School Performance Plan Elementary/Middle Schools

SY 2012-2013 School Performance Plan Elementary/Middle Schools 159 Cherry Hill Elementary/Middle School Tracey Y. Garrett, Principal Rose Ann Armes, Executive Director Deonne Medley, 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 Cherry Hill Elementary/Middle School 1 of 48

Your School s Instructional Leadership Team Sabrina Elliott Erin Miller Ford Tracey Garrett Vi Ho Sherri Holmes Rebecca Hubick Damon Johnson Katrina Johnson Vitavia Mcwhite Valencia Porter Susan Wheeler Name Position Special Education Teacher (ILT) lelliott@bcps.k12.md.us General Education Teacher/BTU Rep (ILT) ekmiller@bcps.k12.md.us Principal (ILT) tgarrett@bcps.k12.md.us General Education Teacher (ILT) vtho@bcps.k12.md.us Teacher Mentor (ILT) saholmes@bcps.k12.md.us General Education Teacher (ILT) rrhubick@bcps.k12.md.us Student Support (ILT) dcjohnson02@bcps.k12.md.us Guidance Counselor (ILT) kjohnson05@bcps.k12.md.us Special Education Teacher (ILT) vdmcwhite@bcps.k12.md.us Assistant Principal (ILT) vhporter@bcps.k12.md.us Assistant Principal (ILT) swheeler01@bcps.k12.md.us Key Points of Contact at Your School Position Name Email Contact Professional Development Point of Contact/Monitor Tracey Y. Garrett tgarrett@bcps.k12.md.us New Teacher Mentor Coordinator Sherri Holmes saholmes@bcps.k12.md.us School Family Council Representative Valencia Porter vhporter@bcps.k12.md.us Family and Community Engagement Representative Katrina Johnson kjohnson05@bcps.k12.md.us School Performance Plan for Cherry Hill Elementary/Middle School 2 of 48

Reflect on SY 2011-2012 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 2011-12 goals? We conducted weekly data talks, provided bi-weekly PD through December, provided reading and math interventions during and after school, updated individual learning plans quarterly, conducted weekly collaborative planning sessions, and purchased Kurzweil software. We purchased online intervention programs to assist scholars during and after school on identifed "needs improvement" areas. All activities were differentiated based on student progress determined during data/collaborative planning and PD sessions and flexible groups were created in each class as a result of data discussions. Grades 1-8 developed small intervention groups that were vertically aligned across grade levels according to the scholars functioning level to provide additional support. Based on MSA results the school achieved its 2012 Annual Measurable Objectives in all areas (Mathematics 3-8, Reading 3-8, and Attendance. This includes all sub-groups. 2. Were your strategies fully implemented, partially implemented, not implemented at all? Why? Strategies were fully implemented but not all were at a high success rate. The after school interventions began later than anticipated and the during school intervention groups began later than expected. Data and colloborative planning sessions were fully implemented. After school teachers collaborated with grade level teachers to ensure continuity of instruction. 3. What evidence of actual impact did you see on instructional practice and/or student learning? The benchmark scores for grades 1-8 improved throughout the year with the highest scores achieved on Benchmark D. Reading Benchmark A - 33% advanced/proficient, Reading Benchmark B - 31% advanced/proficient, Reading Benchmark C - 44% advanced/proficient, Reading Benchmark D - 53% advanced/proficient. Math Benchmark A - 47% advanced/proficient, Math Benchmark B - 34% advanced/proficient, Math Benchmark D - 53% advanced/proficient. On Wireless Generation there was decrease at grades 1 and 2 (11 percentage points and 22 percentage point decrease respectively), scores remained statisically unchanged at grade 3, and there was an increase at the Kindergartern level (20 percentage point increase). Based on RISE data there was an increase in the number of scholars scoring in the "warning" (basic/low basic) category from 2010-2012 to this year. Based on MSA results the school achieved its 2012 Annual Measurable Objectives in all areas (Mathematics 3-8, Reading 3-8, and Attendance. This includes all sub-groups. 4. What practices are in place that we are unable to link to increased student achievement? 5. If your school participated in the 2011-12 School Effectiveness Review (SER) process, how will that feedback influence your strategic planning for 2012-13? N/A School Performance Plan for Cherry Hill Elementary/Middle School 3 of 48

