School Performance Plan Elementary/Middle Schools

Transcription

1 SY School Performance Plan Elementary/Middle Schools 160 Dr. Carter G. Woodson Patrick F. Harris, Principal Sonya Goodwyn, Executive Director, 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 Dr. Carter G. Woodson 1 of 44

2 Your School s Instructional Leadership Team Madu Wijesinghe Katie Simmons Leah Vanevenhoven Shamera Wilkins Jessica Longboan Reynilda Carino Kelly Dunn Stacie Smith Shaiah McLain Larissa Bagley-Shaw Patrick Harris Name Teacher Teacher Teacher Teacher Teacher Teacher Mental Health Worker Reading Specialist Literacy IST Assistant Principal Principal Position Key Points of Contact at Your School Position Name Contact Professional Development Point of Contact/Monitor Larissa Bagley-Shaw lbagley@bcps.k12.md.us New Teacher Mentor Coordinator Shaiah McLain smclain@bcps.k12.md.us School Family Council Representative Patrick Harris pharris@bcps.k12.md.us Family and Community Engagement Representative Stacie Smith slsmith@bcps.k12.md.us School Performance Plan for Dr. Carter G. Woodson 2 of 44

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? Progress was made toward raising student achievment but may not have reached the 20% mark. Incoming MSA data will confirm or refute this statement. 2. Were your strategies fully implemented, partially implemented, not implemented at all? Why? Goal 1 & 2 were fully implemented while goal 3 was partially implemented. Goal 1: Math team meetings were held by staff developer/network ACL and primary grade levels worked with Towson Partnership on professional development and collaborative planning. Goal 2: Team meetings consistently were held on a weekly basis. Student progress on short cycle assessments was discusses during team meetings. Students were offered afterschool tutoring during two cycles, one in the fall and one in the winter. Wireless was utilized with fidelity according to city requirments. Goal 3: Special Education teachers collaborativley planned with regular education teachers during team meetings. Student progress on short cycle assessments was discusses during team meetings. 3. What evidence of actual impact did you see on instructional practice and/or student learning? Short cycle assessments were given based on individual skills while unit and benchmark assessments were utilized to test multiple skills. Overall student progress was made on short cycle assessments as well as unit and benchmark assessments. The use of formative assessment practice, such as conductin an item analysis and developing a plan for re-teaching, helped focus teachers on individual student needs. Student learning was evidendent through a review a student scores on teacher- created retests. 4. What practices are in place that we are unable to link to increased student achievement? All practices were linked to student achievment. 5. If your school participated in the School Effectiveness Review (SER) process, how will that feedback influence your strategic planning for ? N/A School Performance Plan for Dr. Carter G. Woodson 3 of 44

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 Dr. Carter G. Woodson 4 of 44

5 School Demographics Total Enrollment % of Students by Subgroup African-American American Indian/Alaskan Native 0.3 Asian/Pacific Islander 0.6 Hispanic 0.6 White 1.5 Free and Reduced Meals (FARM) English Language Learners (ELL) 0.3 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 RI Priority Comp. N/A Attendance Data All % % habitually truant > 20 days % chronically absent < 5 days School Performance Plan for Dr. Carter G. Woodson 5 of 44

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 Dr. Carter G. Woodson 6 of 44

7 MSA Reading (% Proficient and Advanced) Grade Grade 3 Grade 4 Grade 5 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native White * Hispanic FARM ELL 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 * Hispanic FARM ELL SWD School Performance Plan for Dr. Carter G. Woodson 7 of 44

8 MSA Math (% Proficient and Advanced) Grade Grade 3 Grade 4 Grade 5 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native White * Hispanic 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 Dr. Carter G. Woodson 8 of 44

9 MSA Science (% Proficient and Advanced) Grade Grade 5 Grade 8 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native Hispanic 75 FARM SWD School Performance Plan for Dr. Carter G. Woodson 9 of 44

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 Dr. Carter G. Woodson 10 of 44

