Budget of Work in Mathematics 6 by mlz15593

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									                                                             Date:      January 27, 2010

                                                             For ACTION

                                                             For INFORMATION        X

FROM:          Cathy David, Deputy Superintendent, Curriculum and Instruction

THRU:          Morton Sherman, Ed.D.

TO:            The Honorable Yvonne Folkerts, Chair, and Members of the Alexandria City
               School Board

TOPIC:         1/28 School Board Work Session Materials

STRATEGIC PLAN CORRELATION: The enclosed materials directly align with the Vision,
Mission and Goals 1, 2, and 3 of the ACPS Strategic Plan.

BACKGROUND: The materials included in this packet contain important background
information pertinent to the following topics that will be discussed at the January 28, 2010
School Board Budget Work Session:

        •      Professional Learning, Teacher Evaluation and Student Achievement
        •      Curriculum Restructuring and Enhancements
        •      K-12 Mathematics Enhancements
        •      Summer Learning Programs
        •      Early Childhood Enhancements
        •      Elementary Exemplary Programs and the Principals Promise Fund
        •      Secondary Program Enhancements: AVID, MYP, and AP
        •      Community Schools and Family Academy

IMPACT: Implementation of these program enhancements will support ACPS in meeting
our shared goal of preparing every student for success in college, work, and life.

     A Proposed Model to Align Professional Learning and Performance Evaluation
                             With Student Achievement

“There are many worthy reform efforts underway around the country, but the one that
would leverage all the others to success has been left out. The common core of
professional knowledge about teaching and learning can be built into the career path for
teachers from first-year entry through senior leadership roles by engineering the
processes that shape teacher capacity. Any city could do so by developing these
processes into integrated and high-functioning engines that were glued together by the
common core of professional knowledge: 1) teacher recruitment and hiring, 2)
induction, 3) evaluation, 4) professional development, 5) salary advancement and
promotion, 6) school structure for joint work, 7), leadership for collaboration and share
responsibility for student results. The common core could be designed into the institution
so that teachers were both supported and accountable for advancing their expertise at an
appropriate and continuous pace.”
                -Jon Saphier, Research for Better Teaching, Inc.
                The Book of Change for Improving Teaching and Learning District-Wide

Overview of Model:
The attached document provides a graphic depiction of how ACPS proposes to align
professional learning and performance evaluation with
student achievement to achieve the goals of the ACPS Strategic Plan. The model
reinforces the idea that educators must be responsible for and supported in moving along
a learning continuum from beginning teacher to developing educator to advancing
professional. Additionally, the model ensures the incorporation of professional learning
into the daily practices of teachers and administrators in a manner that positively impacts
student learning.

ACPS Strategic Goals related to this initiative: Goals 1, 2, and 3

Budget Impact:

ACPS Budget Guiding Principles related to this initiative:
Champion student achievement and ensure an effective teacher for every student

Although there are no new line items in the FY Operating Budget for professional
development activities, funding for professional learning continues.

The Masters Degree Incentive Program has been eliminated from the FY ’11 budget,
resulting in a cost savings of $226,000.

Proposed Grant Funding to support professional learning:
      Title II Part A ---Skillful Teacher and Skillful Leader Courses
      Title II Part A----Teachers’ College Writing Project
           A Proposed Model to Align Professional Learning, Performance Evaluation and Student Achievement Targets
                                       To Achieve the Goals of the ACPS Strategic Plan
  Performance                                                       Professional Learning
Teaching Domains
                             Beginning Teacher Phase                Developing Teacher Phase          Advancing Teacher Phase
                                                           Professional Development Provided by ACPS
                         •    ACPS Performance                   • The Skillful Teacher (I):         • The Skillful Teacher (II):
•   Instruction               Responsibilities (PEP)                 Classroom Management,             Continuation of Skillful
                         •    Division/State Requirements:           Principles of Learning, Models    Teacher I course with intensive
                              Balanced Literacy, Integrating         of Teaching, Motivation,          study of strategies for
•   Assessment                Reading and Writing in the             Expectations, High                identifying and removing
                              Content Areas, Writing                 Achievement for all,              obstacles to student learning
                              Project, PALS, Technology              Differentiated Instruction,
•   Learning                  Standards, Family Life, Child          Thinking Skills, Assessment
    Environment               Abuse and Neglect
                              Recognition, etc…

•   Professionalism      •    Backwards Planning               •   Curriculum Development with          •   Curriculum Development, with
                              Design/Lesson Design; Policy         focus on unit design                     focus on course and program
                              IFA, IFA-R                                                                    design
•   Communication
    and Community        •    ACPS Culture, Belief             •   Dynamics of Cross Cultural           •   Dynamics of Cross Cultural
    Relations                 Systems, and Traditions              Understandings                           Understandings
                              (Students, School, and School

