Mount Vernon Community School All MVCS students at grades K-5 will demonstrate growth in their science proficiency as measured by the administration of K-2 quarterly science task assessments and the 3rd through 5th grade SOLs.
● What is the innovation to address problems of practice for staff? Does this Essential Action represent developing new practices or improving existing practices? If so, how is professional learning structured and supported to permit teachers to transition from acquisition of knowledge to skillful practice based on principles of adult learning? ● Recommendations/Considerations ● Revise Timeframes to include greater specificity to timeframes listed to ensure the appropriate sequencing for actions that will impact practices throughout the academic year Math EBA/RBS 2 ● EA/RBS focus on tier 1 instruction is a best practice. As you implement professional learning for math workshops, remember that this is not limited to small group instruction. There is also a task and share component, a great strategy for providing all students access to grade-level content. Let me know if I can support the teachers with this. Additionally, several PD sessions are focused on implementing high-level tasks in the math classroom being held in October and November. Additionally, I have recorded webinars teachers can use. The plan to assess progress includes science bullets that belong with a different EA/RBS - consider removing from math Instructional coaches and teachers will engage in ongoing professional development needed for the effective development of quarterly science performance tasks. Central office specialists will support the school with the design of local assessments and the review of student performance data collected through the administration of quarterly science performance tasks. Central office specialists will collaborate with the MVCS school administrative team to plan and implement professional learning sessions that will support science learning across content areas and the language of instruction. Focus Area [Grade Level/Student Group(s)/Educators]
Action Steps
Strategic Plan Goal
Person(s) Responsible for Implementation
Timeframe (Beginning to End Dates)
Evidence of Progress/Completion (Artifacts required)
Person(s) Responsible for Monitoring and Frequency
[i.e. 1.1, 2.3]
K-5 Math 1.1, 1.2, 1.4, 1.5
Teachers will participate in school-based professional development to identify math priority standards; create lesson plans that integrate those priority standards with academic language objectives; and use Virtual Plus+ guided math to deliver instruction.
Teachers, Specialists, Math Instructional Specialist, Instructional Coaches
K-5 Math 1.1, 1.2, 1.4, 1.5
Teachers will participate in division and school-based professional development on bridging and creating content and language objectives, as well as in integrating these components into unit and lesson plans.
Teachers, Specialists, Math Instructional Specialist, Instructional Coaches
VCSIP - Elementary
Ongoing
Quarterly
Evidence: Active participation in PLCs Lesson planning based on priority standards and identification of key academic vocabulary Artifacts: Lesson plans, PL rosters, meeting notes Evidence: Lessons will clearly include language and content objectives. Teachers will include a bridging lesson within the unit
School Administration Instructional Coaches
School Administration Instructional Coaches
Mount Vernon Community School | Alexandria City Public Schools 2021-2022 Continuous School Improvement Plan
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