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School Performance Plan for Dallas F. Nicholas, Sr. Elementary 1 of 39

SY 2014-2015

School Performance Plan

039, School NumberDallas F. Nicholas, Sr. Elementary, School Name

Danielle Adams, PrincipalIrma Johnson, Executive Director

Patricia Roberts-Rose, Network FacilitatorSER Visit in SY 2013-14:

Purpose:The School Performance Plan (SPP) is a tool designed to support principals and school leadership teams in improving overall school performance, with an emphasis on instruction and student achievement. The tool acts as an anchor in a year-round reflective evaluation process that relies on data-informed decision making to drive documented school-level strategic planning. It is designed to capture strategies aligned with resources that support instructional priorities, a culture of achievement, and community and parent engagement to promote improved student outcomes.


Contents

I. COMPOSITION of ILT and KEY POINTS OF CONTACT............................................................................................................................................................................3

II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION...........................................................................................................................................................................5

III. INQUIRY..............................................................................................................................................................................................................................................7

IV. SCHOOL'S DATA SECTION...................................................................................................................................................................................................................8

V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS ....................................................................................................................................................................9

VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .......................................................................................................................................10

ACADEMIC SMART Goal #1: ..............................................................................................................................................................................................................10

ACADEMIC SMART Goal #2: ..............................................................................................................................................................................................................15

CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................17

ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................18

VII. FEDERALLY FUNDED PLANS.............................................................................................................................................................................................................19

PART A: FAMILY AND COMMUNITY ENGAGEMENT PLAN.................................................................................................................................................................19

PART B.1: TITLE I SCHOOLWIDE PLAN ...............................................................................................................................................................................................22

PART B.2: TITLE I TARGET ASSISTANCE PLAN ....................................................................................................................................................................................26

VII. MONITORING AND EVALUATING PROGRESS ..................................................................................................................................................................................29

PART A: MONITORING PLAN .............................................................................................................................................................................................................29

PART B: EVALUATION PLAN...............................................................................................................................................................................................................32

APPENDIX A: EVALUATING PROGRESS TEMPLATE ................................................................................................................................................................................35

APPENDIX B: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................38

SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................39


I. COMPOSITION of ILT and KEY POINTS OF CONTACT

• In this section, document your school’s Instructional Leadership Team members and additional points of contact at your school.

Instructional Leadership Team Members

Name Position

Cynthia Wilson-Shirley Assistant Principal

Mia Rikard Educational Associate/IEP Chair

Nicole Osborne Literacy Rep/Mentor/Grade 1 Teacher

Tyhera Watts Math Rep/Test Coordinator/Grade 3 Teacher

Monique Payne Primary Lead/Grade 2 Teacher

Temea Jones Early Learning Lead/PreK Teacher

Linda Singletary Data Lead/Grade 1 Teacher

Heidi Knight SLO Ambassador/Grade K Teacher

Todd Ebeling ESOL Teacher/Social Studies Rep

Cynthia Kess-Wilson Science Rep/Grade 5 Teacher


Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Cynthia Wilson-Shirley [email protected]

New Teacher Mentor(s) Nicole Osborne [email protected]

New Teacher Mentor (s) Mia Rikard [email protected]

Mathematics Representative Tyhera Watts [email protected]

Literacy Representative Nicole Osborne [email protected]

Test Coordinator Tyhera Watts [email protected]

School Family Council Chair Tyhera Watts [email protected]

Family and Community Engagement Representative Esther Ward [email protected]

Technology Contact Stephen White [email protected]

SST Chair Myra Keel [email protected]

Attendance Monitor Robin Blackwell [email protected]

SLO Ambassador Heidi Knight [email protected]

Other (e.g. CTE or Bridge Coordinator)


II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION

• In this section, document the outcomes from last year's goals and reflect on the root causes surrounding why your school met or did not meet those goals.

Outcomes (Effect Data): Complete the chart below

Last Year's Goals Final Outcome (Do not analyze here, just state end outcome)

Was the goal met or not met?

Analyze and provide reflection

on last year’s outcome(s)

Goal 1: A minimum of 177 students (80%) in Grades K thru 4 will show growth to the next TRC level as measured by the EOY Amplify Assessment. The remaining 45 students (20%) will show growth within their performance level.

