School Performance Plan Middle Schools

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1 SY School Performance Plan Middle Schools 734 Middle ALternative Lombard, Principal Roger Shaw (Interim), 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 Middle ALternative Lombard 1 of 40

2 Your School s Instructional Leadership Team Mr. Duane Dowell Ms. Cassetta Jenkins Mrs. Marie Rebecca Rayos Mr. Brian Nossell Mr. Steve Jacobs Mrs. Mary Beans Mrs.Rosemary Anderson Mr. Dewan Clay Name Principal Ed. Associate Special Educator General Educator Data Manager Special Ed. Para-Professional Social Worker Staff Associate Position Key Points of Contact at Your School Position Name Contact Professional Development Point of Contact/Monitor Mrs. Marie Rebecca Rayos New Teacher Mentor Coordinator Ms. Cassetta Jenkins School Family Council Representative Ms. Shenita Baldwin Family and Community Engagement Representative Mrs. Rosemary Anderson School Performance Plan for Middle ALternative Lombard 2 of 40

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? Yes we have made progress towards meeting our SPP SY goals. We administered intake Math and Reading grade-level assessments to all students that was disseminated to teachers to use for planning and creating differentiated instruction for our diverse population. 2. Were your strategies fully implemented, partially implemented, not implemented at all? Why? Yes they were fully implemented. Teachers were constantly provided information and access to professional development opportunities both in- house and district wide to support and develop better instructional strategies to address the learning needs of our population. Teachers provided after-school coach classes as intervention for both Reading and Math deficiencies. Teachers were continually supported and provided feedback, through regular walkthroughs, informal and formal observations. 3. What evidence of actual impact did you see on instructional practice and/or student learning? By providing access to technology students were able to increase reading and math scores on teacher made assessments. USe of Study Island as a supplement for for all subjects has increased student reading comprehension, and math skills. 4. What practices are in place that we are unable to link to increased student achievement? Everything that we have put in place have directly/ or indirectly played a role in increasing student achievement. 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 Middle ALternative Lombard 3 of 40

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 Middle ALternative Lombard 4 of 40

5 School Demographics Total Enrollment % of Students by Subgroup African-American 98% 98% American Indian/Alaskan Native 0% 0% Asian/Pacific Islander 0% 0% Hispanic 1% 1% White 1% 1% Free and Reduced Meals (FARM) 100% 100% English Language Learners (ELL) 0% 0% Students with Disabilities (SWD) 37% 33% % Mobility % of Highly Qualified Teachers 100% 100% % of Teachers with Less than Five Years of Experience 0% 0% Principal s Years of Experience 19 years 20 years Principal s Tenure at the School 3 years School Improvement Status n/a n/a Attendance Data All 75% 80% % habitually truant > 20 days 0% 0% % chronically absent < 5 days 2% 2% School Performance Plan for Middle ALternative Lombard 5 of 40

6 MSA Reading (% Proficient and Advanced) Grade Grade 5 Grade 6 Grade 7 Year All N/A N/A N/A Subgroups Asian/Pacific Islander N/A N/A African-American N/A N/A American Indian/Alaskan Native N/A N/A White N/A N/A N/A Hispanic N/A N/A N/A FARM N/A N/A N/A ELL N/A N/A N/A SWD N/A N/A N/A MSA Reading (% Proficient and Advanced) Grade Grade 8 Year All N/A N/A Subgroups Asian/Pacific Islander N/A N/A African-American N/A N/A American Indian/Alaskan Native N/A N/A White N/A N/A Hispanic N/A N/A FARM N/A N/A ELL N/A N/A SWD N/A N/A School Performance Plan for Middle ALternative Lombard 6 of 40

7 MSA Math (% Proficient and Advanced) Grade Grade 5 Grade 6 Grade 7 Year All N/A N/A N/A Subgroups Asian/Pacific Islander N/A N/A African-American N/A N/A N/A American Indian/Alaskan Native N/A N/A White N/A N/A N/A Hispanic N/A N/A N/A FARM N/A N/A N/A ELL N/A N/A N/A SWD N/A N/A N/A MSA Math (% Proficient and Advanced) Grade Grade 8 Year All N/A N/A Subgroups Asian/Pacific Islander N/A N/A African-American N/A N/A American Indian/Alaskan Native N/A N/A White N/A N/A Hispanic N/A N/A FARM N/A N/A ELL N/A N/A SWD N/A N/A School Performance Plan for Middle ALternative Lombard 7 of 40

