SY School Performance Plan

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SY 2015-2016

School Performance Plan

178, School Number Excel Academy at Francis M. Wood High, School Name Tammatha Woodhouse, Principal Daryl Kennedy , Executive Director , Network Facilitator SER Visit in SY 2014-15: X

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.

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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

Tammatha Woodhouse Principal

Robin Gross-Sutton Assistant Principal

Sarah Dexter-Thornton English Teacher

Giselle Maiden Guidance Counselor

Emanuel Eppie Science Teacher

Travis Winstead CRD Teacher

John Horvath Music/Sped. Teacher

Claude Call IEP Chair

Evelyn Cormanes Sped- Social Studies Teacher

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Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Tammatha Woodhouse [email protected]

New Teacher Mentor(s) Vacant

New Teacher Mentor (s)

Mathematics Representative Wilfried Kipre [email protected]

Literacy Representative Sarah Dexter-Thornton [email protected]

Test Coordinator Tammatha Woodhouse twoodhouse@bcps,k12.md.us

School Family Council Chair TBD

Family and Community Engagement Representative Tahira Rooks [email protected]

Technology Contact Tammatha Woodhouse twoodhouse@bcps,k12.md.us

SST Chair TBD

Attendance Monitor Aurelia White [email protected]

SLO Ambassador Sarah Dexter-Thornton [email protected]

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Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided X I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual

Network Feedback

Date of Feedback Name Title Feedback

Executive Director Feedback

Date of Feedback Feedback

Peer Review Feedback

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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 (auto-populate) 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:

LITERACY Grade 7

By May 2015 the proficient-high rate will increase from 0.0 % to 13.5 in vocabulary as measured by the RISE. By May 2015 the proficient-high rate will increase from 2.7 to 8.1 in reading comprehension as measured by the RISE

Grade 8

By May 2015 the proficient-high rate will increase from 2.2% to 13.3 in vocabulary as measured by the RISE By May 2015 the proficient-high rate will increase from 4.4 to 8.9 in reading comprehension as measured by the RISE

Grade 9

By May 2015 the proficient-high rate will increase from 0.9% to 2.8% in vocabulary as measured by the RISE By May 2015 the proficient-high rate will increase from 2.8 to 4.7 in reading comprehension as measured by the RISE

Grade 10

By May 2015 the proficient-high rate will increase from 2.2% to 13.3 in vocabulary as measured by the RISE By May 2015 the proficient-high rate will increase from 2.7 to 8.1 in reading comprehension as measured by the RISE

Grade 7

Based on the Rise data 10 students were at the warning level at the BOY assessment, and 8 students were at the warning level on the MOY assessment.

Grade 8

Based on the Rise data 7 students were at the warning level on the BOY assessment, and 4 student were on the warning level on the MOY assessment. Zero students were at the needs improvement level on the BOY assessment, and 3 students were at the needs

improvement level on the MOY assessment. Grade 9

No data collected on this grade level Grade 10

Based on the Rise data 1 student was at the warning level on the BOY assessment, and 1 student was at the warning level on the MOY assessment. There was no change

Grade 11-12

Based on City Schools MOC Interim

Assessment for English III 4.3% (1) students

Not Met

Grade 7-10 was not met due to the change in the districtr requirements for proficient-low student. School should have re-written goals during the monitoring process.

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Grade 11-12

Students in each grade will score 65% or higher in standards RL.1, RL2, RI1 & RI2 as measured by the end of course assessment for core English (III & IV) per trimester.

scored advanced, 13.0% (3) students scored Proficient and 82.6% scored Basic. On the EOC Interim Assessment 0% scored Advanced, 76.9 (10) students scored Proficient and 23.1 (3) scored basic.

Due to the transit population and the lack of data collection in responses to how the goal was written the goal expecation cannot be determine for Grade 11-12

Goal 2: Grades 6-8

Students in grades 7-8 will score proficient or advanced on the end of course assessment that is to be administered at the end of each trimester.

Grades 9-12

The average percent correct on the end of course exam for the core Mathematics courses (Algebra I , Algebra II and Geometry) will show at least a 50% increase as indicated in DataLink.

No data available.

No accurate data available

Met The EOY ILT does not address data on a trimester therefore the information does not reflect necessary data to measure the success of our students in grades 6-8.

