SY School Performance Plan

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SY 2014-2015

School Performance Plan

410, School Number

Mergenthaler Vocational-Technical High, School Name

Craig Rivers, Principal

Barbara Johnson, Executive Director

Byra Cole, Network Facilitator SER 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.

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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

Anderson, Vonceil Chemistry Facilitator/PTG Support

Barnes, Sabree Assistant Principal/ ILT Facilitator/AOP Developer

Campbell, Jill Guidance Counselor

Cole-Webber, Muriel Assistant Principal/Special Education

Dr. Okereke, Felicia Biology Facilitator

Dunlap, Nathan CTE Facilitator/SLO Ambassador

Elleby, Herman American Government Facilitator/ECT Mentor

Eshelman, Jordan Physics Facilitator

Fitzpatrick, Sophia English I Facilitator

Haggard, Joseph Teacher/TNT Lead/Operations Facilitator

Hill, Allison Guidance Counselor

Jammal, Sarah World History Facilitator

King, Monica School-wide 504 Coordinator

Laura Schulz Assistant Principal/Logistics/Testing/Data

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Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Sabree Barnes & Zaharah Valentine [email protected]/[email protected] New Teacher Mentor(s) Zaharah Valentine (NTW Coordinator) [email protected]

New Teacher Mentor (s) 10 ECT Mentors Please See Mentor PDF Attachment

Mathematics Representative Kristen Logan [email protected]

Literacy Representative Zaharah Valentine [email protected]

Test Coordinator Brooke Fakunmoju [email protected]

School Family Council Chair Jermaine Skinner [email protected]

Family and Community Engagement Representative (Hold) Alexandria Warrick-Adams [email protected]

Technology Contact Vernon Crest [email protected]

SST Chair Jermaine Skinner [email protected]

Attendance Monitor Carol Oszynski [email protected]

SLO Ambassador Nathan Dunlap/Tamieka

Rease-LeGrier/Robert Roblin [email protected]/[email protected]/[email protected] Other (e.g. CTE or Bridge Coordinator) (CTE) Muriel Cole-Webber (Bridge)

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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: By June of 2014 at least 50% of the students tested in both Fall and

Spring will meet their personal RIT score improvement goal for Mathematics.

Majority of the students did not reach their RIT score improvement goal for Mathematics.

Not Met According to MAP,

Mervo students are performing

significantly below the national average (RIT Norm 236-238 Math) and fall within the low to low average range (RIT Norm 216-224).

Mervo students also fall within the typical performance level of 5th/6th grade students in math according to the average RIT scores, indicated above.

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average (RIT Norm 222-223 Reading) and fall within the low to low average range (RIT Norm 208-213 Reading). Mervo students also fall within the typical performance level of 5th/6th grade students in reading according to the average RIT scores, indicated above.

Goal 3: By June 2014, 80% all students will leave Mervo with an

acceptance letter to a 2 year, 4 year Post Secondary Institution of Learning or a job offer in their trade.

Data points could not be captured (goal

not met). Not Met After revisiting the outcomes for this goal, it was evident that there was not a clear system put into place to monitor the regression or progression of this goal.

Goal 4: By June 2014, Mervo's school-wide attendance will increase by 2%

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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

To what extent does teacher mentoring cause new

teacher retention? To what extent does student knowledge of their present level of performance help to improve performance?

How does data student proficiency data gathered from common assessments and analyzed through the DDIT; serve as the proxy for what we teach ? How does lack of effective planning, coaching and supports (data use, targeted feedback, review of teacher assessments/documentation, grading policies/practice, classroom management and differentiation) impact student teacher performance and student achievement ?

According to the Instructional Performance Continuum and Administrative Evaluations, the majority of Mervo teachers operate from the Surface and Procedural Instructional Stance? How do we elevate to Analytical and Instructional ? How does incongruence between teacher

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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) Overall Performance

• According to MAP, Mervo students are performing significantly below the national average (RIT Norm 222-223 Reading) (RIT Norm 236-238 Math) and fall within the low to low average range (RIT Norm 208-213 Reading) (RIT Norm 216-224).

