School Performance Plan Middle/High School Schools

2011-2012 School Performance Plan Middle/High School Schools INTRODUCTION School Performance Management Action Planning For school year 2011-2012, City Schools has updated the process for school improvement planning. Schools will complete a School Performance Plan (SPP) to inform and guide a year-long continuous process of school Performance Management Action Planning. School Performance Management Action Planning encompasses processes, tools, and supports designed to drive and continually evaluate school-based data-driven decision-making. School Performance Management Action Planning will: Processes Promote transparent, collaborative decision-making through a school-based cycle of inquiry; Rely on continual analysis of individual school data; Drive the strategic use of resources to accelerate student achievement for SY 2011-2012; Apply uniformly to all schools, including those receiving school-wide and targeted Title I funds; and Meet federal, state and district compliance requirements. Tools Rely on a series of school data reports and ongoing data analysis throughout the year; Generate a data-driven School Performance Plan that addresses student achievement goals and objectives identified through a Comprehensive Needs Assessment, and the strategies that will address them; and Enable schools to develop School Performance Plans that align with City Schools implementation of the Common Core State Standards and accountability framework; Supports Provide ongoing support via the School Support Networks (SSN) and other assistance from City School s central office; Shape meetings between school principals, Executive Directors (ED) and SSN Facilitators in order to evaluate effectiveness of identified strategies and school progress towards their goals and objectives. School Performance Plan - Baltimore Civitas 1 of 59 2/24/12

The Cycle of School Performance Management Action Planning: School Performance Plan - Baltimore Civitas 2 of 59 2/24/12

The School Performance Plan The 2011-2012 SPP is a tool designed to provide a common planning template for individual schools that relies on data to drive a continuous process of school improvement. The SPP will enable schools to conduct a Comprehensive Needs Assessment to identify targeted areas for growth in student achievement, and develop goals, objectives, strategies, and actions that address these areas. Throughout the 2011-2012 school year, each school s ED and SSN team will use the SPP as a guide to promote data-based decision-making through ongoing analysis of school data reports and resources. In a series of meetings between the principal, ED s and SSN Facilitators, each school will evaluate the effectiveness of the strategies and actions articulated by their SPP. SPPs may be adjusted based on the school s ongoing evaluation of the effectiveness of their strategies and activities. Completing the SPP: The 2011-2012 SPP includes eleven sections. Each section explains the section s purpose and how to complete the section. I. Comprehensive Needs Assessment V. Professional Development Plan School Data Reports VI. School Safety Plan Annual Measurable Objectives VII. Title I Targeted Assistance Questions Worksheet VIII. Family and Community Engagement Plan Guiding Questions IX. School Improvement Questions II. Goal Prioritization X. Ongoing Evaluation III. Objectives, Strategies and Actions Planning Worksheet XI. School Family Council Signature Page IV. City Schools Essentials and School Effectiveness Worksheet City Schools Vision: City Schools Mission: Every student will graduate ready to achieve excellence in higher education or the global workforce Excellence in education for every child at every level Goals All students will achieve high standards and graduate ready to succeed (NCLB Goals 1,2 5) All students will be taught by highly qualified, effective teachers (NCLB Goal 3) All students will be taught in environments that are conducive to learning (NCLB Goal 4) All students will benefit from the implementation of effective management systems that maximize available resources All students will benefit from increased family and community engagement that provides positive educational and career opportunities for students Essentials Curriculum and Instruction Supports High Achievement for Every Student Transformational Leadership Builds Teacher Quality and Promotes High Achievement for Every Student Safe, Supportive Learning Environments Promote High Achievement for Every Student Resources and facilities Promote High Achievement for Every Student Family and Community Engagement that Promotes High Achievement School Performance Plan - Baltimore Civitas 3 of 59 2/24/12

