SY School Performance Plan

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SY 2014-2015

School Performance Plan

374, School Number

Vanguard Collegiate Middle, School Name

Esther Wallace, Principal

Diane Bragdon, Executive Director

Tanya Crawford-Williams, Network Facilitator SER Visit in SY 2013-14: 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

Esther L Wallace Principal

ShaNekwa Winfield Mathematics Coach

Shamel Gravely Asst. Principal

Theodora Johnson Literacy Coach

Kimya Bell-Matthews Social Studies Lead Teacher

Stacy Fleet-McDonald Science Lead Teacher

Ofelia Arcillo Mathematics Lead Teacher

Catherine Sanoy Mathematics Teacher

Yeoman Payne IEP Chair

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Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Esther Wallace [email protected]

New Teacher Mentor(s) ShaNekwa Winfield [email protected]

New Teacher Mentor (s)

Mathematics Representative ShaNekwa Winfield [email protected]

Literacy Representative Theodora Johnson [email protected]

Test Coordinator ShaNekwa Winfield [email protected]

School Family Council Chair Sekai Moseley [email protected]

Family and Community Engagement Representative Jacqueline Lewis [email protected]

Technology Contact Charley Surida [email protected]

SST Chair Kim Jones [email protected]

Attendance Monitor Pamela Wilson [email protected]

SLO Ambassador Amy Nesci [email protected]

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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 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:

From SY 2013-14 BOY to EOY, students in grades 6 through 8 will increase proficiency in reading comprehension by 20%, as measured by the RISE administered in May 2014.

Goal was met for all each grade level per

RISE data Met Because of technical scan

challenges, less than 100% of students' data was available

Goal 2: From SY 2013-2014 BOY to EOY, students in grades 6-8 will increase proficiency in mathematics by 20%, as measured by the Agile Mind Quarterly Post Assessments and the Maryland School Assessment (MSA) administration in March 2014.

Goal was met for all each grade level

tested per Agile Mind assessments. Met Goal was met, but all students' data was not available. Goal 3:

From SY 2013-14 BOY to EOY, the total number of school-wide suspensions in grades 6 through 8 will decrease from 30 incidents as measured by school climate EOY data.

Goal was met per EOY data. Met Goal was met per

District data

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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

How will we prioritize the message of effort to

students? What assessments percentages and standards will students be charges to reach? What professional development is needed for teachers to further unpack the CCSS? How can the ILT continue the work of professional learning cycles and embed the cycles in the current district strategies?

What teach indicators will we prioriize as we target all teach indicators?

Which data measures will we use and what calendar?

How many and which instructional strategies will give us the greatest gains?

How will each ILT member function to guide school wide achievement?

How will we embed the MCCR standards? How will new teachers be supported?

What scheduling, staffing and budgetary decisions must be considered to align work, staff and funds? How will we utilize the Network and other supports to achieve our goals?

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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 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)

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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. Teachers provided multiple opportunities across content areas for reading and

responding.

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

1. Administration rates for assessments was inconsistent. Actionable data was not available consistently. 2. Writing standard data demonstrates a flat measure or decrease for grades

6- 8 on the EOY Literacy Module.

3. Mathematics pre and post assessment scores for grades 6-8 demonstrate gains on 7/12 total assessments.

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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.

• 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:

40% of students in each grade will earn a proficient average score as measured by the Quarter 4 reading interim assessment administered in June 2015

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

Instructional _1. _{Teachers will engage students in close reading of informational and} other texts.

2. Teachers will engage studetns in rich and rigorous conversations about texts and make connections in writing tasks.

3. Teachers will utilize the 100 Book Challenge to engage students in reading leveled texts.

4. Teachers will engage students in reading and responding via online reading resources.

5. Teachers will provide motivation and feedback to students.

1. Student comprehension of text and reading vocabulary will increase

2. Students will glean background knowledge from peers, make textual and personal connections to text, build comprehension, demonstrate

comprehension in writing and speaking. 3. Students will increase reading fluency and

reading comprehension

4. Students will engage in self selected and assigned readings and related assessments. 5. Students will utilize motivation and feedback as

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Organizational Strategies _1. _{Teachers provide recommended supports including goal setting,} syllabus and related documents, district and school calendars and timelines.

2. Teachers provide standards aligned rubrics for reading and related writing assignments.

3. Teachers provide journals, folders, and communication tools for holding students and families accountable for supporting collaborative efforts.

