OVERARCHING SCHOOL GOAL: Click here to enter text
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
VCSIP - Elementary
School Name |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL: Click here to enter text
Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
Our overarching school goal is to increase the number of students passing state assessments in all content areas to meet state accountability benchmarks of 75% passing in English and 70% passing in all other content areas by June, 2022. Status Options: 1) Completed, 2) Completed-Ongoing, 3) In Progress
STRAND I: TEACHING FOR LEARNING FOCUS AREA:
VCSIP - Elementary
Social Emotional and Academic Learning Recovery School Name |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL: Click here to enter text
Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
ENGLISH LANGUAGE ARTS (ELA)
1
3. Other (specify):
MATHEMATICS
SMART Goal: By June 2022, 60% of our students with disabilities will demonstrate Reading achievement by moving up one performance band (i.e., Fail/Below Basic to Fail/Basic; Fail/Basic to Pass/Proficient or Pass/Proficient to Pass/Advanced) on the Spring SOL Reading assessment.
SMART Goal: By June 2022, 70% of the students in our Economically Disadvantaged subgroup will demonstrate achievement by moving up one 2 performance band (i.e., Fail/Below Basic to Fail/Basic; Fail/Basic to Pass/Proficient or Pass/Proficient to Pass/Advanced) on the Spring SOL Math assessment.
Status Q1 In Progress Q2 In Progress Q3EOY
SMART Goal: By June 2022, all students identified for MTSS progress monitoring will increase their reading level by more than one year, as evidenced by fall to spring PALs, WIDA ACCESS for ELLs or F&P Benchmark Assessment data.
MTSS
ACTION PLAN 1. Essential Action/Research-Based Strategy: Academic recovery efforts in math and literacy will reflect intentional delivery of research proven Tier II and Tier III reading and math interventions.
Status Completed-Ongoing
What is the evidence driving the need for this essential action? By designating time in the master schedule for differentiation and delivery of research based interventions, students will have the opportunity to fill content specific gaps while staying on track to meet grade level targets. Progress monitoring data will provide the evidence of improved outcomes based on ● What is the evidence that this Research-Based Strategy will improve outcomes? What is the Plan to Assess Progress? Weekly coach meetings, monthly MTSS meetings and quarterly reading meetings will assess progress of students identified for Tier II & Tier III interventions. Focus Area Strategic Plan Goal Focus: All Students Academic Recovery Math & K-4 Reading
VCSIP - Elementary
Action Steps
Two dedicated I/E blocks will be inserted into the master schedule to ensure time and attention will be devoted to the unfinished reading and math learning needs of our students on a daily basis.
Person(s) Responsible for Implementation
(Beginning to End Dates)
Admin team, Literacy and Math Coaches, MTSS committee members and our two reading specialists.
August-June: Leadership – weekly; MTSS – twice/month; Reading – quarterly.
Timeframe
Evidence of Progress/Completion (Artifacts required)
Evidence: Program-specific progress monitoring Artifacts: Data Google Sheet and running record
Person(s) Responsible for Monitoring and Frequency
Kelly Davis, Literacy Coach; Jevay Thompson, Math Coach
Status Please provide a brief description Two dedicated I/E Blocks are reflected in the Master Schedule PALS and Leveled Literacy Intervention are
School Name |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL: Click here to enter text
Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
Goal: Instructional Excellence
being implemented as Tier II reading interventions.
Student growth as measured by formative assessments at school and Division levels
Focus: Economically Disadvantaged Students Literacy K-4, Math Recovery Goal: Systematic Alignment Implement a consistent, high-impact approach to teaching literacy in all K-2 classrooms across the
Interventions will be aligned across all delivery platforms – intervention blocks, pull-out reading support and after-school Link Club (21st Century Grant) programming. Reading: LLI, Lexia, Fundations, Just Words and PALs Quick Checks Math: Dreambox, Number Worlds, Do the Math and Reflex Math
Admin and Coach Teams Reading Specialists EL and Special Education teachers
August through June Link Club Sept. 20-May 20
Evidence: Program-specific progress monitoring Artifacts: Data Google Sheet and running record
Kelly Davis, Jevay Thompson and Donna Anthony (Link Club)
2. Essential Action/Research-Based Strategy: Academic recovery efforts will be embedded in the context of grade level instruction. The station rotation instructional delivery model will be implemented to provide scaffolded support to meet the diverse range of prior learning which students will bring into core content lessons and units of study. What is the evidence that this Research-Based Strategy will improve outcomes? A key theory of action in our ACPS 6.0 Reentry Plan underscores the importance of framing our efforts to address unfinished learning within the context of current grade level standards. We must resist the temptation to base academic recovery instruction on prior years’ curriculum standards. Our Virginia Standards of Learning strands are vertically aligned allowing for foundation for instruction as we address unfinished learning from the last 20 months.
Link Club utilizes the same LLI intervention program used during the school day.
Status: In Progress
What is the evidence driving the need for this essential action? MAP data suggests that many of our students have unfinished learning in all math strands. What is the Plan to Assess Progress? Implementation of the station rotation model as our primary preferred delivery model will be assessed and reinforced by admin and coach walk-through observation and feedback.
VCSIP - Elementary
School Name |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL: Click here to enter text Focus Area Strategic Plan Goal Focus: SWD -Academic Disparities Students with Disabilities Goal: Instructional Excellence Student growth as measured by formative assessments at school and Division levels
Focus – All Students Academic Disparities Goal Instructional Excellence: Ensure implementation of a few well-defined, high-impact instructional strategies that support academic learning and social and emotional development for a diverse student population.
