular PLC dialogue.

VCSIP - Secondary Title I Only

1 School Improvement Coordinator 1 Special Education Accountability Specialist 2 Math Intervention Teachers

Tier 3 Tracy Lee Latonia Evans Cheryl Nelson

Summer Planning - PLC Quarterly Planning IXL Site License

Tier 2 All Math Teachers

August 2021-June 2022

Artifacts: ● Monthly documentation of student progress measured against the objectives of the program on Tier 3 data spreadsheet ● Quarterly meeting minutes from meeting with an instructional specialist ● Student grades and alignment with IEP goals

Jacenta Collins Paul George Melissa Smith Special Education Case Managers School Counselors

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Teachers will review student data and conduct data chats on student performance in monthly meetings.

page 15

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

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

Multi-Tiered Systems of Support

SMART Goal(s): By the end of the 2021-2022 school year, 100% of FCH staff will understand and implement an evidence-based approach to improve social, emotional, academic and behavioral instruction and intervention through monthly meetings and continuous follow through.

Status

ACTION PLAN 1. Essential Action/Research-Based Strategy: Staff will receive professional development on Tier I and Tier II academic and behavioral interventions and supports

Status Q1-3 Q2Q3EOY

Evidence driving the need for this essential action: Evaluation of Ruler, PBIS and MTSS referral data will used as a source of data. The evidence that this Research-Based Strategy will improve outcomes is bsed upon that the impact of RULER implementation will have on school climate and teacher well-being, classroom climate, and students’ social and emotional skills and academic outcomes.

Plan to Assess Progress: Weekly monitoring of PRIDE lessons, quarterly review of MTSS referral data

SEL/ SE EBA/RBS 1 ● I see that professional learning on implementation is listed here. It may be helpful to collaborate on the specific teacher needs around this professional learning. We can differentiate based on experience and current implementation.

Focus Area Strategic Plan Goal Social-Emotio nal Learning MTSS (Ruler)

Action Steps

●

Teach/establish RULER/PBIS school-wide protocols to support Tier I

VCSIP - Secondary Title I Only

Title I, Part A Budget Implications (if applicable) 1 School Improvement Coordinator 1 School Counselor Communities In Schools

Person(s) Responsible for Implementation

All FCH staff

Timeframe (Beginning to End Dates)

August 2021-June 2022

Evidence of Progress/Completion (Artifacts required)

Evidence: Decrease in student referral data

Person(s) Responsible for Monitoring and Frequency

Status Please provide a brief description

Michael Diggins Tenicka Strown Candice Troutman

Teachers will receive professional

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

page 16

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

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●

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Social-Emotio nal Learning MTSS (Ruler)

SST will provide an overview of social/emotional and academic supports provided through and delivered by the counseling department, social workers, and school psychologist A dedicated school administrator will facilitate MTSS meetings and the implementation of the framework and processes.

On-going MTSS in-process, reviews, and progress monitoring of interventions through grade-level team (Student Intervention Team SIT) meetings and building-level SST meetings.

Incorporation of daily Admiral Pride (PBIS) through the implementation of school-wide restorative practices and community circles during advisory to include: - Make A Plan Monday Academic Plans - Teach Me Tuesday - Wellness Wednesday - Thoughtful Thursday - Fun Friday

VCSIP - Secondary Title I Only

Summer Planning - PLC Quarterly Planning Days Link Club After School Program

Denee Scott-Elliott Madelyn Giblin Artifacts: Class/School RULER Compact MTSS Agenda MTSS Minutes

learning on the implementati on of and implement RULER, PBIS, and schoolwide protocols to support Tier 1 students.

Teachers will receive professional learning and implement the FCH MTSS Framework.

1 School Improvement Coordinator 2 EL Teachers Summer Planning - PLC Quarterly Planning Days Link Club After School Program

All FCH Teachers

August 2021-June 2022

Evidence: Admiral Pride Period Artifacts: Academic Plans Quarterly Grades

FCH Admin

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

Teachers will receive professional learning on the implementati on of and implement our Admiral Pride Period to support the academic, social and

page 17

OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress emotional learning for students.

2. Essential Action/Research-Based Strategy: All staff, students, and caregivers will participate in the development of MTSS interventions and supports.

Status Q1-3 Q2Q3EOY

Evidence driving the need for this essential action: School-wide focus on MTSS Tier 1 and Tier 2 interventions and supports to ensure success for all students. As a result of professional development around MTSS all staff, students, and caregivers will be proficient, knowledgeable and capable of implementing interventions with fidelity and supported by research and best practice. The evidence that this Research-Based Strategy will improve outcomes is based upon the utilization of research based resources for students in need of academic or behavioral support. MTSS provides a seamless system of interventions and resources which allow students to make significant progress. Research indicates that by developing a continuum of supports and services, or a seamless system of instruction and intervention, the needs of all students are more likely to be met.

