Arlington Schools Teacher Performance Evaluation System

ATTACHMENT 2A

School Management Plan

AdministratorMary Begley/Barbara Jones School Year(s)2015-2016

PositionPrincipal/Assistant PrincipalLocation Arlington Science Focus School

Division Strategic Plan Goal Areas: 2011-2017

ATTACHMENT 2A

School Management Plan

1. Ensure That Every Student is Challenged and Engaged: APS will provide all students with the knowledge and skills to succeed in the 21st century through a challenging, engaging, and comprehensive education. Students will have a passion for learning, be inquisitive and open minded, and become responsible citizens.

2. Eliminate Achievement Gaps: All APS students will meet high academic standards and achieve success regardless of race, ethnicity, gender, home or native language, disability, special learning needs, economic background, or other factors that should not be a predictor of success.

3. Recruit, Retain, and Develop High Quality Staff: APS will provide a high quality and challenging educational experience for all students by recruiting and hiring an exemplary and diverse workforce, offering a competitive compensation package, and providing staff with necessary tools and training.

4. Provide Optimal Learning Environments: APS provides the necessary resources and facilities to sustain excellence.

5. Meet the Needs of the Whole Child: APS will nurture students’ intellectual, personal, social, and emotional development with services and strategies that support students and their families to enable students to learn and develop their potentials.

ATTACHMENT 2A

School Management Plan

Goals / Alignment with Strategic Plan
SMART Goal 1 / In 3rd grade last year, 83 of 98 students (84%) passed the SOL assessment in math. Of the 15 who did not pass, 10 were students with disabilities, and 5 were LEP students (3 of these students were LEP and had disabilities). Based on the BOY data in the 4th grade, 5 new ASFS students were identified in need of support.
GOAL: During the current school year, the overall pass rate of all students on the grade 4 math SOL assessment will be 90% or higher. / ☐1. Challenging/Engaging Program
☒2. Eliminating Gaps
☐3. High Quality Staff
☒4. Optimal Learning Environments
☒5. The Whole Child
SMART
Goal 2 / In BOY data, 129 students (24%) in grade 1-5 have been identified as reading below grade level expectations.
GOAL: During the current school year, 100% of students will show progress on reading levels. The percentage of students reading on grade level will increase to 80% based on reading fluency and comprehension. / ☐1. Challenging/Engaging Program
☒2. Eliminating Gaps
☐3. High Quality Staff
☒4. Optimal Learning Environments
☒5. The Whole Child
SMART Goal 3 (Optional) / Using the BOY data and SOL data from Spring 2015, 10 students were identified as performing below grade level in math and reading. These 10 students are representative of Gap groups for Black, Hispanic, LEP, and special education. During the current school year, these students will be offered before and afterschool tutorial with transportation and snacks provided. These 10 students will have a 1-1 mentor to monitor their progress weekly, throughout the year.
Goal: 80% (8 out of 10) of the identified students will achieve at least 400 on their math and reading SOL in spring 2016. / ☐1. Challenging/Engaging Program
☒2. Eliminating Gaps
☐3. High Quality Staff
☐4. Optimal Learning Environments
☒5. The Whole Child

For each management plan (MP) goal, complete the “SMART Goal Detail” below:

Section II. Detail

SMART Goal 1: During the current school year, the overall pass rate of all students on the grade 4 math SOL assessment will be 90% or higher.

Evidence:

Student Group (Current 4th Grade Math students) / 2014-15
3rd grade SOL (number of students) / 2015-16 Target 4th grade SOL / 2015-16 Actual 4th grade SOL
All Students / 84% (98) / 90%
Proficiency Gap Group 1: Econ. Dis., LEP and/or SWD / 63% (30) / 70%
Proficiency Gap Group 2: Black / 46% (13) / 70%
Proficiency Gap Group 3: Hispanic / 86% (7) / 90%
Limited English Proficient (LEP) / 70% (10) / 80%
Students with Disabilities (SWD) / 47% (15) / 60%
Economically Disadvantaged / 61% (18) / 70%
White / 97% (41) / 97%
Asian / 87% (23) / 87%
Multi-Race / 100% (6) / 100%
Student Group (Current 4th Grade Math) / Number invited to computer lab intervention / Number students in after school intervention
All Students (grades 3-5) / 32 / 12
4th graders / 15 / 6
STUDENT INITIALS / SELECTED FOR INTERVENTION BASED ON / BEGINNING SCORE/GRADE / IA SCOREat mid-year / IA SCOREat 3rd quarter / SOL SCORE2016
JM / SOL tests (IA scores) / Math SOL 283 (IA 34%)
KH / SOL tests (IA scores) / Math SOL 327 (IA 7%)
RC / SOL tests (IA scores) / Math SOL 340 (IA 30%)
HS / IA scores / 26% Math
OE / SOL tests (IA scores) / Math SOL 354 (IA 42%)
MM / SOL tests (IA scores) / Math SOL 354 (IA 32%)
CH / SOL tests (IA scores) / Math SOL 230 (IA 18%)
EB / SOL tests (IA scores) / Math SOL 392 (IA 38%)
KT / SOL tests (IA scores) / Math SOL 372 (IA 40%)
NG / SOL tests (IA scores) / Math SOL 335 (IA 26%)
AP / SOL tests (IA scores) / Math SOL 297 (IA 20%)
AR / IA scores / 38% Math
JK / IA scores / 34% Math
AP / IA scores / 16% Math
JD / SOL tests (IA scores) / Math SOL 399 (IA 38%)
KB / IA scores / 26% Math
TB / SOL tests (IA scores) / Math SOL 415 (IA 40%)
GL / SOL tests (IA scores) / Math SOL 354 (IA 44%)
RL / SOL tests (IA scores) / Math SOL 372 (IA 32%)
MV / SOL tests (IA scores) / Math SOL 399 (IA 30%)

Rationale:

In 3rd grade last year, 83 of 98 students (84%) passed the SOL assessment in math. Of the 15 who did not pass, 10 were students with disabilities, and 5 were LEP students (3 of these students were LEP and had disabilities). Based on the BOY data in the 4th grade, 5 new ASFS students were identified in need of support.
Data was analyzed from the SOL results and BOY data. More data will be collected with the quarterly math IA. Scores and skill analysis will be the focus of CTM meetings. Scores will be recorded on grade level-specific spreadsheets.
The SMART Goal relates to goals and objectives for APS strategic plan in the areas of eliminating gaps, optimal learning environment, and the whole child as well as state requirements for the SOL assessment.

SMART Goal 2: During the current school year, 100% of students will show progress on reading levels. The percentage of students reading on grade level will increase to 80% based on reading fluency and comprehension.

Evidence:

Student Group (Grade 1-5 Reading on grade level) / 2014-15
BOY (number of students) / 2015-16 Target / 2015-16 Actual
All Students / 76% / 80%
1st grade (123 students) / 72% / 80%
2nd grade (109 students) / 81% / 85%
3rd grade (111 students) / 85% / 88%
4th grade (92 students) / 74% / 80%
5th grade (101 students) / 68% / 80%
Grade Level / Number of Students in Intervention / Intervention Type / BOY Percent of Students Below Grade Level (DRA) / Mid-Year Percent of Students Below Grade Level (DRA) / EOY Percent of Students Below Grade Level (DRA) / Percent Growth (DRA)
1 / 37 (17 + 20) / LLI & RR / 28%
2 / 23 / LLI / 19%
3 / 12 (3 + 7 +2) / LLI & MVRC & RN / 15%
4 / 21 (11 + 10) / LLI & MVRC / 26%
5 / 8 (4 + 4) / LLI & MVRC / 32%
Total / 101 / 24%

*This chart does not include students receiving small group instruction for Hilt or Sped services.

Rationale:

In BOY data, 129 students (24%) in grade 1-5 have been identified as reading below grade level expectations.
Data was analyzed from EOY and BOY reading assessments (DRA). More data will be collected with the January and May DRA assessments. Scores and skill analysis will be the focus of CTM meetings. Scores will be recorded on grade level-specific spreadsheets. Students in remediation groups will have monthly monitoring of their reading levels.
The SMART Goal relates to goals and objectives for APS strategic plan in the areas of eliminating gaps, optimal learning environment, and the whole child as well as countyrequirements for grade level expectations.

SMART Goal 3: During the2015-2016 academic year, 80% (8 out of 10) of the identified students will achieve at least 400 on their math and reading SOL in spring 2016.

