School Performance Plan Elementary/Middle Schools

Transcription

1 SY School Performance Plan Elementary/Middle Schools 124 Bay Brook Elementary Middle School Ann Custis, Principal Sean Conley, Executive Director Patricia Rose-Roberts, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE PLAN IMPLEMENTATION GUIDE FOR STEP-BY-STEP INSTRUCTIONS, ADDITIONAL GUIDANCE, AND ITEM DEFINITIONS. School Performance Plan for Bay Brook Elementary Middle School 1 of 47

2 Your School s Instructional Leadership Team Name Position Ann Custis Principal Nora Graham Assistant Principal Lisa Foley Staff Developer Russell Parisi Middle School Staff Developer Suman Noor Primary Staff Developer Dorothy Glasco-Jones Special Ed. Staff Developer Donna Boccuzzi Intermediate Teacher Rebecca Wilsman Primary Teacher Ofelia Arcillo middle School teacher Teresa Kellum Intervention Teacher Amy Moore Teacher(regular and special ed Tanika Rucker Parent/Behavior Management Team Key Points of Contact at Your School Position Name Contact Professional Development Point of Contact/Monitor Lisa Foley lbrown@bcps.k12.md.us New Teacher Mentor Coordinator Suman Noor snoor@bcps.k12.md.us School Family Council Representative Tanika Rucker trucker@bcps.k12.md.us Family and Community Engagement Representative Janet Blackmon jblackmon@bcps.k12.md.us School Performance Plan for Bay Brook Elementary Middle School 2 of 47

3 Reflect on SY School Performance Plan Guidance: Complete these questions by reflecting with your Instructional Leadership Team, Executive Director and Network Facilitator prior to Step 1. Record your answers below. 1. What progress did you make toward meeting your SPP SY goals? Bay Brook's goal was to increase overall student achievement by 10% in reading and mathematics. There was a 10% increase in achievement at some grade levels when the Benchmark B and C reading and math results were compared. Bay Brook did not reach its goal of 25% decrease in suspensions. 2. Were your strategies fully implemented, partially implemented, not implemented at all? Why? Bay Brook's goal was to focus on differentiation of instruction. This was accomplished through the focus on explicit instruction in all subject areas. Bay Brook provided professional development with PBIS, Mariposa, and Time to Teach lessons for improving classroom management. However, the Mariposa Management professional developement was given but the program was partially implemented due to the fact that teachers had to go online for strategies. A survey of teachers revealed that they needed more on-line training and that training should take place in the computer lab. In addition, they felt that they should have discussed strategies in collaborative meetings and created a calendar to implement a strategy a week. The mentoring program was fully implemented but PBIS was not fully implemented this school year due to the lack of PBIS team's progress in providing timely incentives and promoting the program daily. Bay Brook needs to devote more time to training and monitoring to see that teachers are fully implementing all the strategies and components of the program. 3. What evidence of actual impact did you see on instructional practice and/or student learning? More focused instruction due to the professional development in Explicit Instruction. Teachers did more modeling, guided practice, and release of responsibility of tasks to the students. 4. What practices are in place that we are unable to link to increased student achievement? The practice of focusing on explicitly teaching using some high yield strategies. 5. If your school participated in the School Effectiveness Review (SER) process, how will that feedback influence your strategic planning for ? Bay Brook will review and analyze the feedback and incorporate appropriate information given that will lead to increased student achievement. School Performance Plan for Bay Brook Elementary Middle School 3 of 47

4 Step 1: Collect and Chart Data Effect Data: Outcomes or Results State Test Data (MSA, HSA) Stanford 10 District Benchmarks and End of Course Assessments Formative Assessments (teacher developed assessments) Diagnostic Assessments (RISE, STEP, DIBBELS, NWEA) Attendance Discipline/Suspension Data Student Work (i.e. writing samples) Grades & GPA School Effectiveness Review (if applicable) Climate Survey ACCESS DATA LINK & THE RAPID RESPONSE TOOL DIRECTLY BY VISITING: School Performance Plan for Bay Brook Elementary Middle School 4 of 47

5 School Demographics Total Enrollment % of Students by Subgroup African-American American Indian/Alaskan Native n/a n/a n/a 0.3 Asian/Pacific Islander Hispanic White Free and Reduced Meals (FARM) English Language Learners (ELL) Students with Disabilities (SWD) % Mobility % of Highly Qualified Teachers % of Teachers with Less than Five Years of Experience Principal s Years of Experience Principal s Tenure at the School School Improvement Status none LA LA Attendance Data All % habitually truant > 20 days 7 19 % chronically absent < 5 days School Performance Plan for Bay Brook Elementary Middle School 5 of 47