                         •    Collaboration/Teamwork           •   Collaboration/Teamwork Skills, Leadership Development: Skillful
                              Skills, Job Embedded                 Job Embedded Professional      Teacher in-district trainer; mentor,
                              Professional Learning                Learning (Coaching)            coach, department chair, etc…

                                                      Specific to Customized Professional Learning Plans
                        • General Pedagogical Practices       • To be determined by needs of           • To be determined by needs of
                                                                  individual/ team/school/                 individual/ team/
                                                                  division                                 school/division
Ongoing Assessment of Teacher Growth and Student Learning (Indicators of Meeting Goals): to be determined by the individual employee in
                                             discussion with and approval by evaluator
                        ACPS K-12 Mathematics Education Plan:
                             Highlights of Key Initiatives

1. Implement an Algebra Readiness Plan to Ensure That All Students Are Prepared to
   Take Algebra in the Eighth Grade: ACPS Strategic Plan Goals # 1, 2, 3 & 4

   A comprehensive process involving curriculum design, aligned and balanced assessment, and
   evidence-based instructional planning will be implemented to ensure that all students are
   prepared for algebraic readiness and success. Focus areas and processes will include the
   following priorities:
   • Revise mathematics curriculum at the K-5 level to identify and emphasize students’
       ability to recognize algebraic patterns and use them as part of their mathematics
   • At sixth and seventh grades, curriculum will be aligned and compacted to ensure that
       algebra readiness is emphasized, with accompanying criterion-based assessments
       (including performance tasks) to monitor student progress and provide appropriate
       interventions, as required.
   • Offer professional development on early algebra to K-5 teachers. The training will assist
       teachers in developing algebra “eyes and ears” so that they begin to see the mathematics
       they teach in new ways.
   • Refocus K-5 professional development to help children generalize arithmetic such as
       looking for and justifying patterns and regularities in properties of numbers.

2. Develop a Complete Mathematics Curriculum Based Upon the Backward-Design
   Process: ACPS Strategic Plan Goals # 1, 2, 3 & 4

   This multi-year curriculum design and development process will ensure that a fully-
   articulated mathematics curriculum is available from grades K-12, including multiple units
   for each grading period with desired results, assessment evidence, and a learning plan.
   Priorities include:
   • Complete articulation of the universal “big ideas” (i.e., conceptual patterns, themes,
        motifs) that unify the mathematics curriculum.
   • Delineate essential concepts and skills requisite for each student to successfully enter a
        grade level or course (as a basis for refining existing diagnostic assessments).
   • Map each grade level for mathematics, delineating the sequence of units that will form
        the K-8 curriculum (through Algebra 1). Maps will include big ideas, mastery objectives,
        enduring understandings, essential questions, and enabling knowledge objectives (i.e.,
   • Develop prototype (exemplar) units for major areas of the curriculum in which learning
        gaps are evident in mathematics (e.g., Algebra 1, Algebra 1 Support, transition between
        5th and 6th grade mathematics, sample primary and intermediate units).
   • Develop and implement common assessments (especially criterion referenced test and
        performance-based assessment tasks and projects) used by all teachers delivering the
        same mathematics curriculum.
   • As part of this backward-design process, delineate key “non-negotiable” elements of an
        effective lesson plan template for mathematics (consistent with the backward-design
        process and appropriate for a particular structural level, i.e., primary v. intermediate v.
        middle v. high school).
3. Implement a Math Specialist Position at the Upper Elementary Level (i.e.,
   Departmental Model): ACPS Strategic Plan Goals # 1, 2, 3 & 4

   The division will move towards having math specialists (i.e., teachers with strong math
   content knowledge) teach grades 3 to 5. Support for this departmental model will include on-
   going professional development for these teachers.

4. Institute a Division-Wide Coaching Model: ACPS Strategic Plan Goals # 1, 2, 3 & 4

   As change agents, these coaches will assist teachers to improve math instruction through a
   job-embedded staff development model which focuses on in-depth learning experiences
   which are on-going, reflective, and close to classroom practice. They will ensure that the
   math coaches are responsible for strengthening classroom teachers’ understanding of
   mathematics content. They will also assist teachers in developing more effective mathematics
   teaching practices that allow for all students to reach high standards.

5. Continue Individual Achievement Plans (Through Grade 10): ACPS Strategic Plan
   Goals # 1, 2, 3 & 4

   This process will continue into the next academic year. It will ensure that every “at-promise”
   student will receive appropriate math interventions that are rigorous, engaging, and
   purposeful, reinforcing high levels of achievement in mathematics for the individual learner.

