Assessment of Operations and Management of Virginia Middle School (VMS)
You have been the elementary principal for six years and have just been appointed the
new principal of VMS. The superintendent has tasked you to develop a process for identifying
the school’s major challenges, priority needs, and developing appropriate data informed budget
requests for the coming school year. You are to review, assess, and plan to improve the
operations and management of Virginia Middle School. The specific guidelines include showing
that you:
 understand and demonstrate the capacity to evaluate, develop, and implement
management, communication, technology, school-level governance, and operation
systems that support each student’s learning needs and promote the mission and vision of
the school (NELP 6.1);
 understand and demonstrate the capacity to evaluate, develop, and advocate for a datainformed and equitable resourcing plan that supports school improvement and student
development (NELP 6.2); and
 understand and demonstrate the capacity to reflectively evaluate, communicate about, and
implement laws, rights, policies, and regulations to promote student and adult success
and well-being (NELP 6.3).
Specifically, you are asked to submit a five-section report with an introduction, one section
addressing each of the three tasks above including priorities, and a summary. Each section
should be labeled with a separate heading.
The superintendent has legal concerns that Black students have been over-identitifed as being
eligible for special education services. Moreover, Black students have been suspended at more
than two times the rate of White or Hispanic children. You are to report in an appendix section
of the report what the legal issues including financial liability the school system might face.
Virginia Middle School Profile
Virginia Middle School, located in Franklinton, houses 1,500 students in a suburban area
that is transitioning towards urban. The school was opened in 1995 and houses grades 6, 7 and 8
with each grade housing approximately 500 students. The school has four teams per grade level
and two special education teachers per grade level. The school operates on a hybrid block
schedule and with extended year-long courses for English and mathematics. Social studies and
science are offered as semester courses.
The school offers extensive clubs and student activities including sports (7th and 8th grade
only), band, chorus and orchestra. Spanish is offered as a foreign language for 8th graders. The
following exploratories are offered: technology education, art, family & consumer sciences,
music, STEM, agriculture, keyboarding, and business.
The school has a free and reduced-price lunch rate of 60% – an increase of 25 percentage
points in the last five years. In addition, 21% of the students are served through the special
education program – up from 11% from five years ago. Approximately 19% of the students are
served through the English Language Learners program with the primary language being Spanish
– up from 8% in five years. It is an increasingly diverse student population.
The population of the town and surrounding areas has remained relatively steady over the
past ten years; however, over the last three years the economic outlook for the community has
deteriorated. First, projections based on census information indicate that growth in population
may occur; however, there is a concern that the loss of industries may affect enrollment. Second,
the local Health Department data indicate that there has been a 15% increase in births to teenage
single mothers. Third, state economic data indicate that wages in the area have declined by 13%.
Fourth, the Department of Environmental Quality has found that the largest apartment complex,
The Franklinton, now almost 60 years old, contains unsafe levels of lead in the paint and water
pipes. Twenty percent of the children under ten years of age living in the complex have shown
unacceptably high levels of lead in their blood tests. Additionally, the public housing complex,
where approximately 25% of residents are school-aged children, has been found to have a similar
issue with lead paint and lead water pipes.
The school improvement plan (SIP) was written by the previous principal and included a
budget that had the same resources as the previous year. The number of teachers remained the
same, as did all other costs. Professional development was not addressed or included in the
budget for the last two years. Instructional and administrative technology hardware and software
has remained unchanged for the past six years.
Franklinton has three community center meeting rooms – one in the public housing area,
one in the Franklinton apartment complex, and one in the town’s Parks and Recreation complex.
All three community rooms have been rarely booked by churches or social groups.
Virginia Middle School Mission Statement
The mission of Virginia Middle School is to provide experiences which reflect the needs
and strengths of all students in a safe, productive school environment working together as a
community of learners with students, teachers, staff, and parents.
Virginia Middle School SIP and Supporting Data
VMS will achieve a 75% pass rate for Mathematics on this year’s state math
Specifically, targeted areas of improvement are:
 6
th Grade – Will improve their pass rate from 70% to 80%
 7
th Grade – Will improve their pass rate from 55% to 75%
 8
th Grade – Will improve their pass rate from 50% to 60% and Algebra I from
75% to 85%.
 Overall, SOL pass rates for Students with Disabilities will increase from 33% to
 Improve the passing rate of advanced scores from 10% to 25%.
VMS achieved a composite score in Mathematics of 61%. This score broken down by
specific subjects is as follows: 6th grade math – 65%; 7th grade math – 55%; 8th grade
math – 40%; and Algebra I – 75%. The mathematics scores broken down by subgroups
are as follows: All students – 51%; Students with Disabilities – 33%; Economically
Disadvantaged Students– 45%; and Advanced rate – 10%.
School Year Mathematics: Percent Passing
Four years back 50%
Three years back 54%
Two years back 58%
Last year 60%
Action Step Timeline Evaluation (Responsibility)
Teachers will evaluate missed items
on the Benchmark tests;
individualized data from the
benchmark will guide instruction and
 Monthly  Teachers are responsible to
document student participation and
to set up remediation using
Interactive Achievement
 Teachers will re-teach material that
was scored below an acceptable
assessment level
 Administration
Teachers will improve instruction by
 VDOE sample lesson plans
 Curriculum Framework
 Math 6 and 8 will be on Block
Schedule (90 minute classes)
Monthly  Administration is responsible to
review lesson plans
 Teachers are responsible for
documenting use of material in
lesson plans
Teachers will differentiate
instruction by using varied
assessments to evaluate student
learning/mastery and this data will
guide daily instruction.
 Daily  Administration will provide inservice for differentiating learning
and accessing
 Teachers will document in lesson

VMS will achieve an 80% pass rate for Reading on this year’s state reading
Specifically, targeted areas of improvement are:
 8
th grade will improve their pass rate to 75%.
 7
th grade will improve their pass rate to 80%.
 6
th grade will improve their pass rate to 85%.
VMS achieved a composite score in reading of 72%. This score broken down by grades
is as follows: 6th grade 70%; 7th grade – 70%; and 8th grade – 66%. The reading scores
broken down by sub-groups are as follows: All students – 72%; Students with
Disabilities – 41%; Economically Disadvantaged Students– 65%; and Advanced rate11%.
School Year Reading: Percent Passing
Four years back 70%
Three years back 68%
Two years back 72%
Last year 72%