School Education Plan
Principal: Rene Paschal
School/ School Year: Samuel Tucker 2015-16
Division Strategic Plan Goal Areas: 2016-2020________________________________________
1. Academic Excellence and Educational Equity: Every student will be academically successful and prepared for life, work, and college .The
preparation of students for post-secondary life is a fundamental purpose of PK-12 education. ACPS pledges to educate students in an
atmosphere of excellence and educational equity, and to ensure that students are challenged to stretch their talents and aspirations.
2. Family and Community Engagement: ACPS will partner with families and the community in the education of Alexandria’s youth. The
education of Alexandria’s young people is a shared responsibility of families and schools, and by recognizing the important role that families
play and by assisting families to understand curricula and ways they can support children, we all benefit.
3. An Exemplary Staff: ACPS will recruit, develop, support and retain a staff that meets the needs of every student. Our employees need to be
resourceful, flexible, and creative. They must value diversity and collaboration and work well in teams. To this end, we must actively recruit,
hire, train, and retain our staff using innovative methods and incentive.
4. Facilities and the Learning Environment: ACPS will provide optimal and equitable learning environments. High quality facilities and a
comprehensive infrastructure are fundamental to learning and teaching. The physical environment of school buildings and school grounds is a
key factor in the overall health and safety of students, staff members, and visitors. Student achievement can be affected positively by the
physical environment.
5. Health and Wellness: ACPS will promote efforts to enable students to be healthy and ready to learn. Students who are healthy are better
able to learn and attend school than those who are not. Student with high levels of such “developmental assets” as family support ,
relationships with caring non-family adults , an ethos that promotes service to others , and safe environments are more likely to engage in
positive social interactions and exhibit respect, tolerance, and self-discipline.
6. Effective and Efficient Operations: ACPS will be efficient, effective, and transparent in its business operations. To maintain confidence and
trust as stakeholders, an organization must be responsible for implementing, and accountable for maintaining, sound business practices.
SMART Goals
Goals
 By June, 2016, SWT students will demonstrate
SMART
increased math proficiency by a minimum of 5% as
Goal 1
measured by the 2016 SOL Math test.
Math
SMART
Goal 2
Reading

By June, 2016, SWT students will demonstrate
increased reading proficiency by a minimum of 5% as
measured by the SOL Reading test.

All K-5 students will demonstrate achievement in
reading as demonstrated by a year’s worth of growth
on one of three assessments: PALS, SRI and/or
Running Records.
th
By June, 2016, SWT 5 grade students will
demonstrate increased science proficiency by a
minimum of 5% as measured by the 2016SOL Science
test.
SMART
Goal 3
Science

SMART
Goal 4
TELL

By June, 2016, SWT students will demonstrate
increased proficiency in Schoolwide PBIS ROARS
behaviors as evidenced by a decrease in behavior
referrals to the office by 10%.
1
Alignment with Strategic Plan
☒ 1. Academic Excellence Educational Equity
☐ 2 Family and Community Engagement.
☒ 3. An Exemplary Staff
☐ 4. Facilities and the Learning Environment
☐ 5. Health and Wellness
☐ 6.Effective and Efficient Operations
☒ 1. Academic Excellence Educational Equity
☐ 2. Family and Community Engagement.
☒ 3. An Exemplary Staff
☐ 4. Facilities and the Learning Environment
☐ 5. Health and Wellness
☐6. Effective and Efficient Operations
☒ 1. Academic Excellence Educational Equity
☐ 2. Family and Community Engagement.
☒ 3. An Exemplary Staff
☐ 4. Facilities and the Learning Environment
☐ 5. Health and Wellness
☐6. Effective and Efficient Operations
☒ 1. Academic Excellence Educational Equity
☒ 2. Family and Community Engagement.
☐ 3. An Exemplary Staff
☒ 4. Facilities and the Learning Environment
☒ 5. Health and Wellness
☐6. Effective and Efficient Operations
School Education Plan
SMART Goal 1: Math
By June, 2016, SWT students will demonstrate increased math proficiency by a minimum of 5%
as measured by the sprin2g 2016 SOL Math test. The SWD subgroup will show a 10% or greater
increase on the spring SOL Math test.
Evidence:
SOL Scores will be the primary measurement of math proficiency. SMI (if available) and
pre/post-test unit assessments will be secondary measures of evidence to demonstrate
progress on or completion of the Math SMART Goal.
Math
Student Group
All Students
Proficiency Gap Group 1: Econ. Dis., LEP and/or SWD
Proficiency Gap Group 2: Black
Proficiency Gap Group 3: Hispanic
Asian
Economically Disadvantaged
Limited English Proficient (LEP)
Students with Disabilities (SWD)
White
2012-13
2013-14
2014-15
71
62
63
67
82
63
61
28
94
70
64
66
64
78
71
75
75
82
65
68
29
86
65
60
38
88
2015-16
(Target)
83
76
80
80
87
70
73
34
91
Rationale:
 Steady and incremental improvement in achievement in the “All Students” group
has motivated us to continue with our continuous improvement model.
 Our SWD subgroup was the only subgroup to show a decrease in achievement
from 13-14 to 14-15. As a result, we did not make our AYP target.
Professional Learning Needs:
 Limited language is a key variable in the learning needs of our LEP and SWD
subgroups. Teachers want support in gaining additional instructional strategies that
increase access to the math curriculum for students with limited language.
 Scaffolded professional learning over time will facilitate staff usage of Google docs
as a tool for collaboration among special education and general education teachers
(common unit lesson plans).
 Time to analyze SOL and benchmark math assessments will help us hone in on key
standards of learning.
 Professional learning is needed in terms of the ancillary online resources available to
teachers and parents in support of the math standards of learning.
2
School Education Plan
Action Plan: We believe the following strategies will make a difference in achieving our Math
SMART Goal.
Strategies/Activities
Time Frame Person(s) Responsible
Expected
Outcomes
Common Reflection
on best practices,
annual analysis of
the links of student
achievement and
framework for
instruction
Prioritizing
instructional time,
targeting individual
instruction,
identified students
strengths/weaknesses
for targeted
interventions to
continued student
growth, refinement
of instructional
methods
Increase in student
organization &
synthesis, increased
student ownership
of their learning,
allows teachers to
track student growth
Increase in Math
SOL scores through
the use of aligning
SOL instruction with
SOL assessments.

