OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. 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 x☐ MTSS (RULER) x☐ Literacy Grades K-4 x☐ 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 x☐ Students With Disabilities (SWD) Emotional Disabilities (ED) - Black Students ☐ Hispanic Male Graduation Rates
RELEVANT SCHOOL PROFILE DATA
Total enrollment 392
VCSIP - Elementary
Student Population Percentages: Asian: 02% Black: 24%
English Learners: 11% Students w/disabilities: 7% Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
Hispanic: 12% White: 54% Two or More Race Categories: 07%
VCSIP - Elementary
TAG: 11% Economically Disadvantaged: 17%
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
STRAND I: TEACHING FOR LEARNING FOCUS AREA: ENGLISH LANGUAGE ARTS (ELA)
MATHEMATICS
SMART Goal(s): By the end of the 2021-2022 school year, LCTA will 1
3. Other (specify):
SMART Goal(s): By the end of the 2021-2022 school year,
increase reading performance for students who are economically disadvantaged, students with disabilities, and black students by 5% as measured by the VA Standards of Learning math assessment.
2
LCTA will increase math performance for students who are economically disadvantaged, students with disabilities, and black students by 5% as measured by the VA Standards of Learning math assessment.
Status Q1-3 Q2-3 Q3EOY
SMART Goal(s):
ACTION PLAN 1. Essential Action/Research-Based Strategy: Teachers will effectively use Professional Learning Communities to: utilize data to increase student achievement.
Status Q1-2 Q2-2 Q3EOY
What is the evidence driving the need for this essential action? In the 2018-2019 School year, based on the Standards of Learning, our reading data dropped over 12 percentage points in all subgroups. The math data dropped over three percentage points in all subgroups, but is trending in the low 80’s.
VCSIP - Elementary
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress What is the evidence that this Research-Based Strategy will improve outcomes? PLC will answer 4 questions that drive conversations in PLC meetings. What do we want students to learn? (planning and pacing instruction. How will we know if they have learned it? (collect data) What do we do if they do not learn it? (intervention) What do we do if they do learn it? (enrichment) What is the Plan to Assess Progress? Focus Area Strategic Plan Goal
Teachers
Action Steps
Person(s) Responsible for Implementation
Timeframe (Beginning to End Dates)
Evidence of Progress/Completio n (Artifacts required)
Provide opportunities for quarterly data review and analysis.
Teachers Grade Level Team Leader
August 2021-June 2022
Evidence: Administrators’ observations (walk through documentation), SOL data Artifacts: Meeting agenda/minutes, SIS Grid, iReady data reports
Teachers GAP Students
Teachers with 0-3 years Core Knowledge Experience
VCSIP - Elementary
Teachers will use data analysis to plan for differentiated instruction and intervention.
Provide training and observations, as well as resources for the Core Knowledge program.
Grade Level Team Leader Teachers Math Specialist Reading Specialist
August 2021-June 2022
Core Knowledge Coordinator
August 2021-June 2022
Evidence:Map data; progress monitoring data
Person(s) Responsible for Monitoring and Frequency
School Administrators-Quarterly Grade Level Team Leads-Weekly
Q1: completed Q2: completed
School AdministratorsMonthly
Q1: Completed on-going Q2: Completed-on going
School Administrators Monthly
Q1: Completed on-going Q2: Completed on-going
Artifacts: Lesson Plans Evidence: Administrators’ observations
Status
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Artifacts: Lesson plans: Alignment/objectiv es/procedures/mat erials, Training agenda
2. Essential Action/Research-Based Strategy: To utilize the MTSS process with fidelity. What is the evidence that this Research-Based Strategy will improve outcomes? The goal of MTSS is to intervene early so students can catch up to their peers. It aims to address academic and behavior challenges.
Status: Completed-On going
What is the evidence driving the need for this essential action? In the 2018-2019 School year, based on the Standards of Learning, our reading data dropped over 12 percentage points in all subgroups. The math data dropped over three percentage points in all subgroups, but is trending in the low 80’s. What is the Plan to Assess Progress? MAP assessment; Progress monitoring assessments; SOLs; Monthly with the Leadership Team/SST; PLC meetings Focus Area Strategic Plan Goal
Teachers Specialists
Teachers Specialists SST
VCSIP - Elementary
Action Steps
Person(s) Responsible for Implementation
Timeframe (Beginning to End Dates)
Evidence of Progress/Completio n (Artifacts required)
Universal staff training on MTSS processes and intervention planning.