8 MSA Science (% Proficient and Advanced) Grade Grade 5 Grade 8 Year All N/A N/A Subgroups Asian/Pacific Islander N/A N/A African-American N/A N/A American Indian/Alaskan Native N/A N/A White N/A N/A Hispanic N/A N/A FARM N/A N/A ELL N/A N/A SWD N/A N/A School Performance Plan for Middle ALternative Lombard 8 of 40

9 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 Middle ALternative Lombard 9 of 40

10 Annual Measurable Objectives Objective #1: 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 % to %; African-American students from % to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from % 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 N/A% to %; African-American students from N/A% to %; White students from N/A% to %; Hispanic students from N/A% to %; LEP students from N/A% to %; Special Education students from N/A% to % and FARM students from N/A% 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 N/A% to %; African-American students from % to %; White students from N/A% to %; Hispanic students from N/A% to %; LEP students from N/A% to %; Special Education students from N/A% to % and FARM students from N/A% to %. 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 N/A% to %; African-American students from N/A% to %; White students from N/A% to %; Hispanic students from N/A% to %; LEP students from N/A% to %; Special Education students from N/A% to % and FARM students from N/A% to %. Objective #2: 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 % to %; African-American students from % to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from % 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 N/A% to %; African-American students from N/A% to %; White students from N/A% to %; Hispanic students from N/A% to %; LEP students from N/A% to %; Special Education students from N/A% to % and FARM students from N/A% to %. School Performance Plan for Middle ALternative Lombard 10 of 40

11 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 N/A% to %; African-American students from N/A% to %; White students from N/A% to %; Hispanic students from N/A% to %; LEP students from N/A% to %; Special Education students from N/A% to % and FARM students from N/A% 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 N/A% to %; African-American students from N/A% to %; White students from N/A% to %; Hispanic students from N/A% to %; LEP students from N/A% to %; Special Education students from N/A% to % and FARM students from N/A% 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 % to %; African-American students from % to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from % to %. 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 N/A% to %; African-American students from N/A% to %; White students from N/A% to %; Hispanic students from N/A% to %; LEP students from N/A% to %; Special Education students from N/A% to % and FARM students from N/A% 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 N/A% 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 N/A% to %; (Only applies to schools administering the Alt MSA.) Objective #6: Between June 2012 and 2013 the student attendance will increase from 80%% to 85%% to meet the annual measurable objective. School Performance Plan for Middle ALternative Lombard 11 of 40

12 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? 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. 3. How did my teachers perform (test results by grade level, teacher/class, subject area/and subgroup. e.g. SWD)? 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 Middle ALternative Lombard 12 of 40

13 Needs Contributing Factors Data Source School Performance Plan for Middle ALternative Lombard 13 of 40

14 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 Based on data, teachers will create a text rich environment in which student's reading, writing and critical thinking skills will increase 10% from baseline scores using informal and formal assessments. School-Level Strategies High Yield Instructional Strategy: Immersing students in a text rich environment each day that requires independent reading and writing.engaging student sin meaningful literacy activities. Laying the foundations for genuine talk and sharing of ideas.developing strategic approaches for reading writing and thinking. Use of the I do you do We do instructional model. Funding Resources Cycle of Professional Learning (REQUIRED): Please see attached Cycle of Professional Learning Professional Development Strategy: Collaborative Planning; Built in Collaborative planning schedule to allow teachers to create targeted instruction based on cross -curriculum and district goals. Engaged Family and Community Strategy: Monthly Principal meetings to familiarize parents with school goals, workshops to extend learning strategies at home, to build trust and to increase student attendance and decrease the percentage of suspensions. School Performance Plan for Middle ALternative Lombard 14 of 40

15 School-Level Goal #2 Reduce the number of classroom disruptions by 20%, increasing the use of the 3- Strike Policy School-Level Strategies High Yield Instructional Strategy: Teachers make use of the Incident Referral Sheet by documenting classoom strategies used to curb disruptive behavior. Behavior specialist provides intervention to address classroom behavior.student along with behavior specialist collaborate to create attainable behavior goals that will prevent recurrence of the same behavior. Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning. Funding Resources Professional Development Strategy: School-Based Professional Development; Provide year llong therapeutic Crisi Intervention Strategies to all Teachers and Staff. Engaged Family and Community Strategy: Offer on-site family and community counselling opportunities to parents and students. School Performance Plan for Middle ALternative Lombard 15 of 40