4. Teachers provide students access to reading and related technology for reading during and after school

5. Teachers use formative, ongoing and summative assessments to provide feedback to students.

1. Students utilize District and school supports and delineated course expectations to monitor their progress.

2. Students utilize rubrics to determine mastery and meet standards.

3. Students utilize reading logs to monitor their reading for at least 30 minutes each night. 4. Students log on to Moby Max, Study Island and

teacher selected websites to engage in reading and responding to reading.

5. Students utilize feedback to target areas of need in class and after school.

Family Involvement Strategy _1. _{Quarterly reading workshops will be provided via the} Vanguard/Coppin State University partnership.

2. The Vanguard PTO will host parent workshops to support reading strategies, goals and school wide expectations

3. The ELA department will provide school wide book fairs

4. Administrators will utilize Parent Link, flyers, and phone calls home to inform parents of school wide, grade level and class events to impact reading achievement.

1. Parents will engage in sample PARCC type tasks to understand the expectations for students. 2. Parents will glean strategies for supporting

student achievement at home.

3. Parents will identify and purchase high interest and appropriately challenging books for student home libraries.

4. Parents will attend school sponsored events to impact student achievement.

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Leadership Strategies _1. _{The principal will provide professional development to support} teachers in addressing the instructional shifts in ELA/Literacy. 2. The principal will ensure the school wide schedule supports

collaborative planning for grade level and content teams. 3. The principal and literacy coach will engage in goal setting with

teams and teachers to promote teacher planning and consistent evaluation.

1. Teachers will ensure that students read a balance of informational and literary text. 2. Teachers will support students in building the

transferrable vocabulary they need to access complex text.

3. Teachers will structure opportunities for students to engage in rich and rigourous evidence based conversations about a common text.

4. Teachers will utilize data to guide decision making and to engage in collaborative planning. 5. Teachers will utilize grade level and class goals

to support students in creating personal growth goals.

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. Study Island will be purchased and used to support reading achievement.

2. Moby Max will be used to support student reading achievement.

1. Teachers will create online reading tasks and assessments to support student reading growth. Students will increase reading skills while engaging in online games and tasks.

2. Teachers will create online reading tasks and assessments to support student reading growth. Students will increase reading skills while engaging in online games and tasks.

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ACADEMIC SMART Goal #2:

Each grade level (6-8) will achieve a minimum mean score of 40% on the 4th interim mathematics assessment administered in June 2015.

Instructional _1. _{Teachers will engage students in Agile Mind mathematics activities} on a daily basis.

2. Teachers will utilize academic vocabulary and content vocabulary to increase student comprehension.

3. Teachers will analyze assessment data and utilize error analysis strategies with students to correct thinking.

4. Teachers will engage in protocols for looking at student work and providing actionable feedback to students and colleagues.

5. Teachers will vary instructional strategies and use manipulatives to support students in modeling and explaining mathematics

concepts.

1. Students will understand systematically presented concepts.

2. Students will express mathematics concepts orally and in writing using precise vocabulary. 3. Students will revisit and correct errors on

assessments by identifying and systematically correcting errors.

4. Classes and students will receive feedback to support thinking and problem solving processes. 5. Students will use instructional models and

manipulatives to explain mathematics concepts. Organizational Strategies _1. _{Teachers, school wide, will unpack mathematics standards and}

engage students in PARCC type work samples.

2. Teachers will engage in advance collaborative conversations and planning for mathematics topics that present challenges to teachers and learners.

3. Coppin State University will support professional development in unpacking the CCSS.

4. Alignment of City Schools and mathematics department professional development

5. The mathematics coach and Network 10 ACL will monitor teacher performance via classroom observations and provide actionable feedback .

1. Students will engage in rich and rigorous conversations that reveal their understanding and ability to apply math content.

2. Students will verbalize and demonstrate their understanding of math concepts and share standards of mathematical practice that they use.

3. Students will engage in a range of mathematics tasks.

4. Students will engage in mathematics tasks that highlight vocabulary and real world application of skills and concepts.

5. Students will receive and act upon teacher feedback to correct errors. Students will provide feedback to peers. Students will engage in self reflection and journal writing.

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Each grade level (6-8) will achieve a minimum mean score of 40% on the 4th interim mathematics assessment administered in June 2015.

Family Involvement Strategy _1. _{Families will be provided mathematics workshops to address} strategies to utilize at home.

2. Families will be provided conferences and online communication for daily feedback regarding student performance.

3. The Coppin State/Vanguard partnership will provide workshops that support parents in understanding the CCSS and PARCC assessments.

4. The school counselor will engage parents in career exploration and college readiness through workshops and sharing online and printed resources.