6. Improve Transition Between Fifth- and Sixth-Grade Mathematics: ACPS Strategic Plan
   Goals # 1, 2, 3 & 4

   This process will involve coordinating teams of 5th and 6th grade teachers who will focus on
   vertical articulation. Appropriate follow-up sessions will answer the following questions:
   (a) How can 5th grade teachers prepare students for the transition to 6th? (b) How can 6th grade
   teachers support the mathematical strategies developed in 5th? This transitioning process will
   have participating teachers visit each others’ classrooms and collaborate on developing
   strategies to support student learning.

7. Align Professional Development with Identified Long-Range Goals and Performance
   Targets: ACPS Strategic Plan Goals # 1, 2, 3 & 4

   Ongoing professional development will enhance instructors’ work with standards, including:
   (a) Building a System of 10s (Elementary); (b) Reasoning Algebraically About Operations
   (Middle); (c) Patsy Wang-Iverson’s “Can Mathematics Understanding Be Coherent?” (for
   math specialists working in departmentalized model); (d) Accessible Mathematics (conducted
   by Steve Leinwand), involving video-based coaching/lesson analysis.

   Funding Realigned in FY 11 Budget to Support Mathematics Goals: $92,000

   Funding from Grants to Support This Initiative:
              VDOE Algebra Readiness Grant: $30,000
              Exxon Mobil Grant:                TBD
                             Summer Learning Programs

ACPS has traditionally offered a rich program of summer learning opportunities that

       •      Elementary K-5 Summer School
       •      Secondary Summer School
       •      K-8 Super Summer Program
       •      TEMS (Technology-Engineering-Mathematics-Science
       •      Summer Economics Institute
       •      Kindergarten Prep

Our challenge to achieve Goal 1 of the ACPS Strategic Plan (Ensure all students
demonstrate significant academic growth, and dramatically improve achievement
outcomes for students below grade level), coupled with current budget realities, has
resulted in a new design for elementary K-5 summer school and the elimination of Super
Summer, TEMS, and the Summer Economics Institute from the SY11 budget.
Secondary summer school will continue with no changes to its format. K Prep will
operate on a 4 hour summer school schedule, rather than the 6 hour program that has
been offered in the past.

Elementary August Summer Learning Programs

The redesign of elementary summer school began with the following questions:

       •      What is working well with our current program?
       •      How can we change the program to better serve our students?

Based on the responses to these questions from elementary principals and central office
staff, a 3-tiered summer learning program is proposed.

Tier I: August Summer Learning Program (all elementary schools except Mount
Vernon and Tucker)

Proposed dates: August 9 – August 20, 2010 (coincides with K Prep); 4 hours per day

Program design:

Each elementary school except Tucker and Mount Vernon will host its own summer
learning program. James K Polk students may need to attend at an alternate site due to
the construction work at this school.

Based on staffing availability, each school will use its own teachers to provide summer
learning opportunities to its students. (Teachers will not be required to teach summer
school as part of their contracts.) Summer learning faculties can be shaped based on the
needs of the students at the particular school site. For example, one school may need
more ELL support, another may need to hire more upper grade level teachers.

Each school has the autonomy to identify which students should attend, select
instructional materials and strategies that best meet the needs of their students.

School-based administrators will be in charge of their own programs. Operating funds
will be allocated to each school based on a standard formula.

Tier II: Enhanced August Summer Learning Program (Available to ACPS
Elementary Schools in Title I Improvement)

Proposed dates: August 9 – August 20, 2010 (coincides with K Prep); 5 or more hours
per day

Program Design: Tier II August summer learning schools will enhance the Tier I
program using Title I Improvement funding. Enhancements can include but are not
limited to the following:

       •       Extended day for students
       •       Extended time for staff to participate in professional learning
       •       Enhanced staffing to draw down class size
       •       Enrichment opportunities for students

Tier III: Title I August Extended Year Program (William Ramsay Elementary)

Proposed dates: To be determined by the Ramsay leadership

Program Design: The Tier III program will be the most intensive intervention of the
three levels. Selected teachers will be required to sign an extended year contract
(approximately 11 months) to provide intervention and enrichment learning opportunities
to all students wanting to participate. Professional development will be an additional
component of the program design. Additional costs beyond the scope of the Tier I
program will be funded through Title I Improvement grants. Proposed program
enhancements include:

       •       Extended number of days and hours of operation
       •       Extended time for staff to participate in professional learning
       •       Enhanced staffing; small class sizes and intervention groups
       •       Extensive enrichment opportunities for students
       •       Parent education programming
Secondary Summer School

The ACPS secondary summer school program will offer multiple learning opportunities (i.e.,
repeat credit, new credit, ELL, special education, and SOL preparatory courses) for students to
remediate their deficiencies and improve and expand their academic skills. Instruction in all
program components at each grade and subject level reflects the related curriculum of ACPS and
the Virginia Standards of Learning (SOLs).