Specific Objective : At the Middle of the Year (MOY) the number far below/below students will decrease:K- from 15 students (24%) to 14 students (23%)G1 from 48 students (89%) to 42 students (78%)G2 from 27 students (69%) to 23 students (60%)G3 from 32 students (89%) to 28 students (78%)G4 from 20 students (66%) to 17 students (55%)as measured from TRC.

By the End of the Year (EOY) the number of students reading far below/below will decrease:K from 14 students (23%) to 12 students (19%)G1 from 42 students (78%) to 22 students (41%)G2 from 23 students (60%) to 16 students (41%)G3 from 28 students (78%) to 14 students (39%)G4 from 17 students (55%) to 12 students (39%)as measure from TRC.

EOY SY 13-14Grade K - 55 students below/far belowGrade 1- 47 students below/far belowGrade 2 - 20 students below/far belowGrade 3 - 17 students below/far belowGrade 4 - 14 students below/far below

Not Met Grade level student goals were not realistic. Student achievement targets increased from BOY to EOY; therefore, it was difficult to meet each specified grade level goal.

Goal 2: By the end of the 2013-2014 school year the number of chronically absent students will decrease from 103 students (28%) to 75 students

83 students (26%) were chronically absent during the 2013-2014 school

Not Met There was 2% decrease (20


(23%). year. students) in the number of chronically absent students for the 2013-2014 school year. SST strategies to increase student attendance proved to be somewhat effective. However, lack of consistent strategies by the Attendance Committee impacted the student attendance rate.

Goal 3: No goal identified at this time.

Goal 4:


III. INQUIRY

In this section, document your questions that your Instructional Leadership Team has regarding teaching (adult actions), learning (student outcomes), and leadership (ILT actions) to support planning for this academic school year (SY 2014-15). Keep a focus on past and future shifts in instructional programming that provide the understanding of the content and grade level expectations for the Maryland College and Career Readiness (MCCR) standards; and set expectations regarding programmatic goals for scheduling and collaborative planning.

This is a tool to support the activity of Inquiry which should come before looking at your school data. o Generate questions to support a focus in the analysis of your school data.o Questions should guide schools towards a deeper understanding of content and grade level expectations for MCCR.o Ask questions that focus on where every student needs to be to be MCCR.

Teaching (Adult Actions) Questions Learning (Student Outcomes) Questions Leadership (ILT Actions) Questions

Are teachers differentiating classroom instruction to meet the needs of all students?

Are students accountable for their learning? Is the Instructional Leadership Team monitoring small group instructional practices?Is the Instructional Leadership Team providing feedback in a timely manner?Is the communication consistent between the Instructional Leadership Team and the Grade Level Teacher Teams? Is the Instructional Leadership Team tracking progress monitoring?Does the ILT review examples of lesson plans that reflect adjustments and give grade leves teams feedback?Does the ILT monitor Progress monitoring reports?


IV. SCHOOL'S DATA SECTION

• In this section, provide additional data that supports your school's understanding of previous years' performance. • This section will contain as an attachment the end of year ILT Tool provided by the district with the following data.

o Climate• Attendance, Chronic Absence, Suspensions

o K8 Academic Data• TRC/Dibels BOY and EOY (% Proficient , % Well Below)• RISE Reading Comprehension BOY and EOY (% Proficient , % Warning)• Math Units (% Proficient)• Literacy Modules (% Proficient)

o HS Academic Data • Bridge (# of students with 1 Bridge, # of projects by subject)• GPA and At Risk indicators by grade• HS Subject Exams (MOC/MT and EOC/Finals) % Proficient

o Administration rates or # tested for all district assessments• For previous years' State Assessment data, please see the public School Profiles located on the district website on School Effectiveness and Achievement

page or locate student-level files on Data Link and/or Principal's Dashboard.• In this section, provide additional data used by the school that helps to answer your Inquiry questions and supports your school’s understanding of

previous years’ performance.

List additional school based data here:Additional School-Based Data (if applicable)

Review of student work

http://www.baltimorecityschools.org/domain/8783

http://www.baltimorecityschools.org/domain/8783


V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS

• Identify and analyze the data that can answer your inquiry questions and document top three strengths and needs within your school. • List the inferences by conducting a root cause analysis of your identified strengths and needs (or Problems of Practice).

