J. Lupton Simpson Middle School

Instructional Overview

Secondary English and Reading:  
At J.L Simpson Middle School, English, reading and writing instruction is grounded in the science of reading and utilizes evidence-based literacy practices that reflect three of the five pillars of literacy: fluency, vocabulary, and comprehension, in addition to writing.  Instruction across all areas of literacy is explicit and systematic and aligns with the Virginia Standards of Learning (SOLs) and 5Cs Profile of a Graduate.  The purpose of curriculum and instruction is to develop knowledgeable readers, writers, speakers, and thinkers-utilizing strategies such as Book Clubs, learning stations, critical writing, and modeling. Resources: All classrooms are provided with state-approved resources consistent with the expectations of the Virginia Literacy Act and VDOE recommendations. Resources include digital content such as No Red Ink, Newsela, Lexia and Schoology as well as authentic literature and informational texts.  Professional Learning: Secondary teachers and reading specialists engage in continuous professional development to support the implementation of best practices for literacy instruction in classrooms and intervention settings, including participation in modules that are aligned with the Virginia Literacy Act. Teachers are integrating the Fundamental 5 with an emphasis in critical writing.  Intervention and Progress Monitoring: Each student’s literacy progress is monitored through multiple data points including MAP, SOLs, and Lexia as well as formative assessments. Students who have identified areas of need are provided with differentiated classroom instruction and/or evidence-based intervention facilitated by a full-time English Interventionist. These students are also included in data discussions during CLT meetings.  Using the LCPS decision trees as guidance, tiered supports are provided to students that align with expectations outlined in the Virginia Literacy Act. 

Math:
At J. L. Simpson Middle School, our approach in mathematics emphasizes fostering critical thinking, collaboration, and problem-solving through research-based strategies like Peter Liljedahl's Building Thinking Classrooms. Teachers are actively using vertical non-permanent surfaces (VNPS) and thinking tasks to engage students in collaborative learning and deep mathematical reasoning. They also integrate number sense routines and provide regular reflection opportunities to strengthen foundational skills and help students make meaningful connections. With a focus on the 5 C's—collaboration, communication, critical thinking, creativity, and contribution—students work together to solve complex problems, while teachers collaborate in planning, implementing, and reflecting on their practices. This ongoing professional development ensures that both students and educators are continually growing, leading to a dynamic, student-centered learning environment that prepares students for future success. We are looking forward to promoting targeted small groups, intervention, and remediation this year.

Science:
At J. L. Simpson Middle School, science instruction is designed to actively engage students in the process of science using multiple modalities and using reasoning processes to ensure equitable access to the development and communication of scientific knowledge; and to participate productively in scientific practices that build scientific thinking.  Our program teaches students using multiple modalities to know, use and interpret scientific explanations of the natural world; to generate and evaluate scientific evidence and explanations; to understand the nature and development of scientific knowledge; and to participate productively in scientific practices.  Classes are routinely integrated to build strong networks of inquiry based experiences.  Professional Learning: Secondary teachers engage in continuous professional development to support the implementation of best practices for instruction in classrooms and intervention settings, including participation in modules that are aligned with the Virginia Literacy Act. Teachers are integrating the Fundamental 5.  All science teachers are actively engaged in teaching content area reading strategies in their classrooms.

They are also working toward building graphing and measurement skills in support of basic math skills.

Social Sciences & Global Studies:
At J.L. Simpson, the Social Science & Global Studies instruction is a curriculum designed to develop critical thinking, cultural awareness, and global citizenship in students. It equips them with essential knowledge of history, geography, economics, political systems, and cultures from around the world and within the United States. Through a responsive approach, students explore diverse perspectives, learn to analyze societal issues, and understand the connections between local and global events.  Key focus areas include:

1. Historical Foundations: Students engage with key historical events, figures, and movements, fostering an understanding of how past events shape current global dynamics.

2. Cultural Competence: Emphasizing empathy and respect for diverse cultures, students explore world civilizations, traditions, and belief systems, helping them develop a global mindset.

3. Geography and Environmental Studies: Understanding physical and human geography is crucial, as students learn how geography impacts societies, economies, and politics. Additionally, they examine environmental issues and sustainability.