11 Data Point Grade 1 Math Benchmark A 51.40% 29.70% 18.90% Grade 1 Math Benchmark B 69.70% 24.20% 6.10% Grade 1 Math Benchmark C 56.80% 35.10% 8.10% Grade 1 Math Benchmark D 77.80% 22.20% 0.00% Grade 1 Reading Benchmark B 73.50% 20.60% 5.90% Grade 1 Reading Benchmark C 66.70% 22.20% 11.10% Grade 2 Math Benchmark A 30.30% 42.40% 27.30% Grade 2 Math Benchmark B 52.90% 38.20% 8.80% Grade 2 Math Benchmark C 52.90% 38.20% 8.80% Grade 2 Math Benchmark D 68.80% 31.30% 0.00% Grade 2 Reading Benchmark B 44.10% 26.50% 29.40% Grade 2 Reading Benchmark C 38.20% 58.80% 2.90% Grade 3 Math Benchmark A 36.00% 40.00% 24.00% Grade 3 Math Benchmark B 53.30% 33.30% 13.30% Grade 3 Math Benchmark C 63.60% 30.30% 6.10% Grade 3 Math Benchmark D 40.60% 37.50% 21.90% Grade 3 Reading Benchmark B 9.70% 45.20% 45.20% Grade 3 Reading Benchmark C 18.20% 51.50% 30.30% What do the data tell you about trends in student achievement and other aspects of your school performance? Digging deeper into the numbers, the trends indicate there is stagnant data in reading and math. Further depth indicates more PD in reading/phonics for teachers at 1to 3rd grade. Benchmark C Reading Test Scores showed an increase in performance at each grade level administration. Analyzing data deeper into the student population indicated SWD performed at or above 70%. Overall, Trends indicate student performance, decrease through the C to D administration, as indicated. 3rd Grade Math benchmarks indicated a decline from C to D administration 5th Grade Literacy benchmarks indicated a decline from C to D administration 7th Grade Math indicated a small decline from C to D administration Trends indicate students at 3rd grade tend to do well on the throughout the school year and falter on the statewide assesments. Reading benchmarks at 7th and 8th grade did not make any movement due to teacher attrition Grade 4 Math Benchmark A 13.90% 30.60% 55.60% Grade 4 Math Benchmark B 38.90% 25.00% 36.10% Grade 4 Math Benchmark C 17.90% 51.30% 30.80% Grade 4 Math Benchmark D 23.70% 44.70% 31.60% Grade 4 Reading Benchmark A 12.90% 38.70% 48.40% Grade 4 Reading Benchmark B 2.70% 32.40% 64.90% Grade 4 Reading Benchmark C 12.80% 43.60% 43.60% Grade 4 Reading Benchmark D 31.60% 52.60% 15.80% Grade 5 Math Benchmark A 4.90% 26.80% 68.30% Grade 5 Math Benchmark B 40.50% 28.60% 31.00% Grade 5 Math Benchmark C 50.00% 35.70% 14.30% School Performance Plan for Dr. Carter G. Woodson 11 of 44

12 Data Point Overtime there has been a decrease in the number of suspension from However, there was an increase in the number of extended suspensions which were up from 2 to 5 during school What do the data tell you about trends in student achievement and other aspects of your school performance? Trends indicate that teachers are relying on classroom management strategies to alleviate the number of office referrals School Performance Plan for Dr. Carter G. Woodson 12 of 44

13 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 72.2% to 85%; African-American students from 72.2% to 85%; White students from 75% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 71.4% to 85%. 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 79.5% to 85%; African-American students from 79.5% to 85%; White students from 75% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 78.9% to 85%. 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 79.1% to 85%; African-American students from 80% to 85%; White students from *% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 78% to 85%. 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 54.3% to 85%; African-American students from 54.3% to 85%; White students from 75% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 55.9% to 85%. 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 53.3% to 85%; African-American students from 51.7% to 85%; White students from 75% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 51.7% to 85%. 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 55.6% to 85%; African-American students from 52.9% to 85%; White students from *% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 52.9% to 85%. School Performance Plan for Dr. Carter G. Woodson 13 of 44

14 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 75% to 85%; African-American students from 75% to 85%; White students from 75% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 74.3% to 85%. 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 87.2% to 85%; African-American students from 87.2% to 85%; White students from 75% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 86.8% to 85%. 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 81.4% to 85%; African-American students from 82.5% to 85%; White students from *% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 82.9% to 85%. 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 85.7% to 85%; African-American students from 85.7% to 85%; White students from 75% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 85.3% to 85%. 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 70% to 85%; African-American students from 69% to 85%; White students from 75% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 69% to 85%. 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 66.7% to 85%; African-American students from 70.6% to 85%; White students from *% to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from 75% to 85% and FARM students from 70.6% to 85%. 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 41.9% to 85%; African-American students from 40% to 85%; White students from % to 85%; Hispanic students from 75% to 85%; LEP students from 75% to 85%; Special Education students from % to 85% and FARM students from 40.5% to 85%. School Performance Plan for Dr. Carter G. Woodson 14 of 44