City Schools Essentials and School Effectiveness Framework: City Schools Essentials and School Effectiveness Framework provide a set of value statements that define what is important in our work. In addition to aligning the work with The Essentials, our planning process for school success must address federal requirements for Title I and/or NCLB which apply to the majority of our schools. Each year, we consider the most effective way to fulfill our values and meet our requirements. The 2011-2012 school Performance Management Action Planning process is also aligned with the newly developed City Schools School Effectiveness Framework. The School Effectiveness Framework identifies four core values and corresponding observable actions that must be in place for all students to achieve at the highest possible levels. *The School Effectiveness Framework will be revised during the 2011-2012 school year to reflect alignment with City Schools Goals and Essentials. Highly Effective Instruction Talented People 1. Teachers plan highly effective instruction. 2. Teachers deliver highly effective instruction. 3. Teachers use multiple data sources to adjust practice. 4. School leadership supports highly effective instruction. 5. Teachers establish a classroom environment in which teaching and learning can occur. Engaged Families and Community 1. The school provides a safe and supportive learning environment for students, families, teachers, and staff. 2. The school cultivates and sustains open communication and decisionmaking opportunities with families about school events, policies, and the academic and social development of their children. 3. The culture of the school reflects and embraces student, staff, and community diversity. 1. The school created and implements systems to select, develop and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students 2. The school has created and implemented systems to evaluate teachers and staff against individual and school wide goals, provide interventions to those who are not meeting expectations and remove those who do not make reasonable improvement Strategic Leadership 1. The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs. 2. The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goal s for student achievement. 3. The school provides regular opportunities for teachers and staff to engage in job embedded collaborative planning and adjustment of practice. School Performance Plan - Baltimore Civitas 4 of 59 2/24/12

SY 2011-2012 School Performance Plan Middle/High Schools School Name: Baltimore Civitas Street Address: 2000 Edgewood Street City, State Zip: Phone: 443.642.2938 Frederick L. Rivers, Principal Erika McCoy, Executive Director School Number: 343 Date Submitted: 10/25/11 Date Revised: 2nd Date Revised: 3rd Date Revised: 4th Date Revised: Check this box and press the Save Data button to submit this SPP as Complete : [X] School Performance Plan - Baltimore Civitas 5 of 59 2/24/12

UNLESS OTHERWISE INDICATED BY GREEN INSTRUCTIONS, COMPLETE ALL SECTIONS OF THE SSP City Schools Goal: All students will achieve high standards and graduate ready to succeed. School Vision: To graduate students prepared for college and careers in public service Our mission is to graduate students prepared for college and careers in public service as : An Engaged Citizen A Literate Citizen A Numerate Citizen A Critical Thinker School Performance Plan - Baltimore Civitas 6 of 59 2/24/12

I. Comprehensive Needs Assessment What is the purpose of the Comprehensive Needs Assessment? The Comprehensive Needs Assessment is an evaluation of the strengths and areas for growth within your school, with a focus on improving student learning and achievement. It will be used to determine how your school can build on its strengths and target areas for growth in order to improve student performance. How does my school complete the Comprehensive Needs Assessment? Completing the Comprehensive Needs Assessment is a four-step process. 1 Analyze your school data reports to understand information and trends about student achievement and performance. In addition to proficiency levels, school-based data reports will also include information about student attendance and enrollment, and parent and student satisfaction. 2 Complete the Annual Measurable Objectives (AMO) by recording targeted levels for growth in student performance. AMO s are both school-wide and for particular sub-populations. These objectives will then be applied to the identified school goals in the strategic action planning process. 3. Use the Guiding Questions to facilitate a collaborative discussion between the stakeholders who will complete your school s SPP. These include the principal, other school leaders, ED s, and members of the School Support Network team. This discussion should focus on understanding your school s data trends and their root causes. This step of the Comprehensive Needs Assessment does NOT require any formal documentation. However, discussion points and outcomes from meetings between school leaders, EDs, and SSN representatives should be logged. 4 Complete the Comprehensive Needs Worksheet to record key strengths and areas for growth, contributing factors, and the data sources consulted. The areas of growth recorded here will be used in identifying and prioritizing the school s annual goals for improvement. School Performance Plan - Baltimore Civitas 7 of 59 2/24/12