4. Civic Engagement and Political Systems: Students are introduced to various political structures, the concept of governance, human rights, and the role of citizens in shaping societies, fostering an understanding of global governance.

5. Economic Literacy: Basic economic concepts, such as trade, markets, and resource distribution, are introduced, enabling students to understand the interdependence of global economies.

6. Global Challenges: Students explore contemporary issues  encouraging them to think critically about solutions and their role as global citizens.

This curriculum emphasizes interactive learning through authentic performance-based activities, debates, and discussions, that  promote active engagement and emphasizes  historical thinking skills, provides opportunities to make their thinking visible, and encourages  students to apply their knowledge to real-world contexts, to prepare them for high school with a strong foundation. By cultivating analytical skills, cultural awareness, and a sense of responsibility, the program prepares students to navigate an increasingly interconnected and complex world.

Comprehensive Needs Assessment
Academic Achievement

For the 2023-2034 school year, J. L. Simpson Middle School students performed at Level One overall in English, Mathematics, and Science.  Achievement Gaps were present in Mathematics at Level Two.  Those gaps were present in the subgroups of Economically Disadvantaged  Students and Students with Disabilities.  

MAP SCORES AND TRENDS

MATH
Conditional Growth expectation is the 50th percentile (standard deviation of 15)
The Average Growth by GradeLevel across the school:
-6th Grade:  44th percentile (District Comparison 43%)
-7th Grade; 47th percentile (District Comparison 45%)
-8th Grade 45th percentile (District Comparison 49%)
The average growth across the school is 46. 3 %.
Trend: Growth increase with Grade Level, all fall in the standard deviation

Fall 2024 Math Growth Percentiles by tiered groupings across the school:
Tier three Growth Percentiles___6th: 36%, 7th: 61%, 8th: 65%
Tier two Growth Percentiles ___6th: 38%, 7th: 55%, 8th: 34%
Tier one Growth Percentiles___6th: 45%, 7th: 41%, 8th 40%
Trend: Three three shows growth as students continue through grades, Tier two groups do well in 7th grade but dip back to relatively the same percentage and when entering the school. (Beth Thoughts: Curious that this is tier two and not tier three, it doesn’t imply the cause is because of SpEd? )

Tier one group remains within a 5%tile range through the grade, but decreases as students move through the grades. 
Gifted/Math
-6th Grade: 56%
-7th Grade: 32%
-8th Grade: 81%
Trend: Grade 6 and 8 showed above the mean and above district performance. 
7th Grade dipped below the lowest deviation of 35%.  

LTEL/EL
-6th Grade: 23%  (District Comparison 43%)
-7th Grade 49% (District Comparison 45%)
-8th Grade 49% (District Comparison 49%)
Trend: 6th grade scored 12 %tiles below the lowest deviation of 35%tile.  7th and 8th grade scored within 1% of the mean and above or match District Performance. 

SPED
-6th Grade: 35% (District Comparison 43%)
-7th Grade: 50% (District Comparison 45%)
-8th Grade: 31% (District Comparison 49%)
Percentage of tiered students meeting the criteria are as follows : Tier 1: 34.9%, Tier 2: 43.2%,  Tier 3: 46.4%  
Trend: Performance increase in 7th grade to meet the mean. 6th grade met the minimum mean, 8th grade dipped below the mean. Only 11 percent of 6th grade students with an IEP met the growth projections, 7th and 8th grade were 69% and 50% respectively. 

Ethnicity: Hispanic
-6th Grade: 38% (District Comparison 43%)
-7th Grade: 48% (District Comparison 45%)
-8th Grade: 53% (District Comparison 49%)
Percentage of tiered students meeting the criteria are as follows : Tier 1: 41%, Tier 2: 45%,  Tier 3: 61%  
Trend: 47 % of the Hispanic community met growth expectations. All grade levels met the growth expectation within the standard deviation of the mean. 7th and 8th grade performed better than the district. Hispanic students also engaging in their three support perform at the highest percentile. 

Analysis of Math MAP data Statement
Groups that did not fall within the standard deviation minimum average of 35% were:  Tier 2 8th grade, Gifted 7th grade, EL-ETEL 6th grade, SPED 8th Grade. Success of EL/ETEL may be a result of a new method of service delivery for a more inclusive environment with EL teacher support in the classroom.  