1. Parents will support students in completing assignements and projects.

2. Parents will communicate with teachers and students to ensure on task behaviors, task completion and resources are utilized to maximize success.

3. Families will understand the rigorous

expectaions for student performance and hold students accountable daily.

4. Families will understand and respond to the need of students to engage fully in instruction, participate in the high school choice process, visit colleges and seek out activities that promote college readiness.

Leadership Strategies _1. _{The principal will provide professional development to support} teachers in addressing the instructional shifts in mathematics. 2. The principal will ensure the school wide schedule supports

collaborative planning for grade level and content teams. 3. The principal and mathematics coach will engage in goal setting

with teams and teachers to promote teacher planning and consistent evaluation.

4. Leadership will support teachers in analyzing data to inform instruction.

1. Teachers will target fluency, deep understanding and application in the classroom.

2. Teachers will maximize the support of grade level colleagues for cross content planning. 3. Teachers will plan to address focus and

coherence of instruction.

4. Teachers will share data with students and engage in error analysis and reteaching. Programmatic Strategies

(Programs to Purchase or Adopt if applicable)

1. The Agile Mind online program will be available daily for planning and instruction.

2. Waggle online will be available to all teachers and students. 3. Study Island online will be available to all teachers and students.

1. Students will utilize the Agile Mind visual and instructional supports to build conceptual knowledge.

2. Students will utilize Waggle online to practice and increase skills and conceptual knowledge. 3. Teachers will utilize Study Island resources to provide practice, games, quizzes and resources for skill and concept building.

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CLIMATE/SCHOOL CULTURE SMART Goal #3:

By June 2015, school wide suspensions will be maintained below 30 incidents as measured by City Schools EOY Climate Data.

Instructional _1. _{Teachers will utilize the College Board Advisory Curriculum to teach} team building, character, personal responsibilities, goal setting, and cooperative skills.

2. Teachers will integrate character building activities into daily lessons.

3. Teachers will deliver the City Schools Code of Conduct lessons 4. School Police will deliver Project G.R.E.A.T. lessons to classes to

promote character, team building, awareness of supports and personal and community responsibilities.

1. Students will build positive relationships with teachers and peers.

2. Students will read, write, listen and speak about real world expectations for positive behaviors. 3. Students will understand the rights and

responsibilities of students in public buildings and schools.

Organizational Strategies _1. _{The school climate committee will provide monthly PBIS incentives} for students whose daily tracking sheets contain the required earned points.

2. Grade level teams will provide weekly PBIS incentives for students whose daily tracking sheets contain the required earned points. 3. Teachers will provide student voice via the Student Government

Association (SGA)

4. Teachers will identify students to receive citizenship awards during quarterly awards ceremonies.

5. The school counselor, school psychologist and school social worker will provide counseling and support to positively impact student behavior.

1. Students will adhere to the school wide expectations to be ready, responsible and respectful.

2. Students will establish rapport with teachers and peers. Students will conform to classroom expectations and norms.

3. Students will particpate in SGA leadership, class representation or voice opinions to positively impact school climate.

4. Students will work to earn certificates and honors. Students will motivate peers.

5. Students will employ the support of counselors to manage their behavior and will avoid negative behaviors that impact climate and lead to suspension.

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By June 2015, school wide suspensions will be maintained below 30 incidents as measured by City Schools EOY Climate Data.

Family Involvement Strategy _1. _{Parents will receive a copy of the City Schools Code of Conduct.} 2. Parents will receive a copy of the Vanguard Parent and Student

Handbook.

3. Parents will review the school wide goals during monthly PTO and SFC meetings.

4. School Staff will conduct home visits to support families and students with challenges.

1. Students and families will review the Code of Conduct and discuss behavior expectations and supports.

2. Students and families will review the school handbooks and discuss appropriate behaviors. 3. Students and families will discuss the school

wide achievement and climate goals (from PTO and SFC meetings) and set goals for positive behavior.

4. Students will receive supports to be present daily and on time.

Leadership Strategies _1. _{Leadership will provide daily recognition via the intercom for} students who demonstrate positive character.

2. The Student Support Team (SST) will create behavioral supports for students of concern who demonstrate non compliant behavior that violates the Code of Conduct.

3. Leadership will host monthly Town Hall meetings for students and parents to address school climate concerns including suspension.

1. Students of concern will be targeted for improved behavior and recognition during announcements.

2. Students of concern will receive behavioral supports and contracts via the SST. Students will set SMART goals and work to achieve them. 3. Students will participate in monthly Town Hall

meetings and provide input/strategies to maintain positive school climate.