Data not entered accurately for grades 9-12.

Goal 3: To increase the attendance rate from 46.7% to 60.0% during the 2014-15 school year as measured by the aggregate number of enrolled students who are present in school each day from the first day of school through April 2015.

Excel Academy overall attendance rate was 41.2% with SWD 41.9%, and ELL 58.6%. The YTD unsumbitted attendance rate was 3.9.

Goal 4: Excel will implement a College Access Engagement Plan to increase internships/college enrollment

opportunities ( 2 year programs) by 5 percent.

Reflections on SER Visit: If your school had SER visit then reflect on your SER visit to answer the following questions.

Reflection Questions Responses

 Did the findings from the SER align with your perception of your school’s performance at the time of the site visit? Which findings were surprising?

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 In reviewing the SER findings along with your performance data (qualitative and quantitative) what is the school identifying as an area of focus?

Based on the performance data from the SER Excel Academy has identified improved instruction delivery and support by teachers as a focal area for the SY15-16.

 Define your current state. What preferred state would you like to reach?  What actions you would take to reach your preferred state?

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III. INQUIRY

 In this section, document your questions that your Instructional Leadership Team has regarding teaching, learning, and leadership to support planning for the next academic school year. Keep a focus on past and future shifts in instructional programming in response to standards; and expectations regarding programmatic goals, scheduling and collaborative planning.

 This is a tool to support the activity of Inquiry which should come before looking at data.

o Generating questions before looking at your school’s data supports a focus for the data analysis.

o Questions focused on a deeper understanding of contents and grade level expectations for MCCRC and PARCC assessments.

o Ask questions directly related to raising the “Bar” for every student.

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IV. SCHOOL'S DATA SECTION

 In this section, provide additional data that supports your school's understanding of previous years' performance.  This section will also contain the EOY ILT Tool provided by the district with the following data.

o Climate

 Attendance, Chronic Absence, Suspensions as of 5/30

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 K-8 Academic Data

 TRC/Dibels BOY and EOY (% Proficient , % Well Below)

 RISE Reading Comprehension BOY and EOY (% Proficient , % Warning)  Math Units (% Proficient on all Post Tests)

 Literacy Modules (% Proficient)

o Administration rates or # tested for all district assessments

 For previous years' State Assessment data, please refer to the student-level files on Data Link and/or Principal's Dashboard. List additional school based data here:

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V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS

 Select the data that can answer your inquiry questions and analyze it to document top three strengths and needs within your school.  Use this data to identify the problem(s) of practice by conducting a root cause analysis (strengths and needs based on evidence)  Prioritize the problem of practice (needs)

Prioritized Strengths based on Effect Data (Student Outcomes) Inferences (Why is this an area of strength?) 1.

Prioritized Needs based on Effect Data (Student Outcomes) Inferences (Why is this an area for growth?) 1.

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Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual

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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 (Problems of Practice).

 Strategies should be directly related to prioritized needs.

 A Result Indicator will be identified for each strategy. A result indicator refers to the measurable interim steps that take place to progress towards an identified goal: If we use (strategy), then the following will result (student impact, effective implementation behavior).

ACADEMIC SMART Goal #1: Grades 6-8

By May 2016 the average scale score for Vocabulary will increase from 451.6 to 462 as measured by the i-Ready Diagnostic Data.

By May 2016 the average scale score for Comprehension: Informational Text will increase from 513.3 to 524 as measured by the i-Ready Diagnostic Data. Grade 9-12

By May 2016 the average scale score for Vocabulary will increase from xxx as measured by the i-Ready Diagnostic Data.

By May 2016 the average scale score for Comprehension: Informational Text will increase from 508 to 518 as measured by the i-Ready Diagnostic Data.