• Mervo students also fall within the typical performance level of 5th/6th grade students in reading and math according to the average RIT scores, indicated above.

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• According to AP performance data, the # of students tested has increased over 3 years (2011-2013 27 students to 72 students) , however, the # of students scoring 3 or above above has decreased (2011-2014 1/0/3/0)

Assessment and Mark Distribution

• According to Benchmark Test Data, there is a significant disparity of data across content areas in grades 9-12 (English 1 and 2-617 students tested/input English 3-215 students tested/input English 4-5 students tested/input) (Alg I Grade 9-309, Alg II Grade 11-178, Geo Grade 10-249)

• The majority of Mervo students, according to the Mark Distribution Analysis, receive Cs and Ds in coursework (Gr. 9-11); with an increase of As and Bs in grade 12 (Gov/World History 9- 0A's, 8.79 B's, 23.12 C's, 44.72 D's and 23.37 F's and Grade 12 16.76 A's, 25.82 B's, 25 C's, 20.60 D's and 11.81 F's)

• According to a student work sample review (which included average, SPED and AP students), Mervo students are producing products which lack appropriate formatting, organizational structure, proper grammar and citing of textual evidence. Completed student work lacked corrective feedback and there is no evidence of the writing plan/process to improve final products.

Teacher Evaluation

• According to campus teacher evaluation data, there is a disparity regarding teacher effectiveness evaluation (48% of teachers are rated effective and highly effective) (26% of teachers are rated developing and ineffective) (25% of teachers rated default effective) and student performance (well below and below average range).

• According to the Instructional Performance Continuum and Administrative Evaluations, the majority of Mervo teachers operate from the Surface and Procedural Instructional Stance

Attendance

• According to teacher attendance data (33% of teachers have 8 or more absences-overall 39 of 117), there is a disparity between teacher presence and effectiveness (52 teachers ranked effective and highly effective 15/39 of which indicated attendance issues-38%)-excludes default effective rankings- which adversely impacts student performance.

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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. Even though this is deemed an area of strength, Mervo students fall within the

typical performance level of 5th/6th grade students in mathematics. According to MAP, Mervo students are performing significantly below the national average (RIT Norm 236-238 Math) and fall within the low to low average range (RIT Norm 216-224). Instruction remains stagnant at the Acquisition and Application quadrants of the Rigor Relevance matrix that focus on primarily on the knowledge and comprehension levels. Mathematic foundational skills include automacity, number sense, and the ability to generalizing arithmetic operations and operating on unknown quantities.

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

1. Literacy: Literary and Informational Texts Instruction remains stagnant at the Acquisition and Application quadrants of the Rigor Relevance matrix that focus on primarily on the knowledge and comprehension levels. ELA foundational skills include word recognition, recalling of facts, and low-level comprehension.

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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:

By June 2015, 50% of the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit) improvement goal for Mathematics.

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

Instructional _1. _{If we use the Data Drive Instructional Teams approach during} collaborative planning

2. If we prepare collaborative planning facilitators to attend Instructional Leadership Team bi-weekly PD sessions with ERE around learning targets, I can statements, zone of proximal development, instructional stance, rigor relevance matrix, and miscue analysis

3. If we support the development of common

curriculum/assessments, assessing the mathematic skills across content (especially in the trades), and the delivery of sound instruction in the classroom

1. Then we should see evidence of differentiated instruction using varying levels of

resources/manipulatives in the classroom (teachers meeting the needs of all learners) 2. Then we should see high level collaborative

planning sessions targeting student math readiness data, student work, teacher practice and evidence of corrective instruction in the classroom

3. Then we should see an increase of student achievement on the Measures of Academic Progress for students who tested in all three windows

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Organizational Strategies _1. _{If we continue scheduling for pure content/course collaborative} planning

2. If we conduct vertical teaming once a month (starting in January 2015)

3. If every instructional stakeholder takes the MAP Assessment(s) 4. If we develop cross content tool bank for math

1. Then we should see the alignment of instruction and strategies reflected in each content (higher emphasis in math classes) .