Middle/High School Data Sets Table 1: MSA Reading Data Trends Grade Grade 6 Grade 7 Grade 8 Year 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 All 61.8 60.5 50.7 74 58.3 60 Subgroup African-American 61.8 60.5 52.2 74 57.6 60 White 100 Hispanic FARM 56.9 60.0 48.4 71.0 57.4 56.1 Special Education 25.0 33.3 36.4 55.6 36.4 7.7 Table 2: MSA Mathematics Data Trends Grade Grade 6 Grade 7 Grade 8 Year 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 All 23.5 41.9 35.7 23.3 33.9 10 Subgroup African-American 23.5 41.9 36.8 23.3 32.8 10 White 100 Hispanic FARM 24.1 40.0 34.9 24.2 30.4 9.1 Special Education 12.5 20.0 11.1 18.2 School Performance Plan - Baltimore Civitas 8 of 59 2/24/12

Middle/High School Data Sets Table 3: MSA Science Data Trends Grade Grade 8 Year 2008-09 2009-10 2010-11 Subgroup African-American 35.8 Hispanic FARM 31.3 Special Education 15.4 School Performance Plan - Baltimore Civitas 9 of 59 2/24/12

Middle/High School Data Sets Table 4: Current School Demographics Table 5: Attendance Data Year 2008-09 2009-10 2010-11 Year 2008-09 2009-10 2010-11 Total Enrollment 148 254 417 All 95.5 92.96 93.72 % of Students by Subgroup % Missing > 20 Days African-American % Missing < 5 Days AK Native Asian/Pacific Table 6: Dropout Rate Hispanic Year Dropout Rate # of Dropouts White 2008-09 FARM 2009-10 0.61 1 ELL 2010-11 0.0 0 Special Education % Mobility Table 7: Graduation Rate Graduation Rate Year Graduation Rate # of Graduates % of Highly Qualified Teachers 2008-09 % of Teachers with Less than Five Years of Experience 2009-10 Principal s Years of Experience 2010-11 Principal s Tenure at the School School Improvement Status School Performance Plan - Baltimore Civitas 10 of 59 2/24/12

Middle/High School Data Sets Table 8: HSA Data % Passing Algebra Biologylogy English 2 Government 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 All 14.3 27.1 34.1 51.9 African-American 14.7 27.4 34.6 54.1 Hispanic Special Education 5.3 4.3 5.6 15.8 Table 9: Advanced Placement Course Enrollment and Performance Year # of AP Courses Offered # of Students Enrolled in AP Courses # of AP Examinations Taken # of AP Examinations Scored 3 or Higher School Performance Plan - Baltimore Civitas 11 of 59 2/24/12

Annual Measurable Objectives Objective #1: Grade 6 Between June 2011 and June 2012, 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 50.7% to 60.7%; African-American students from 52.2% to 62.2%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 36.4% to 46.4% and FARM students from 48.4% to 58.4%. Grade 7 Between June 2011 and June 2012, 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 58.3% to 68.3%; African-American students from 57.6% to 67.6%; White students from 100% to 100%; Hispanic students from % to %; LEP students from % to %; Special Education students from 36.4% to 46.4% and FARM students from 57.4% to 67.4%. Grade 8 Between June 2011 and June 2012, 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 60% to 70%; African-American students from 60% to 70%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 7.7% to 17.7% and FARM students from 56.1% to 66.1%. School Performance Plan - Baltimore Civitas 12 of 59 2/24/12

Objective #2: Grade 6 Between June 2011 and June 2012, 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 35.7% to 45.7%; African-American students from 36.8% to 46.8%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 20.0% to 30% and FARM students from 34.9% to 44.9%. Grade 7 Between June 2011 and June 2012, 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 33.9% to 43.9%; African-American students from 32.8% to 42.8%; White students from 100% to 100%; Hispanic students from % to %; LEP students from % to %; Special Education students from 18.2% to 28.2% and FARM students from 30.4% to 40.4%. Grade 8 Between June 2011 and June 2012, 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 10% to 20%; African-American students from 10% to 20%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 9.1% to 19.1%. School Performance Plan - Baltimore Civitas 13 of 59 2/24/12

Objective #3: Grade 8 Between June 2011 and June 2012, 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 35.8% to 45.8%; African-American students from 35.8% to 45.8%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 15.4% to 25.4% and FARM students from 31.3% to 41.3%. Objective #4: Between June 2011 and June 2012, 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 2011 and June 2012, 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 #5: Between June 2011 and June 2012, the proficient/passing rate on the English High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 34.1% to 49.1%; African-American students from 34.6% 49.6%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 5.6% to 20.6%. Objective #6: Between June 2011 and June 2012, the proficient/passing rate on the Government High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 51.9% to 66.9%; African-American students from 54.1% 69.1%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 15.8% to 30.8%. School Performance Plan - Baltimore Civitas 14 of 59 2/24/12