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: https://ebs.bcps.k12.md.us/bcpss.html School Performance Plan for Cherry Hill Elementary/Middle School 4 of 48

School Demographics 08-09 09-10 10-11 11-12 12-13 Total Enrollment 392 369 340 360 % of Students by Subgroup African-American 98.3 American Indian/Alaskan Native 0.0 Asian/Pacific Islander 0.0 Hispanic 1.4 White 0.3 Free and Reduced Meals (FARM) 96.3 English Language Learners (ELL) 0.0 Students with Disabilities (SWD) 16.3 % 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 Attendance Data 08-09 09-10 10-11 11-12 12-13 All 81.7 90.58 90.52 92.3 % habitually truant > 20 days 14.84 12.73 5.6 3.3 % chronically absent < 5 days 32.51 34.08 41.3 30.22 School Performance Plan for Cherry Hill Elementary/Middle School 5 of 48

Reading and Mathematics Stanford 10 Grade 1 Grade 2 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 Total Reading 29 44 36 23 18 18 31 33 Word Study Skills 45 56 45 29 29 33 37 34 Word Reading (Grade 1 only) 33 44 39 31 Reading Vocabulary (Grade 2) 14 14 31 29 Sentence Reading 26 42 31 18 N/A Reading Comprehension 29 44 41 28 22 20 32 38 Total Mathematics 44 50 36 24 41 34 45 27 Problem Solving 37 39 30 23 32 32 38 23 Procedures 53 66 46 60 44 58 36 School Performance Plan for Cherry Hill Elementary/Middle School 6 of 48

MSA Reading (% Proficient and Advanced) Grade Grade 3 Grade 4 Grade 5 Year 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 All 43.9 39 37.5 48.4 43.2 56.8 36.8 63.3 51.4 51.1 50 54.3 Subgroups Asian/Pacific Islander African-American 43.6 39 38.7 48.4 43.2 56.8 36.8 65.5 51.4 51.1 50 54.3 American Indian/Alaskan Native White 50 * Hispanic FARM 47.2 35.9 37.5 50 42.5 60.0 33.3 63.3 52.9 50.0 52.0 52.9 SWD 33.3 22.2 20.0 22.2 62.5 27.3 20.0 MSA Reading (% Proficient and Advanced) Grade Grade 6 Grade 7 Grade 8 Year 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 All 45.5 34.8 51.7 34.6 55.2 35.3 39.1 42.4 43.3 50 30 33.3 Subgroups Asian/Pacific Islander African-American 45.5 34.8 51.7 34.6 55.2 35.3 39.1 40.6 43.3 50 31.6 33.3 American Indian/Alaskan Native Hispanic * FARM 50.0 31.8 50.0 36 57.7 35.3 39.1 41.9 47.8 50.0 31.6 33.3 SWD 25.0 20.0 25.0 14.3 16.7 60.0 25.0 School Performance Plan for Cherry Hill Elementary/Middle School 7 of 48

