School Improvement & Innovation Plan
School Innovation and Improvement Plan At-A-Glance
Luther Jackson Middle School
Michael Magliola, Principal
End of Year SMARTR Outcome 1
In the Spring of 2021, the combined unadjusted pass rate for the VA English SOLs (Reading 7, Reading 8, and Writing 8) and Math SOLs (Math 7, Math 8, Algebra, Geometry, Algebra 2) will be 90%.
- Reading, writing, & discourse in every class, every day to enhance school-wide literacy.
- Planning time in CTs allotted to plan for literacy & use of strategies.
- Selection of a school-wide novel to create discourse amongst students around current events and social-emotional issues.
- Learning Innovation Team provides school-wide professional development (PD) on strategies around the Engagement Model.
- School-wide use of the CT cycle and engagement (LEARN) model to drive effective instruction.
- 3 tiered learning targets, developed collaboratively & displayed daily.
- Connected to standards and Portrait of a Graduate (POG) & elevated with Bloom’s verb wheel.
- Common assessments developed & used to inform Tier 2 intervention.
- Use PD to enhance virtual instruction.
- Expansion of the workshop model throughout Math & English departments.
- Lean on building expertise (Math 7).
- Regular use in all math classes, experimentation in all English classes.
- Use of CT planning cycle to develop workshop elements.
End of Year SMARTR Outcome 2
The combined unadjusted pass rates for both English (Reading 7, Reading 8, and Writing 8) and Math (Math 7, Math 8, Algebra, Geometry, and Algebra 2) for students receiving special education services will increase to 70%.
- Special Education CT created at each grade level for planning & collaborating.
- Sharing tools & strategies to bring back to content CTs.
- Discussing interventions & scaffolds for students with IEPs (kid talks).
- Data dialogues from programs utilized in self-contained classes.
- Implementation of the workshop model in Math & English special ed classes.
- Planning time allotted in the SpEd CT for planning & learning.
- Implementation of Tier 2 interventions during Flex time.
- Strengthening co-teaching to allow for co-facilitation in the workshop.
- Use of research-based programs in SPED classes.
- Use of built-in progress monitoring tools to inform Tier 1 & Tier 2 instruction.
- Monitoring of IEP Goals.
- With students in Advisory & with administrators quarterly.
- Special Education CT meetings will focus on utilizing data to provide targeted intervention.
- Check-ins every two weeks with parents and students.
End of Year SMARTR Outcome 3
Through documented positive interaction or communication with at least 70% of Luther Jackson families, we expect to increase family engagement and participation in the Family Engagement Survey conducted in 2020-2021 to 75%, with 90% of participants indicating they feel respected by Jackson MS staff. We further expect these positive relationships to impact school culture and climate by increasing student attendance through a reduction in chronic absenteeism by 10%.
- Concerted efforts to initiate & document interactions with LJMS families.
- School-wide system for documenting positive communication/contact.
- Personal contact by advisory teachers each semester.
- Training & positive recognition for staff members.
- Purposeful parent outreach & community engagement opportunities.
- PEP, PTA, and Parent Nights to teach families about LJMS initiatives.
- Virtual town hall meetings and weekly communication through NYCC.
- 2 planned Demonstrations of Knowledge (DOKs).
- Expand methods, modes of communication.
- Encourage participation in the Family Engagement Survey.
- Personal invitation from Advisory teachers.
- Strategically planned school events during the survey window.
- Attendance plans will be developed with families for students in danger of chronic absenteeism.
- Communication will be established with families of students who were absent 10% or more days in SY 18-19.
- Attendance team will develop attendance plans for students with 10% or more days missed in SY 20-21.
End of Year SMARTR Outcome 4
With equity at the center, we expect to build a culturally responsive learning environment for staff, students, and families at LJMS. By using the Schoolwide Equity Audit, we will regularly reflect on equitable practices and reach the “Implementing with Integrity” phase for one of the criteria by the end of SY 2025-2026. Based on the results of our School Wide Equity Audit, completed in Fall 2020, we will then identify areas and opportunities of growth and will make one tier growth by the end of SY 2020-2021.
- LJMS will make yearly progress on the School Equity Audit.
- Regular equity training and modules.
- Closely monitoring student attendance Monday-Friday.
- Development of resources to assist teachers in taking accurate attendance during distance learning.
- Dean of Students and other support staff will use data to reach out to families.
- Adoption of a rolling gradebook to allow for progress towards mastery.
- Revisions made to school-wide grading policies.
- Focus on learning and engagement
- Provide access to learning through distribution of technology and supplies.
- 1:1 FCPSOn devices and MiFis distributed to students.
- Distribution of essential materials and supplies to students.
- Outreach to the community in both English and Spanish.