Students are eligible to enroll in a repeat course if they (1) received a grade of F in the course;
and (2) attended school for at least 143 days during the school year. Students who have been
absent for more than 40 days for any course that meets every day or 20 days for any course that
meets every other day may not enroll in that course in summer school. Administrative
exceptions may be made under certain circumstances for students who are otherwise eligible to
enroll in ELL classes. Students earn an half credit for each repeat course in which they earn a
passing grade.

Students wishing to create more flexibility in their upcoming schedules are eligible to enroll in 9th
or 10th grade health and physical education or human growth and development in summer school
for one credit.

In addition, the 2010 summer school program will offer specialized courses for ELL and special
education students. ELL literacy courses provide students with an additional opportunity to
progress in developing English language proficiency and academic language and the math
courses strengthen students understanding of mathematics and readiness for Algebra I.

Additional information regarding special education services in secondary summer school will be
provided during the February 6 budget work session.

Students who earned a passing grade in a course but failed the related SOL test are eligible to
enroll in up to two SOL preparation classes. After a two week review of the materials that may
be on the SOL tests, students are administered the appropriate SOL test.

No summer school course, save English 12 and United States and Virginia Government, is
offered unless there are 10 students enrolled. English 12 and United States and Virginia
Government are offered regardless of enrollment so that students enrolled can graduate at the end
of summer school and commence their post secondary experiences.
Below are the courses that are typically offered in secondary summer school.

                                   Repeat Course Offerings
English 9                        English 10                       English 11
English 12                       Fundamentals of Human            Algebra I
                                 Growth and Development
Algebra I, Part 1                Algebra I, Part 2                Geometry
Health and Physical Education    Health and Physical Education    Chemistry I
Grade 9                          Grade 10
Biology I                        Biology II                       Earth Science
Grade 9 World Civilizations to   Grade 10 World Civilizations     United States and Virginia
1500 C.E.                        1500 C.E. to the Present         History
United States and Virginia       ESL Language Arts                ESL Mathematics I
ESL Mathematics II

                       New Credit and Non-Credit Course Offerings
Fundamentals of Human           Algebra I, Part 1          Algebra I, Part 2
Growth and Development
Trigonometry                    Pre Calculus               Health and Physical Education
                                                           Grade 9
Health and Physical Education Life Skills                  Social Skills
Grade 10
ESL Newcomer English            ESL English 9              ESL Algebra Prep
ESL Biology Prep                Algebra I Review           Communications Skills
Pre-AP Strategies               SAT Preparation
Note: Non-credit bearing courses are in bold print.

                          SOL Preparatory Course Offerings
Algebra I                        Geometry                         Biology I
Chemistry                        Earth Science                    English 11 - Reading

English - Writing                United States and Virginia       World Civilizations I
World Civilizations II

FY ’11 Operating Budget Allocations for Summer Learning Programs:

K-5 Elementary Summer Learning:                  $442,000
K Prep Program    :                              $179,000

Secondary Summer School Program:                 $842,000

K-12 Summer Learning Administrative Costs (Transportation, Food Service, etc.):

Grant Funds to support Elementary Extended Learning Programs:                             TBD
Early Childhood Center
Office of Early Childhood

For years the question educators have asked is, “What do children need to be ready for
school?” The new question for ACPS is, “What do schools need to do to be ready for
children and their families?” The new early childhood center at John Adams will answer
that question and support the Strategic Goal to “lead the development and
implementation of a comprehensive and coordinated model that provides quality pre_K
experiences for all 4 year olds in the City of Alexandria.”

When we think of an early childhood center, we envision more than just a space where
families and young children feel welcomed, safe, nurtured, and where children, along
with their parents have opportunities to explore, create, investigate and be awe struck by
the world in which they live. The planned early childhood center at John Adams will
also be the hub for the early childhood community at large in Alexandria, reaching out to
both public and private preschool settings, fostering communication between the
preschools and child care centers as well as the public elementary schools and inviting
the local universities to share their expertise, personnel and to participate in training
opportunities. The Center will project a philosophy that encompasses the whole child,
from birth to age eight, with the goal of ensuring that all children cultivate a lifelong love
of learning by having equal opportunities to learn through experiences that include all
modalities. We know that early experiences contribute significantly to the structure of
the brain and its capacities. Those early experiences and early interactions with adults
and peers, and how children relate and respond to those experiences and interactions,
directly affect the way the brain is “wired.” As Ron Ferguson says, “Achievement gaps
are not facts of nature. They are mostly because of differences in life experiences.
We’ve got to figure out how to get all kids the kinds of experiences that really maximize
access to middle class skills.” This center will ensure that there are opportunities for
children to have access to experiences that will maximize each child’s potential.