Objective #7: Between June 2011 and June 2012, the proficient/passing rate on the Biology High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 27.1% to 42.1%; African-American students from 27.4% 42.4%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 4.3% to 19.3%. Objective #8: Between June 2011 and June 2012, the proficient/passing rate on the Algebra High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 14.3% to 29.3%; African-American students from 14.7% 29.7%; White students from % to %; Hispanic students from % to %; LEP students from 12.2% to 27.2%; Special Education students from 5.3% to 20.3%. Objective #9: Between June 2011 and June 2012, 80%of the students scoring at proficient or advanced in the Reading portion of the Alt-HSA will increase a minimum of 15 percentage points from the previous year from % to %. (Only applies to schools administering the Alt-HSA.) Objective #10: Between June 2011 and June 2012, 80%of the students scoring at proficient or advanced in the Mathematics portion of the Alt-HSA will increase a minimum of 15 percentage points from the previous year from % to %; (Only applies to schools administering the Alt-HSA.) Objective #11: Between June 2011 and 2012, the student attendance will increase from 93.72% to 96% to meet the annual measurable objective. Objective #12: Between June 2011 and June 2012 the graduation rate will increase from % to % to meet the annual measurable objective. School Performance Plan - Baltimore Civitas 15 of 59 2/24/12

Comprehensive Needs Assessment - Guiding Questions The Comprehensive Needs Assessment will help your school answer the question: Based on the data, where does your school need to focus school improvement goals? 1. What does the data tell you about your students overall performance? Overall our students have not perfromed. Math students in both middle and high school are not meeting success on state exams. Our sub-groups of African American studens and special education students continue to not master the math objectives. Reading scores are better with 60% of the students reading on the proficent and advance levels based on MSA and HSA data. 2. How have my students performed over time between 2008-2011? Three year review of ou data indicate some MSA math scores increased 18 point from 2008 to2009 in 6th grade and a slight declin in 2010. Reading has remained flat in the 6th grade and a steep decline in the 7th grade 2009-10 from 74% to 58%. All sub-groups and special education continue to be a concern. 3. What progress has your school made in overall performance and over time? Progress has been made with subgroups of FARMS students in 6th and 7th grade reading. In 2009-10 SY 74 % of the students were reading proficent and advance, 71 % of FARMS students and 56 % of SPED students were reading at proficent or advance level. 4. How are various subgroups of students performing, including subpopulations based on race and gender, struggling and accelerated learners, and special needs students? FARMS students in 6th and 7th grade reading. In 2009-10 SY 74 % of the students were reading proficent and advance, 71 % of FARMS students and 56 % of SPED students were reading at proficent or advance level. 5. How did my teachers perform (test results by grade level, by teacher class, subject area)? 6th grade reading teachers perfromed better than their middle school colleagues. However, Middle school math is not performing well as a unit. 41 % of 6th middle school students passed MSA and as 7th graders, that group of students dropped to 23 %. 6. How does my school compare to similar schools in the district? Our school seems to do about as well as other schools that are setup on a similiar model as Civitas 7. What measurable evidence is there that relationships with families and the community are improving? The agendas and sign in sheets from last year do not exist. We now will keep copies of agenda and sign in sheets of meetings helo with parents as well as copies of communication that is mailed or e-mailed to our parents. 8. What measurable evidence is there that students are more engaged in learning? We will begin to track informal observations, learniing walks etc. 9. What data are missing, and how will you go about collecting this information for future use? School Performance Plan - Baltimore Civitas 16 of 59 2/24/12

Comprehensive Needs Assessment Worksheet: Use the discussion points and guiding questions to generate a list of school strengths and areas for growth, and record them below. Consider the root causes and contributing factors, and record them below. Identify what data sources your school uses to identify and track these data, and record them below. 6th grade math instruction Strengths Contributing Factors Data Source Teachers have small numbers of students in their classes. parental support in move involved with this group of students. MSA Scores FARMS students reading scores Students identified and targeted with intense instruction MSA Data Middle School reading instruction In all testing areas, the number of students in each class is conducive to creating a learning environment that is rich and inviting. MSA Data, informal observations and formal observations School Performance Plan - Baltimore Civitas 17 of 59 2/24/12