Evidence:

STUDENT INITIALS / Grade / Service / Ethni-city / Math
SOL / Reflex
Math / Moby Max Math / Rdg SOL / MRC
4days / LLI / YES Club / Moby Max ELA / Mentor
AMC / 3 / E / B / X / X / X / X / X
DV / 3 / E / H / X / X / X / X / X
JM / 4 / SE / B / X / X / X / X / X
YA / 4 / SE/E / W / X / X / X / X / X
TG* / 4 / H / A / X / X / X / X / X / X / X
KKH* / 4 / SSC / B / X / X / X / X / X / X / X
KH* / 4 / B / X / X / X / X / X / X / X
PR / 5 / SE / B / X / X / X / X / X
WMC / 5 / SE/E / B / X / X / X / X / X / X
JN / 5 / SE / B / X / X / X / X / X / X

Rationale:

In BOY data, 10 students (100%) in grade 3-5 have been identified as reading below grade level expectations and performing below grade level expectations in mathematics.
Data was analyzed from EOY and BOY reading assessments (DRA). More data will be collected with the January and May DRA assessments. Scores and skill analysis will be the focus of CTM meetings. Scores will be recorded on grade level-specific spreadsheets. Students in remediation groups will have monthly monitoring of their reading levels.
The SMART Goal relates to goals and objectives for APS strategic plan in the areas of eliminating gaps, optimal learning environment, and the whole child as well as state requirements for the SOL assessment.
5 of the 10 students have been at ASFS since kindergarten. 2 students since VPI, 3 students are new this year. The returning students have received a variety of in school services to close the achievement gap without complete success. By providing before school access, the students receive breakfast, time with a reading specialist, and a mentor to talk with every week. 4 of the students participate in Youth Experiencing Success for afterschool field trips that provide opportunities to see monuments, etc. to build experiential background knowledge for the fourth grade Virginia Studies.
All 10 of these students are monitored by the guidance counselor through individual meeting time and lunch bunch groups to monitor home needs. These needs are communicated to the social worker and anonymously to the PTA where resources are provided for supplemental needs such as clothing, Holiday gifts, internet access, and technology.

Section III. Action Plan: Document the 2-3 strategies/activities that your school believes are most important and will make a difference in achieving each of your SMART Goals.

SMART Goal 1

Strategies/Activities / Time Frame / Person(s) Responsible
1.
Develop lists of students to form target groups for supplemental instruction and monitoring for grades 3-5 in the area of mathematics. Inform parents of the plan for implementation. Secure transportation for before school tutoring (Red Top Cab) & late bus for Mon/Tues. Personal will be assigned to the morning computer lab time to monitor student progress. / September- April / Administration, Math Coach, Teachers, Volunteer Cab Drivers
2.
All quarterly math scores will be entered into the ASFS spreadsheet and shared with grade level colleagues, administration, and math coach. These scores and skill analysis will be the focus of CTM meetings. Scores will be recorded in the quarterly report card comments identifying 3 strengths and 3 weaknesses (if indicated) and sent home to parents each quarter. Math Coach disaggregates data and shares with staff at CTM meetings.
Twice a year, extended CTM sessions will be offered for grade-levels to develop lists/plan for groups in need or reinforcement/extension. All staff that work with the grade level will attend these meetings. / September and quarterly / Administration, Math Coach, Teachers
3.
The grade level CTMs will spend sessionscreating pre-assessments, analyzing data, and creating activities for small group instruction. Utilize special area staff that have extra time in their schedules to form small tutorial groups (RTI). / Monthly / Administration, Math Coach, Teachers, Specialists
4.
All students in grades 1-5 will be given accounts in Reflex Math and MobyMax to access at school and home. Teachers will monitor usage and progress of these two prescriptive programs. / September- EOY / Administration, Math Coach, Teachers, Specialists

SMART Goal 2

RTI based on grade level common assessments
MVRC based on BOY data
LLI intervention groups based on reading levels
Reading Recovery in first grade by 2 reading specialists and 1st grade teacher trained in Reading Recovery
Small group instruction for HILT students during ELA blocks
Read Naturally (a research based intervention for students in need of improving fluency)

/ September- May / Administration, Teachers, Reading Specialists
4.
All students in grades 1-5 will be given accounts in MobyMax to access at school and home. Teachers will monitor usage and progress of this prescriptive program. / September- EOY / Administration, Reading Specialist Teachers, Specialists

SMART Goal 3

RTI based on grade level common assessments
MVRC based on BOY data
LLI intervention groups based on reading levels
Small group instruction for HILT students during ELA blocks

/ October through May / Administration, Counselor, Staff