VCSIP - Elementary
Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
Action Steps
Professional learning and implementation of Dr. Marilyn Friend’s “Six Approaches to Co-Teaching” best practices will continue with a schoolwide focus on the station rotation model.
Site-based professional learning will highlight the station-rotation approach to co-teaching as the preferred model for the core subjects of reading and math.
Person(s) Responsible for Implementation
Admin Team, Specialized Instruction Specialist
Admin and Coach teams, Tucker Leadership Team
Timeframe (Beginning to End Dates)
New cohort of Tucker special ed. and gen. ed. staff training with Dr. friend begins Oct. 26 and continues through Spring of 2022
Professional Learning for all staff on Nov. 2 with follow-up sessions on Nov. 8, Dec. 6 and Jan. 10.
Evidence of Progress/Completion (Artifacts required)
Evidence: Observational data collected from walkthroughs Artifacts: MAP Winter Data and Q2 progress monitoring data
Evidence: Admin Observation/Feedback Cycle reflects 80% of teacher observations include evidence of station/rotation delivery of instruction Artifacts: Spreadsheet confirming
Person(s) Responsible for Monitoring and Frequency
Jerylen Daniels and Sara Abdelrahman
Status
Two co-teaching pairs are participating in Dr. Friend’s training and working collaboratively to implement best practices.
Rene Paschal, Ms. Kelly and Ms. Daniels
School Name |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL: Click here to enter text
Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
3. Essential Action/Research-Based Strategy: Implement a systematic approach to MTSS that supports the implementation of evidence-based interventions and reinforces assessment literacy through professional development and collaboration.
Status Q1-Completed-Ongoing Q2-Completed-Ongoing Q3EOY
What is the evidence driving the need for this essential action? Perception data from 2020 end of year survey reflects staff support for continued transparency of MTSS efforts. ● What is the evidence that this Research-Based Strategy will improve outcomes? Comprehensive progress monitoring is a foundational the continuous improvement cycle. What is the Plan to Assess Progress? Focus Area Strategic Plan Goal Focus: Students monitored through MTSS Goal: Systemic Alignment
Action Steps
Establish and implement a data inquiry protocol, to be utilized across PLCs, MTSS and Leadership teams.
Person(s) Responsible for Implementation
Admin and Coaches
Timeframe (Beginning to End Dates)
Professional Learning in PLCs focused on
Evidence of Progress/Completion (Artifacts required)
Evidence: Artifacts: MAP fluency 15 % reduction in the number of students not meeting the Fall to Winter to Spring PALS Benchmarks
Person(s) Responsible for Monitoring and Frequency
Status
Ms. Kelly, Ms. Daniels and the MTSS Committee
MTSS data is being shared across PLCs and the Leadership Team via a common
Kelly Davis, Jevay Thompson, Alicia Foley, Brandy Loomis and Kenya Riley
Classroom teachers are implementing common assessments including PALs, MAP and Reading Records.
Focus: All Students Goal: Systemic Alignment Implement a consistent, high-impact approach to teaching literacy in all K-2 classrooms across the
VCSIP - Elementary
Classroom teachers will utilize common assessments (PALs, MAP, Unit Pre/ Post assessment) to measure and monitor student progress.
Coaches, Interventionists and Team Leads
September - June
Evidence: Observed fluidity with common assessment data and MAP reports Artifacts:
School Name |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL: Click here to enter text
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: Safe and Orderly Environment SMART Goal(s): By June, 2022, student perception data will reflect that 90% of students report they are learning in a classroom that fosters feelings of safety, value, and engagement.
ACTION PLAN 1. Essential Action/Research-Based Strategy: Daily SEAL time will be implemented with fidelity incorporating community circle protocols and expanding to address topics identified via the UCLA universal screener.
Status Q1-Completed-Ongoing Q2-Completed-Ongoing Q3EOY
What is the evidence driving the need for this essential action? Anecdotal feedback from families and students confirm the importance of explicit attention to emotional health. ● What is the evidence that this Research-Based Strategy will improve outcomes? Research supports the importance of connection before content” as a pillar of academic recovery efforts. What is the Plan to Assess Progress?
Focus Area Strategic Plan Goal
Focus: Second Language Learners Goal: Student Accessibility & Support: Percentage of students agreeing that they feel supported socially, emotionally, and academically
Focus: Academic Recovery All Learners Goal: Instructional Excellence Percentage of VCSIP - Elementary
Action Steps
EL teachers will support second language students to access the content and spirit of SEAL lessons.
Teachers will refine and share best instructional practices for SEAL to incorporate movement and academic review into weekly lessons.
Person(s) Responsible for Implementation
Timeframe (Beginning to End Dates)
Evidence of Progress/Completion (Artifacts required)
Admin team and EL team.
All 4 quarters August June
Evidence: Student Perception Data Artifacts:
Coaches and SST
Quarters 2-3-4
Evidence: Observation Data Artifacts: Lesson Plan Modifications
Person(s) Responsible for Monitoring and Frequency
Student Support Team
Status Please provide a brief description
EL teachers routinely support second language students during the morning SEAL block.
SST is sharing SEAL resources prepared by the central office team.
School Name |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL: Click here to enter text
Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
students agreeing that they feel supported socially, emotionally, and academically
VCSIP - Elementary
School Name |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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