Math Instruction Special Education Instruction- Students Engagement Classroom management Areas for Growth Contributing Factors Data Source Lack of clear understanding of the curriculum and delivery of an lesson that is engaging amd one that contains rigor. Lack of clear understanding of the curriculum and delivery of an lesson that is engaging amd one that contains rigor. Lack of understanding of the African American male students as well as differentiation for special education and FARMS students. Lack of understanding of the African American male students as well as differentiation for special education and FARMS students. MSA/ HSA Data MSA/ HSA Data MSA/ HSA Data, number of office referrals suspension data MSA/ HSA Data suspension data number of office referrals and rules infractions. School Performance Plan - Baltimore Civitas 18 of 59 2/24/12

II. Goal Prioritization What is the purpose of Goal Prioritization? Goal Prioritization will enable your school to focus on key areas of growth for the coming year. Goals are statements of measurable outcomes for student achievement and performance that your school seeks to produce. Each goal is derived from an Area of Growth for the school that you identified on the Comprehensive Needs Assessment Worksheet. How does my school complete Goal Prioritization? Consider and discuss with your school leadership team the Areas for Growth recorded on your Comprehensive Needs Assessment Worksheet. Convert the identified area of growth from a statement of need or challenge to a statement about a desired outcome. A goal statement may address school-wide student performance or target a particular sub-population. Ensure the goal statement is specific, clear and measurable. Identify the top three prioritized goals for your school and record them below. Prioritization factors may include depth of the challenge, alignment with rigorous standards including the Common Core State Standards, and timelines for school improvement plans. You may wish to include relevant evidence from your analysis to indicate why these goals have been prioritized for your school. Sample Goal Statement: By the end of the 2011-2012 school year, student achievement in Reading/English Language Arts on the MSA will increase. Goal 1: By the end of the 2011-2012 school year, student achievement in mathematics on the MSA will increase. Goal 2: By the end of the 2011-12 school year, student achievement in Algebra 1 on the HSA will increase. Goal 3: By the end of the 2011-12 school year, achievement gap will decrease among the students with IEP's and those without IEP's. School Performance Plan - Baltimore Civitas 19 of 59 2/24/12

School Performance Plan - Baltimore Civitas 20 of 59 2/24/12

III.Objectives, Strategies and Actions Planning Worksheet What is the purpose of the Strategies and Actions Planning Worksheet? The Strategy and Action Planning Worksheet will develop a statement of specific and measurable steps to achieve your school s prioritized goals. The worksheet guides the development of: Objectives: Objectives are statements of measurement increase that support each prioritized goal. Strategies: Strategies are statements of what the school will do in order to implement to stated objective. Actions: Actions are the steps your school will take to implement the identified strategy. The worksheet guides the development of action planning by identifying specific implementation and effectiveness measures. Evaluation of Progress: How will your school know if this action is being implemented and having its desired effects? Provide this information in narrative form. Indicators of Effectiveness: What are the measurable data points that can demonstrate this action s effectiveness? An indicator may be a quantifiable metric or measure, e.g. MSA. An indicator may also rely on qualitative information, such as classroom observation. Person Responsible: Who is the person who oversees the implementation of this action and is responsible for its results? Indicate the name and title of this person. Funding Source and Cost: What is the supporting state or federal funding stream and cost per action? Consult your school s budget to provide this information. How does my school complete the Objectives, Strategies and Actions Planning Worksheet? Enter your school s three prioritized goals identified in each table. For each goal, identify up to three objectives. Objectives should: o Address the stated goal; o Be detailed and specific, o Target specific groups of students; o Be appropriate to the annual timeline; For each goal, identify one strategy. The strategy should rely on an identifiable research or evidence base. To meet this NCLB requirement, schools may provide a research citation that supports their identified strategy. For each strategy, identify two actions. Actions are adult-focused steps your school will undertake to execute the identified strategy. For each action, complete the accompanying planning steps using the definitional guidelines above. Schools may add additional actions if needed. School Performance Plan - Baltimore Civitas 21 of 59 2/24/12