6 Reading and Mathematics Stanford 10 Grade 1 Grade Total Reading Word Study Skills Word Reading (Grade 1 only) Reading Vocabulary (Grade 2) Sentence Reading N/A Reading Comprehension Total Mathematics Problem Solving Procedures School Performance Plan for Bay Brook Elementary Middle School 6 of 47

7 MSA Reading (% Proficient and Advanced) Grade Grade 3 Grade 4 Grade 5 Year All Subgroups Asian/Pacific Islander 100 African-American American Indian/Alaskan Native White * * Hispanic 100 * * * FARM ELL * na * SWD MSA Reading (% Proficient and Advanced) Grade Grade 6 Grade 7 Grade 8 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native White * na Hispanic * * * FARM ELL na na na SWD na School Performance Plan for Bay Brook Elementary Middle School 7 of 47

8 MSA Math (% Proficient and Advanced) Grade Grade 3 Grade 4 Grade 5 Year All Subgroups Asian/Pacific Islander 100 African-American American Indian/Alaskan Native White * * Hispanic 100 * * * FARM ELL * * SWD MSA Math (% Proficient and Advanced) Grade Grade 6 Grade 7 Grade 8 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native White * Hispanic * * * FARM ELL SWD School Performance Plan for Bay Brook Elementary Middle School 8 of 47

9 MSA Science (% Proficient and Advanced) Grade Grade 5 Grade 8 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native White Hispanic FARM SWD School Performance Plan for Bay Brook Elementary Middle School 9 of 47

10 Charting Additional Effect Data Points Guidance: Additional Effect Data should be charted in the Charting Additional Effect Data table below. Gather and organize data in order to gain insights about teaching, learning, and leadership practices. Consider charting data that is disaggregated and triangulated Data Point What do the data tell you about trends in student achievement and other aspects of your school performance? School Performance Plan for Bay Brook Elementary Middle School 10 of 47

11 Annual Measurable Objectives Objective #1: Grade 3 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 55.8% to %; African-American students from 54.3% to %; White students from *% to na%; Hispanic students from *% to na%; LEP students from *% to na%; Special Education students from % to % and FARM students from 56.9% to %. Grade 4 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 80.4% to %; African-American students from 81.5% to %; White students from % to %; Hispanic students from *% to %; LEP students from na% to na%; Special Education students from % to % and FARM students from 79.6% to %. Grade 5 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 63.3% to %; African-American students from 60% to %; White students from *% to 100%; Hispanic students from *% to %; LEP students from *% to na%; Special Education students from % to % and FARM students from 62.5% to %. Grade 6 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 50% to %; African-American students from 49% to %; White students from *% to na%; Hispanic students from *% to %; LEP students from na% to na%; Special Education students from na% to % and FARM students from 50% to %. Grade 7 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 54.3% to %; African-American students from 54.5% to %; White students from na% to na%; Hispanic students from *% to 100%; LEP students from na% to na%; Special Education students from % to % and FARM students from 54.3% to 75.0%. Grade 8 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 57.1% to %; African-American students from 55.9% to %; White students from % to %; Hispanic students from *% to na%; LEP students from na% to na%; Special Education students from % to % and FARM students from 54.5% to %. School Performance Plan for Bay Brook Elementary Middle School 11 of 47

12 Objective #2: Grade 3 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 73.1% to %; African-American students from 71.7% to %; White students from *% to na%; Hispanic students from *% to na%; LEP students from *% to na%; Special Education students from % to % and FARM students from 72.5% to %. Grade 4 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 69.6% to %; African-American students from 68.5% to %; White students from % to %; Hispanic students from *% to %; LEP students from % to %; Special Education students from % to % and FARM students from 70.4% to %. Grade 5 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 53.1% to %; African-American students from 48.9% to %; White students from *% to %; Hispanic students from *% to %; LEP students from *% to %; Special Education students from % to % and FARM students from 52.1% to %. Grade 6 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 44.2% to %; African-American students from 42.9% to %; White students from *% to %; Hispanic students from *% to %; LEP students from % to %; Special Education students from % to % and FARM students from 44.2% to %. Grade 7 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 60% to %; African-American students from 60.6% to %; White students from % to %; Hispanic students from *% to %; LEP students from % to %; Special Education students from % to % and FARM students from 60% to %. Grade 8 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 40% to %; African-American students from 38.2% to %; White students from % to %; Hispanic students from *% to %; LEP students from % to %; Special Education students from % to % and FARM students from 42.4% to %. Objective #3: Grade 5 Between June 2012 and June 2013, the proficient rate on the Science portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 12.2% to %; African-American students from 8.9% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 12.8% to %. School Performance Plan for Bay Brook Elementary Middle School 12 of 47