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. Teachers will implement the College Board Advisory Curriculum

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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

Instructional

Organizational Strategies Family Involvement Strategy Leadership Strategies Programmatic Strategies (Programs to Purchase or Adopt if applicable)

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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 40% of students in each grade will earn a proficient average score as measured by the Quarter 4 reading interim assessment administered in June 2015

Family Involvement Strategy #1 _1. _{Quarterly reading workshops will be provided via the Vanguard/Coppin State University partnership.} 2. The Vanguard PTO will host parent workshops to support reading strategies, goals and school wide

expectations

3. The ELA department will provide school wide book fairs

4. Administrators will utilize Parent Link, flyers, and phone calls home to inform parents of school wide, grade level and class events to impact reading achievement.

Goal #2 Each grade level (6-8) will achieve a minimum mean score of 40% on the 4th interim mathematics assessment administered in June 2015.

Family Involvement Strategy #1 _1. _{Families will be provided mathematics workshops to address strategies to utilize at home.}

2. Families will be provided conferences and online communication for daily feedback regarding student performance.

3. The Coppin State/Vanguard partnership will provide workshops that support parents in understanding the CCSS and PARCC assessments.

4. The school counselor will engage parents in career exploration and college readiness through workshops and sharing online and printed resources.

Goal #3 By June 2015, school wide suspensions will be maintained below 30 incidents as measured by City Schools EOY Climate Data.

Family Involvement Strategy #1 _1. _{Parents will receive a copy of the City Schools Code of Conduct.}

2. Parents will receive a copy of the Vanguard Parent and Student Handbook. 3. Parents will review the school wide goals during monthly PTO and SFC meetings. 4. School Staff will conduct home visits to support families and students with challenges.

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BACK TO SCHOOL NIGHT PARENT MEETINGS AND WORKSHOPS Date: 09/09/2014Time: 5:00-8:00

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: 11/03/2014 School Family Council and PTO Meeting □ Workshop/Meeting #2: 12/15/2014 School Family Council and PTO Meeting □ Workshop/Meeting #3:02/03/2015 School Family Council and PTO Meeting □ Workshop/Meeting #4:04/07/2015 School Family Council and PTO Meeting

COMMUNICATION ACCESSIBILITY

We will communicate with all families through:

□ The Monthly Vanguard Collegiate School Newsletter □ The www.baltimorecityschools.org/374School 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:

Community Partner Opportunities Offered

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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 Date

Yes/No Amount Funding Source

Workshop Strategies and Standards for College Readiness (ELA Focus) 11/12/2014 Yes 300.00 Title 1 and FSF Workshop Strategies and Standards for College Readiness (Math Focus) 11/19/2014 Yes 200.00 Title 1

Workshop Using Human and Material Resources for ELA 01/14/2015 Yes 200.00 Title 1

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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 _ResponsiblePerson(s) Timeline Title I Funding

1. How will your school support student

achievement among high achieving students?

• Each grade level will create an honors class that allows students to move at a faster pace. • Provide HQ Title 1 Teachers

• Provide materials and supplies via Title 1 funding • Students will receive leadership opportunities. • Students will be provided online supports that are

student ability driven.

Esther Wallace Yeoman Payne Tiamo Johnson Theodora Johnson Melanie Sessa Shanekwa Winfield Kim Jones Amy Nesci Aug. 2014-June 2015 50,000

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

• Students will be provided small group instruction. • Students will be provided online supports that are

self paced.

• Provide HQ Title 1 Teachers

• Provide materials and supplies via Title 1 funding • Students will be provided after school supports. • Peer tutoring will be provided.

Esther Wallace

All Teachers Aug. 2014-June 2015 50,000

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?

-Ongoing assessments during daily instruction, weekly quizzes, unit assessements, benchmarks, and interim assessments are measures used to identify struggling students. Grade level and content teams meet to look at student work, discuss progress and identify next steps and supports. Esther Wallace ShaNekwa Winfield Shamel Gravely All Teachers Aug. 2014-June 2015 0

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Questions Title 1 Schoolwide Strategies _ResponsiblePerson(s) Timeline Title I Funding Include a description of

principal support.

• New Teacher support and training

• Teachers are provided leadership opportunities and opportunities to utilize their gifts and talents, as requested

• Teachers are provided incentives and recognition for leading, supporting students, families and events 5. What is your process for

informing parents if teachers are not Highly Qualified?

-NHQ letters are sent to parents monthly. Esther Wallace Aug. 2014-June 2015 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

strategies?