Goal 1: By the end of the 2011-2012 school year, student achievement in mathematics on the MSA will increase. Specific Objectives: The number of students scoring proficent or advanced on the MSA will increase by ten percentage points Strategy: Infuse TAI in all math classes with on-going support and PD from the Network 10 Math Liaison and JHU mathematic support. PD to support more rigor in all math classes with an emphasis on Accountable Talk and student engagement. Development and use of teacher made assessments and public release samples of HAS type activities How will progress be evaluated? What indicators will be used to measure effectiveness? Action 1: Formal and informal observations, learning walks, analysis of data, examination of student work. Person Responsible Funding Resource Amount Identification of schoolwide data tools that will inform instruction. Benchmark scores, report card grades, results from teacher made assessments Action 2: Teachers will design and teach differentiated lesson that are data driven. Collaborative planning among content area teachers Action 3: Benchmark scores, report card grades, results from teacher made assessments Rivers Rivers School Performance Plan - Baltimore Civitas 22 of 59 2/24/12

How will progress be evaluated? What indicators will be used to measure effectiveness? Person Responsible Funding Resource Amount Action 4 Action 5: Action 6: Action 7: Action 8: Action 9: Action 10: School Performance Plan - Baltimore Civitas 23 of 59 2/24/12

Goal 2: By the end of the 2011-12 school year, student achievement in Algebra 1 on the HSA will increase. Specific Objectives: The number of students passing the HSA in Algebra 1 will increase by 10 % points. Strategy: Completion of a professional development workshop focused on preparing to teach the course effectively. A spirit of cooperation with other teachers of the curriculum and confidence in skills to manage a class taught in this manner. Use of more group and pair work and less teacher presentation and whole-group discussion. Minimal class time spent on nonacademic activities. Use of a variety of assessment methods including individual student interviews. How will progress be evaluated? What indicators will be used to measure effectiveness? Action 1: Formal and informal observations with on-going support and PD from the Network and JHU. Person Responsible Funding Resource Amount Analysis of data collected during the walks and informal observations Benchmark Scores, report cards Rivers General Funds Action 2: Teachers will design and teach differentiated lessons that reflect the individual needs of the students. Collaborative planning among content area teachers Action 3: Action 4 Benchmark Scores, report cards Rivers Action 5: School Performance Plan - Baltimore Civitas 24 of 59 2/24/12

How will progress be evaluated? What indicators will be used to measure effectiveness? Person Responsible Funding Resource Amount Action 6: Action 7: Action 8: Action 9: Action 10: School Performance Plan - Baltimore Civitas 25 of 59 2/24/12

Goal 3: By the end of the 2011-12 school year, achievement gap will decrease among the students with IEP's and those without IEP's. Specific Objectives: Improve the number of students with IEP's ability to pass state assessments by ten percentage points. Strategy: Expand support services for low performing students and their families through collaborative efforts to locate mental health, health and nutrition, and community support networks within the school. Implement flexible grouping. Teachers use whole-class, small-group, and individual instruction. Students can, and should, be grouped in a variety of ways based on readiness, interest, learning profiles, and randomly. Teachers can assign work groups, and sometimes students select their own work groups. How will progress be evaluated? What indicators will be used to measure effectiveness? Person Responsible Action 1: PD on the use of differentiated instruction, scaffolding, modeling instruction and student expectations Funding Resource Amount Data collected during classroom visits and a review of student data. Action 2: Benchmark scores, IEP reviews to determine if goals are being met, and results from teacher made assessments Rivers Special Education Action 3: Action 4 Action 5: Action 6: School Performance Plan - Baltimore Civitas 26 of 59 2/24/12

How will progress be evaluated? What indicators will be used to measure effectiveness? Person Responsible Funding Resource Amount Action 7: Action 8: Action 9: Action 10: School Performance Plan - Baltimore Civitas 27 of 59 2/24/12