2. Then we should see an increase in the levels of scaffolding and strategic implementation of math interventions

3. Then we should see an awareness of the test and gain more understanding of the variety of question methods and rigor of some of the mathematics questions students are presented 4. Then we demonstrate the connection across

contents and increase content knowledge amongst instructional stakeholders as it pertains to math

Family Involvement Strategy _1. _{If we conduct semester Parent Night Academies discussing the} Measures of Academic Progress and it's implications on individual student needs

2. If we create a Parent Center/Parent Resource Room for parents to have professional development on what the MAP assesses and the look for’s

3. If we have individual conferences with every student and his/her parent before the next MAP assessment by academies (parent-teacher conference nights)

1. Then parents will be better informed of

Measures of Academic Progress which will build their capacity and better enable them to support learning at home and share during Parent-Teacher Conferences

2. Then we will improve parent knowledge of the MAP assessments and access to additional resources to support their learning at home 3. Then parents(and students) will be more

informed about the MAP assessment and at these conferences, parents can receive the resources needed to support learning at home

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Leadership Strategies _1. _{If we create a strategic coaching cohort (five per administrator)} 2. If we hire a consultant (Education Reform Enterprises) to develop

the Instructional Leadership Team and Administrative Team through the Professional Development Series (please see attached work scope)

3. If we administratively monitor and provide instructional input through weekly content collaborative planning

4. If we continue to use the "Conditions for Successful Teaming" rubrics (distributed in 2013 by BCPSS) will used as a monitoring tool for highly effective collaboration amongst teachers

1. Then we should see an increase in at least 5 Math teachers instructional/planning performance

2. Then we should see an increase of the delivery of standards based instruction aligned to the math data and an increase in student

achievement

3. Then we should see evidence of the feedback and plans implemented during math instruction (evidence is informal observation data)

4. Then we should see an increase of highly effective teaming in the math department Programmatic Strategies

(Programs to Purchase or Adopt if applicable)

1. If administration selects the Measures of Academic Progress (MAP) to monitor the regression or progression of math and literacy 2. If instructional leaders are being sent to an NWEA professional

development to ensure that we are planning and monitoring for implications of interventions and daily lesson planning

1. Then all instructional stakeholders can identify our school trends academically

2. Then we should see an increase of the implementation and fidelity using the MAP Assessment data

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ACADEMIC SMART Goal #2:

By June 2015, 50% of the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit) improvement goal for Literacy.

Instructional _1. _{If we use the Data Driven Instructional Teams approach during} collaborative planning

2. If we prepare collaborative planning facilitators to attend Instructional Leadership Team bi-weekly PD sessions with ERE around learning targets, I can statements, zone of proximal development, instructional stance, rigor relevance matrix, and miscue analysis

3. If we support the development of common

curriculum/assessments, assessing the literacy skills across content, and the delivery of sound instruction in the classroom 4. If we have the trades provide informational articles and plan for

students to compose paragraphs

1. Then we should see evidence of differentiated instruction using varying levels of texts in the classroom (teachers meeting the needs of all learners).

2. Then we should see high level collaborative planning sessions targeting student reading comprehension data, student work, teacher practice and evidence of corrective instruction in the classroom.

3. Then we should see an increase of student achievement on the Measures of Academic Progress for students who tested in all three windows.

4. Then we should see the reinforcement of reading and writing skills.

Organizational Strategies _1. _{If we continue scheduling for pure content/course collaborative} planning

2. If we conduct vertical teaming once a month (starting in January 2015)

3. If every instructional stakeholder takes the MAP Assessment(s) 4. If we develop cross content tool bank for literacy

1. Then we should see the alignment of instruction and strategies reflected in each content.

2. Then we should see an increase in the levels of scaffolding

3. Then we should see an awareness of the test and gain more understanding of the variety of question methods and rigor of some of the literacy questions students are presented 4. Then we demonstrate the connection across

contents and increase content knowledge amongst instructional stakeholders

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By June 2015, 50% of the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit) improvement goal for Literacy.