The philosophical approach will influence the curriculum and content of such a program.
Ideally, it would include the best of what is currently available from proven curricula and
programs such as High Scope (highscope.org), the Creative Curriculum
(creativecurriculum.net), Reggio Emilia (reggioemiliaapproach.net), Head Start Body
Start (headstartbodystart.org), and Waldorf (whywaldorfworks.org). There would be
vertical alignment with the Kindergarten and elementary curricula to promote a cohesive
continuum from pre-K through the school years. Additionally, instruments such as the
CLASS observation tool will be utilized to document and facilitate the discussion to
assure high quality emotional support, classroom organization, and instructional support
within the classrooms.

Fairfax County has developed the Pre-Kindergarten Program of Studies which does align
developmental benchmarks to the standards of learning. It uses High Scope concepts as
the basis for the curriculum but it reportedly goes beyond High Scope to incorporate an
emphasis on child directed experiential learning in a language rich environment. This
may be a curriculum that could support our evolving model.
Tools of the Mind is a research based early childhood program that builds strong
foundations for school success in preschool and kindergarten children by promoting their
intentional and self-regulated learning. It has been shown to have a significant impact on
self-regulation of preschool children and consequently higher achievement in literacy and
mathematics. Play will be used as an instructional tool with regular, intentionally
planned, teacher-guided activity that encourages dramatization, and role-playing.

Physical Space
The first floor of John Adams Elementary School will house ACPS’s first Early
Childhood Center. The center will consist of five Head Start classrooms, five preschool
classrooms (ten classes) for special education students and typically developing students,
kindergarten, first and second grades. John Adams will have a second assistant principal
to lead the early childhood center. New modularly constructed classrooms will be built
in one or more of the courtyards at John Adams to accommodate the increased preschool

The center will house classrooms, indoor gross motor space, a play group room for
younger children and children not enrolled in preschool, a parent resource/support center,
and hopefully space for Child Find activities, including speech and audiology screenings.
Mark Krause, Carri Stoltz and Kris Clark are working closely with the John Adams’
administrators and staff and Head Start administrators and staff as we design the physical
space for the center.

Professional Development
Twenty teachers from John Adams will participate in Skillful Teacher training beginning
in January, 2010. Other professional development is planned to ensure that teachers have
a strong foundation in processes of learning, and a deep understanding of children’s
developmental and learning processes. A philosophy of inclusion, cooperation and
coordinated curricula will be emphasized.

As we continue our planning and implementation phase of the John Adams’ Early
Childhood Center we welcome input from parents, educators, students and community

Office of Early Childhood

The Office of Early Childhood will be housed at John Adams and be comprised of the
new assistant principals for pre-K-2nd, the Coordinator for Early Childhood, Child Find
personnel, a Special Education Early Childhood Coordinator and a Head Start

In addition to its work at the EC Center, the Office of Early Childhood will ensure the
quality of all ACPS, Head Start, Title I and VPI pre-school classrooms through our
Virginia Star Quality Initiative Grant (QRIS). The EC Office will expand pre-school and
playgroup opportunities for 4 year olds in Alexandria City and continue to collaborate
with city/regional/state pre-school quality and access efforts.

Funding proposed in the FY11 budget:

Staff development                             $40,000

Funding from grants to support this initiative:
QRIS (Quality Rating Improvement                $ 50,500
Note: Facility design and build costs for the Early Childhood Center are in the CIP
Elementary Exemplary Programs

Elementary Exemplary Programs give identity and united purpose to a school
community. Exemplary programs reach beyond state standards to support relevant,
interconnected curriculum and common themes of study and student work. As ACPS
“sets the international standard for educational excellence, where all students achieve
their potential and actively contribute to our local and global communities,” exemplary
programs become part of our roadmap to excellence.

Elementary exemplary programs support the Strategic Goal to “implement at each school
an exemplary educational program that enhances the curriculum and meets the needs of
the students.” Exemplary programs also support the goal to “ensure every child is
challenged and engaged with school experiences responsive to each student’s talents and

For several years, Lyles Crouch Traditional Academy has been recognized as a Core
Knowledge School. As a Core Knowledge School, faculty and staff will continue to hone
their skills by attending conferences, participating in site visits and attending national
conferences. Core Knowledge requires considerable classroom materials that must be
replaced or replenished every year. LCTA will use their exemplary program money to
continue to meet and exceed the standards of a Core Knowledge School.

