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
page 4
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
page 8
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
page 9