READING
Conditional Growth expectation is the 50th percentile (standard deviation of 15)
The Average Growth by GradeLevel across the school:
-6th Grade: N/A
-7th Grade; 40th percentile (District Comparison 44%)
-8th Grade 48th percentile (District Comparison 44%)
The average growth across the school is 44. 2 %.
Trend: Growth increases with Grade Level. All fall within the standard deviation.

Fall 2024 Math Growth Percentiles by tiered groupings across the school:
Tier three Growth Percentiles___6th: N/A, 7th: 33%, 8th: 51%
Tier two Growth Percentiles ___6th: N/A, 7th: 38%, 8th: 51%
Tier one Growth Percentiles___6th: N/A, 7th: 42%, 8th 47%
Trend: Significant growth from 7th to 8th grade. In 8th grade students are demonstrating growth at or just below the mean.

Gifted/Math
-7th Grade: 53%
-8th Grade: 48%
Trend: Both grades were near the mean.

LTEL/EL
7th Grade 27% (District Comparison 41%)
8th Grade 44% (District Comparison 43%)
Trend: Increased growth from 7th to 8th grade. 8th graders performed better than the district. 

SPED
7th Grade: 31% (District Comparison 41%)
8th Grade: 36% (District Comparison 43%)
Percentage of tiered students meeting the criteria are as follows : Tier 1: 27.6%, Tier 2: 34.2%,  Tier 3: 43.6%  
Trend: 7th grade below deviation, 8th grade low end of the deviations. Tier one has the least number of students meeting the expectation and does not fall in the deviation. 

Ethnicity: Hispanic
7th Grade: 36% (District Comparison 41%)
8th Grade: 50% (District Comparison 43%)
Percentage of tiered students meeting the criteria are as follows : Tier 1: 45%, Tier 2: 38.7%,  Tier 3: 40.2%  
Trend: _%of the Hispanic community met growth expectations. Increased growth from 7th to 8th grade 8th grade met the mean and performed better than the district. 

Analysis of MAP Reading data Statement
Groups that did not fall within the standard deviation minimum average of 35% were:  Tier 3 7th grade, Grade 7 EL, Grade 7 Reading. In all subgroups the percentage of meeting growth expectation increased from 7th to 8th grade. 

Projected SOL Proficiency Levels: 
Math: 54.7 % Proficient,  38.9% Basic and below (213 Students)  
Reading: 58.5% Proficient, 27/9 Basic or Below (152 Students)

Comprehensive Needs Assessment
Student Engagement

Attendance:
Per the Virginia School Quality profile published in late September 2024, 15.03% of the students at JL Simpson MS were chronically absent in the 2023 - 2024 school year.

We have seen an improvement of our chronic absenteeism rate from 2022-2023 by over one percentage point in the 2023-2024 school year, so we are trending in a positive direction as a school. Our largest opportunity gaps in our chronic absenteeism rate lie in our Hispanic group (24.8%), Asian group (17.9%), Students With Disabilities (19.1%), Economically Disadvantaged (25.0%), and English Learners (27.8%).

JL Simpson MS developed a comprehensive Mustang Attendance Matters! Team consisting of school leadership and Unified Mental Health Team members during the 2023-2024 school year to focus on decreasing our chronic absenteeism rate through focused academic, behavioral, and social emotional MTSS strategies aligned with Policy 8140 and Regulation 8140. The Mustang Attendance Matters! Team was expanded and reimagined to the JLS Student Support Team in 2024-2025 to include our special education and English Learners Subject-Area Lead Teachers, Family Liaison, special education supervisor, student support advisors, and instructional facilitators. Our aim is to continue providing appropriate MTSS strategies as designated previously, but also to incorporate efforts to engage students meaningfully in extracurricular activities and implement a personalized mentorship team to focus on providing continuous support. 

Extended Learning and Engagement Opportunities:

Extended Learning: 
JL Simpson Middle School provides our students with unique opportunities for after-school clubs such as Select Choir, Intramural Sports, Japanese Club, Student Advisory Planning Team,  No Place For Hate Initiatives, Empowered Girls, Latino Students Association, Principal Student Advisory Committee, Student Council Association, National Junior Honor Society, Sources of Strength, Good morning, Mustangs!, Fellowship of Christian Athletes, PBIS Tack Shop Advisory, and many other offerings that are also made available during our Clubs During the Day program. 