Cora Kelly has continued its emphasis on math, science and technology and has added
engineering to its curriculum enrichment with the goal of becoming a Science,
Technology, Engineering and Math (STEM) School. In FY10, Cora Kelly staff
participated in ACPS Science Institutes, attended conferences, wrote curriculum to infuse
science and math concepts across all content areas. A national consultant worked with
the science team to develop science lab lessons that used the five E’s (Engage, Explore,
Elaborate, Evaluate, Extend). The ACPS science curriculum specialist provided
professional development on inquiry based learning. All staff have committed to using
higher level questioning in all lessons. A partnership with the National Society of
Professional Engineers will support an after school engineering club beginning in
February. Next year, Cora Kelly staff will work closely with the ACPS Office of
Curriculum Design and Services to develop units of study emphasizing STEM concepts
that unify units taught in the science, math and technology labs with those taught in the
classroom. Monies will be spent to send teachers to regional workshops offered by the
STEM Coalition. Cora Kelly will continue to purchase FOSS kits and hands on learning
materials to enhance their inquiry approach to learning.

John Adams has enjoyed a rich history of supporting the arts through its partnership with
the Washington Performing Arts Society, the Washington Opera and the Kennedy
Center. A natural evolution for John Adams was to pursue a more rigorous relationship
with the Kennedy Center and become a Changing Education Through Art (CETA) Model
School. The partnership with the Kennedy Center is multi-year and offers teachers
opportunities to take courses, work with an arts integration coach assigned by the
Kennedy Center, and be part of study groups. CETA supports arts integration in every
content area and throughout the curriculum. Schools pursuing the Model CETA
designation move through a growth process, from the application phase to the affiliate
phase and finally to the model CETA designation. In FY10 John Adams was accepted by
the Kennedy Center into the CETA program and professional development activities
have begun. In addition to the Kennedy Center affiliation, several John Adams staff
members were able to participate in summer course work at the Lincoln Center in NYC.

In FY09 Mount Vernon Community School and Jefferson Houston Elementary School,
with input from faculties, parents and community members decided to pursue becoming
IBO-Primary Years Programme (PYP)schools. Both schools have been engaged in
professional development, and attendance at regional and national IBO conferences. The
designation of a .5 PYP coordinator in the FY10 budget, purchase of materials, and visits
to local PYP schools supports their PYP efforts. Both schools filed letters of intent to
pursue PYP with the IBO. In FY11 both schools will continue to provide professional
development, begin the writing of PYP planners (units of study) and file Application A of
the PYP process. We are strategizing ways to offer Spanish for all kindergarten and first
grade students at Mount Vernon Community School through a realignment of staff. Both
Mount Vernon and Jefferson Houston will need to hire a world language teacher for the
FY12 school year in order to continue its journey to the PYP designation.

In the summer of 2009, ACPS offered a three day workshop on Habits of Mind. It was
well attended by teachers and administrators. That workshop sparked interest from
elementary principals and teachers in the Habits of Mind (HOM) and the process for
becoming a Mindful School. Schools pursuing the Mindful School designation are:
George Mason, Douglas MacArthur, Patrick Henry, Matthew Maury, James K. Polk,
William Ramsay and Samuel Tucker. Becoming a Mindful School requires specific
professional development, site visits from the HOM staff, and evidence that the school
has embraced and infused the Habits of Mind into their curriculum and instructional
program and the culture of the school and community. Becoming a Mindful School is a
multiyear process and will begin in FY11 for the seven schools pursuing that exemplary
program. Money is included in the budget to support professional development, site
visits by the Mindful School consultant, visits to other Mindful Schools in the region,
parent workshop on the Habits of Mind, and classroom books and materials.

The leadership of Charles Barrett did not investigate exemplary programs in FY09.
Consequently the Charles Barrett faculty, parents and community will investigate various
programs during FY10 and identify a program in early FY11. The FY11 budget supports
their exploration of exemplary programs and the start up costs when a program is

Each elementary school will be working closely with their exemplary program
organizations and each other to provide professional development, purchase resources,
conduct site visits, attend conferences, and pay dues and application fees.

Funding proposed in the FY11 budget:
$17,500 per school for exemplary program     $227,500
Principals Promise Fund

During the FY 2010 budget process, the elementary differentiated resources fund was
realigned into the Principals Promise Fund, specifically created to support the goals of the
strategic plan. Elementary principals became the fund managers and a process for
requesting money for elementary school needs was established. The elementary
principals meet on the first Thursday of each month to discuss and vote on spending
proposals. A spending proposal template was developed that required each expenditure to
be correlated to one or more Strategic Plan objectives and an explanation as to how the
request would meet strategic goals. Each principal sends their PPF requests to Kris
Clark and all other elementary principals one week before the meeting. On the meeting
day, each principal who has made a PPF request defends their request and answers
questions pertaining to the request. This process has been very valuable in bringing
innovative ideas to all principals and in supporting common needs across all elementary

At the first meeting last June, principals decided the first expenditures would support
after school tutoring, Book Buddies, exemplary program research costs and Habits of
Mind books for elementary teachers. The elementary schools’ budget analyst helped
create a formula based on need for tutoring allocations. Book Buddies was supported at
the nine schools that qualify for the program.