IV. School Effectiveness Worksheet What is the purpose of the School Effectiveness Worksheet? The School Effectiveness Worksheet allows schools to consider additional strategic action planning steps within the context of the City Schools School Effectiveness Framework. The School Effectiveness Framework identifies four core values and corresponding observable actions that must be in place for all students to achieve at the highest possible levels. Consideration of the School Effectiveness Framework may influence ongoing strategic action planning within your school, and the development of your 2012-2013 SPP. The School Effectiveness Worksheet guides the development of further action planning by identifying specific implementation and effectiveness measures. Evaluation of Progress: How will your school know if this action is being implemented and having its desired effects? Indicators of Effectiveness: What are the measurable data points that can demonstrate this action s effectiveness? Person Responsible: Who is the person who oversees the execution of this action and is responsible for its results? Funding Source and Cost: What is the supporting state or federal funding stream and cost per action? How does my school complete the School Effectiveness Worksheet? Think about each core value and observable actions within the School Effectiveness Framework to answer each set of effectiveness questions. For each question, complete the accompanying action planning steps using the definitional guidelines included in section III. Objectives, Strategies and Actions Planning Worksheet. School Performance Plan - Baltimore Civitas 28 of 59 2/24/12

Highly Effective Instruction 1. Teachers plan highly effective instruction. 2. Teachers deliver highly effective instruction. 3. Teachers use multiple data sources to adjust practice. 4. School leadership supports highly effective instruction. 5. Teachers establish a classroom environment in which teaching and learning can occur. Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 1. What are the processes within your school for identifying students struggling to meet high academic standards, and providing and monitoring instructional interventions? In order to identify students struggling to meet high academic standards, and providing and monitoring instructional interventions, we will use SST, report card review and teacher recommendations to meet this need Monthly SST meetings, advisories will be used to engage students and review of student progress during team meetings Benchmarks and report card data PD support as well as human capital to help with meeting the needs of our students Principal SST Chair and SPED Chair On-going SPED and Title 1 Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 2. How will your school support student achievement among high achieving students? School Performance Plan - Baltimore Civitas 29 of 59 2/24/12

Effectiveness Questions/ Strategies Teachers and teams will be required to develop enrichment and extension projects for students performing at the advanced level. How will progress be evaluated Examination of student work, looking at lesson plans and look for evidence of differentiation What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? Benchmarks, reports cards and MSA and HSA data What support is needed from the school leadership, LEA and SEA? PD Person(s) Responsible Principal, Team Leaders and teachers Timeline 2nd 3rd and 4th quarter Resources to support (Budget Source/Amount; ex. Title I, $100,000) Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 3. How will your school provide teachers with opportunities to analyze data in order to inform their instructional practice? Every Wednesday is PD for our school. This time in addition to the other PD days, will be used to address the need of students by anaylzing data in order to inform their instructional practices Informals, formal observations, learning walks. Benchmark scores, report card data and teaher made assessments PD and Support Principal, Network and JHU On-going School Performance Plan - Baltimore Civitas 30 of 59 2/24/12

Talented People 1. The school creates and implements systems to select, develop and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students. 2. The school has created and implemented systems to evaluate teachers and staff against individual and school-wide goals, provide interventions to those who are not meeting expectations and remove those who do not make reasonable improvement. Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 1. What does your school do to recruit and retain highly qualified and effective teachers in core subjects? Include a description of principal support. We employ the teacher mentor program initiated by BCPS and also in-house mentors are assinged each new teacher Informal and formal observations Mid-year and end of year rating of the teachers. PD of all new teacchers Principal and Mentor techers On-going Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 2. 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 Performance Plan - Baltimore Civitas 31 of 59 2/24/12

Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) Mr. Turk is the lead person for the mentor teaching program in collaboration with BCPS. STAGE: this is the step in the Cycle of Development that your support was focused on meeting (Learn, Implement, Reflect, Share, Feedback) Visits from Mentor teaching program and the number of new teacchers who recieve satisfactory evals and return the following year. The number of students tht pass state assessments, pass their grade and improve as students over time. Mentor PD and support for nwe teachers Principal and Mentor teacher On-going TEACHING STANDARD: This is the standard from the instructional framework that is the focus for this cycle of support. The teaching standard should stay the same for learn, implement, reflect and share to show you have worked through the whole cycle in one focused area BEFORE you begin another cycle. MENTOR STANDARD: This is the standard you are focusing on at each stage. For example, in the learn stage, you may be focused on adult learning strategies, while during the implement stage, you are focused on collecting non-judgmental evidence. School Performance Plan - Baltimore Civitas 32 of 59 2/24/12