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

Instructional _{1. teachers provide a variety of tools for note-taking (e.g. dialogue} journal) via gradual release

2. teachers model a variety of vocabulary tools (e.g. , vocabulary connections, Frayer Model)

3. teachers make use of text-dependent questions

4. teachers model and incorporate text annotations in lesson plans 5. teachers incorporate student-to-student academic talk in their

lessons

1. students will be able to summarize a text 2. students will improve their understanding of

grade-level vocabulary

3. students will reference the text in order to analyze, draw conclusions, and make inferences that are not directly implied in the text

4. students will analyze the author's purpose, textual structure/features, and making comparisons

5. students will engage in conversations with their peers in order to support their understanding of the text

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Grades 6-8

Organizational Strategies _{1. administrators create a Master Schedule that provides common} planning time for departmental and cross-curricular Collaborative Planning

2. administrators provide School-wide Professional Development and comprehensive training on the instructional strategies

3. administrators facilitate a schedule that allows for peer observations and peer walk-throughs

4. implement Professional Learning Cycles for writing, through practicing Routine Writing and Project/Process Writing

1. teachers are able to share and analyze data, discuss and implement instructional strategies, analyze student work, and co-plan effectively to support the academic goal.

2. students will benefit from enhanced teachers' instruction

3. teacher capacity will improve from cross-curricular collaboration

4. students will write with greater clarity, purpose and stamina

Family Involvement Strategy _{1. stage Parent Literacy Workshops with a specific practical focus for} each workshop

2. choose a literacy strategy each month and notify families through email, newsletters, social media, and Parent Link

3. hold Parent-Teacher conferences designed to highlight student performance on the i-Ready Assessment and to provide families with information about interventions that will be implemented to improve student comprehension.

1. student achievement is supported by the parents' improved understanding of literacy strategies

2. parents and families will be able to reinforce literacy skills in the homw

3. parents and families will be aware of their student's progress toward meeting literacy goals

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Grades 6-8

Leadership Strategies _{1. the administrative team monitors implementation of literacy} strategies through informal walk-throughs

2. the administrative team provides time in the daily schedule for teachers to observe each other

3. the administrative team provides consistent and timely feedback on lesson plans that focuses on the selected literacy strategies 4. the administrative team conducts monthly teacher-led professional

development

1. teachers are able to be reflective of their practice

2. teachers will implement new strategies into their regular practice

3. the quality of literacy instruction will improve 4. teacher's knowledge of research based literacy

strategies will improve Programmatic Strategies

(Programs to Purchase or Adopt if applicable)

1. purchase the Achieve 3000 program 1. teachers will monitor student progress and provide intervention strategies

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ACADEMIC SMART Goal #2: Grade 6

By May 2016 the average scale score for Measurement and Data will increase from 352 to 362 as measured by the i-Ready Diagnostic Data. Grade 7

By May 2016 the average scale score for Algebra and Algebraic Thinking will increase from 398 to 408 as measured by the i-Ready Diagnostic Data. Grade 8

By May 2016 the average scale score for Geometry will increase from 445 to 455 as measured by the i-Ready Diagnostic Data. Grades 10

By May 2016 the average scale score for Measurement and Data will increase from 442 to 452 as measured by the i-Ready Diagnostic Data. Grades 12

By May 2016 the average scale score for Measurement and Data will increase from 439 to 449 as measured by the i-Ready Diagnostic Data.

Instructional _{1. teachers model the use of non-linguistic representations to} visualize concepts related to patterns.

2. teachers model the language and procedures for identifying similarities and differences in patterns from one term to the next 3. teachers organize and facilitate cooperative learning activities that

encourage student-to-student interaction and academic talk to solve problems involving patterns

4. teachers demonstrate summarization and note-taking to eliminate unnecessary information, substitute some information, keep important information, write/rewrite, and analyze information.

1. students will improve their understanding of patterns.

2. students will predict and complete pattern sequences.

3. students will learn from their peers, make sense of the content, and present findings.

4. Students will create written explanations to solve problems.

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Grade 6

Organizational Strategies _{1. Administration provides diagnostic assessment tool in i-ready.} 2. Administration provides teachers with on-going i-ready training. 3. Administration provides support during collaborative planning

1. Teacher will be able to determine students strengths and weaknesses

2. Teachers will use the tool to effectively maximize student performance.

3. Teachers will function more effectively to achieve common school wide goals Family Involvement Strategy _{1. Faculty plans Math related trips}

2. Teachers invite parents to “Coach Class” 3. Teachers implements Math Game Nights

1. Teachers will invite parents to plan and participate in the event.

2. Parents and students will participate in “Coach Class” in order to increase parents awareness of skills to make students successful in

Mathematics.