In subsequent meetings, principals voted to build capacity for meeting the reading needs
of students by investing in leveled books. With input from school based reading teachers,
the Reading Curriculum Specialist created appropriate book collections for each school’s
leveled book room. Each collection was created to meet the needs of individual schools
and build capacity in their leveled book collections.

The beginning balance of the PPF was $934,074.00. Expended so far:

Tutoring funds                                 $224,853
Book Buddies                                    105,504
Leveled book collections                         85,000
Habits of Mind materials to support HOM           8,600
exemplary programs
Math Buddies                                     13,675
Reading A-Z                                       6,042
STEM materials and assemblies (CK)                9,995
CETA training (JA exemplary program)              6,000
technology needs                                  3,693
Other reading texts, encyclopedias, teacher      23,505
book club books, art supplies etc.
Total spent to date:                           $486,867
Elementary principals continue to meet each month and have asked for a formula to
determine how much is needed in notebooks, folders, paper, cartridge toner, pens etc. to
support the Writing Workshop format for teaching writing. We are working closely with
the Writing Project at Teachers College, Columbia University, to establish a per pupil
cost to support a primary writer and an intermediate writer. Based on that amount,
schools will be allocated an amount for those supplies. PPF will fund Writing Workshop
materials for the FY10 and FY 11 school years.

Budget Impact Information

PPF funding allocated in the FY10 budget: $934,074.00

Total funding included in the FY11 budget: $727,500, allocated in the following manner:

Tutoring                                       $392,000
Book Buddies                                    108,000
Exemplary programs                              227,500

The difference between the FY10 budget allocation in PPF and the FY11 allocation for
tutoring, Book Buddies and Exemplary programs is $206,574.

Principals have concentrated this year’s PPF spending on building capacity in their
schools. Substantially increasing leveled book rooms, Math Buddies and exemplary
program start up materials will support the continuation of strategic goal initiatives begun
in FY10. Using FY10 money to purchase writing workshop materials for FY10 and
FY11 will ensure the continuation of this important initiative.
                  Secondary Programs and Pathways to Graduation

Division Goals
Each student, with support for his or her unique characteristics, will graduate from high
school with the knowledge and skills necessary for higher education, multiple career
paths and active citizenship.
    1.     Ensure all students demonstrate significant academic growth and dramatically
           improve achievement outcomes for students below grade level.
    2.     Provide a rigorous, relevant and internationally benchmarked education to
           enable all students to succeed as citizens in the global community.
    3.     Create an exceptional learning environment.

Advancement Via Individual Determination (AVID)

AVID is a system that prepares students in the academic middle for four-year college
eligibility and success. The AVID program is delivered through an elective course that
includes academic instruction, tutorial support and motivational activities.

The AVID program requires each school to appoint a site team comprised of an
administrator, counselor, core teachers, elective teachers and tutors. In addition to the
teacher, four tutors are needed in each AVID classroom for a minimum of three periods
per week. The tutors are responsible for facilitating student-led discussions and tutoring
sessions following a prescribed format.

During this current school year the AVID program serves 188 students in grades 7-9. For
the 2010-2011 school year the AVID program will extend to grade 10, with an
enrollment goal of 300 students.

Budgeted funds support mandatory division leadership training, teacher training,
membership fees, curricular materials, and the recruitment, training (16 hours) and
stipends for in-class tutors.

The increase in funding for FY 11 supports the teaching position for the main campus of
T. C. Williams High School, additional membership and curricular fees, and the tutoring

Increased Funding for AVID in FY ’11 Budget: $217,083 (Includes additional 1.0
FTE, tutoring funds, training, and materials)
International Baccalaureate Middle Years Program (IB-MYP)

The IB Middle Years Program, for students aged 11 to 16, provides a framework of
academic challenge that encourages students to embrace and understand the connections
between traditional subjects and the real world, and become critical and reflective
thinkers. The program consists of eight subject groups integrated through five areas of
interaction that provide a framework for learning within and across the subjects. Students
are required to study English, a second language, humanities, sciences, mathematics, arts,
physical education and technology. In the final year of the program, students also engage
in a personal project, which allows them to demonstrate the understandings and skills
they have developed throughout the program.

During the 2010-2011 school year, ACPS will begin the consideration phase of the IB-
MYP through the district cluster model. This model includes the Minnie Howard Campus
of T. C. Williams High School as the required “connector” school. It also includes the
five middle schools and grades 6 and above at Jefferson Houston School.

Throughout the implementation process (consideration phase, candidate year[s],
acceptance) the seven schools/campuses are considered as a group. Acceptance into the
IB-MYP occurs as a total group of seven locations or not at all. For this reason, division-
level coordination with site-based teams is essential.