Plan to Assess Progress: KidTalk Referral Data Focus Area Strategic Plan Goal

Action Steps

●

Social-Emotio nal Learning MTSS (Ruler)

●

Kid Talk - Staff members will identify and confer with students and families to discuss areas of concern to include academic and behavioral needs via phone calls, conferences or meetings (via zoom), emails, or face to face (via zoom).

Students and/or families will provide input on strategies,

VCSIP - Secondary Title I Only

Title I, Part A Budget Implications (if applicable)

Person(s) Responsible for Implementation

1 School Improvement Coordinator Link Club After School Program Summer Planning - PLC Quarterly Planning Days 1 School Counselor

All FCH Staff

Timeframe (Beginning to End Dates)

August 2021-June 2022

Evidence of Progress/Completion (Artifacts required)

Evidence: Improvement in student social, emotional, and academic data for referred students.

Artifacts: Minutes from KidTalk KidTalk Agenda Documentation of interventions

Person(s) Responsible for Monitoring and Frequency

Status Please provide a brief description

School Counselors Tenicka Strown Michael Diggins Candice Troutman Anika Buster-Singleton Timothy Brannon Paul George Kanika Dorsey

School counselors, teachers, and families will work collaborativel y to support students through the MTSS process through

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

●

●

supports, and incentives in the context of behavioral contracts, academic improvement plans, Intervention Plans, and conflict resolution (RP) Students and/or families will be included throughout the planning and implementation of grade-level teams and building-level SST academic and behavioral supports Data chats and ICAPS will provide students with important knowledge pertaining to their learning profile which will support student goal setting

Academic Plans

KidTalk, behavior contracts, academic improvement plans, and parent conferences.

…….

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

DOMAIN: Family and Community Engagement

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress SMART Goal(s): By the end of SY 2021-22, parent satisfaction regarding communication and opportunities for authentic engagement with the staff and school as measured by the parent engagement survey will increase from 70% to 75%.

Status

ACTION PLAN

1. Essential Action/Research-Based Strategy: FCH staff will build, foster, and maintain relationships with students, families, and the community through family engagement activities and the use of Restorative and Responsive Practices

Status Q1-3 Q2Q3EOY

Evidence driving the need for this essential action: Attendance Data. The evidence that this Research-Based Strategy will improve outcomes is based upon research that supports students do better academically and socially when schools build positive relationships with their families.

Plan to Assess Progress: Event Attendance Data, Quarterly Survey’s, and Walkthrough Data

School Environment/ SE EBA/RBS ● Revise the SMART goal to include how “satisfaction regarding communication and opportunities for authentic engagement” will be measured - “as measured by ( or “on”) the ___________.”

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Focus Area Strategic Plan Goal

Action Steps

Title I, Part A Budget Implications (if applicable)

Increased parent communication of information about school events and activities in the 5 common languages (English, Spanish, Dari, Arabic, Amharic) to include: ● Phone calls ● Letters ● School Newsletter ● Social Media ● Post cards

1 School Improvement Coordinator Summer Planning - PLC Quarterly Planning Days Link Club After School Program

Provide ongoing family activities with multi-lingual support: Virtual monthly parent coffees with an ACPS and community support workshop focus, virtual Family Open House, virtual academic information and support nights, parent English classes, PTA, and monthly Family Market Events

1 School Improvement Coordinator 1 Part Time Teacher - Online Parent ELL Classes 1 School Improvement Coordinator Summer Planning - PLC Quarterly Planning Days Link Club After School Program

VCSIP - Secondary Title I Only

Person(s) Responsible for Implementation

Timeframe (Beginning to End Dates)

Evidence of Progress/Completion (Artifacts required)

Person(s) Responsible for Monitoring and Frequency

Shonta Robertson Pierrette Peters Finney Madelyn Giblin Diana Carvajal

Weekly, monthly, and quarterly parent communicatio n will take place in the parent’s target language to further inform and promote the home-school connection.

Shonta Robertson Pierrette Peters Finney Madelyn Giblin Diana Carvajal

Implementati on of monthly and quarterly parent engagement activities to allow parents to be involved in the

Evidence: FCH Admin

FCH Admin Diana Carvajal Madelyn Giblin

August 2021- June 2022

Artifacts: Parent Letters Robocalls Social Media Posts

Evidence: Increased parent participation at family events Artifacts Attendance Data Community event flyers Meeting agendas

Status Please provide a brief description

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

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OVERARCHING SCHOOL GOAL:Francis C. Hammond Middle School will achieve a 10% increase on all ACPS and VDOE accountability benchmarks for students who are performing at or above proficient and a 5% increase for GAP group students.

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

VCSIP - Secondary Title I Only

Francis C. Hammond Middle School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan

decision making process within the school.

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