13 Grade 8 Between June 2012 and June 2013, the proficient rate on the Science portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 30.6% to %; African-American students from 32.4% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 33.3% to %. Objective #4: Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Reading portion of the Alt MSA will increase a minimum of 15 percentage points from the previous year from % to %. (Only applies to schools administering the Alt MSA.) Objective #5: Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Mathematics portion of the Alt MSA will increase a minimum of 15 percentage points from the previous year from % to %; (Only applies to schools administering the Alt MSA.) Objective #6: Between June 2012 and 2013 the student attendance will increase from % to % to meet the annual measurable objective. School Performance Plan for Bay Brook Elementary Middle School 13 of 47

14 Step 2: Analyze Data to Prioritize Needs Guidance: Complete these questions by meeting with your Instructional Leadership Team, School Family Council, Executive Director, and Network Facilitator to begin the development of your school s School Performance Plan. Record your answers below. 1. What do your data tell you about students overall performance? Wireless Text Comprehension levels revealed that student achievement is increasing by 10% in the advance level. However, the number of students scoring intensive remained the same. Students overall performance in reading on the 2011 MSA decreased significantly in grades 3,6, and 8. In addition, there was an across grade levels decrease in the area of mathematics on the 2011 MSA with the largest decrease in grade 8. The Stanford 10 results revealed a 7% drop in grade 1 reading and a 29% drop in 2nd grade reading percentile ranks. Grade 2 reading vocabulary decreased by 19% and a decline in reading comprehension of 24%. The Stanford 10 math results revealed a drop in total math of grade 1 students of 1% and 18% in grade 2. Grade 2 revealed a signifcant decline in problem solving and procedures. 2. How are subgroups of students performing, e.g. particular grade levels; content areas; accelerated learners; SWD, FARMS? Please discuss those groups with the largest achievement gaps. There was a double digit decrease in the scores of African American students in reading. SWD scores decreased in every grade level in reading with the largest decrease in grade 3 students scoring proficient/advanced on the 2011 MSA. There was a decrease in the number of FARM students scoring proficient with the largest decreases in grades 3, 6, and 8. There was a decreased in all grade levels of the number of African-American students scoring proficient/advanced in mathematics on the 2011 MSA with the largest decreases in grades 3, 5, 7, and 8. In addition, there was a decrease in the number of FARMS students scoring proficient/advanced in mathematics with the largest decrease in grade 8. The number of African-American and FARMS students scoring proficient/advanced on the MSA in science declined for both grades 5 and How did my teachers perform (test results by grade level, teacher/class, subject area/and subgroup. e.g. SWD)? The Stanford 10 results for Grade 1 reading 68%, Grade 1 Math 80%, Grade 2 reading 27%, Grade 2 math 51% The MSA results by grade level revealed Grade 60.3, Grade 3 math 67.2, Grade 4 reading 72, Grade 4 math 66, Grade 5 reading 76, Grade 5 math 42, Grade 6 reading 50, Grade 6 math 62, Grade 7 reading 76, Grade 7 math 50, Grade 8 reading 55, Grade 8 Math 8 Guidance: Based on the answers to the questions above, generate a list of school strengths and needs, and record them below. Consider the contributing factors and identify the sources of data that demonstrate these trends, and record them below. Limit your Strengths and Needs to the three most important. Examples of Cause Data (Contributing Factors): Professional Practices that Create Effects or Results School Performance Plan for Bay Brook Elementary Middle School 14 of 47