15 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 38.9% to 85%; African-American students from 35.3% to 85%; White students from 75% to 85%; Hispanic students from % to 85%; LEP students from 75% to 85%; Special Education students from % to 85% and FARM students from 37.5% to 85%. 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 96%% to 98%% to meet the annual measurable objective. School Performance Plan for Dr. Carter G. Woodson 15 of 44

16 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? There was an increase in MSA reading scores from SY (73.3%) to SY (79.6%). MSA reading scores decreased in from SY (79.6%) to SY (62.8%).There was an increase in MSA math scores from SY (68.3 %) to SY (85.8%). MSA Math scores decreased from SY (85.8%) to SY (69.1%) Overall MSA Math scores were higher than MSA reading scores. 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 were no particular subgroups that stuck out as outliers. All subgroups followed common trends across the school population. 3. How did my teachers perform (test results by grade level, teacher/class, subject area/and subgroup. e.g. SWD)? Our primary team performed higher on benchmark assessments due to participation in early learning PD and support from Towson. 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 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 School Performance Plan for Dr. Carter G. Woodson 16 of 44

17 Strengths Contributing Factors Data Source Math instruction using data to guide instruction Elementary Literacy (pk-5) use of leveled instruction Staff development was consistent. Research-based classroom instructional strategies in the area of Math. Grades 4 & 5 math teachers looped with students. Use of CFIP process. Time was designated during team meetings to discuss the latest data. Use of leveled libraries, consistent staff development. math MSA, benchmark scores, grade level team meetings. CFIP, benchmark scores Classroom observations, Wireless 3d, F&P reading levels. Needs Contributing Factors Data Source Writing phonics/word study school climate Lack of effective writing program in the school for several years. writing instruction is not consistent. lack of effective phonics/word study program in the school for several year. Phonics instruction did not follow formulaic procedures. Teacher resources were limited. influx of students who have transfered in from other schools. Lack of consistent PBIS. writing portfolios, journals, Wireless 3d, Benchmark scores, F&P reading levels SMS -suspension/office referrel data School Performance Plan for Dr. Carter G. Woodson 17 of 44

18 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 There will be a school-wide increase (from 35% to 60%) by June 2013 in student's writing at proficient or above as measured by quarterly writing assessments, unit writing assessments, and other writing prompts using the Six Traits of Writing rubrics. School-Level Strategies High Yield Instructional Strategy: Providing Feedback General Funds Funding Resources If we provide students with specific, timely, and regular feedback using the Six Traits of Writing. Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. Teachers will create specific but flexible goals, allowing student choice. Teacher feedback will be corrective, timely, and specific to the Six Traits of Writing. Feedback is articulated and displayed by learning goals, KWL, contract learning goals. Teachers will display objectives in the classroom and outside the classroom and check mastery of the objective at the end of the lesson with exit tickets that is a written prompt at the end of each lesson. Also writing journals across content areas. Professional Development Strategy: Professional Learning Community; Summer Professional Development provided by Bureau of Education and Research on Six Traits Writing Instruction, Differentiated Writing Instruction Writing Mini-Lessons, Response to Prompts, Multiple Paragraph Essays. Monthly, professional development is provided on the topic of writing and the process for integration into the content area. Explicit teaching on writing using the Lucy Calkins Units of Study for grades K-8 Each week during team meetings Learning walks to observe writing porcess School Performance Plan for Dr. Carter G. Woodson 18 of 44

19 Engaged Family and Community Strategy: Parents will be invited to attend workshops designed to promote writing and written communication at home School Performance Plan for Dr. Carter G. Woodson 19 of 44

20 School-Level Goal #2 There will be a school-wide increase by June 2013 in students' reading at proficient or above in content specific subject areas as measured by short cycle assesments, unit, and benchmark assessments. School-Level Strategies Funding Resources High Yield Instructional Strategy: General Funds Providing feedback Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. Teachers will create specific but flexible goals, allowing student choice. Teacher feedback will be corrective, timely, and specific to content. Feedback is articulated and displayed by learning goals, KWL, contract learning goals. Teachers will display objectives in the classroom and outside the classroom and check mastery of the objective at the end of the lesson with exit tickets that is a written prompt at the end of each lesson. Also writing journals across content areas. Professional Development Strategy: Staff Meetings; During each team meeting teacher will be provided opportunities to integrate cross curricular content through a balanced literacy model. Engaged Family and Community Strategy: Parents will be invited to attend workshops designed to promote reading and writing in the content areas. School will obtain grants to fund projects sending informational books home with students. School Performance Plan for Dr. Carter G. Woodson 20 of 44