Family Involvement Strategy _1. _{If we conduct semester Parent Night Academies discussing the} Measures of Academic Progress and it's implications on individual student needs

2. If we create a Parent Center for parents to have professional development on how the MAP is assess and the look for’s

1. Then parents will be better informed of

Measures of Academic Progress which will build their capacity and better enable them to support learning at home and share during Parent-Teacher Conferences

2. Then we will improve parent knowledge of the MAP assessments and access to additional resources to support their learning at home 3. Then parents(and students) will be more

informed about the MAP assessment and at these conferences, parents can receive the resources needed to support learning at home Leadership Strategies _1. _{If we create a strategic coaching cohort (five per administrator)}

2. If we hire a consultant (Education Reform Enterprises) to develop the Instructional Leadership Team and Administrative Team through the Professional Development Series (please see attached work scope)

3. If we administratively monitor and provide instructional input through weekly content collaborative planning

4. If we continue to use the "Conditions for Successful Teaming" rubrics (distributed in 2013 by BCPSS) will used as a monitoring tool for highly effective collaboration amongst teachers

5. If we plan and provide peer to peer observations

1. Then we should see an increase in at least 5 English teachers' instructional/planning performance

2. Then we should see an increase of the delivery of standards based instruction aligned to the literacy data and an increase in student achievement

3. Then we should see evidence of the feedback and plans implementing targeted literacy skills during instruction (evidence is informal observation data)

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CLIMATE/SCHOOL CULTURE SMART Goal #3:

By June 2015, the percentage of student suspensions will decrease by 30% compared to the 335 suspensions accumulated during the 2013-2014 academic school year, as measured by the SMS Yearly Discipline Report.

Instructional _1. _{If we create a school-wide code of conduct or “Mergenthaler} Standards of Success” and teach it to all stakeholders

2. If we conduct monthly lesson observations with Academy teams to ensure full compliance and implementation amongst teachers 3. If we professionally develop teachers with more classroom

management strategies

1. Then all stakeholders will understand our expectations for student behavior

2. Then we should see a decrease in behavioral referrals

3. Then we should see a decrease in the number of students sent to the Accountability Center and/or in the hallways

Organizational Strategies _1. _{If we create an Operations Leadership Team (OLT) to discuss} student safety and discipline (consisting of teachers, students, parents and administrators)

2. If we post the "Mergenthaler standards of Success" in every class and common areas

3. If we provide CASS scanners in every class and office 4. If we identify a Community Schools Coordinator

1. Then we should see an increase of more diverse input as it pertains to culture and climate (safer school)

2. Then everyone at all times will be aware of the student behavioral expectations

3. Then we will be able to track the whereabouts of students (especially our repeat offenders) 4. Then we will be able to strategically capture

more parents and community involvement in an effort to support student achievement

Family Involvement Strategy _1. _{If we conduct a family night addressing the issues in the school} community that is affecting safety for our students

2. If we increase Parental involvement on our PTO, School Family Council, ILT and OLT

1. Then we will collaboratively come up with several strategies that will help support our students with a safe school environment and travel to and from school

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By June 2015, the percentage of student suspensions will decrease by 30% compared to the 335 suspensions accumulated during the 2013-2014 academic school year, as measured by the SMS Yearly Discipline Report.

Leadership Strategies _1. _{If we have an accountability center where students who are} struggling with the daily operations of the school’s standards of success are sent

2. If Academy principals hold monthly meeting to discuss academy discipline data

3. If we provide SMS training for all administrators 4. If we provide CASS training for all administrators

1. Then students will be able to speak to a support staff member to figure out how to solve a conflict that could possibly result in a fight or suspension

2. Then academy teachers are able to create strategies to address off task behaviors and violent offenses (should see a decrease in behavioral offenses)

3. Then there should be better monitoring of which students and classrooms that the most egregious behaviors are occurring

4. Then they will be able to monitor and provide academy teachers with CASS support

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. If we use SharePoint 365 to track student behavioral referrals (starting in January)

2. If we change some of the daily operations of our Accountability Center and better track students of concern while adding a conflict resolution and community service component for violent offenses 3. If we become a community school

1. Then we should have a system that quickly captures repeat offenders

2. Then we should see a decrease in the number of violent offenses school-wide

3. Then we should see an increase in partnerships that will support us with decreasing the number of violent offenses in and out of the school environment

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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

By June 2015, 80% of graduating seniors will leave Mergenthaler HS with an acceptance letter to a 2 year, 4 year Post Secondary Institution of Learning or a job offer in their trade, as measured by the Naviance System.