Teachers will use Google docs as a warehouse
for common unit plans. This will provide a
source for reflection and a foundation to build
upon in future years.
1 - Year
Admin., Math Goal Team,
Lisa Lin & Dru Fletcher

Data notebooks will be used to monitor
individual and class progress. Grades 3-5 will
create class graphs to show pre/post data for
whole group reflection and goal setting. Data
notebooks will serve as IAP documentation.
1 - Year
Admin., Math Goal Team,
Lisa Lin & Dru Fletcher

All teachers, grades K-5, will implement Math
Interactive Notebooks with students in an effort
to create a vehicle for distributed practice of key
math skills across the school year.
1 - Year
Admin., Math Goal Team,
Lisa Lin & Dru Fletcher

The Plain English SOL Math option will be
reviewed and resources to prepare students for
success on this version of the spring test will be
explored.
1-Year
Admin., Math Goal Team,
Lisa Lin & Dru Fletcher
3
School Education Plan
SMART Goal 2: Reading
By June, 2016, SWT students will demonstrate increased reading proficiency by a minimum of
5% as measured by the spring 2016 SOL Reading test.
Additionally all K-5 students will demonstrate achievement in reading as demonstrated by a
year’s worth of growth on one of three assessments: PALS, SRI and/or Running Records.
Evidence:
SOL Scores will be the primary measurement of reading proficiency. SRI and pre/post-test unit
assessments will be secondary measures of evidence to demonstrate progress on or completion
of the Reading SMART Goal.
Student Group
Reading
2012-13
2013-14
2014-15
2015-16
(Target)
83
75
All Students
70
72
78
Proficiency Gap Group 1: Econ. Dis., LEP and/or
61
63
70
SWD
Proficiency Gap Group 2: Black
67
67
76
81
Proficiency Gap Group 3: Hispanic
58
66
69
74
Asian
82
93
81
86
Economically Disadvantaged
58
64
71
76
Limited English Proficient (LEP)
51
57
67
72
Students with Disabilities (SWD)
38
52
44
54
White
92
86
93
Maintain
Rationale:
 Achievement in reading is the key to success in all other core content areas.
 We want to continue the positive trajectory over the last three years to ensure
positive academic outcomes for all of our students
 Our SWD subgroup was the only subgroup to show a decrease in achievement
from 13-14 to 14-15. As a result, we did not make our AYP target.
Professional Learning Needs:
 Limited language is a key variable in the learning needs of our LEP and SWD
subgroups. Teachers need support in utilizing reading instructional strategies that
increase access to the language arts curriculum for students with limited language.
4
School Education Plan

Ongoing professional learning in best practices is needed to continue to ensure that
students are mastering grade level content. Our Literacy Cadre representatives will
turn-key PD on topics of division-wide interest.
Action Plan: We believe the following strategies will make a difference in achieving our
Reading SMART Goal.
Strategies/Activities
Time Frame Person(s) Responsible
Expected
Outcomes

Data notebooks introduced in 2014-15 to chart
individual progress on running records (and unit
pre and post reading tests and at least one other
data measure selected by grade level teams) will
be tweaked to reflect developmentally
appropriate monitoring of individual and class
progress. Data notebooks will serve as IAP
documentation. The Reading Goal Team will
perform a comprehensive review of pre and
post-test practices across the school.
1 - Year
Reading Goal Team and
Admin.
Prioritizing
instructional time,
targeting individual
instruction,
identified students
strengths/weaknesses
for targeted
interventions to
continued student
growth, refinement
of instructional
methods

Teachers will enhance their use of SOL released
tests and the VDOE Reading Framework to focus
on essential skills during shared reading.
1 - Year
Admin., Dru and the
Reading Goal Team.
Increase rigor to the
application level of
the SOL alignment,
increase student
achievement within
reading skills