3. Parents and students will develop the capacity to work with Math skills at home

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Grade 6

Leadership Strategies _{1. We coach, monitor and provide feedback on instructional} strategies by the Instructional Teams

2. We provide training for Agile Mind, I-Ready, and Carnegie learning

1. Administrators and ILT members will make schedules to observe the implementation and effectiveness of the strategies, collect data and provide immediate feedback to teachers 2. Teachers will be more effective in their content

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Grade 6

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. Teacher will use Carnegie Learning as an intervention

2. Agile Mind is used as a formative and summerative assessment

1. • Ongoing, formative assessment

• Actionable, real-time reports at the student, class, and school level

• Adaptive instruction with more time spent on each task

• Targeted review sessions, skills practice, and homework assignments

2. Teachers will plan lessons that meet the needs of the students

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CLIMATE/SCHOOL CULTURE SMART Goal #3:

By the end of school year 2015-2016 Excel Academy will increase the YTD attendance rate from 41.2 to 50.0 as measured by the aggregate number of enrolled students who are present in school each day from the first day of school through May 15th.

Instructional _{1. teachers plan creative, intellectually engaging and rigorous lessons}

2. teachers increase the use of project-based learning 3. lessons reflect learning styles, ability levels and interests

1. classroom attendance will increase 2. student engagement will improve 3. students will demonstrate higher

self-confidence and self-awareness, in turn improving attendance

Organizational Strategies _{1. organize attendance-based field trips}

2. recognize students through classroom attendance incentives 3. provide students opportunities to express their thoughts and

opinions regarding school culture

1. students will be more motivated to attend 2. students become models for each other

3. students will improve their sense of ownership in the school and its outcomes

Family Involvement Strategy _{1. sponsor Parent Appreciation Nights for students with improved} attendance

2. maintain parent contact to include phone calls, ParentLink, and home visits, written communication

3. implement a monthly PTO meeting

1. parent involvment will increase through positive feedback from the school

2. parents will remain connected and informed about their child's progress

3. there will be an improved sense of partnership between the parents and the school

Leadership Strategies _{1. the administration monitors teachers' attendance-taking} 2. the administration holds bi-weekly attendance team meetings 3. the principal provides incentives (e.g. dinner with the principal, gift

certificate, Principal's Award)

1. there will be an improved accuracy in attendance records

2. strategies can be reviewed for

effectiveness/progress, and revised if necessary 3. students whose attendance have improved will

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Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. provide Social Work and Psychological services for general education students

2. the Student Support Team implements strategies per City Schools guidelines

1. Students and families can address barriers to attendance and develop success plans

2. Staff and students can identify barriers to attendance and provide a success plan.

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ADDITIONAL SMART Goal #4:

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

Excel Academy will implement supports to increase and facilitate internships/trade programs/college enrollment opportunities (2-year programs) by 5%.

Instructional _{1. teachers teach lessons that focus on the College and Career} Readiness Standards of the Common Core by giving standards-based assignments

2. teachers prepare students for local and national standardized assessments by reviewing test-taking strategies

3. the CTE teachers prepare students with academic, technical and workplace skills necessary to seek further education and

employment

4. the work-based teacher connect with community and business partners to establish internships

5. CRD teachers conduct and/or facilitate both mock and authentic interviews

1. students will be better equipped to access college-level content

2. students will be better prepared to take standardized assessments

3. students will be better prepared to enter into a career field of their interest following

graduation

4. students will gain hands-on experience as they transition to the world of work

5. students will be better prepared for interactions with potential employers

Organizational Strategies _{1. school counselors and related -services will host College and career} fairs.

2. the school provides opportunities for college and trade school tours

3. school counselors will host college/trade school representative meetings

4. the school expands its involvement with the Department of Rehabilatative Services for students with disabilities

1. students will gain information about various post-secondary options and support services. 2. students will be able to make more informed

choices about their post-secondary future 3. students will have the opportunity to learn

about programs offered at specific institutions 4. SWDS will have greater access to job training

and placement programs available to them following graduation

Family Involvement Strategy _{1. school counselors informs parents of their student's academic} standing through written/telephone communications and senior family meetings

2. school counselors will offer financial aid workshops for students and parent/guardians

3. the school and school counselors will provide a senior/parent dinner

1. parents will be aware of student's status toward meeting the Maryland State Department of Education graduation requirements

2. families will be aware of financial aid options and programs

3. parents will gain information about student progress and post secondary options

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Excel Academy will implement supports to increase and facilitate internships/trade programs/college enrollment opportunities (2-year programs) by 5%.