Instructional _1. _{If we teach Naviance usage to students} 2. If we teach Naviance usage to staff members

3. If we teach the updated Grade Point Average (GPA) and graduation requirements to all stakeholders (students and teachers)

4. If we conduct credit checks/educational plans with students

1. Then we should see an increase of students using Naviance for applying to college, creating/uploading resumes, etc.

2. Then we should see an increase of Teachers using Naviance and submitting letters of recommendations for students using the system 3. Then we should see an increase in student

awareness on Grade Point Average and the GPA needed to get accepted into a higher institution 4. Then we should see an increase of student's

overall GPA (assisting with acceptance to college)

Organizational Strategies _1. _{If we add additional computers in the guidance counselors offices} 2. If each teacher has a college focus board in their classroom 3. If we request monthly certification reports from trade teachers

1. Then we should see an increase of students applying for college and/or jobs

2. Then we should see an increase of student college awareness

3. Then we should be able to track CTE completers Family Involvement Strategy _1. _{If we have a workshop for parents to learn how to complete a}

FASFA form and other financial resources

2. If we make sure all parents and students entering the ninth grade

1. Then parents are more equipped to support students with making college more affordable abd FAFSA completion rates will improve

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By June 2015, 80% of graduating seniors will leave Mergenthaler HS with an acceptance letter to a 2 year, 4 year Post Secondary Institution of Learning or a job offer in their trade, as measured by the Naviance System.

Leadership Strategies _1. _{If we asked the guidance department to create a series of teacher} Naviance trainings

2. If we allocate more funds for college and trade based experiences

1. Then we should see an increase of teacher Naviance usage (using site-based PD days) 2. Then we should see an increase of student

exposure to college and trade experiences (increasing the number of students applying for college)

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. If we expand the audience of the Career Bound Program to all seniors (instead of just addressing the top 10%)

1. Then we should see more seniors being supported with college preparedness

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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 By June 2015, 50% of the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit) improvement goal for Mathematics.

Family Involvement Strategy #1 _1. _{If we conduct semester Parent Night Academies discussing the Measures of Academic Progress and it's}

implications on individual student needs

2. If we create a Parent Center/Parent Resource Room for parents to have professional development on what the MAP assesses and the look for’s

Goal #2 By June 2015, 50% of the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit) improvement goal for Literacy.

Family Involvement Strategy #1 _1. _{If we conduct semester Parent Night Academies discussing the Measures of Academic Progress and it's}

implications on individual student needs

2. If we create a Parent Center for parents to have professional development on how the MAP is assess and the look for’s

Goal #3 By June 2015, the percentage of student suspensions will decrease by 30% compared to the 335 suspensions accumulated during the 2013-2014 academic school year, as measured by the SMS Yearly Discipline Report.

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BACK TO SCHOOL NIGHT PARENT MEETINGS AND WORKSHOPS Date: September 30th Time: 6-8pm

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: FAFSA Night

This workshop will give parents a clear overview of the FAFSA and types of the financial aid available in an effort to better prepare students for college. □ Workshop/Meeting #2: Volunteer Workshop

This workshop will help parents understand the process for becoming a volunteer (per City Schools volunteer policy) and highlight volunteer opportunities that exist within Mervo. Parents will be able to sign up to become a volunteer at this workshop.

□ Workshop/Meeting #3:Parent Portal Workshop

The Parent Portal workshop will teach parents how to access their child's grades and attendance via the online tool.