16 School-Level Goal #3 Increase stakeholder involvement by 25%, encouraging parental, DJS, and Mental Health Community Involvement. School-Level Strategies High Yield Instructional Strategy: PTA/PTO support for a parent volunteers. Increase access to learning field trips. increased communication with parole and probation officers. Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning. Funding Resources Professional Development Strategy: Outside Consultants; Access to community leaders and businesses. Engaged Family and Community Strategy: Broaden communication with parents using District Parent portal,,mail and social networks. School Performance Plan for Middle ALternative Lombard 16 of 40

17 What strategies will your school use to support new teachers? 1. N/A Funding Resources School Performance Plan for Middle ALternative Lombard 17 of 40

18 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 Based on data, teachers will create a text rich environment in which student's reading, writing and critical thinking skills will increase 10% from baseline scores using informal and formal assessments. School-Level Goal #1 Strategies Results Indicator Reporting Mechanism Immersing students in a text rich environment each day that requires independent reading and writing.engaging student sin meaningful literacy activities. Laying the foundations for genuine talk and sharing of ideas.developing strategic approaches for reading writing and thinking. Use of the I do you do We do instructional model. Built in Collaborative planning schedule to allow teachers to create targeted instruction based on cross -curriculum and district goals. Monthly Principal meetings to familiarize parents with school goals, workshops to extend learning strategies at home, to build trust and to increase student attendance and decrease the percentage of suspensions. School-Level Goal #2 Reduce the number of classroom disruptions by 20%, increasing the use of the 3- Strike Policy School-Level Goal #2 Strategies Results Indicator Reporting Mechanism Teachers make use of the Incident Referral Sheet by documenting classoom strategies used to curb disruptive behavior. Behavior specialist provides intervention to address classroom behavior.student along with behavior specialist collaborate to create attainable behavior goals that will prevent recurrence of the same behavior. Provide year llong therapeutic Crisi Intervention Strategies to all Teachers and Staff. Offer on-site family and community counselling opportunities to parents and students. School Performance Plan for Middle ALternative Lombard 18 of 40

19 School-Level Goal #3 Increase stakeholder involvement by 25%, encouraging parental, DJS, and Mental Health Community Involvement. School-Level Goal #3 Strategies Results Indicator Reporting Mechanism PTA/PTO support for a parent volunteers. Increase access to learning field trips. increased communication with parole and probation officers. Access to community leaders and businesses. Broaden communication with parents using District Parent portal,,mail and social networks. School Performance Plan for Middle ALternative Lombard 19 of 40

20 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: Middle ALternative Lombard Goal 1: Based on data, teachers will create a text rich environment in which student's reading, writing and critical thinking skills will increase 10% from baseline scores using informal and formal assessments. Instructional Strategy 1: Immersing students in a text rich environment each day that requires independent reading and writing.engaging student sin meaningful literacy activities. Laying the foundations for genuine talk and sharing of ideas.developing strategic approaches for reading writing and thinking. Use of the I do you do We do instructional model. 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 Middle ALternative Lombard 20 of 40

21 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Middle ALternative Lombard Goal 1: Based on data, teachers will create a text rich environment in which student's reading, writing and critical thinking skills will increase 10% from baseline scores using informal and formal assessments. Professional Development Strategy 1: Outside Consultants; Access to community leaders and businesses. 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 Middle ALternative Lombard 21 of 40

22 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Middle ALternative Lombard Goal 1: Based on data, teachers will create a text rich environment in which student's reading, writing and critical thinking skills will increase 10% from baseline scores using informal and formal assessments. Engaged Family and Community Strategy 1: Monthly Principal meetings to familiarize parents with school goals, workshops to extend learning strategies at home, to build trust and to increase student attendance and decrease the percentage of suspensions. 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 Middle ALternative Lombard 22 of 40

23 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Middle ALternative Lombard Goal 2: Reduce the number of classroom disruptions by 20%, increasing the use of the 3- Strike Policy Has this strategy been implemented? Instructional Strategy 2: Teachers make use of the Incident Referral Sheet by documenting classoom strategies used to curb disruptive behavior. Behavior specialist provides intervention to address classroom behavior.student along with behavior specialist collaborate to create attainable behavior goals that will prevent recurrence of the same 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 Middle ALternative Lombard 23 of 40

24 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Middle ALternative Lombard Goal 2: Reduce the number of classroom disruptions by 20%, increasing the use of the 3- Strike Policy Professional Development Strategy 2: Outside Consultants; Access to community leaders and businesses. 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 Middle ALternative Lombard 24 of 40