Leadership Strategies _{1. administration will support College and Career Readiness by} funding college and career tours

2. leadership will address college and career readiness standards in ILT meetings and collaborative planning meetings

3. leadership will fund activities like the senior parent dinner, financial aid night and partnership breakfast

1. student will have opportunities to explore options for the future

2. ILT members will assist their teams in developing lessons for college and career readiness

3. students, parents, and staff will have an opportunity to establish and build relationships Programmatic Strategies

(Programs to Purchase or Adopt if applicable)

1. the school will offer an after school credit recovery program 2. the school offers a Career Technology Education pathway 3. the school offers NAVIANCE

4. the school will offer in house mentoring 5. the school will host mock interviews

1. students will have the opportunity to earn credits for previously failed courses

2. students will receive career training instruction and internship/employment opportunities 3. students will gain information about themselves

through career inventories, careers, college/trade schools, financial aid and scholarships

4. then students will have extra support in meeting graduation requirements and choosing post secondary options

5. students will be better prepared to interview and gain employment

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VII. MONITORING AND EVALUATING PROGRESS: ACTION 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: Grades 6-8 By May 2016 the average scale score for Vocabulary will increase from 451.6 to 462 as measured by the i-Ready Diagnostic Data. By May 2016 the average scale score for Comprehension: Informational Text will increase from 513.3 to 524 as measured by the i-Ready Diagnostic Data. Grade 9-12 By May 2016 the average scale score for Vocabulary will increase from xxx as measured by the i-Ready Diagnostic Data.

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Data Outcomes By May 2016 the average scale score for Comprehension: Informational Text will increase from 508 to 518 as measured by the i-Ready Diagnostic Data. Goal 2: Grade 6 By May 2016 the average scale score for Measurement and Data will increase from 352 to 362 as measured by the i-Ready Diagnostic Data. Grade 7 By May 2016 the average scale score for Algebra and Algebraic Thinking will increase from

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Data Outcomes measured by the i-Ready Diagnostic Data. Grade 8 By May 2016 the average scale score for Algebra and Algebraic Thinking will increase from 447 to 457 as measured by the i-Ready Diagnostic Data. Grade 9 By May 2016 the average scale score for Geometry will increase from 445 to 455 as measured by the i-Ready Diagnostic Data. Grades 10 By May 2016 the average scale score for Geometry will increase from 443 to 453 as measured by the

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Data Outcomes i-Ready Diagnostic Data. Grades 11 By May 2016 the average scale score for Measurement and Data will increase from 442 to 452 as measured by the i-Ready Diagnostic Data. Grades 12 By May 2016 the average scale score for Measurement and Data will increase from 439 to 449 as measured by the i-Ready Diagnostic Data. Goal 3: By the end of school year 2015-2016 Excel Academy will

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Data Outcomes attendance rate from 41.2 to 50.0 as measured by the aggregate number of enrolled students who are present in school each day from the first day of school through May 15th. Goal 4: Excel Academy will implement supports to increase and facilitate internships/trad e programs/colleg e enrollment opportunities (2-year programs) by 5%.

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VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION

 The purpose of this section is for ILTs to evaluate 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

Will you continue to use these strategies in the future? Why or

why not?

What will you do differently to implement these strategies at a

higher level?

New strategies? (As applicable)

Grades 6-8 By May 2016 the average scale score for Vocabulary will increase from 451.6 to 462 as measured by the i-Ready Diagnostic Data. By May 2016 the average scale score for Comprehension: Informational Text will increase from 513.3 to 524 as measured by the i-Ready Diagnostic Data. Grade 9-12

By May 2016 the average scale score for Vocabulary will increase from xxx as measured by the i-Ready Diagnostic Data. By May 2016 the average scale score for Comprehension: Yes No Not Implemented: Partially Implemented: Implemented Fully:

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answer?

why not?

higher level?

Informational Text will increase from 508 to 518 as measured by the i-Ready Diagnostic Data.