Prioritized Strengths based on Effect Data (Student Outcomes) Inferences (Why is this an area of strength?)

2. September 2014 data indicates an increase in student attendance in Grades PreK, 1 and 5 in comparison to EOY attendance data from SY13-14. Based on the July 2014 ILT Tool, PreK attendance was 90% and both Grade 5 and Grade 1 attendance were at 93%.

Prioritized Needs based on Effect Data (Student Outcomes) Inferences (Why is this an area for growth?)

1. Reading Comprehension (131 students below/far below TRC)(18 students in Grade 5 warning/needs improvement RISE)

106 students in grades K thru 4 scored far below on the BOY Amplify TRC Assessment25 students in grades K thru 4 scored below on the BOY Amplify TRC AssessmentNo SWD scored advanced/proficient on the BOY Amplify TRC Assessment

2. Fluency and Vocabulary (126 students below/far below DIBELS) (14 students Grade 5 warning/needs improvement RISE)

3. Operations and Algebraic ThinkingNumbers and OperationsMeasurement and Data


VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS

• In this section, document your school's SMART goals, strategies, and results indicators for the year.

• SMART goals are derived from prioritized needs.• Strategies should be directly related to prioritized needs.• A Result Indicator should be identified for each strategy. A result indicator refers to the measurable interim steps that take place to gauge progress

towards an identified goal.

ACADEMIC SMART Goal #1:TRC Goals54 (60%) students scoring advanced/proficient in Grades K thru 4 will remain advanced/proficient as measured by the EOY Amplify TRC Assessment administered in May 2015.

18 (70%) students scoring below in Grades K thru 5 will demonstrate at least 4 levels of growth as measured by the EOY Amplify TRC Assessment administered in May 2015.

40 (38%) students scoring far below in Grades K thru 4 will demonstrate at least 3 levels of growth as measured by the EOY Amplify TRC Assessment administered in May 2015.


Strategies (If...) Results Indicators (Then...)

Instructional 1. Teachers implement school-wide fluency/vocabulary practice during literacy block.

2. The school implements a School-wide literacy intervention program.

3. Teachers use small group instruction as a strategy to address student needs during literacy instruction.

4. Teachers increase their capacity to implement Gradual Release of Responsibility in the classroom.

1. Students will increase their reading fluency and vocabulary knowledge.

2. Students will engage with instruction that is tailored to their specific needs and their reading and comprehension skills will increase.

3. Students will engage with their "just right" text and increase their reading comprehension.

4. Students will increase their ability to engage independently with lesson activities during independent practice.


TRC Goals54 (60%) students scoring advanced/proficient in Grades K thru 4 will remain advanced/proficient as measured by the EOY Amplify TRC Assessment administered in May 2015.





Organizational Strategies 1. We provide additional opportunites for students to receive literacy instruction through the Extended Learning Program.

2. Teachers effectively use collaborative planning to analyze data and plan for instruction to address students needs.

3. The school effectively implements Instructional Leadership Team Meetings to analyze data and create school-wide actions to address

4. Teachers engage in the DDIT and Inquiry process during Data Team Meetings to identify student needs and sharing best practice for addressing needs.

1. Students will receive additional instruction and practice applying reading skills.

2. Students will receive instruction in small groups and engage with instructional strategies based on their individual needs as indicated by their assessment results.

3. Student engagement in differentiated tasks tailored to their needs

4. Students will engage in differentiated tasks tailored to their needs







Family Involvement Strategy 1. We provide Literacy Workshops for families to share strategies they can use to develop their child's/ children's literacy skills.

2. The school provides Homework Help Workshops for parent to help them support their child/ children complete their homework and projects.

3. The school provides PARCC Workshops for parents to inform them of what their child will be expected to know and be able to do to perform successfully on the PARCC assessment.

4. The school provides Home-School Connections resource for families to reinforce concepts, skills, and strategies at home

1. Students will receive additional opportunities to practice literacy skills at home with their family members

2. Students will increase their homework and project completion percentage.

3. Students will work with their families and engage in additional practice and preparation for standardized assessment

4. Students will receive additional time to practice and refine concepts, skills, strategies and students scores on in-class formative and summative assessments will increase.