Students are provided several after school extended learning opporunities including:

• Coach class • Robotics • Chess • Dance • Student Government • Basketball • Wrestling

• Vanguard Voice (Youth/Leadership Development) • Ceramics • Photography • Videography Esther Wallace ShaNekwa Winfield All Teachers

C. Sanoy & A. Young C. Paul L. Diggs M. Sessa C. Davis K. Ward A. Nesci B. Kilgore P. Hunter Aug. 2014-June 2015 0

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;

• Leadership, the school counselor and teachers visit elementary schools and participate in articulation processes.

• The school counselor coordinates high school visits and speakers to assist with transitions.

• The school maintains information corners with current postings of current and upcoming events. • Morning and afternoon announcements update

students regarding open house events and trips.

Esther Wallace ShaNekwa Winfield Shamel Gravely Kim Jones October 2014-June 2015 0

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Questions Title 1 Schoolwide Strategies _ResponsiblePerson(s) Timeline Title I Funding 8. How will your school

ensure that teachers are actively engaging in collaborative planning and instructional adjustment strategies?

• The schoolwide schedule provides collaborative planning time for grade level teams and content teams.

• Teachers document their work through collection of SANE documents.

• A member of the leadership team attends meetings. • ILT members take and bring feedback between

teams. Esther Wallace ShaNekwa Winfield Shamel Gravely Kim Jones ILT Membership Aug. 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?

Title 1 Part A resources and FSF dollars are both used to fund professional development texts and materials for administrators, teachers and staff.

Esther Wallace Aug. 2014-June 2015 5,000

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

Federal, state and local funding sources are coordinated to secure staffing, instructional supplies and parent involvement resources

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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 _ResponsiblePerson(s) 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

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

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

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VII. MONITORING AND EVALUATING PROGRESS

PART 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: 40% of students in each grade will earn a proficient average score as measured by the Quarter 4 reading interim assessment administered in June 2015 Qtr. 1-4 Interim

Assessments Every second and fourth Monday

Goal 2:

Each grade level (6-8) will achieve a minimum mean score of 40% on the 4th interim mathematics assessment administered in June 2015. Qtr. 1-4 Interim

Assessments Quarterly Every second and fourth Monday

Goal 3: By June 2015,

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Goals Data To be _Collected Data Collection Dates

Person(s) Responsible for

Collection and Reporting

ILT Meeting Dates to Review

Data Outcomes

measured by City Schools EOY Climate Data.

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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% of students in each

grade will earn a

proficient average score as measured by the Quarter 4 reading interim assessment administered in June 2015 Yes X No

Benchmark 2 _{Not Implemented:}

Partially Implemented: X Implemented Fully:

Each grade level (6-8) will achieve a minimum mean score of 40% on the 4th interim mathematics assessment administered in June 2015. Yes X No Agile Mind

Assessment Not Implemented: _{Partially Implemented:} _X Implemented Fully:

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

Why?

New strategies? (As applicable) By June 2015, school

wide suspensions will be maintained below 30 incidents as measured by City Schools EOY Climate Data.

Yes X No

BCPS Climate Tool _{Not Implemented:} Partially Implemented: X Implemented Fully: Yes No Not Implemented: Partially Implemented: Implemented Fully:

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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

Why?

New strategies? (As applicable) 40% of students in each

grade will earn a

proficient average score as measured by the Quarter 4 reading interim assessment administered in June 2015 Yes No Not Implemented: Partially Implemented: Implemented Fully:

Each grade level (6-8) will achieve a minimum mean score of 40% on the 4th interim mathematics assessment administered in June 2015. Yes No Not Implemented: Partially Implemented: Implemented Fully: By June 2015, school wide suspensions will be maintained below 30 incidents as measured by City Schools EOY Climate Data. Yes No Not Implemented: Partially Implemented: Implemented Fully:

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Why?

New strategies? (As applicable) Yes No Not Implemented: Partially Implemented: Implemented Fully:

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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

Esther L Wallace Principal

Stacy Fleet-McDonald Teacher 1

Theodora Johnson Teacher 2

Kim Jones Student Support Service Provider

Pamela Wilson Classified Staff

Jacqueline Lewis Paraprofessional

Alexander Foreman Parent 1

Doris Talley Parent 2

Antoinette Poole Parent 3

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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 2014-2015

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. FEDERALLY FUNDED PLANS

VII. MONITORING AND EVALUATING PROGRESS

APPENDIX A: EVALUATING PROGRESS TEMPLATE

APPENDIX B: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE )

SPP SUBMITTAL PAGE