15 Use of teacher collaborative planning time Implementation of effective professional development strategies Research-based classroom instructional strategies Classroom visits Teacher feedback Professional Learning Communities Other: Strengths Contributing Factors Data Source Students read everyday independently for 30 minutes to practice skills learned in Shared Reading through the 100 Book Challenge independent reading program Students in grades Pre-K through 4 had students moved from the basic/proficient level to the advance level in math. Pre-K 81%, Kindergarten 60%, Grade 1-46%, Grade 2 47%, Grade 3 43%, Grade 4 22% moved from basic/proficient to the advanced level on Benchmark D in mathematics Overall student achievement in mathematics in grades 7 and 8 is improving Effective staff development of the 100 Book Challenge program and the Readers Workshop Model Teachers modeling and explicitly teaching math skills and using manipulatives to support instruction Certified teachers through University Tutors and the special education middle school resource teacher increased math time working with students in small group. Middle school science and social studies teachers incorporated math skills into their instructional program. School Pace (100 Book online tracking program) Wireless k-3 Benchmark D math Benchmark data, common unit assessments. Needs Contributing Factors Data Source Increase professional development in strategies for working in small groups in reading and mathematics Teachers are observed teaching whole group for majority of the instructional day. Informal and formal feedback Learning Walk-through data Benchmark, Wireless, School Pace data 2 Intervention teachers to provide more support to low achieving student in reading and mathematics Little improvement in the scores of low performing students in reading and mathematics Wireless, Benchmark, School Pace School Performance Plan for Bay Brook Elementary Middle School 15 of 47

16 Needs Contributing Factors Data Source Fully implement PBIS program to improve school climate and decrease office referrals and suspensions Program was not consistent with incentives, new teachers lacked strategies to maintain classroom management, office referrals, suspension data School Performance Plan for Bay Brook Elementary Middle School 16 of 47

17 Step 3: Establish SMART Goals and Step 4: Select Strategies Guidance: Identify your three most critical goals for student achievement based on needs that were identified through the inquiry process. Be sure your goals are Specific, Measurable, Achievable, Relevant, and Timely (SMART). Then, for each goal, identify specific strategies that support: Highly Effective Instruction or Climate; Professional Development; and Engaged Family and Community. Strategies should be action-oriented, measurable, and research-based. Your school should focus on two Highly Effective Instruction strategies and one Climate strategy. There may be multiple components of a strategy noted within each category. More than one Professional Development strategy may be selected by the dropdown menu. Please refer to the SPP Implementation Guide for additional guidance on completing this section. School-Level Goal #1 Goal: The percentage of students scoring proficient or higher in the comprehending of a variety of texts will increase from 58% to 68% by the end of each month as measured by common unit assessments. School-Level Strategies High Yield Instructional Strategy: Quarter 1: Explicit Instruction (model, guided and independent practice.) General Funds Funding Resources Quarter 2 Finish with model and guided practice and transition into independent practice/conferencing and small Group Instruction. Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. 1. Focused staff development on explicit teaching in small group instruction Professional Development Strategy: Collaborative Planning; Professional Development will continue in monthly faculty meeting and identified site based staff development. School Performance Plan for Bay Brook Elementary Middle School 17 of 47

18 Engaged Family and Community Strategy: Parent Workshops will be held on helping parents to work with their students as reading coaches at home. Creation of a lending library of books for parents to read with and to their children. ILT will host/facilitate-quarterly-themed workshops to aid parents in becoming "at-home" reading coaches. School will partner with the Organized Parent Group/maintain a lending library for families to increase reading at home. Child First (primary Community-Based Organization) will recruit community members to be quest readers to elementary grade students. School will seek a Higher Learning institution and/or business to tutor students in need of support in reading, School Performance Plan for Bay Brook Elementary Middle School 18 of 47

19 School-Level Goal #2 Goal: By the end of quarter one, the number of students scoring proficient or higher in the area of math procenduarl fluency will increase from 53% to 63% as measured by Benchmark C and Unit assessment School-Level Strategies High Yield Instructional Strategy: Quarter 1. Explicit Instruction (model/student exploration, guided and independent practice Funding Resources Quarter 2. Finish with model/student exploration, guided practice and transition into independent practice/conferencing and small group instruction. Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. Teachers will receive professional development in the best practices for math instruction that will lead to students being able to solve complex math problems. Professional Development Strategy: Collaborative Planning; Teachers will receive stipends to participate in Math Staff Development. Professional development will be provided in monthly faculty meetings and identified site based staff development days. Engaged Family and Community Strategy: Parental Workshops will be held to increase the math knowledge of parents. Monthly Family Math Nights Teachers will collaborate across grade levels to coordinate at least 2 (1 per semester) Math Night activities to help parents learn strategies they can use to support students improving math skills at home. For parent-teacher conferences, teachers will have detailed updates on progress toward math goals and recommendations for ways to improve/suggested activities. School Performance Plan for Bay Brook Elementary Middle School 19 of 47