25 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Middle ALternative Lombard Goal 2: Reduce the number of classroom disruptions by 20%, increasing the use of the 3- Strike Policy Engaged Family and Community Strategy 2: Offer on-site family and community counselling opportunities to parents and students. 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 Middle ALternative Lombard 25 of 40

26 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Middle ALternative Lombard Goal 3: Increase stakeholder involvement by 25%, encouraging parental, DJS, and Mental Health Community Involvement. Instructional Strategy 3: PTA/PTO support for a parent volunteers. Increase access to learning field trips. increased communication with parole and probation officers. 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 Middle ALternative Lombard 26 of 40

27 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Middle ALternative Lombard Goal 3: Increase stakeholder involvement by 25%, encouraging parental, DJS, and Mental Health Community Involvement. Professional Development Strategy 3: Outside Consultants; Access to community leaders and businesses. 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 Middle ALternative Lombard 27 of 40

28 School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Middle ALternative Lombard Goal 3: Increase stakeholder involvement by 25%, encouraging parental, DJS, and Mental Health Community Involvement. Engaged Family and Community Strategy 3: Broaden communication with parents using District Parent portal,,mail and social networks. 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 Middle ALternative Lombard 28 of 40

29 Appendix 1: Title I Family and Community Engagement Plan Does your school receive Title I funds? 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: Date 2: Date 3: 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: Date 2: File SANE School Performance Plan for Middle ALternative Lombard 29 of 40

30 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: 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: File SANE School Performance Plan for Middle ALternative Lombard 30 of 40

31 Appendix 2: Title I Schoolwide Does your school receive Title I Schoolwide funds? 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? 4. What does your school do to recruit and retain highly qualified and effective teachers in core subjects? Include a description of principal support. Title 1 Schoolwide Strategies Person(s) Responsible Timeline Title I Funding School Performance Plan for Middle ALternative Lombard 31 of 40

32 5. How will your school 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 Title I Funding School Performance Plan for Middle ALternative Lombard 32 of 40

33 Appendix 3: Title I Targeted Assistance Does your school receive Title I Targeted Assistance funds? If yes, complete Appendix 3 below. If no, continue to Appendix What is the process to identify students who will receive service? 2. Beyond the Multiple Selection Criteria Process, how does the school determine which eligible students will be served? 3. How will you monitor the program to determine that students with the greatest needs are serviced throughout the school year? 4. What scientifically-based intervention strategies will be utilized to increase student achievement? 5. How will you ensure that there is collaboration between classroom teachers and Title I teachers to ensure effective instruction that meets the needs of Title I students? Title 1 Targeted Assistance Strategies Person(s) Responsible Timeline Title I Funding School Performance Plan for Middle ALternative Lombard 33 of 40

34 6. How does the Title I teacher effectively provide intervention to the identified students during the school day? 7. How do you use Title I funds to provide extended learning for identified students? 8. How will you ensure that Title I students receive an accelerated, high-quality curriculum? 9. How will your school ensure that Federal, State, and local services and programs including programs supported by ESEA are coordinated and integrated? 10. How will you ensure that the Title I teacher s schedule reflects a 90/10 model? 11. How will you communicate and collaborate with stakeholders to create a transition plan? 12. How will you ensure that all teachers are highly qualified at your school? Title 1 Targeted Assistance Strategies Person(s) Responsible Timeline Title I Funding School Performance Plan for Middle ALternative Lombard 34 of 40

35 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 Middle ALternative Lombard 35 of 40

36 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 Middle ALternative Lombard 36 of 40

37 Appendix 5: School Family Council SANE This page must be attached to the SPP as SANE. #734 - Middle ALternative Lombard The School Performance Plan has been reviewed and approved by the School Family Council as indicated by the signatures below: Name Signature Position Date Principal Teacher 1 Teacher 2 Student Support Service Provider Classified Staff Paraprofessional Parent 1 Parent 2 Parent 3 Community Representative 1 Community Representative 2 School Performance Plan for Middle ALternative Lombard 37 of 40

38 Appendix 6: School Update Sign-Off Please press Save Data after checking the appropriate box for each step. #734 - Middle ALternative Lombard School Update Sign-Off: [X] Initial Draft Submitted by May 11 Peer Review Input Entered by June 29 SPP Edits Submitted by July 15 [ ] Check Point 1: Start of School Year Update Completed [ ] Check Point 2: October 31 Updated Completed [ ] Check Point 3: January 15 Update Completed [ ] Check Point 4: April 15 Update Completed School Performance Plan for Middle ALternative Lombard 38 of 40