□ Workshop/Meeting #4:

COMMUNICATION ACCESSIBILITY

We will communicate with all families through: □ The Monthly School Newsletter

□ The www.mervo.orgSchool 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

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PARTNER PROGRAMS The following partners provide resources for our school community:

Health-Physical/Mental Workshops and resources Youth Development

Family Support

Downtown Locker Room Collecting and distributing shoes to families in need

Morgan State University AOP Action Research Support

National Honors Society Tutoring Program College Awareness Nights

Microsoft Corporation Providing technology support to our Business Students Software and technical support for students

Blue Water Baltimore Tree service and Asphalt Removal in order to plant and grow food at Mervo

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

Parent Night Academies Parent Night Academies are an opportunity for parents to learn

strategies to support student learning at home. Every Semester-Date TBD

No N/A N/A

Parent Center The Parent Center will give parents access to computers so parents can search for jobs/community resources. In addition, parents will

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PARENT ACTIVITIES / RESOURCES Please list all activities and resources that will empower parents to support their children academically. Family Night Family Night will address the issues in the school community that are

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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? 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

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Questions Title 1 Schoolwide Strategies _ResponsiblePerson(s) Timeline Title I Funding incorporate extended

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

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? 8. How will your school

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

9. How will your school provide professional development

opportunities with Title I Part A resources, and other resources, to the

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Questions Title 1 Schoolwide Strategies _ResponsiblePerson(s) Timeline Title I Funding and local services and

programs are coordinated and integrated?

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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

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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

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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

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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: By June 2015, 50% of the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit) improvement goal for Mathematics.

Fall, winter, and spring MAP assessment Growth

Summary Report

The ILT revisits the data and next steps every two weeks in order to use the data to change teacher practice and increase student achievement

Goal 2: By June 2015, 50% of the

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RIT (Rausch Unit) improvement goal for Literacy. Goal 3: By June 2015, the percentage of student suspensions will decrease by 30% compared to the 335 suspensions accumulated during the 2013-2014 academic school year, as measured by the SMS Yearly Discipline Report. Monthly SMS Reports

ILT members are a part of monthly faculty meeting and the suspension data is shared with all stakeholders

Goal 4: By June 2015, 80% of graduating seniors will leave Mergenthaler HS with an acceptance letter to a 2 year, 4 year Post Naviance

ILT members are a part of monthly faculty meeting and the college acceptance data is shared with all stakeholders

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measured by the Naviance

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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) By June 2015, 50% of

the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit)

improvement goal for Mathematics.

Yes X No

Network Support Data (Ron Krach) MAP Assessment Growth Reports District ILT Tools

Not Implemented: Partially Implemented: Implemented Fully: X

No- (Academic supports needed are highlighted in the 2015-016 budget for additional middle management support)

N/A

By June 2015, 50% of the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit)

improvement goal for Literacy. Yes X No Network Support Data (Sarah Heilbron) MAP Assessment Growth Reports District ILT Tools

No- (Academic supports needed are highlighted in the 2015-016 budget for additional middle management support)

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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, the percentage of student suspensions will decrease by 30% compared to the 335 suspensions

accumulated during the 2013-2014 academic school year, as measured by the SMS Yearly Discipline Report.

Yes X No

District ILT Tools SMS Monthly reports

No- (Climate and Culture supports needed are highlighted in the 2015-016 budget for additional middle management support) N/A By June 2015, 80% of graduating seniors will leave Mergenthaler HS with an acceptance letter to a 2 year, 4 year Post Secondary

Institution of Learning or a job offer in their trade, as measured by the Naviance System.

Yes No DIstrict Reports Guidance weekly reports Not Implemented: Partially Implemented: Implemented Fully: X

No, using Naviance has been the most effective way of monitoring and gathering this data

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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) By June 2015, 50% of

the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit)

improvement goal for Mathematics. Yes No Not Implemented: Partially Implemented: Implemented Fully: By June 2015, 50% of the students who are tested on the Measures of Academic Progress during all three testing windows (Fall, Winter, & Spring) will meet their personal RIT (Rausch Unit)

improvement goal for Literacy. Yes No Not Implemented: Partially Implemented: Implemented Fully: By June 2015, the percentage of student suspensions will Yes No Not Implemented: Partially Implemented:

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Why?

New strategies? (As applicable) school year, as measured by the SMS Yearly Discipline Report. By June 2015, 80% of graduating seniors will leave Mergenthaler HS with an acceptance letter to a 2 year, 4 year Post Secondary

Institution of Learning or a job offer in their trade, as measured by the Naviance System.

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

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 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