The library offers opportunities for students such as library helpers, Project Lit, author visits, year-long reading challenges,  and Reading Rodeo.

Simpson also sponsors many events during the school year. Some events include our Soul’d Out concert for Black History Month, Multicultural Night, Stampede Into the Community,  Stampede Into Simpson, Rising 6th, 7th, and 8th Grade events, PTO-sponsored grade-level events, field trip excursions, and many other avenues to engage students meaningfully outside of the classroom.

Family and Community Engagement Opportunities: 
Family Engagement opportunities include: Curriculum Night, Counselor and Learning Specialist Coffee, 9/11 Interviews, Veteran’s Day Assembly for community outreach, Parents as Educational Partners (PEP).

The Equity Committee partnered with the World Languages Department to host International Night. It was an event that brought together students, family members, and local businesses to showcase our diverse cultural attributes. 

The library connects with the community and families with Common Sense Media information, public library connections and events, Book Fairs, and Public Library Connections with PEP.

Climate and Culture

School specific narrative
At J.L. Simpson Middle School,  while we celebrate how incredibly diverse our student and staff population is, we recognize that we are also a very economically diverse school community.  Nearly a third of our students are identified as economically disadvantaged.  For the last six years, we have held a back to school event in the community that demonstrates the greatest need for our resources.  During this annual “Stampede Into the Community” event, our staff and their families prepare and serve hundreds of meals to students and their families and distribute free school supplies.  

We also believe very strongly that students should feel connected to school and have at least one trusted adult advocate in the building.  To that end, students are each assigned to an advisory teacher. The goal of advisory is relationships and developing a true connection with a trusted adult in the building. The lessons durings this advisory time are tailored for each grade level. Additional interest-based advisory lessons are put together by members of our Student Advisory Planning Team.  This group consists of students who represent different ability groups, students who speak different languages, and students who would have rare opportunities to lead.  

Due to the after school constraints faced by many of our students, we choose to offer a designated time for special interest clubs once a week during regular school hours. Students initiate the formation of these clubs, after which teachers volunteer to serve as sponsors, some students recruit teachers to sponsor their clubs!

For the last five years, we have worked very hard to make sure students at Simpson feel recognized for both their behavioral and academic achievements.  Each quarter we have an honor roll celebration for students who have earned all A’s or A’s and B’s.  Their parents are invited in for a recognition ceremony and then students are invited to the cafeteria following the ceremony for a treat.  Past treats have included donuts, smoothies, muffins, and even a pancake and waffle bar.   

Cultural Heritage Month Celebration: Various students groups lead out in celebrating different heritage months. Students create ideas for daily trivia, design and decorate the celebratory bulletin boards, and create engaging activities, such as Spirit Week, scavenger hunts, and competitions. These activities help students share and learn about various cultures in a fun, engaging way.

Positive Behavioral Interventions and Supports (PBIS): 
At J.L. Simpson Middle School, we use H.E.R.D., which stands for Honorable, Engaged, Respectful, and Determined.  All students are taught these expectations and are provided reinforcement when displaying H.E.R.D.  behaviors.  We give monthly H.E.R.D. awards to students who exhibit H.E.R.D. characteristics, as chosen by our classroom teachers and staff.

We individually recognize students with the use of the Tack Shop. Here, students spend Monty Bucks, which are earned through demonstrating H.E.R.D. characteristics on a daily basis. Monty Bucks are provided by all school staff at J.L. Simpson Middle School and a bi-weekly email is sent to students to highlight how many bucks they have earned.  Individual recognition also occurs through Monty’s Mention Postcards, which are sent home through the mail on a bi-weekly basis. 

Social Emotional Learning (SEL):  
At J.L. Simpson Middle School, we support and teach SEL through the Second Step curriculum during the first 15-20 minutes of each resource block. We also use our once per week advisory time for team building and to teach organizational skills. Our school UMHT team leads Sources of Strength and Empowered Girls groups. We are currently developing an Empowered Boys group, which will launch later this school year.