20 School-Level Goal #3 Goal: The percentage of office referrals will decrease from 84 to 50 as measured by the Baltimore City Public School System's Student Management System. School-Level Strategies High Yield Instructional Strategy: 1. Functioning PBIS Team (Emphasis on Anti-Bullying and PBIS store) 2. Mental Health Clinician to work with emotional students on self-control 3. Reflection Room -Students to cool down and reflect on peer relationships 4. Schoolwide focus on anti-bullying 5. Create a Behavior Management Team (Temporary Employees) Funding Resources General Funds 15,000 General Funds 5,000 Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. 1. Train PBIS Team Professional Development Strategy: Outside Consultants; Staff will receive continued professional development with Mariposa. In addition, staff developers and PBIS Team will provide professional development in the Positive Behavior Intervention Strategies Program. Engaged Family and Community Strategy: 1. Provide family counseling opportunities for parents of difficult students. 2. Provide workshops on raising students with ADHD and ODD. 3. School service providers will partner to host a resource fair to familiarize families with ways to encourage appropriate behavior in school and at home as well as community partners who can help increase desired behavior. 4. Child First will assess the families' needs as they relate to mental health and the school's climate and recruit/help sustain partnerships that can support the school's goal. School Performance Plan for Bay Brook Elementary Middle School 20 of 47

21 What strategies will your school use to support new teachers? 1. Provide teachers with an in-school classroom management team ( 3 persons) to support teachers with researched based strategies for working with difficult students and maintaining a classroom environment that is safe and orderly. 2. Provide a new teacher mentoring program that will provide support with instruction through collaborative planning and preparation sessions. 3. Provide monthly new teacher meetings and workshops on parent/teacher conferences and working with special needs students in an inclusive setting. Funding Resources General Funds 57, 960 General Funds 1,000 School Performance Plan for Bay Brook Elementary Middle School 21 of 47

22 Step 5: Determine Results Indicators Results Indicator Statements: Results Indicators describe: What to look for in monitoring the implementation of the strategy; and What relationships can be established between strategies and outcome data. Your ILT should identify results indicators for each of the three strategies connected to each school-level goal. (NOTE: The 3 primary strategies identified below will pre-populate here: Highly Effective Inst./Climate, Professional Development, and Engaged Fam and Comm.) School-Level Goal #1 Goal: The percentage of students scoring proficient or higher in the comprehending of a variety of texts will increase from 58% to 68% by the end of each month as measured by common unit assessments. School-Level Goal #1 Strategies Results Indicator Reporting Mechanism School Performance Plan for Bay Brook Elementary Middle School 22 of 47

23 School-Level Goal #1 Goal: The percentage of students scoring proficient or higher in the comprehending of a variety of texts will increase from 58% to 68% by the end of each month as measured by common unit assessments. School-Level Goal #1 Strategies Results Indicator Reporting Mechanism Quarter 1: Explicit Instruction (model, guided and independent practice.) Quarter 2 Finish with model and guided practice and transition into independent practice/conferencing and small Group Instruction. Q1:Teachers using the gradual Release Model (model, guided and independent practice) in total group and small group instruction. Q2: MODELING: Teachers using gradual release model. Teacher setting a purpose and demonstrate a strategy a particular skill. GUIDED: Teachers will use informal checks for understanding. Teachers addressing student misunderstanding. Check for understanding. Student taking notes, student listening attentively. Teachers will have stuctures for student collaboration. student engagement, and teacher demonstrating, teachers facilitating activities that deepen students' conceptual unerstanding. Teachers asking questions, Informal and formal feedback forms Student Assessment Data Conference notes on student progress Q2: Informal and formal feedback forms. Student progress monitoring data, unit assessment. School Performance Plan for Bay Brook Elementary Middle School 23 of 47