Engaged Families and Community 1. The school provides a safe and supportive learning environment for students, families, teachers, and staff. 2. The school cultivates and sustains open communication and decision-making opportunities with families about school events, policies, and the academic and social development of their children. 3. The culture of the school reflects and embraces student, staff, and community diversity. Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 1. How will your school create opportunities and offer resources for families that support academic achievement? Title 1 Parent Meeting MSA & HSA Parent night. Adendas, minutes and evaluatins from meetings with parents. Adendas, minutes and evaluatins from meetings with parents. Adendas, minutes and evaluatins from meetings with parents. Adendas, minutes and evaluatins from meetings with parents. Principal and parent engagement committee Principal and parent engagement committee and teachers of mathematics November 2011 November 2011 Title 1 $ 400.00 Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) School Performance Plan - Baltimore Civitas 34 of 59 2/24/12

Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 2. How will your school ensure that families are aware and informed about individual student progress beyond report cards, and overall school performance beyond Back to School Night? Meeting with students during advisories to inform the students of their individual progress Phone calls and/or letters to families of struggling students in an effort to engage all stake holders in student progress. The number of parent conferences set up after student discussion is held. The number of parent conferences set up after student discussion is held. Report card data, attendance data and Benchmark data. Report card data, attendance data and Benchmark data. Principal, team leaders and teachers Principal, team leaders and teachers On-going November 2011 Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 3. How will families and communities provide input and make decisions to advance school plans? PTA Meetings will allow the school community to collaboratively provide input and make decisions to advance school plans. A review of minutes and evaluations of meetings held with the school community. Sign-in logs and attendance of the PTA meetings. Principal, parent engagement committee an PTA Presidents On-going School Performance Plan - Baltimore Civitas 35 of 59 2/24/12

Strategic Leadership 1. The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs. 2. The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement. 3. The school provides regular opportunities for teachers and staff to engage in job embedded collaborative planning and adjustment of practice. Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) 1. What extended learning opportunities will be provided for struggling students and those most at risk? Extended Day After Title 1 Targeted Assistance students will work with Title 1 teachers during the day SES will be implemented with some students to receive suporrt after school By the number of students who show evidence of progress on report cards, Benchmarks and MSA scores. By the number of students who show evidence of progress on report cards, Benchmarks and MSA scores. Test Score and classroom improvements Test Score and classroom improvements Title 1 Teachers November 2011 Title 1 SES Title 1 Teachers November 2011 Title 1 SES Effectiveness Questions/ Strategies How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) School Performance Plan - Baltimore Civitas 36 of 59 2/24/12

Effectiveness Questions/ Strategies 2. 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? Develop a articulation model that will allow sending schools and teaches to meet with receiving schools and teachers in an effort to keep supports that have proven successful in place such as from 5th to 6th grade, and 8th to 9th grade Effectiveness Questions/ Strategies 3. How will your school ensure that teachers actively engaging in collaborative planning and instructional adjustment strategies? Make sure the schedule is conducive to planning times and establish protocols for planning. Effectiveness Questions/ Strategies How will progress be evaluated By the number of new students successfully working without many disruptions or adjustments concerns due to the change in transitions. How will progress be evaluated observation of collaborative planning, leading collaborative. How will progress be evaluated What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? dropout data, suspension data, referrals and new student pass rate. What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? Improvements in instruction, pacing will be similiar in content classes, informal observaitons and learning walks. What performance indicators (metrics milestones) will be used to measure the effectiveness of these strategies? What support is needed from the school leadership, LEA and SEA? Time to conduct articulation with schools and teachers What support is needed from the school leadership, LEA and SEA? What support is needed from the school leadership, LEA and SEA? Person(s) Responsible Timeline Principal Spring 2012 Person(s) Responsible Principal and guidance Person(s) Responsible Resources to support (Budget Source/Amount; ex. Title I, $100,000) School Performance Plan - Baltimore Civitas 37 of 59 2/24/12 Timeline on-going and adjustments in spring 2012 Timeline Resources to support (Budget Source/Amount; ex. Title I, $100,000) Resources to support (Budget Source/Amount; ex. Title I, $100,000)