Budgeted funds support mandatory division leadership training, teacher training,
membership fees and curricular materials.

Funding in FY ’11 Budget: $84,883 (0.5 FTE – IB-MYP Coordinator, staffed as .25
                          FTE each of two current Curriculum Specialists.)
Advanced Placement Coordinator

ACPS currently offers 24 Advanced Placement courses. The AP Diversity Report from
2003 and subsequent annual reports from the Office of Accountability indicate the need
for more thorough support for this program, to include such efforts as:

•   Implementing the recommendations of the ACPS 2009 AP Report produced by the
    Department of Accountability
•   Working with the full staffing of ACPS Curriculum Department to ensure that our
    students are prepared to take and perform well in AP courses
•   Developing pre-AP academies in the summer and on Saturdays so that students in
    grades 7-11 can receive individualized support to prepare them for AP coursework
•   Monitoring and responding to the AP curricula and the success data by teacher and by
•   Coordinating ongoing required teacher training through The College Board
•   Coordinating the AP testing program

Funding in FY ’11 Budget: $84,883 (0.5 FTE – AP Coordinator, staffed as .25 FTE
                          each of two current Curriculum Specialists.)

At the heart of community schools program is a commitment to the goal that all students
succeed academically, emotionally, physically and socially. Regardless of the specific
model or design elements adopted, a community school is both a place and a set of
partnerships and strategies between the school and other community resources both
public and private. Such a school integrates academics, services, supports, and
opportunities intended to impact student learning and promote stronger families and
healthier communities.

A community school connects health/medical services, family services, community
partnerships, and expanded curriculum under one umbrella and is characterized by
extended services, hours, and relationships—and as much as possible brings all these
services directly into the school building. Research confirms that when they are fully
operational, community schools produce the following results: improved academic
performance, increased attendance, higher graduation rates, improved behavior, positive
youth development, and parental involvement.

Community schools support the mission of our school division and directly correlate with
ACPS Strategic Plan Goals 1, 2, and 3.

Superintendent Sherman first proposed the community schools concept in the fall of
2008. Subsequently, a steering committee was formed and members visited community
schools in Arlington, Virginia, and Nebraska. Two follow-up meetings occurred in the
fall of 2009 to focus on beginning stages of planning. Conversations have taken place
with the ACPS grants officer to identify possible funding sources. The steering
committee will meet again on February 2, 2010.

The following actions are planned for FY11 to move Community Schools forward:

   •   Technical assistance for creating a strong community schools: Children’s Aid
       Society consultant
   •   Full needs assessment: to include a full inventory of ACPS and City social
       services/non profits; identification of community issues and needs that could be
       addressed by community schools
   •   Facilitated strategic planning meetings with staff, community, city, families
   •   Research/reference materials about successful community schools
   •   Field visits to see successful community schools in action
   •   Professional development around the whole child concept
   •   Implementation of a small pilot program at one ACPS school

Funding in FY ’11 Budget to Support This Initiative: $100,000
Adults Learning Together to Strengthen Families, Schools, Communities

The purpose of the Family Academy is to empower parents as partners, advocates, and
leaders in their children’s education and to support student learning and achievement at
home, school, and in the community.

The Family Academy directly correlates with ACPS Strategic Goal 1, Objective e:
establish division-wide program to empower parents to be supportive and informed
advocates for their children.

Work on the Family Academy began in the summer of 2009. An advisory board
representing parents, board members, community, and staff came together to think about
the unique context of Alexandria, the purpose for a Family Academy, the ideal solution,
systems, information collection and people design. From this work a framework
emerged. Advisory Board members organized into committees and the work moved
forward to develop the pilot program.

At this time, the following outcomes have been achieved:
    • Completion of the first two spring sessions of the Family Academy catalogue
    • Development of an on-line registration program
    • Implementation of a Family Academy kick-off on Wednesday, January 27, 2010,
        at the Minnie Howard campus of T.C. Williams High School
    • Delivery of free courses across two sessions and six strands: Early Childhood
        Years (4); Helping Children Succeed in Schools (15); Understanding and
        Guiding Children (9); Parent Empowerment (6); Health and Wellness (5); and
        Places to Go and Fun Things to Do (3).

The following actions are planned for FY11 to move the Family Academy Initiative

   •   Expand the number and range of session offerings
   •   Identify new strands and develop new themes (including college preparation)
   •   Increase outreach and marketing to expand participant base
   •   Increase print and electronic publicity resources
   •   Expand range of content expertise of available presenters
   •   Explore strategies for increasing the availability of transportation and child care to
       increase participation
   •   Enhance the use of technology to maximize outreach efforts
   •   Pursue outside funding sources and cross-institutional partnerships (e.g., Vista

Funding in FY’11 Budget to Support This Initiative: $116,770

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