24 School-Level Goal #1 Goal: The percentage of students scoring proficient or higher in the comprehending of a variety of texts will increase from 58% to 68% by the end of each month as measured by common unit assessments. School-Level Goal #1 Strategies Results Indicator Reporting Mechanism Professional Development will continue in monthly faculty meeting and identified site based staff development. Parent Workshops will be held on helping parents to work with their students as reading coaches at home. Creation of a lending library of books for parents to read with and to their children. ILT will host/facilitate-quarterly-themed workshops to aid parents in becoming "at-home" reading coaches. School will partner with the Organized Parent Group/maintain a lending library for families to increase reading at home. Child First (primary Community-Based Organization) will recruit community members to be quest readers to elementary grade students. School will seek a Higher Learning institution and/or business to tutor students in need of support in reading, Increase in the number of parents participating in the AT-Home Reading parent workshops. on helping your child become a better reader. Parents reading and monitoring their child's independent home reading. At-Home parent signature logs SANE Documents School-Level Goal #2 Goal: By the end of quarter one, the number of students scoring proficient or higher in the area of math procenduarl fluency will increase from 53% to 63% as measured by Benchmark C and Unit assessment School-Level Goal #2 Strategies Results Indicator Reporting Mechanism School Performance Plan for Bay Brook Elementary Middle School 24 of 47

25 School-Level Goal #2 Goal: By the end of quarter one, the number of students scoring proficient or higher in the area of math procenduarl fluency will increase from 53% to 63% as measured by Benchmark C and Unit assessment School-Level Goal #2 Strategies Results Indicator Reporting Mechanism Quarter 1. Explicit Instruction (model/student exploration, guided and independent practice Quarter 2. Finish with model/student exploration, guided practice and transition into independent practice/conferencing and small group instruction. Q1: Teachers using the model/student exploration, guided and independent practice. All students engaged in the lesson and can explain what they are doing and why. Q2: MODELING: Teachers using gradual release model. Teacher setting a purpose and demonstrate a strategy a particular skill. GUIDED: Teachers will use informal checks for understanding. Teachers addressing student misunderstanding. Check for understanding. Student taking notes, student listening attentively. Teachers will have stuctures for student collaboration. student engagement, and teacher demonstrating, teachers facilitating activities that deepen students' conceptual unerstanding. Informal and formal feedback Student Assessment Data Benchmark C and Unit assessments and interim procedural fluency assessment School Performance Plan for Bay Brook Elementary Middle School 25 of 47

26 School-Level Goal #2 Goal: By the end of quarter one, the number of students scoring proficient or higher in the area of math procenduarl fluency will increase from 53% to 63% as measured by Benchmark C and Unit assessment School-Level Goal #2 Strategies Results Indicator Reporting Mechanism Teachers will receive stipends to participate in Math Staff Development. Professional development will be provided in monthly faculty meetings and identified site based staff development days. Parental Workshops will be held to increase the math knowledge of parents. Monthly Family Math Nights Teachers will collaborate across grade levels to coordinate at least 2 (1 per semester) Math Night activities to help parents learn strategies they can use to support students improving math skills at home. For parent-teacher conferences, teachers will have detailed updates on progress toward math goals and recommendations for ways to improve/suggested activities. School-Level Goal #3 Increase in parents participating in workshops to support their children in mathematics. Parents attending Family Math Nights and participating in the math activities. Increase in math scores as a result of parents assisting their children with math home assignments and review. SANE documents Math Common Assessments Goal: The percentage of office referrals will decrease from 84 to 50 as measured by the Baltimore City Public School System's Student Management System. School-Level Goal #3 Strategies Results Indicator Reporting Mechanism 1. Functioning PBIS Team (Emphasis on Anti-Bullying and PBIS store) 2. Mental Health Clinician to work with emotional students on self-control 3. Reflection Room -Students to cool down and reflect on peer relationships 4. Schoolwide focus on anti-bullying 5. Create a Behavior Management Team (Temporary Employees) Staff will receive continued professional development with Mariposa. In addition, staff developers and PBIS Team will provide professional development in the Positive Behavior Intervention Strategies Program. 10% decrease in the number of office referral sent to the office by teachers. 10% decrease in suspensions. SMS data on office referrals and suspensions School Performance Plan for Bay Brook Elementary Middle School 26 of 47