39 Appendix 7: Executive Director Review Sign-Off Please press Save Data after checking the appropriate box for each step. #734 - Middle ALternative Lombard Executive Review Sign-Off: [ ] Check Point 1: Start of School Year Update Completed by September 15 [ ] Check Point 2: October 31 Updated Completed [ ] Check Point 3: January 15 Update Completed [ ] Check Point 4: April 15 Update Completed School Performance Plan for Middle ALternative Lombard 39 of 40

40 Appendix 8: Common Core State Standards School Transition Plan By June 2013, EEA teams will: Outcome #1: Outcome #2: Outcome #3: Outcome #4: Outcome #5: Our School s Transition Plan for the New Maryland Common Core State Curriculum #734 - Middle ALternative Lombard Facilitate opportunities for school staff to navigate the curriculum toolkits using English Language Arts model units and model lessons and resources to support CCSC implementation. Facilitate opportunities for school staff to navigate the curriculum toolkits using Mathematics model units and model lessons and resources, to support CCSC implementation Create and deliver professional development that increases the skills and knowledge of school staff in the history/social studies, science and technology literacy standards to support CCSC implementation Create and deliver professional development that increases the skills and knowledge of school staff in the Maryland STEM Standards of Practice and Frameworks Provide to school staff PARCC assessment development, design and timeline as available Outcome # What specific activities are we going to include? Who are the identified faculty members involved? What resources are needed to implement? Who is lead team member responsible? What is time frame? How will outcome be measured? By checking this box, I confirm that my school s Common Core State Standards Transition Plan is complete. School Performance Plan for Middle ALternative Lombard 40 of 40

41 Middle Alternative Program #734 Program Accountability Plan SCHOOL PERFORMANCE PLAN I. Comprehensive Needs Assessment Academic Needs 1. Based on SY data, 75%-80% of students assigned to the program are more than two years behind grade level in Reading Comprehension. 2. Based on SY data 75%-80% of students assigned to the program are more than two years behind grade level in Math Calculation and Problem Solving. 3. Based on SY 2011 enrolment data, 40% of students assigned to Program received Special Education Services or have an IEP. I. Academic Provide and ensure access to technology and technology based learning activities. Provide accommodations /modifications for students with special needs Provide Math and Reading intervention and after school coach classes Provide on-going tutorials for all students at- risk for academic failure. Provide lessons that support differentiation addressing students present level of performance. Provide wrap-around services for 8 th graders who will transition back to home schools. Provide support towards progress and achievement of IEP goals and objectives. Monitor and encourage improved student attendance by consistent phone calls home and parental/home involvement. Instructional Leadership Team provides access to meaningful on-going professional development. Instructional Leadership Team provides built in schedule for instructional collaborative planning. General and Special Educators provide /implement Individualized Educational Plans of special needs students Teachers create lessons that are designed so that students are given a scaffold of support. Teachers encourage higher-order thinking questions coupled with high quality dialogue and feedback. 1 Behavior Needs I. Behavior Provide activities to support and promote student social growth.

42 INFORMATION SHEET Based on SY enrolment data, 40% of students assigned to Program received Special Education Services. The subsequent table presents data on Brigance Math and Reading grade level determination results that is administered for every student at intake. This data is used to support teachers in lesson planning, differentiation and targeted instruction. Table 1 Student Math Reading Student Math Reading Student Math Reading level level level level level level 8th 13.55% 2nd 3.44% 2nd 7th 0 1st 0 1st 6th 1% 1st 0% 1st 32.75% 3rd 13.5% 3rd 3.44% 2nd 5.17% 2nd 23% 2nd 18% 2nd 25.87% 4th 31% 4th 31% 3rd 10.34% 3rd 30% 3rd 36% 3rd 25.87% 5th 29.31% 5th 41% 4th 36.2% 4th 30% 4th 27% 4th 1.72% 6th 5.17% 6th 21% 5th 22.41% 5th 11% 5th 11% 5th 0 7th 6.9% 7th 1.72% 6th 13.8% 6th.03% 6th.09% 6th 0 8th 8.6% 8th 1.72% 7th 6.9% 7th.03% 7th % 8th Table 2. % of Disabilities In Special Education (AES) Disability Percent Intellectual Disability % Speech or Language Impairment % Emotional Disability % Other health Impairment % Specific Learning Disability %

43 Table 3 Table 3 shows data on the percent distribution of reasons for suspension/or expulsion/ or assignment into the program

44 4

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46 6.

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