Teachers will reference the ACPS literacy
continuum and words per minute expectations
when determining next steps after analyzing
running record data.
1 - Year
Dru, Admin. and the
Reading Goal Team.
Students increase in
fluency and
comprehension,
Student Guided
Reading Levels will
increase
5
School Education Plan
SMART Goal 3: Science
By June, 2016, SWT 5th grade students will demonstrate increased science proficiency by a
minimum of 5% as measured by the 2016 SOL Science test.
Evidence:
SOL Scores will be the primary measurement of science proficiency. Science unit pre/post
assessments will be secondary measures of evidence to demonstrate progress on or completion
of the Science SMART Goal.
Student Group
Science
2012-13
All Students
Proficiency Gap Group 1: Econ. Dis., LEP and/or SWD
Proficiency Gap Group 2: Black
Proficiency Gap Group 3: Hispanic
Asian
Economically Disadvantaged
Limited English Proficient (LEP)
Students with Disabilities (SWD)
White
78
70
79
63
<
69
54
<
100
2013-14
2014-15
58
50
62
48
<
50
47
10
67
78
70
68
80
<
69
63
<
94
2015-16
(Target)
83
75
73
85
74
68
Maintain
Rationale:
 Science achievement directly impacts language acquisition and success in critical
reading.
 Success in Science is valued in and of itself at Tucker as evidenced by our
continued use of a half-time science lab teacher.
Professional Learning Needs:
 Professional learning in support of the standards assessed in 5 th grade would help
teachers understand how mastery of expected standards at every grade level
supports SOL success in 5th grade.
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School Education Plan
Action Plan
Strategies/Activities
Time Frame
Person(s) Responsible
Expected
Outcomes
1 - Year
Chris Waters and Stacey
Swickert
Increased
alignment
between SOL
Science
Framework &
Project Based
Learning,
Students
reaching higher
levels of
Blooms
Increases
interactions
between
teachers and
students, and
provides
students with
clear guidance
on enhancing
their learning
Increasing
achievement for
targeted
students with
additional
instruction for
struggling
students

The science teacher and 5th grade science teacher
will collaborate on a cross-walk of key standards
assessed on 5th grade.

5 grade students will track progress on science
unit pre-tests and post-tests.
1 - Year
Stacey Swickert

14-15 SOL reporting categories will be analyzed to
determine priorities for Intersession and afterschool programming options.
1 - Year
Chris Waters, Stacey
Swickert and Pam Tiemeyer
th
7
School Education Plan
SMART Goal 4: TELL Survey / PBIS
By June, 2016, SWT students will demonstrate increased proficiency in Schoolwide PBIS ROARS
behavior expectations as evidenced by a 10% decrease in behavior referrals to the office.
Our overall goal is be proactive in extending our PBIS framework across the total school
program (bus drivers in 15-16).
Evidence:
Data will come from PowerSchool data as well discipline and ROARS hard-copy referrals.
2013-14
106
Goal for 15-16
10% Reduction =
95 or fewer
Boys vs. Girls
85% Boys
10% Reduction
African-American
Boys
50% (39% of
Population)
10% Reduction
Limited English
Students (Levels
1, 2 or 3)
25% of Referrals
10% Reduction
160
10% Increase in
Awards given =
176
Discipline
Referrals
ROARS Awards
174
47
2014-15
Rationale:
 Our data reflects a significant decrease in the number of referrals to the office
last year as a result of the positive reach of the PBIS framework.
 We want to draw on the existing strength of the program to make an impact on
the disproportionate number of African-American males being referred for
discipline.
 This should result in an increase in the percentage of teachers who report positively
on the managing student conduct questions on the next administration of the TELL
survey.
8
School Education Plan
Professional Learning Needs:
 Our PBIS Goal Team wants to utilize our monthly PD meetings to keep teachers
abreast of our referral data and to increase teacher understanding of the Tier II and
Tier III designations.
 Our PBIS Goal Team will extend training on our PBIS framework to our Tucker bus
drivers.
 Ongoing professional learning in cultural competency is needed for every
professional who works with diverse populations such as we have at Tucker.
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.
Strategies/Activities
Time Frame
Person(s) Responsible
Expected
Outcomes
Increased
awareness will
support for
alternatives to
suspension.
Aligned support
for ROARS
behaviors will
reduce bus
referrals.

Create a format for sharing Schoolwide discipline
data throughout the year.
1 - Year
Virginia & PBIS Goal Team

Train bus drivers in our ROARS behavior
expectations.
Fall, 2015
Virginia, PBIS Goal Team &
Mr. Lin
Mid-Year Review
1. What are the strengths of the implementation of your strategies? (Include Data)
Reading:
Math:
Writing:
TELL:
2. What are the weaknesses in the implementation of your strategies? (Include Data)
Reading:
Math:
Writing:
TELL Survey:
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School Education Plan
3. Based on data, are you making measurable progress towards achieving your SMART goal?
(Include Evidence)
Reading:
Math:
Writing:
TELL:
4. Based on the above, what is your second semester plan for achieving your SMART goals?
Reading:
Math:
Writing:
TELL:
5. What support/resources do you need to achieve your goals?
Reading:
Math:
Writing:
TELL:
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