27 School-Level Goal #3 Goal: The percentage of office referrals will decrease from 84 to 50 as measured by the Baltimore City Public School System's Student Management System. School-Level Goal #3 Strategies Results Indicator Reporting Mechanism 1. Provide family counseling opportunities for parents of difficult students. 2. Provide workshops on raising students with ADHD and ODD. 3. School service providers will partner to host a resource fair to familiarize families with ways to encourage appropriate behavior in school and at home as well as community partners who can help increase desired behavior. 4. Child First will assess the families' needs as they relate to mental health and the school's climate and recruit/help sustain partnerships that can support the school's goal. 10% decrease in the number of office referral sent to the office by teachers. 10% decrease in suspensions. SMS data on office referrals and suspensions School Performance Plan for Bay Brook Elementary Middle School 27 of 47

28 Step 6: Monitor and Evaluate Results Guidance: Use this template at designated Instructional Leadership Team (ILT) and School Family Council (SFC) meetings throughout the year to monitor specific goals and strategies in your plan. School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 1: Goal: The percentage of students scoring proficient or higher in the comprehending of a variety of texts will increase from 58% to 68% by the end of each month as measured by common unit assessments. Instructional Strategy 1: Quarter 1: Explicit Instruction (model, guided and independent practice.) Quarter 2 Finish with model and guided practice and transition into independent practice/conferencing and small Group Instruction. Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 28 of 47

29 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 1: Goal: The percentage of students scoring proficient or higher in the comprehending of a variety of texts will increase from 58% to 68% by the end of each month as measured by common unit assessments. Professional Development Strategy 1: Outside Consultants; Staff will receive continued professional development with Mariposa. In addition, staff developers and PBIS Team will provide professional development in the Positive Behavior Intervention Strategies Program. Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 29 of 47

30 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 1: Goal: The percentage of students scoring proficient or higher in the comprehending of a variety of texts will increase from 58% to 68% by the end of each month as measured by common unit assessments. Engaged Family and Community Strategy 1: Parent Workshops will be held on helping parents to work with their students as reading coaches at home. Creation of a lending library of books for parents to read with and to their children. ILT will host/facilitate-quarterly-themed workshops to aid parents in becoming "at-home" reading coaches. School will partner with the Organized Parent Group/maintain a lending library for families to increase reading at home. Child First (primary Community-Based Organization) will recruit community members to be quest readers to elementary grade students. School will seek a Higher Learning institution and/or business to tutor students in need of support in reading, Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 30 of 47

31 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 2: Goal: By the end of quarter one, the number of students scoring proficient or higher in the area of math procenduarl fluency will increase from 53% to 63% as measured by Benchmark C and Unit assessment Instructional Strategy 2: Quarter 1. Explicit Instruction (model/student exploration, guided and independent practice Quarter 2. Finish with model/student exploration, guided practice and transition into independent practice/conferencing and small group instruction. Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 31 of 47

32 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 2: Goal: By the end of quarter one, the number of students scoring proficient or higher in the area of math procenduarl fluency will increase from 53% to 63% as measured by Benchmark C and Unit assessment Professional Development Strategy 2: Outside Consultants; Staff will receive continued professional development with Mariposa. In addition, staff developers and PBIS Team will provide professional development in the Positive Behavior Intervention Strategies Program. Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 32 of 47

33 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 2: Goal: By the end of quarter one, the number of students scoring proficient or higher in the area of math procenduarl fluency will increase from 53% to 63% as measured by Benchmark C and Unit assessment Engaged Family and Community Strategy 2: Parental Workshops will be held to increase the math knowledge of parents. Monthly Family Math Nights Teachers will collaborate across grade levels to coordinate at least 2 (1 per semester) Math Night activities to help parents learn strategies they can use to support students improving math skills at home. For parent-teacher conferences, teachers will have detailed updates on progress toward math goals and recommendations for ways to improve/suggested activities. Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 33 of 47

34 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 3: Goal: The percentage of office referrals will decrease from 84 to 50 as measured by the Baltimore City Public School System's Student Management System. Instructional Strategy 3: 1. Functioning PBIS Team (Emphasis on Anti-Bullying and PBIS store) 2. Mental Health Clinician to work with emotional students on self-control 3. Reflection Room -Students to cool down and reflect on peer relationships 4. Schoolwide focus on anti-bullying 5. Create a Behavior Management Team (Temporary Employees) Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 34 of 47

35 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 3: Goal: The percentage of office referrals will decrease from 84 to 50 as measured by the Baltimore City Public School System's Student Management System. Professional Development Strategy 3: Outside Consultants; Staff will receive continued professional development with Mariposa. In addition, staff developers and PBIS Team will provide professional development in the Positive Behavior Intervention Strategies Program. Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 35 of 47

