Plan for Continuous Improvement (PCI) Virginia Beach City Public Schools Compass to 2020: Charting the Course

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1 School: Virginia Beach Middle School School Year(s): Date of Plan: November 1, 2016 VBCPS Goals Compass to 2020 School Mission 1. High Academic Expectations (Literacy and Numeracy) 2. Multiple Pathways (Approach to personalized learning) 3. Social Emotional Development (SE learning strategies, RSN behavior) 4. Culture of Growth & Excellence (Build capacity of staff) Beach Middle, working in partnership with our entire community, will ensure that each student is empowered with the knowledge and skills necessary to meet the challenges of the future Data Summary School Data: SOL Pass Rate (3 year trend) Reading Grade 6 Grade 7 Grade % 79.62% 73.91% % 85.22% 81.64% % 91.63% 75.65% Math Grade 6 Grade 7 Grade % 62.45% 60.20% % 70.61% 73.15% % 79.25% 66.45% Writing Grade % % % History Grade % % % Science Grade % % % Page 1 of 10

2 Benchmark Below Performance Advanced Proficient Basic Basic Reading Grade % 51.20% 25.60% 2.80% Math Grade % 40.70% 58.80% Writing Grade % 43.20% 30.80% 4.90% Reading Grade % 36.80% 20.20% 2.40% Math Grade % 60.70% 38.30% Writing Grade % 33.70% 10.20% 0.50% Reading Grade % 36.30% 20.80% 1.90% Math Grade % 72.70% Writing Grade % 53.00% 21.10% 1.10% Discipline Data: Total number of referrals: 468 Grade Grade Grade Student Demographics Total: 833 students Males: 396 (47.5%) Females: 437 (52.5%) Race Reporting Category: Caucasian 439 (52.7%) Hispanic (12.8%) African Americans (20.6%) Asian - 16 (1.9%) Native Hawaiian/ Pacific Islander - 1 (0.1%) Unspecified - 98 (11.7%) Program Enrollment LEP % Gifted and Talented 24.1% Individualized Education Plan 14.7% Page 2 of 10

3 Economically Disadvantaged % Student Learning Outcomes / Compass 2020 Goals SMART Goals Goal 1 (academic): By June 2017, we will increase the overall pass rate on the Math SOL to at least 85% based on adjusted state accreditation scores while simultaneously reducing the failure rate for each subgroup by 10% as indicated by the 2017 Math SOL based on the five year fact sheet with a targeted focus on African American students and Students with Disabilities. Goal 2 (academic): Goal 3 (other): By June 2017, we will increase the overall pass rate on the Reading SOL to at least 85% based on adjusted state accreditation scores while simultaneously reducing the failure rate for each subgroup by 10% as indicated by the 2017 Reading SOL based on the five year fact sheet with a targeted focus on African American students and Students with Disabilities. By June 2017, we will increase the percentage of students scoring pass advanced on the English, math, science, and social studies SOLs during the Spring 2017 SOL test administration based on adjusted federal accountability. English: from 17% to 21% Math: from 13% to 17% Science: from 15% to 19% Civics: from 35% to 37% Goal 1: (academic) By June 2017, we will increase the overall pass rate on the Math SOL to at least 85% based on adjusted state accreditation scores while simultaneously reducing the failure rate for each subgroup by 10% as indicated by the 2017 Math SOL based on the five year fact sheet with a targeted focus on African American students and Students with Disabilities. Strategies SOL Data Core teachers will disaggregate SOL data to determine where achievement gaps exist in order to set goals and adjust instruction to meet the needs of all students. Page 3 of 10

4 Structured Strategies Math teachers will incorporate structured and consistent teaching strategies utilizing the math software, SMARTboards, and supplemental materials to review major concepts in all strands. Responsive to Student Needs Responsiveness to student academic needs through: Differentiated instruction Enrollment in SOL Lab/Academic Support classes Before-school and After-school tutoring Advisory instruction Enrichment activities Web based tutorials Relationship building activities ARDT math instructor Use of IXL to supplement instruction Intervention for At-Risk Students Response to intervention for At-Risk Students: Morning Tutoring for students with Ds Reports and Report Cards After-school Tutoring Reading Mock SOL SOAR Mentoring Program Continued community outreach Increased emphasis on student engagement instructional delivery Professional Learning Communities Utilize professional learning communities to strengthen instructional strategies and provide common planning time to create common assessments. Page 4 of 10

5 Goal 2: (academic) By June 2017, we will increase the overall pass rate on the Reading SOL to at least 85% based on adjusted state accreditation scores while simultaneously reducing the failure rate for each subgroup by 10% as indicated by the 2017 Reading SOL based on the five year fact sheet with a targeted focus on African American students and Students with Disabilities. SOL Data Strategies Core teachers will disaggregate SOL data to determine where achievement gaps exist in order to set goals and adjust instruction Structured Strategies to meet the needs of all students. English teachers will incorporate structured and consistent teaching strategies utilizing the English software, SMARTboards, and supplemental materials to review major concepts in all strands. Responsive to Student Needs Responsiveness to student academic needs through: Differentiated instruction Enrollment in SOL Lab/Academic Support classes After-school tutoring Advisory instruction Enrichment activities Web based tutorials Relationship building activities Achieve 3000 to supplement instruction Page 5 of 10

6 Goal 3: By June 2017, we will increase the percentage of students scoring pass advanced on the English, math, science, and social studies SOLs during the Spring 2017 SOL test administration based on adjusted federal accountability. Strategies English: from 17% to 21% Math: from 13% to 17% Science: from 15% to 19% Civics: from 35% to 37% Higher Level Opportunities Provide students the opportunity to engage in real world issues that require higher thought and collaborative Page 6 of 10

7 problem solving. Professional Learning Communities Gifted Resource Teacher meets with all English PLCs to assist with ensuring rigorous assignments and assessments Continued use of Depth and Complexity across core classes State Goal: Math proficiency benchmark is 70% for the school year VBCPS/Division Goal: High Academic Expectations (literacy and numeracy, content knowledge; globally competitive skills) SMART Goal: By June 2016, we will increase the overall pass rate on the Math SOL to at least 85% based on adjusted state accreditation scores while simultaneously reducing the failure rate for each subgroup by 10% as indicated by the 2016 Math SOL based on adjusted federal accountability with a targeted focus on African American students and Students with Disabilities. Action Steps (List each action step on a separate line) PLC created common assessments District-wide Assessments Observations and Learning Walks Timeline (List month and year to start addressing action step) September 2015 September, December, 2015; May 2016 As scheduled by the Administrative Team Person(s) Responsible Math Teachers Math Administrative Team School Improvement Math Teachers Special Education Department Chair Curriculum and Instruction Administrative Team School Improvement Math Teachers Math Performance As scheduled by Administrative Action Step Completed (List month and year) Professional Development (Provide a brief description of PD needs) Continued support from instructional specialist: Engaging, effective instructional activities Frequent, descriptive feedback Frequent checks for understanding Use of IXL Page 7 of 10

8 Based the administrative Team Assessments team School Improvement Math Teachers Math Integration of September 2015 Math Teachers technology for student Administrative Team learning SOL Test Spring 2016 School Improvement Scholastic Math Fall 2015; Spring Inventory (SMI) 2016 Administrative Team School Improvement Math Teachers Math Special Education Department Chair Guidance Students Quarterly School entering/exiting SOL Lab-teacher Improvement recommendation s entering/exiting Improvement Page 8 of 10

9 Academi c Support-course grades IEP Goals Quarterly Special Education Case Managers Special Education Administrator Page 9 of 10

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