21 School-Level Goal #3 There will be a school-wide decrease from 20% to 5% by June 2013 in classroom disruptions by implementing Positive Behavior Intervention and Supports as measured by the number of office referrals and suspensions. School-Level Strategies High Yield Instructional Strategy: Providing feedback Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. Funding Resources Professional Development Strategy: Professional Learning Community; The members of the school climate committee will plan, implement and coach teachers on the process, format and structure of PBIS at Dr. Carter G. Woodson School. Engaged Family and Community Strategy: School-parent communication will increase in order to have a more collaborative approach to dealing with student behavior. School Performance Plan for Dr. Carter G. Woodson 21 of 44

22 What strategies will your school use to support new teachers? 1. New teachers will meet with school based mentors on a regular basis. Mentors will work with new teachers in all aspects of teaching including classroom management, instruction, data managment and data analysis. 2. New teachers will be observe tenured/experienced teachersduring specific time in order to gain guidance in their own instruction. General Funds General Funds 3. Weekly team meetings- New teacher will be able to collaborativley plan with other teachers on the same team. General Funds Funding Resources School Performance Plan for Dr. Carter G. Woodson 22 of 44

23 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 There will be a school-wide increase (from 35% to 60%) by June 2013 in student's writing at proficient or above as measured by quarterly writing assessments, unit writing assessments, and other writing prompts using the Six Traits of Writing rubrics. Providing Feedback School-Level Goal #1 Strategies Results Indicator Reporting Mechanism If we provide students with specific, timely, and regular feedback using the Six Traits of Writing. Then we will see students involved in their writing, peer conferencing, teacher-student conferencing, student led conferencing and students will understand where they stand relative to a trait within specific target of knowledge or skill on writing. Six Traits of WritingRubric, Conference notes, assessments Summer Professional Development provided by Bureau of Education and Research on Six Traits Writing Instruction, Differentiated Writing Instruction Writing Mini-Lessons, Response to Prompts, Multiple Paragraph Essays. Monthly, professional development is provided on the topic of writing and the process for integration into the content area. Explicit teaching on writing using the Lucy Calkins Units of Study for grades K-8 Each week during team meetings Learning walks to observe writing porcess Then we will see student writing journals, writing portfolios, more effective lesson plans, and authentic student writing artifacts. Team meeting agendas, Team meeting notes, 6 Traits of Writing Rubric, Feedback from teachers and learning walks School Performance Plan for Dr. Carter G. Woodson 23 of 44

24 School-Level Goal #1 There will be a school-wide increase (from 35% to 60%) by June 2013 in student's writing at proficient or above as measured by quarterly writing assessments, unit writing assessments, and other writing prompts using the Six Traits of Writing rubrics. School-Level Goal #1 Strategies Results Indicator Reporting Mechanism Parents will be invited to attend workshops designed to promote writing and written communication at home Then we will see home journals, writing projects, and more parental involvement. Agenda, Evaluations, PTG School-Level Goal #2 There will be a school-wide increase by June 2013 in students' reading at proficient or above in content specific subject areas as measured by short cycle assesments, unit, and benchmark assessments. Providing feedback School-Level Goal #2 Strategies Results Indicator Reporting Mechanism During each team meeting teacher will be provided opportunities to integrate cross curricular content through a balanced literacy model. Parents will be invited to attend workshops designed to promote reading and writing in the content areas. School will obtain grants to fund projects sending informational books home with students. Then we will see students involved in their learning, student-teacher conferences. Then we will see student journals, assessments. Then we will see increased fluency, writing skills, reading levels, and parental involvement. Conference notes, PTG, Data Link, assessments Data Link, Team meeting notes, team meeting agenda Data Link, Evaluations, Agenda School-Level Goal #3 There will be a school-wide decrease from 20% to 5% by June 2013 in classroom disruptions by implementing Positive Behavior Intervention and Supports as measured by the number of office referrals and suspensions. Providing feedback School-Level Goal #3 Strategies Results Indicator Reporting Mechanism The members of the school climate committee will plan, implement and coach teachers on the process, format and structure of PBIS at Dr. Carter G. Woodson School. School-parent communication will increase in order to have a more collaborative approach to dealing with student behavior. Then we will see students with less disruptive behaviors. Then we will see teachers with more strategies to improve disruptions. Then we will see parents involved with their children. SMS Professional development agendas, meeting notes, Letters, SMS, Global Connect, SST School Performance Plan for Dr. Carter G. Woodson 24 of 44