Grade 6

Grade 7

By May 2016 the average scale score for Algebra and Algebraic Thinking will increase from 398 to 408 as measured by the i-Ready Diagnostic Data. Grade 8 By May 2016 the Yes No Not Implemented: Partially Implemented: Implemented Fully:

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answer?

why not?

higher level?

Algebra and Algebraic Thinking will increase from 447 to 457 as measured by the i-Ready Diagnostic Data. Grade 9

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answer?

why not?

higher level?

By the end of school year 2015-2016 Excel Academy will increase the YTD attendance rate from 41.2 to 50.0 as measured by the aggregate number of enrolled students who are present in school each day from the first day of school through May 15th. Yes No Not Implemented: Partially Implemented: Implemented Fully:

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answer?

why not?

higher level?

Excel Academy will implement supports to increase and facilitate internships/trade programs/college enrollment opportunities (2-year programs) by 5%. Yes No Not Implemented: Partially Implemented: Implemented Fully:

To be checked by the Executive Director:

I confirm that in consultation with the Principal, I have reviewed the progress of the school’s goals and implementation of strategies. I approve changes made to the strategies detailed in the table above.

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IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION

 The purpose of this section is for ILTs to evaluate progress towards accomplishing the SMART goals and decide which strategies will be implemented for the following school year and which new strategies will be added.

End of Year Evaluation Plan

Goals Are you on pace to _{meet your goal?} What data point(s) support your answer?

Do you need to make a change in your strategy?

Why?

New strategies? (As applicable) Grades 6-8

By May 2016 the average scale score for Vocabulary will increase from 451.6 to 462 as measured by the i-Ready Diagnostic Data. By May 2016 the average scale score for Comprehension: Informational Text will increase from 513.3 to 524 as measured by the i-Ready Diagnostic Data. Grade 9-12 By May 2016 the average scale score for Vocabulary will increase from xxx as measured by the i-Ready Diagnostic Data. By May 2016 the average scale score for Comprehension: Informational Text will increase from 508 to Yes No Not Implemented: Partially Implemented: Implemented Fully:

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Why?

New strategies? (As applicable) i-Ready Diagnostic

Data.

Grade 6

Grade 7

By May 2016 the average scale score for Algebra and Algebraic Thinking will increase from 447 to 457 as measured by the i-Ready Diagnostic Data. Grade 9 Yes No Not Implemented: Partially Implemented: Implemented Fully:

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Why?

New strategies? (As applicable) By May 2016 the

average scale score for Geometry will increase from 445 to 455 as measured by the i-Ready Diagnostic Data. Grades 10

Grades 12 By May 2016 the average scale score for Measurement and Data will increase from 439 to 449 as measured by the i-Ready Diagnostic Data.

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Why?

New strategies? (As applicable) By the end of school

year 2015-2016 Excel Academy will increase the YTD attendance rate from 41.2 to 50.0 as measured by the aggregate number of enrolled students who are present in school each day from the first day of school through May 15th. Yes No Not Implemented: Partially Implemented: Implemented Fully:

Excel Academy will implement supports to increase and facilitate internships/trade programs/college enrollment opportunities (2-year programs) by 5%. Yes No Not Implemented: Partially Implemented: Implemented Fully:

To be checked by the Executive Director:

I confirm that in consultation with the Principal, I have reviewed the progress of the school’s goals and implementation of strategies. I approve changes made to the strategies detailed in the table above.

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APPENDIX A: TEMPLATES AND TOOLS

Template 1: ILT Team Data Analysis

Performance Behaviors Inferences

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APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS

Appendix B.1: Family and Community Engagement Plan

Goal #1

Grades 6-8

Family Involvement Strategy #1

1. stage Parent Literacy Workshops with a specific practical focus for each workshop

2. choose a literacy strategy each month and notify families through email, newsletters, social media, and Parent Link

3. hold Parent-Teacher conferences designed to highlight student performance on the i-Ready Assessment and to provide families with information about interventions that will be implemented to improve student comprehension.

Goal #2

Grade 6

Grade 7

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By May 2016 the average scale score for Geometry will increase from 445 to 455 as measured by the i-Ready Diagnostic Data.

Grades 10

By May 2016 the average scale score for Geometry will increase from 443 to 453 as measured by the i-Ready Diagnostic Data.