Leadership Strategies 1. The ILT conducts learning Informal observations and gives constructive feedback

2. The leadership Team holds teachers accountable for implementing highly effective instruction by monitoring lesson plans and providing feedback to teachers

3. Teacher engage in shared leadership by sharing best practices.

4. The ILT conducts learning walks focused on ensuring highly effective instruction as measured by the Instructional Framework.

1. Students will receive highly effective instruction and instructional strategies that are tailored to their needs.

2. Students will receive and engage in highly effective instruction daily providing them with the ability and skills necessary to demonstrate mastery of reading comprehension and basic reading skills.

3. Students will engage in a variety of instructional strategies and activities that will increase their engagement in class and their ability to perform successfully in class and on assessments.

4. Students will receive highly effective instruction and engage in lessons and lesson activities.







Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. Teachers engage in Generation Ready professional development to increase their capacity to implement gradual release in the classroom.

2. Teachers implement Reading A-Z with their students during Literacy Block.

3. Teachers implement Fundations in grades K-3.

4. Bring The Noise Network provides technology class for all students in grades pre-K through 5

5. Teachers implement Leveled Literacy Interventions so that all students will have access to their "just right" books.

1. Students will be more prepared and confident engaging in independent practice.

2. Students will Increase their ability to understand and practice vocabulary knowledge.

3. Students will increase their student application of phonemic awareness

4. Students increase their reading skills using technology enhanced reading practice websites and software.

5. Students will be engaged during independent reading time during their literacy block.


ACADEMIC SMART Goal #2:48% (90) of the students in Grades 1-5 will score advanced/proficient in mathematics as measured by the 4th quarter interim assessment administered May 2015.


Instructional 1. Teachers use small group instruction as a strategy to address student needs during math instruction.

2. Teachers increase their capacity to implement Gradual Release of Responsibility in the classroom.ng skills.

1. Students will engage with math instruction that is tailored to their specific needs and their basic math and problem solving skills will increase.

2. Students will engage increase their basic math and problem solving skills.

Organizational Strategies 1. Teachers effectively use Collaborative Planning to analyze data and plan for instruction to address student needs.

2. The school provides additional opportunities for students to receive math instruction through The Child First Extended Learning Program.

3. Teachers engage in the DDIT and inquiry process during Data Team Meetings to analyze data and create school-wide actions to address math instruction.

4. The school effectively implements Instructional Leadership Team Meetings to analyze data and create school-wide actions to address

1. Students will receive small group instruction and engage with instructional strategies based on the their individual needs as indicated by their assessment results and as a result, students' ability to engage with content and master skills will increase.

2. Students will receive additional instruction and practice applying math skills

3. Students will engage in differentiated task tailored to their needs.

4. Students will engage in differentiated task tailored to their needs.

Family Involvement Strategy 1. The school provides Homework Help Workshops for parent to help them support their child/ children complete their homework and projects.


1. Students will increase their homework and project completion percentage.

2. Students will work with their families and engage in additional practice and preparation for the PARCC standardized assessment.


48% (90) of the students in Grades 1-5 will score advanced/proficient in mathematics as measured by the 4th quarter interim assessment administered May 2015.


Leadership Strategies 1. The ILT conducts learning Informal observations

2. Teachers engage in shared leadership by sharing best practices.

3. The ILT conducts learning walks focused on ensuring highly effective instruction as measured by the Instructional Framework.

1. Students will receive highly effective instruction and instructional strategies that are tailored to their needs.

2. Students will engage in a variety of instructional strategies and activities that will increase their engagement in class and their ability to perform successfully in class and on assessments.

3. Students will receive and engage in highly effective instruction daily providing them with the ability and skills necessary to demonstrate mastery of reading comprehension and basic reading skills.


1. We provide opportunities for students to engage with First In Math and Do The Math software.

2. Bring The Noise Network provides technology class for all students in grades pre-K through 5

3. Teachers engage in Generation Ready professional development to increase their capacity to implement gradual release in the classroom.

4. The school provides opportunities for Extended Day Learning through the Child First Afterschool Program

1. Students basic math and problem solving skills will increase.

2. Students will increase basic math and problem solving skills and their exposure to computer based questions/ task that are similar to what they will experience on the PARCC assessment.