36 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Bay Brook Elementary Middle School Goal 3: Goal: The percentage of office referrals will decrease from 84 to 50 as measured by the Baltimore City Public School System's Student Management System. Engaged Family and Community Strategy 3: 1. Provide family counseling opportunities for parents of difficult students. 2. Provide workshops on raising students with ADHD and ODD. 3. School service providers will partner to host a resource fair to familiarize families with ways to encourage appropriate behavior in school and at home as well as community partners who can help increase desired behavior. 4. Child First will assess the families' needs as they relate to mental health and the school's climate and recruit/help sustain partnerships that can support the school's goal. Has this strategy been implemented? Has this activity had impact? What were the supports or barriers to implementing this strategy? What are the contributing factors? What is the evidence of the strategy s impact on instructional practice and/or student learning? Did the strategy work? If not how do you plan to modify it? School Performance Plan for Bay Brook Elementary Middle School 36 of 47

37 Appendix 1: Title I Family and Community Engagement Plan Does your school receive Title I funds? Yes If yes, complete Appendix 1 below. If no, continue to Appendix 4. Building Family Capacity for Involvement Your school should provide assistance to families in order to support their: Familiarity with Title I requirements; Understanding of MSDE s Common Core State Standards and assessments; Connections to other programs and activities, including Head Start, HIPPY, and parent resource centers; Involvement in school activities and governance; and Engagement in actively supporting academic progress and achievement. Provide the dates of 3 school-level opportunities that will contribute to building parent capacity for involvement. Date 1: September 12, 2012 Date 2: October 3, 2012 Date 3: November 7, 2012 File SANE School-Parent Compact The School-Parent Compact is an agreement between families, students, and school staff to support each other in ensuring that students are successful. The compact addresses communication between teachers and parents on an ongoing basis about their children s progress and achievement. Your school should provide opportunity for families to take part in the development of the School-Parent Compact. Provide the dates of at least one school-level opportunity that will contribute to building parent capacity for involvement. Date 1: August 29, 2012 Date 2: September 5, 2012 File SANE School Performance Plan for Bay Brook Elementary Middle School 37 of 47

38 Annual Meeting Your school should invite families to attend the Annual Meeting (at Back to School Night or another time convenient for the school community) to learn about your school s Title I programs and requirements. Families should be given opportunity to review and provide feedback in the following areas: Annual Yearly Progress (AYP)/School Data Overall School Budget Overview of Parent Involvement Plan School-Parent Compact Rights of Title I Parents Provide the date of the planned Annual Meeting below. Date 1: September 26, 2012 File SANE Title I Parent Involvement Budget Your school should invite families to take part in decisions about how Title I Parent Involvement Funds are spent. Provide the date of the planned meeting for parents to take part in Title I Parent Involvement budget allocation decisions below. Date 1: October 10, 2012 File SANE School Performance Plan for Bay Brook Elementary Middle School 38 of 47

39 Appendix 2: Title I Schoolwide Does your school receive Title I Schoolwide funds? Yes If yes, complete Appendix 2 below. If no, continue to Appendix 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? Title 1 Schoolwide Strategies Students in grades Pre-K-2 will use the Primary Talent Development program. Students in grades 3-5 will use Jacobs's Ladder. $20 per student (300) will be allocated for advanced learning program in middle school. Staff will create project-based activities in the content area 2 intervention teachers will provide additional support in reading to low achieving students. Person(s) Responsible Timeline Title I Funding Classroom Teachers 8/2012-6/ Jacob Ladder 1,200 Pre-K middle School Staff Developers 7/2012-8/2013 3,600 Intervention Teacher 8/2012-6/ Implementation of the S.P.I.R.E. intervention program Intervention teacher 8/2012-6/2013 1, Book Challenge Independent Reading Program ( Implementation of Research Labs) Classsroom Teachers 8/2012-6/2013 $5, What are the processes within your school for identifying students struggling to meet high academic standards, and providing and monitoring instructional interventions? Staff will analyze data from bi-weekly and monthly common assessments to identify struggling students and plan re-teaching strategies to address their needs in collaborative planning meeting. Create an action plan/calendar to re-teach nonmastered skills in small group. Student progress is monitored through school pace and excel spread sheets. staff Developers Classroom Teachers Staff Developers Classroom Teachers 9/2012-6/2013 1,000 9/2012-6/2013 School Performance Plan for Bay Brook Elementary Middle School 39 of 47