25 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: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins May 2012 October Goal 1: There will be a school-wide increase (from 35% to 60%) by June 2013 in student's writing at proficient or above as measured by quarterly writing assessments, unit writing assessments, and other writing prompts using the Six Traits of Writing rubrics. Has this strategy been implemented? Instructional Strategy 1: Providing Feedback If we provide students with specific, timely, and regular feedback using the Six Traits of Writing. 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 Dr. Carter G. Woodson 25 of 44

26 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins Goal 1: There will be a school-wide increase (from 35% to 60%) by June 2013 in student's writing at proficient or above as measured by quarterly writing assessments, unit writing assessments, and other writing prompts using the Six Traits of Writing rubrics. Has this strategy been implemented? Professional Development Strategy 1: Professional Learning Community; The members of the school climate committee will plan, implement and coach teachers on the process, format and structure of PBIS at Dr. Carter G. Woodson School. 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 Dr. Carter G. Woodson 26 of 44

27 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins May 2012 October Goal 1: There will be a school-wide increase (from 35% to 60%) by June 2013 in student's writing at proficient or above as measured by quarterly writing assessments, unit writing assessments, and other writing prompts using the Six Traits of Writing rubrics. Has this strategy been implemented? Engaged Family and Community Strategy 1: Parents will be invited to attend workshops designed to promote writing and written communication at home 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 Dr. Carter G. Woodson 27 of 44

28 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins Goal 2: There will be a school-wide increase by June 2013 in students' reading at proficient or above in content specific subject areas as measured by short cycle assesments, unit, and benchmark assessments. Has this strategy been implemented? Instructional Strategy 2: Providing feedback 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 Dr. Carter G. Woodson 28 of 44

29 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins Goal 2: There will be a school-wide increase by June 2013 in students' reading at proficient or above in content specific subject areas as measured by short cycle assesments, unit, and benchmark assessments. Has this strategy been implemented? Professional Development Strategy 2: Professional Learning Community; The members of the school climate committee will plan, implement and coach teachers on the process, format and structure of PBIS at Dr. Carter G. Woodson School. 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 Dr. Carter G. Woodson 29 of 44

30 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins Goal 2: There will be a school-wide increase by June 2013 in students' reading at proficient or above in content specific subject areas as measured by short cycle assesments, unit, and benchmark assessments. Has this strategy been implemented? Engaged Family and Community Strategy 2: Parents will be invited to attend workshops designed to promote reading and writing in the content areas. School will obtain grants to fund projects sending informational books home with students. 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 Dr. Carter G. Woodson 30 of 44

31 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins Goal 3: There will be a school-wide decrease from 20% to 5% by June 2013 in classroom disruptions by implementing Positive Behavior Intervention and Supports as measured by the number of office referrals and suspensions. Has this strategy been implemented? Instructional Strategy 3: Providing feedback 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 Dr. Carter G. Woodson 31 of 44

32 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins Goal 3: There will be a school-wide decrease from 20% to 5% by June 2013 in classroom disruptions by implementing Positive Behavior Intervention and Supports as measured by the number of office referrals and suspensions. Has this strategy been implemented? Professional Development Strategy 3: Professional Learning Community; The members of the school climate committee will plan, implement and coach teachers on the process, format and structure of PBIS at Dr. Carter G. Woodson School. 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 Dr. Carter G. Woodson 32 of 44

33 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Dr. Carter G. Woodson Patrick Harris Larissa Bagley-Shaw Stacie Smith Shaiah McLain Madu Wijensinghe Kathryn Simmons Madu Wijensinghe Larissa Bagley-Shaw Stacie Smith Shaiah McLain Kathryn Simmons Leah Vanevenhoven Reynilda Carino Jessica Longboan Shamera Wilkins Goal 3: There will be a school-wide decrease from 20% to 5% by June 2013 in classroom disruptions by implementing Positive Behavior Intervention and Supports as measured by the number of office referrals and suspensions. Has this strategy been implemented? Engaged Family and Community Strategy 3: School-parent communication will increase in order to have a more collaborative approach to dealing with student behavior. 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 Dr. Carter G. Woodson 33 of 44