3. Students will be more prepared and confident engaging in independent practice.

4. Students will engage in additional opportunities and their basic math and problem solving skills will increase.


CLIMATE/SCHOOL CULTURE SMART Goal #3:By the end of the 2014-2015 school year, the number of chronically absent students will decrease from 83 students (26%) to 46 students (15%) as measured by SMS attendance data.


Instructional 1. Teachers will identify and target students with attendance problems to join the Breakfast Bunch where students and teachers meet for breakfast to build relationships and complete homework/ class assignments in an informal environment.

1. Students will attend school more regularly because they feel more connected and engaged in school.

Organizational Strategies 1. The school implements a schoolwide attendance incentive plan to recognize students monthly and quarterly with perfect and improved attendance.

1. Students will attend school more regularly in order to be eligible for recognition.

Family Involvement Strategy 1. The school offers attendance workshops facilitated by Heidi Stevens to inform parents about the importance of On Time, Every Day attendance, Truancy, and Attendance Court.

2. Families are recognized for their efforts to send children to school Every Day and On Time.

1. Families will communicate the importance of attendance to their children, and students will attend school more regularly.

2. Students will be encouraged by their parents to attend school more regularly.

Leadership Strategies 1. The Leadership Team and Attendance Committee will review and discuss attendance strategies to improve attendance.

2. The Attendance Monitor will send attendance letters to parents of students who are chronically absent.

3. The Attendance Committee refer students who are chronically absent to SST.

1. Students who are chronically absent will be identified and directed to supports to improve attendance.

2. Students and families will know their attendance record and can create an action plan for improvement.

3. Students and families will be directed to resources and supports to improve attendance.


1. The school will implement a ChildFirst afterschool program to encourage good attendance.

1. Students will attend school so that they can participate in the afterschool incentives and activities.


ADDITIONAL SMART Goal #4:Note: For schools serving grade 9-12, this SMART goal should be focused on college and career preparation


Instructional

Organizational Strategies

Family Involvement Strategy

Leadership Strategies



VII. FEDERALLY FUNDED PLANS

PART A: FAMILY AND COMMUNITY ENGAGEMENT PLAN• This plan should address the school’s activities to build parent capacity and detail the support offered to parents and children in gaining access to

high quality education.

SCHOOL PERFORMANCE PLAN (SPP) SMART GOALS

Goal #1 TRC Goals54 (60%) students scoring advanced/proficient in Grades K thru 4 will remain advanced/proficient as measured by the EOY Amplify TRC Assessment administered in May 2015.




Family Involvement Strategy #1 1. We provide Literacy Workshops for families to share strategies they can use to develop their child's/ children's literacy skills.

2. The school provides Homework Help Workshops for parent to help them support their child/ children complete their homework and projects.


4. The school provides Home-School Connections resource for families to reinforce concepts, skills, and strategies at home

Goal #2 48% (90) of the students in Grades 1-5 will score advanced/proficient in mathematics as measured by the 4th quarter interim assessment administered May 2015.

Family Involvement Strategy #1 1. The school provides Homework Help Workshops for parent to help them support their child/ children complete their homework and projects.



SCHOOL PERFORMANCE PLAN (SPP) SMART GOALS

Goal #3 By the end of the 2014-2015 school year, the number of chronically absent students will decrease from 83 students (26%) to 46 students (15%) as measured by SMS attendance data.

Family Involvement Strategy #1 1. The school offers attendance workshops facilitated by Heidi Stevens to inform parents about the importance of On Time, Every Day attendance, Truancy, and Attendance Court.

2. Families are recognized for their efforts to send children to school Every Day and On Time.

Family Involvement Strategy #1

BACK TO SCHOOL NIGHT PARENT MEETINGS AND WORKSHOPSDate: September 25, 2014Time: 5:00 p.m.-7:00 p.m.Families are invited to attend the Back to School Night to learn about our programs and requirements. Families will gain further knowledge on grade-level expectations, curriculum, and student progress. Families will have opportunities to receive and review information in order to provide feedback in the following areas:

□ School Performance Data (State Assessment results; Maryland College and Career Ready Standards; District Benchmark results)

□ School Budget□ Parent Involvement Plan□ Service Learning□ Parent Portal□ College and Career Readiness

Parents please join us throughout the school year for the following meetings and workshops:

□ Workshop/Meeting #1: Parent Attendance WorkshopsWorkshops to increase student attendance and parent awareness of BCPS

attendance protocols

□ Workshop/Meeting #2: PARCC Family Nights Workshops to increase parent understanding of the PARCC Assessment and

build parent capacity to support students with literacy and math skills at home

□ Workshop/Meeting #3: Technology WorkshopsWorkshops to identify online resources to support literacy and math skills

□ Workshop/Meeting #4: Budget ForumsTo inform parents and gain input on budget decisions that impact student

achievement

COMMUNICATION ACCESSIBILITYWe will communicate with all families through:

□ The Monthly Dallas F. Nicholas, Sr. School Newsletter□ The Dallas F. Nicholas, Sr. School website□ Monthly parent and community meetings □ Quarterly Parent- Teacher Conferences□ Parent Link

We will accommodate all families by providing:

□ Timely notification of school events□ Updated school website (www.baltimorecityschools.org/xxxx)□ Flexible meeting times□ Staff available via email or by setting up a parent teacher conference with

the specific teacher


□ Flyers□ Marquee□ Other:

PARTNER PROGRAMS

The following partners provide resources for our school community:

Community Partner Opportunities Offered

Ebenezer Baptist Church Donations to support students and families; Volunteers to support student achievement

St. Michael & All Angels Episcopal Church Donations to support students and families; Volunteers to support student achievement; Use of facility for school events

Greater Homewood Corporation Connections to community resources for parents and students; Volunteers to support parent involvement

Child First Authority Connections to community resources for parents and students; Volunteers to increase student achievement and attendance

Maryland Food Bank Resources to support families and community

PARENT ACTIVITIES / RESOURCES

Please list all activities and resources that will empower parents to support their children academically.

Is Funding Required?Parent Activities Describe how this activity or resource supports the identified SMART

Goals DateYes/No Amount Funding Source

Attendance Workshops Workshops to increase student attendance and parent awareness of BCPS attendance protocols

September 2014-October 2014

Yes $700 Title I

PARCC Family Nights Workshops to increase parent understanding of the PARCC Assessment and build parent capacity to support students with literacy and math skills at home

January 2015-February 2015

Yes $1,000 Title I

Technology Workshop Workshops to identify online resources to support literacy and math skills

December 2014

Yes $200 Title I


PART B.1: TITLE I SCHOOLWIDE PLAN

Does your school receive Title I Schoolwide funds?• If yes, complete Section B.1 below.• If no, continue to Section B.2.

Questions Title 1 Schoolwide Strategies Person(s)Responsible Timeline Title I Funding

1. How will your school support student achievement among high achieving students?

School-wide enrichment groups for students who score "advanced" on literacy and/or math assessments.

Literary Club for intermediate students to enhance reading instruction. Art Club with cross-curricular approach tp enhance literacy, math and STEM instruction.

Technology Club (Bring the Noise Network) to enrich literacy and math skills.

Grade level teachers

Hope Taylor-ThomasDorothy Lowery

Stephen White

September 2014-June 2014

$41, 650.00 (Title I Additional 20%)

2. How will your school support low-performing students achieve at proficient or advanced levels?

School-wide literacy intervention for students whose TRC proficiency level is "below/far below."

Small group instruction for literacy and math, guided reading practices, and differentiated instructional strategies based on assessment data and SST Referrals.

Student access to computer software to reinforce literacy and math skills.



Stephen White


$41, 650.00 (Title I Additional 20%)

3. What are the processes within your school for (a) identifying students struggling to meet high academic standards, and (b) providing and (c) monitoring instructional interventions?

Grade level teachers will administer Amplify Assessments (BOY, MOY, EOY and progress monitoring)

Grade level teachers will administer the San Diego Quick Assessment, Brigance Comprehension and the Math DST for additional baseline data.

SST Referral for students in need of support. Action plan


Student Support Team


0



developed based on student.

Intervention strategies will be monitored using the SST process to determine effectiveness. Strategies will be adjusted as needed. Student progress on Amplify, Interim Assessments and Unit Assessments will determine basis for instructional needs. Teacher made assessments, ancecdotal records and teacher observations will also be used to monitor intervention effectiveness.

4. What does your school do to recruit and retain highly qualified and effective teachers in core subjects? Include a description of principal support.