Implement a structured system of support (MTSS) for reading/math intervention, including EL and SPED interventions using LCTA’s tiered
Person(s) Responsible for Monitoring and Frequency
Status
Evidence: MTSS referrals and forms SST
August 2021September 2021
Teacher Specialist SST
August 2021- June 2022
Artifacts:MTSS presentation, Staff sign in Evidence:MTSS referrals and forms; Tier 3 sped
Assistant Principal
Completed
Assistant Principal SST Updated weekly/as needed
Completed-on going
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress GAP Group Students
intervention list, including specified methods for evaluating both student progress and value of each intervention.
intervention checklist. Artifacts: Reading and Math Criteria for Tier 2 and Tier 3 support, LCTA Tiered intervention list, Student Success Data Grid
Specialist GAP Group Students
EL Teachers, Specialists
Utilize reading and math specialists to provide supplemental small group reading and math intervention.
Implement a 45 day intervention plan leading up to SOL’s for reading and math that target specific skills.
Math Specialist Reading Specialist Teachers
Reading Specialist Math Specialist EL Teachers
August 2021- June 2022
Evidence: Administrators’ observations Artifacts: Quarterly Intervention schedules, Student Success Data Grid (progress monitoring)
In Progress
Evidence: Progress monitoring assessments August 2021- June 2022
Artifacts: Progress monitoring assessments, 45 day plan
3. Essential Action/Research-Based Strategy: Teachers will effectively deliver differentiation strategies in reading and math.
VCSIP - Elementary
School Administrators On-going throughout the 2020-2021 school year.
School Administrators Quarter 3 & 4
Status
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress Q1- completed Q2-completed on-going Q3EOY What is the evidence driving the need for this essential action? In the 2018-2019 School year, based on the Standards of Learning, our reading data dropped over 12 percentage points in all subgroups. The math data dropped over three percentage points in all subgroups, but is trending in the low 80’s. In the 2021-2022 school year, reading and math scores on the SOLs dropped, especially in math. What is the evidence that this Research-Based Strategy will improve outcomes? Students, especially those with diverse learning needs, learn more effectively when teachers respond to their needs. What is the Plan to Assess Progress? MAP assessment; Progress monitoring assessments; Quarterly data chats; PLC meetings; SOL’s Focus Area Strategic Plan Goal
All Staff
Action Steps
Person(s) Responsible for Implementation
Timeframe (Beginning to End Dates)
Evidence of Progress/Completio n (Artifacts required)
Richard Cash’s differentiation professional development for staff
Richard Cash Administrators
August 2021 March 8-9 2022
Evidence: Lesson plans, MAP data, progress monitoring assessments, Student Success data grid
Person(s) Responsible for Monitoring and Frequency
Administrators, August 2021
Status
Completed
Artifacts: PLMS/Staff Sign in sheet
VCSIP - Elementary
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
Teachers GAP Students
Teachers GAP Students
Teachers will use data analysis to plan for differentiated instruction and intervention.
Teachers will have quarterly data chats to review classroom and district assessments.
Grade Level Team Leader Teachers Math Specialist Reading Specialist
Grade Level Team Leader Teachers
August 2021-November 2021
August 2021- June 2022
Evidence: Observations, MAP, Progress monitoring assessments Artifacts: Lesson Plans
Evidence: Differentiated lesson plans
School AdministratorsMonthly Teachers
Completed-on-going
Student Support Team School Administrators
Q1: completed Q2: completed
Artifacts: Student Success data grid
STRAND II: SCHOOL ENVIRONMENT Leadership and Governance - Commitment to Professional Learning - Safe and Orderly Environments - Family and Community Engagement DOMAIN:
Student accessibility and support
SMART Goal(s): 95% of students will report feeling safe at school by June of 2022 based on the spring PBIS student survey.
ACTION PLAN 1. Essential Action/Research-Based Strategy: Student Support Team members will review COVID screener data and individually check in with each student identified as Tier 3 based on the COVID screener data report. Teachers will effectively collaborate and attend professional development on SEAL RULER strategies and deliver Tier 1 SEAL lessons in order to increase the number of students who feel safe and connected to school.