34 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: October 25, 2012 Date 2: November 22, 2012 Date 3: February 7, 2013 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: September 13, 2012 Date 2: File SANE School Performance Plan for Dr. Carter G. Woodson 34 of 44

35 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 13, 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: September 13, 2012 File SANE School Performance Plan for Dr. Carter G. Woodson 35 of 44

36 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? 3. What are the processes within your school for identifying students struggling to meet high academic standards, and providing and monitoring instructional interventions? Title 1 Schoolwide Strategies At the classroom level differentiation is an everday part of regular classroom instruction. The high achieving students will be given tasks to meet their needs Towson Partnership: Afterschool STEM program will be offered to students Person(s) Responsible classroom teachers Instructional Support teachers Towson Timeline Aug 2012-June 2013 Nov 2012-March 2013 Small group instruction classroom teachers Aug 2012-June 2013 N/A weekly grade level team meetings to analyze student achievment data. regularly scheduled SST meetings to monitor student process. classroom teachers staff developers SST Chairperson teachers administrators Aug 2012-June 2013 Aug 2012-June 2013 N/A N/A N/A N/A Title I Funding 4. What does your school do to recruit and retain highly qualified and effective teachers in core subjects? Include a description of principal support. provide mentor teachers teachers are encouraged to attend professional conferences sitebased mentor tenured teachers Aug 2012-June 2013 School Performance Plan for Dr. Carter G. Woodson 36 of 44 N/A all staff Aug 2012-June 2013 N/A 5. How will your school after school tutoring to students in need afterschool teachers Aug 2012-June ,000

37 incorporate extended learning activities, before/after-school, summer and school year extension opportunities into your instructional and student support strategies? 6. 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? 7. How will your school ensure that teachers are actively engaging in collaborative planning and instructional adjustment strategies? 8. How will your school ensure that federal, state and local services and programs are coordinated and integrated? Title 1 Schoolwide Strategies Person(s) Responsible Timeline Towson STEM program Towson Aug 2012-June 2013 High school placement counseling High school choice lead Aug 2012-June 2013 Middle School placement Counseling grade 5 teachers Aug 2012-June 2013 N/A Teachers attend weekly grade level team meetings with staff developers to review student work, analyze test data, and create action plan all teachers have access to datalink as another means of analyzing student benchmark data. Title I funds provde 2 classroom teacher. Title I funds will also be used for instructionals resources. Local funds provide classroom teachers, paraeducators, assistants, and clerical and administrative support. Local funds also provide text books and curriculum materials, computer hardware and software, instructional materials and supplies, and stipends for afterschool tutoring. Staff developers teachers Aug 2012-June 2013 N/A N/A teachers Aug 2012-June 2013 N/A Administration Aug 2012-June ,000 Administration Aug 2012-June ,000 Title I Funding School Performance Plan for Dr. Carter G. Woodson 37 of 44

38 Appendix 4: School Improvement Is your school in school improvement status? If yes, complete Appendix 4 below. If no, continue to Appendix How is your school providing professional development that directly addresses the academic achievement needs that caused the school to be identified for improvement? 2. How will funds be used to to support policies and practices that will successfully remove the school from school improvement status? 3. How will you provide written notice to parents of each student enrolled about the school s improvement status? 4. How will you specify the responsibilities of the school, LEA, and the state, including your school s technical assistance needs? 5. How will your school incorporate extended learning activities, before/after-school, summer and school year School Improvement Strategies Person(s) Responsible Timeline Title I Funding File Professional Development Calendar as SANE (Not less than 10% of Title I funds made available to the school.) File Professional Development Calendar as SANE File Professional Development Calendar as SANE File Professional Development Calendar as SANE School Performance Plan for Dr. Carter G. Woodson 38 of 44

39 extension opportunities into your instructional and student support strategies? 6. Describe in detail your teacher mentoring program to include: Who will act as mentors? Who are the mentees? What is the mentoring schedule? What are the goals and outcomes? School Improvement Strategies File Professional Development Calendar as SANE File Professional Development Calendar as SANE Person(s) Responsible Timeline Title I Funding School Performance Plan for Dr. Carter G. Woodson 39 of 44