Candidate resumes accepted and reviewed

Networking with colleagues

Participating in Job Fairs

Interviewing candidates/scheduling time for candidates to plan and implement a lesson

Providing a mentor or buddy teacher for new staff

Danielle AdamsCynthia Wilson-Shirley

BCPS

Instructional Leadership Team

Nicole OsborneMia Rikard

August 2014-September 2014

February - June 2015

August 2014- June 2015

0

5. What is your process for informing parents if teachers are not Highly Qualified?

Formal letter distributed to parents detailing HQ status Danielle AdamsCynthia Wilson-Shirley


0

6. How will your school incorporate extended learning activities, before/after-school, summer and school year extension opportunities into your instructional and student support

Extended learning program to support literacy and the cultural arts. Students will be identified based on need.

After school tutoring for students in need of literacy and math support

Hope Taylor-Thomas


October 2014-June 2015

$123,747.00 (Title I Additional 20%)



strategies?

7. What are your school’s plans for assisting children in transition from:• Early learning

programs to elementary school;

• Elementary to middle school;

• Middle to high school; and High school to college and career?

Pre-Kindergarten/Kindergarten Orientation

Middle School Fair

Middle School Orientation/Question & Answer Session

Middle School Articulation

Pre-Kindergarten Open House

Pre-Kindergarten Team

BCPS Office of Student Placement

Alice Fitts, Guidance Counselor

Pre-Kindergarten Team

August 2014

December 2014

December 2014

May 2014

0

8. How will your school ensure that teachers are actively engaging in collaborative planning and instructional adjustment strategies?

SANE Documentation

Informal Observations

Student Achievement Data

Formal Observations

Grade level teams



Leadership Team

August 2014-June 2015

0

9. How will your school provide professional development opportunities with Title I Part A resources, and other resources, to the extent feasible, for administrators, teachers, and other school staff?

Professional Learning Communities

Job Embedded Professional Development

Monthly Faculty Meetings

Collaborative Planning Meetings

Grade level teams

Generation Ready

Leadership Team

Grade level teams


$61,050.00 (Title I Focus Grant)



10. How will your school ensure that federal, state and local services and programs are coordinated and integrated?

Materials and Supplies

Staffing

Professional Development

Hope Health Systems, Inc

Danielle Adams



Kelly Richardson


Title I


PART B.2: TITLE I TARGET ASSISTANCE PLAN

Does your school receive Title I Target Assistance Funds? If yes, complete Appendix B.3 below. By completing all areas within this Title Targeted Assistance Plan, the school will comply with federal requirement.

Questions Title 1 Target Assistance Strategies Person(s)Responsible Timeline Title I Funding

1. What are the LEA criteria used for selecting students participation in the Title I Targeted Assistance program?

2. How will your school ensure that the Title I Targeted Assistance plan for participating TA students is integrated into the existing school performance plans?

3. Based on your schools’ comprehensive needs assessment and the multiple selection criteria, what subject(s) reading, math and/or science and grade(s) level will be serviced?

4. What is your school’s scheduling process in determining how eligible students will receive services under the “90/10” model either during school hours or during a Title I approved after school program?



5. What scientifically-based intervention strategies will be utilized to increase student achievement?

6. How will the Title I Targeted Assistance program extend learning opportunity (before, after, Saturday, summer programs) to minimize the removal of targeted assistance students from the regular class and support the use of a high quality curriculum?

7. How will you monitor the progress of the TA students to meet the state’s academic standards?

8. How will staff paid with Title I, Part A funds collaborate with non -Title I staff on planning intervention strategies and supplemental instruction for TA students in their classes?

9. How will you ensure that all Title I staff (teacher and/or paraeducator) are highly qualified and/or certified?

10. How will your school increase TA parents’



involvement and improve family literacy?

11. How will your school communicate and coordinate with stakeholders on support to students transitioning from early childhood programs( for ex., Head Start, Even start, Early Reading First or state-run preschool programs) into elementary school programs, from elementary to middle and middle to high school?

12. How will your school provide professional development opportunities with Title I, Part A resources, and other resources, to the extent feasible, for administrators, teachers, and other school staff who work with participating children?

13. How will your school coordinate and integrate federal, state and local services and programs (for ex. violence prevention, nutrition, housing, adult education, vocational and technical training?