Grades 11

Grades 12

1. Faculty plans Math related trips

2. Teachers invite parents to “Coach Class” 3. Teachers implements Math Game Nights Goal #3

1. sponsor Parent Appreciation Nights for students with improved attendance

2. maintain parent contact to include phone calls, ParentLink, and home visits, written communication

3. implement a monthly PTO meeting

Goal #4 Excel Academy will implement supports to increase and facilitate internships/trade programs/college enrollment opportunities (2-year programs) by 5%.

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2. school counselors will offer financial aid workshops for students and parent/guardians

3. the school and school counselors will provide a senior/parent dinner

Back to School Night Parent and Meeting Workshops

Date: Time:

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 review and provide feedback in the following areas:

School Performance Data (State Assessment results; Common Core State 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:

(Insert topic and brief description)

Workshop/Meeting #1: Workshop/Meeting #2: Workshop/Meeting #3: Workshop/Meeting #4:

Communications Accessibility

We will communicate with all families through:

The Monthly Excel Academy Newsletter The Excel Academy website

Monthly parent and community meetings Quarterly Parent – Teacher Conferences

Parent Link

Flyers

Marquee

Other:

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.

Partner Programs The following partners provide resources for our school community:

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Community Partner Opportunities Offered Parent Activities/Resources

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

Is Funding Required? Parent Activities Describe how this activity or resources supports _{the identified SMART Goals} Date

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Appendix B.2: Title I School Wide Plan

Does your school receive Title I Schoolwide funds? • If yes, complete Appendix II below. • If no, continue to Appendix III.

Questions Title I Schoolwide Strategies _ResponsiblePerson(s) Timeline Title I Funding

1. How will your school support student achievement among high achieving students? 2. How will your school support

low-performing students achieve at proficient or advanced levels?

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? 4. What does your school do to

recruit and retain highly qualified and effective teachers in core subjects? Include a description of principal support. 5. What is your process for

informing parents if teachers are not Highly Qualified? 6. How will your school

incorporate extended learning activities, before/after-school, summer and school year extension opportunities into your instructional and student support strategies?

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Questions Title I Schoolwide Strategies _ResponsiblePerson(s) Timeline Title I Funding assisting children and families in

transition from:

 Early learning programs to elementary school;

 Elementary to middle school;

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

8. How will your school ensure that teachers are actively engaging in collaborative planning and instructional adjustment strategies? 9. Describe how professional

development opportunities will be provided to enable teachers, paraeducators, and

administrators to increase the number of students who meet state standards.

10. 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)?

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Appendix B.3: Title I Targeted Assistance

Does your school receive Title I Targeted Assistance funds? By completing all areas within this Title I Targeted Assistance Plan will comply with federal requirements.

 If yes, complete Appendix III below. Essential Elements for

Implementing a Title I Targeted Assistance Plan

Title I Targeted Assistance Strategies _ResponsiblePerson(s) Timeline Title I Funding 1. 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?

2. Explain how your school will deliver services to eligible Targeted Assistance students? 3. What scientifically-based

intervention strategies will be utilized to increase student achievement?

4. 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?

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

6. How will staff paid with Title I Part A funds collaborate with non -Title I staff on planning

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Essential Elements for Implementing a Title I Targeted

Assistance Plan Title I Targeted Assistance Strategies

Person(s)

Responsible Timeline Title I Funding

intervention strategies and supplemental instruction for TA students in their classes? 7. How will you ensure that all

Title staff (teachers and/or para educators) are highly qualified and/or certified?

8. How will your school increase TA parents’ involvement and improve family literacy? 9. How will your school

communicate and coordinate with stakeholders in support of 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?

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

11. How will your school coordinate and integrate federal, state and local services and programs (for ex. violence prevention, nutrition, housing,

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APPENDIX C: 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.  SANE =

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

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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.

SY School Performance Plan

SY 2015-2016

School Performance Plan

Contents

I. COMPOSITION of ILT and KEY POINTS OF CONTACT

II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION

III. INQUIRY

IV. SCHOOL'S DATA SECTION

V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS

VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS

VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN

IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION

APPENDIX A: TEMPLATES AND TOOLS

APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS

APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE )

SPP SUBMITTAL PAGE