VCSIP - Elementary
Status Q1Q2Q3EOY
Complete d
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress
What is the evidence driving the need for this essential action? PBIS Survey. On the 2020-2021 PBIS survey, 96.5% of students reported feeling safe in their virtual/hybrid classroom, 64% reported feeling safe at recess (32%- n/a), and 60% reported feeling safe in the bathrooms (34%- n/a). What is the evidence that this Research-Based Strategy will improve outcomes? “PBIS is an evidenced-based three tiered framework to improve and integrate aloof the data, systems and practices affecting student outcomes everyday.” What is the Plan to Assess Progress? Informal Assessment through weekly SEAL class discussions. Formal assessment PBIS Survey mid-year and end of year and UCLA COVID Screener.
Focus Area Strategic Plan Goal
Staff
Action Steps
Training for RULER implementation Team
Staff Central Office All Students
Training and implementation of the RULER program.
Teacher Counselor Students
Implement a hybrid system of ROARS (PBIS), Restorative Practices,
VCSIP - Elementary
Person(s) Responsible for Implementation
RULER Team
RULER team Central Office
Classroom Teachers School Counselor
Timefram e (Beginning to End Dates)
Septemb er 2021Decembe r 2021
January 2022June 2022
August 2021-Jun e 2022
Evidence of Progress/Completio n (Artifacts required) Evidence: PBIS survey, UCLA COVID screener
Person(s) Responsible for Monitoring and Frequency
Status
completed -on going
RULER Team
Artifacts: Training Certificate Evidence: Pre/Post Test,Lesson Plans, PBIS Survey Artifacts: PLMS, Training Agenda RULER Training Evidence: Administrators’
Ruler Team Assistant Principal On-Going during the 2021-2022 School Year
completed -on going
School Administrators
completed
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress and RULER lessons during the daily SEAL block.
Observations, PBIS survey
On-Going during the 2021-2022 School Year
Artifact: Lesson plans
School Counselor Staff Students MTSS Central Office Staff
Training of staff regarding the tiers of behavior, de-escalation strategies, appropriate consequences, and behavior documentation.
Evidence: Discipline Referrals Classroom Teachers School Counselors Central Office
August 2021-Jun e 2022
Artifacts: PD minutes, Staff roster
School Administrators On-Going during the 2021-2022 School Year
2. Essential Action/Research-Based Strategy: Collect UCLA COVID screener data fromstudents in grades 3-5 to identify students requiring social emotional support.
completed
Status Q1Q2Q3EOY
What is the evidence driving the need for this essential action? UCLA COVID-19 Screener/PBIS survey ● What is the evidence that this Research-Based Strategy will improve outcomes? The UCLA COVID Screener consists of an 11-item set of validated questions about the frequency of PTSD symptoms in the past month. The scores help determine the need for ongoing monitoring or a full PTSD assessment, and, if indicated, evidence-based trauma-focused treatment like the Bounce Back Program that SST members have received training on.. What is the Plan to Assess Progress? Quarterly at SST meetings. Focus Area Strategic Plan Goal
VCSIP - Elementary
Action Steps
Person(s) Responsible for Implementation
Timefram e
Evidence of Progress/Completio n (Artifacts required)
Person(s) Responsible for Monitoring
Status
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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OVERARCHING SCHOOL GOAL:
Lyles-Crouch Traditional Academy will utilize collaboration/professional development, research based interventions, and communication with parents to increase student achievement in the areas of reading and math by 5% for gap group (Black, Economically Disadvantaged, Students with Disabilities) students by June 2022. Status Options: (1) Completed, (2) Completed-Ongoing, (3) In Progress (Beginning to End Dates)
SST Teachers
VCSIP - Elementary
Collect PBIS/SEAL survey data to share with the staff quarterly. The SST will follow up with each individual student identified as tier 3 and identify action steps to address the data to increase the number of students that feel safe, valued and engaged. Possible action steps may include outside referrals, small group counseling, targeted SEAL lessons,and professional development for staff.
School Counselor SST Assistant Principal
August 2021-Jun e 2022
and Frequency
Evidence: UCLA Covid Screener, PBIS/SEAL survey SST
Completed
Artifacts: UCLA Covid Screener, PBIS/SEAL survey
Lyles-Crouch Traditional Academy |Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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