VII. MONITORING AND EVALUATING PROGRESSPART A: MONITORING PLAN

• In this section, develop a monitoring plan for how your school will collect data and monitor progress towards your goals.

Goals Data To be Collected Data Collection Dates

Person(s) Responsible for Collection and

Reporting

ILT Meeting Dates to Review Data Outcomes

Goal 1:TRC Goals54 (60%) students scoring advanced/proficient in Grades K thru 4 will remain advanced/proficient as measured by the EOY Amplify TRC Assessment administered in May 2015.


40 (38%) students scoring

Amplify Assessment TRC Data

January 2015 (MOY)




Reporting


far below in Grades K thru 4 will demonstrate at least 3 levels of growth as measured by the EOY Amplify TRC Assessment administered in May 2015.


Goal 2:48% (90) of the students in Grades 1-5 will score advanced/proficient in mathematics as measured by the

Quarterly Interim Assessments

October 2014 (Quarter 1)January 2015 (Quarter 2)March 2015 (Quarter 3)

November 2014February 2015April 2015




Reporting


4th quarter interim assessment administered May 2015.Goal 3:By the end of the 2014-2015 school year, the number of chronically absent students will decrease from 83 students (26%) to 46 students (15%) as measured by SMS attendance data.

SMS Attendance Data

Monthly (September 2014-June 2015)


PART B: EVALUATION PLAN

This section is to be filled out twice(yearly). The purpose is for ILTs to evaluate its progress towards accomplishing the SMART goals and decide whether the school will stay the course or make

midcourse corrections to the strategies.

Mid-Year Evaluation Plan

Goals Are you on pace to meet your goal?

What data point(s) support your

answer?

What is the progress of strategy implementation

Do you need to make a change in your strategy?

Why?

New strategies? (As applicable)



40 (38%) students scoring far below in Grades K thru 4 will demonstrate at least 3 levels of growth as

Yes XNo

MOY TRC Data Not Implemented: Partially Implemented: Implemented Fully: X

Targeted-skill mini-lessons will be incorporated into small group instruction. Continued implementation of other identified strategies.

No new strategies at this time.




answer?



Why?


measured by the EOY Amplify TRC Assessment administered in May 2015.



Yes XNo

Quarter 2 Math Interim Assessment Data

Not Implemented: Partially Implemented: Implemented Fully: X

Targeted-skill mini-lessons will be incorporated into small group instruction. Continued implementation of other identified strategies.





answer?



Why?


By the end of the 2014-2015 school year, the number of chronically absent students will decrease from 83 students (26%) to 46 students (15%) as measured by SMS attendance data.

Yes XNo

SMS Attendance DataSchool Climate Report

Not Implemented: Partially Implemented: XImplemented Fully:

The Instructional strategy will be fully implemented. Continued implementation of other identified strategies.


Yes No

Not Implemented: Partially Implemented: Implemented Fully:


APPENDIX A: EVALUATING PROGRESS TEMPLATE

Use the template below twice yearly (mid-year and end of year) to document your evaluation of progress and whether your school will stay the course or make midcourse corrections to your strategies.

End of Year Evaluation Plan



answer?



Why?




40 (38%) students scoring far below in Grades K thru 4 will demonstrate at least 3 levels of growth as measured by the EOY

Yes No





answer?



Why?


Amplify TRC Assessment administered in May 2015.



Yes No


By the end of the 2014-2015 school year, the number of chronically absent students will decrease from 83 students (26%) to 46 students (15%) as measured by SMS attendance data.

Yes No





answer?



Why?


Yes No



APPENDIX B: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE )

• This page must be attached to the SPP as SANE for schools receiving Title I targeted or schoolwide funds.

The School Performance Plan has been reviewed and approved by the School Family Council as indicated by the signatures below:

Name Signature Position Date

Principal

Teacher 1

Teacher 2

Student Support Service Provider

Classified Staff

Paraprofessional

Parent 1

Parent 2

Parent 3

Community Representative 1


SPP SUBMITTAL PAGE

I am acknowledging completion of the School Performance Plan, and am submitting the document for review by my Executive Director. This School Performance Plan is completed in accordance with the SPP Guidance Manual and rubric.

X Press SAVE DATA to Submit.

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