School Innovation & Improvement Plan

Outcome goals for this academic school year

School Innovation and Improvement Plan At-a-Glance

  • 2021- 2022
  • Glasgow Middle School
  • Region 2
  • Victor L. Powell, Principal

 

Background: The Elementary and Secondary School Emergency Relief (ESSER III) is a federal grant which requires that spending be used in specific areas.  Part of the Fairfax County Public Schools spending plan identifies funding to be used for Unfinished Learning and Student Academic and Social, Emotional, Mental Health (Wellness) Needs.  Schools have been given funding allocations to support the academic and wellness needs of students.  Schools are required to create plans in English Language Arts, Mathematics, and Wellness highlighting the strategies they will use to support these areas using their ESSER III funding.  These strategies are shown below.

 

                                                           ESSER III English Language Arts Strategies

Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.

 

Strategy 1:  Continue refining and perfecting the use of reading and writing workshop.

The admin, coach, and teacher leaders will support the teachers and students through the implementation and refinement of:

  • Reader’s and Writer’s workshop including: mini-lesson, worktime, conferring, small groups, assessment and reflection.
  • Leveled Literacy Intervention (LLI) as a support to small group instruction/intervention in SPED & Double Block TT Classrooms 
  • Student goal setting and tracking - evidence of student learning and small group instruction.
  • Reading intervention class and Flexible Intervention Time(FIT) classes
  • New teachers to Glasgow and co-teaching pairs will attend the elementary literacy symposium to increase their pedagogical toolkit  
  • Use of the Lucy Calkins’ Units of Study (7th grade) as a strong base for lesson development
  • Recruitment of elementary and reading teachers who are familiar with the workshop mode

Strategy 2:  Support teams through the work of the instructional CT cycle

The admin, coach, and teacher leaders will support the teachers and students through the CT time with an emphasis on:

  • Unpacking standards & units
  • Continue the use of the common planning document
  • Purposeful planning of scaffolds
  • Building common formative assessments 
  • Progress monitoring through data analysis
  • Responsive instruction based on data 
  • Reflection

Strategy 3:  Using the walkthrough cycle to continuously improve instruction

The admin, coach, and teacher leaders will support the teachers and students through team-wide Walkthroughs and through our Personalized Professional Development system with an emphasis on:

  • Data collection across an entire CT at least two times per school year
  • Personalized feedback to individual teachers and to the entire CT
  • High Leverage Moves (HLM) developed for each teacher, based on walkthrough data collection and individual conversations

 

                                                          ESSER III Mathematics Strategies

 

Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.

 

Strategy 1:  Continue refining and perfecting the use of Math Workshop

The admin, coach, and teacher leaders will support the teachers and students through the implementation and refinement of:

  • Math Workshop procedures clearly defined and part of our walkthrough observation process
  • Progress monitoring through data analysis
  • Student goal setting and tracking
  • Responsive instruction
  • Math intervention class and Flexible Intervention Time(FIT) classes
  • New teachers to Glasgow and co-teaching pairs will be offered workshop training opportunities to increase their pedagogical toolkit  
  • Recruitment of elementary  teachers who are familiar with the workshop model

Strategy 2:  Support teams through the work of the instructional CT cycle

The admin, coach, and teacher leaders will support the teachers and students through the CT time with an emphasis on:

  • Continue the use of the common planning document
  • Using formative assessment data to create guided groups for differentiation of instruction
  • Scaffolds

Strategy 3:  Using the walkthrough cycle to continuously improve instruction

The admin, coach, and teacher leaders will support the teachers and students through team-wide Walkthroughs and through our Personalized Professional Development system with an emphasis on:

  • Data collection across an entire CT at least two times per school year
  • Personalized feedback to individual teachers and to the entire CT
  • High Leverage Moves (HLM) developed for each teacher, based on walkthrough data collection and individual conversations
  • Subsequent observations and feedback and coaching to monitor progress on HLM
  • Teachers provide reflections through their Personalized PD plan

 

                                                          ESSER III Wellness Strategies

Outcome: Ensure students feel safe, included, and supported in the school environment.

 

Strategy 1:  PBIS program - build a caring culture through the three commitments of kindness, commitment and safety.

  • Panther Time Lessons
    • Social emotional, executive functioning, academic success lessons
  • Panther Time teachers acting as “case managers”
  • Open Campus - quarterly cumulative positive behavior recognition
  • Panther of the Month - individual student recognition

Strategy 2:  Multi-Tiered System of Support/Behavior Intervention Team 

Empower all staff with effective classroom management and intervention techniques in a way that builds upon/supports our instructional focus (vs. distracts from it)  

  • Provide schoolwide professional development building on teacher relationships and providing strategies and interventions in the classroom 
  • Coordinating interventions for students with behavioral challenges
  • Develop effective intervention plans for students in the Child Study process 
  • Coach teachers through implementing interventions with fidelity, have accountability conversations when needed 
  • Provide interventions as needed
  • Coordinate Restorative Justice at Glasgow 
  • Ensure the FBA/BIP process is implemented with fidelity for students without IEPs, including supporting  data collection, teacher support, classroom observations