MSA Math (% Proficient and Advanced) Grade Grade 3 Grade 4 Grade 5 Year 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 All 58.5 46.3 37.5 64.5 63.6 73 47.4 76.7 45.7 44.4 61.5 65.7 Subgroups Asian/Pacific Islander African-American 56.4 46.3 38.7 64.5 63.6 73 47.4 79.3 45.7 44.4 61.5 65.7 American Indian/Alaskan Native White 100 * Hispanic FARM 63.9 46.2 37.5 66.7 62.5 74.3 44.4 76.7 47.1 42.9 64.0 64.7 SWD 20.0 25.0 33.3 20.0 22.2 27.3 20.0 MSA Math (% Proficient and Advanced) Grade Grade 6 Grade 7 Grade 8 Year 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 All 54.5 30.4 62.1 50 27.6 77.8 34.8 24.2 13.3 13.3 25 Subgroups Asian/Pacific Islander African-American 54.5 30.4 62.1 50 27.6 77.8 34.8 21.9 13.3 13.3 26.3 American Indian/Alaskan Native Hispanic * FARM 55.6 27.3 61.5 52 30.8 77.8 34.8 25.8 17.4 13.3 26.3 SWD 25.0 20.0 50.0 71.4 16.7 50.0 School Performance Plan for Cherry Hill Elementary/Middle School 8 of 48

MSA Science (% Proficient and Advanced) Grade Grade 5 Grade 8 Year 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 All 9.1 4.9 11.5 22.9 6.7 10.7 15.8 9.5 Subgroups Asian/Pacific Islander African-American 9.1 4.9 11.5 22.9 6.7 10.7 15.8 9.5 American Indian/Alaskan Native Hispanic FARM 9.4 2.7 12 20.6 8.7 10.7 17.6 10 School Performance Plan for Cherry Hill Elementary/Middle School 9 of 48

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. Benchmark Assessments---------- Data Point What do the data tell you about trends in student achievement and other aspects of your school performance? When comparing 2011 Benchmark C to 2012 Benchmark C, there are at least 12% or greater improvements in grades 1, 4, and 7. A slight decrease in grades 2, 3 and 7. The largest achivement gaps are in grades 6 and 8. The 2011-2012 benchmark scores for grades 1-8 improved throughout the year with the highest scores achieved on Benchmark D. Reading Benchmark A - 33% advanced/proficient, Reading Benchmark B - 31% advanced/proficient, Reading Benchmark C - 44% advanced/proficient, Reading Benchmark D - 53% advanced/proficient. Math Benchmark A - 47% advanced/proficient, Math Benchmark B - 34% advanced/proficient, Math Benchmark D - 53% advanced/proficient. On Wireless Generation there was decrease at grades 1 and 2 (11 percentage points and 22 percentage point decrease respectively), scores remained statisically unchanged at grade 3, and there was an increase at the Kindergartern level (20 percentage point increase). Based on RISE data there was an increase in the number of scholars scoring in the "warning" (basic/low basic) category from 2010-2012 to this year. ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- School Performance Plan for Cherry Hill Elementary/Middle School 10 of 48

---------- Data Point What do the data tell you about trends in student achievement and other aspects of your school performance? School Performance Plan for Cherry Hill Elementary/Middle School 11 of 48

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 48.4% to %; African-American students from 48.4% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 50% to %. Grade 4 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 63.3% to %; African-American students from 65.5% to %; White students from *% to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 63.3% to %. Grade 5 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 54.3% to %; African-American students from 54.3% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 52.9% 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 34.6% to %; African-American students from 34.6% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 36% 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 42.4% to %; African-American students from 40.6% to %; White students from % to %; Hispanic students from *% to %; LEP students from % to %; Special Education students from % to % and FARM students from 41.9% 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 33.3% to %; African-American students from 33.3% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 33.3% to %. School Performance Plan for Cherry Hill Elementary/Middle School 12 of 48

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 64.5% to %; African-American students from 64.5% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 66.7% to %. Grade 4 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 76.7% to %; African-American students from 79.3% to %; White students from *% to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 76.7% to %. Grade 5 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 65.7% to %; African-American students from 65.7% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 64.7% 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 50% to %; African-American students from 50% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 52% to %. Grade 7 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 24.2% to %; African-American students from 21.9% to %; White students from % to %; Hispanic students from *% to %; LEP students from % to %; Special Education students from % to % and FARM students from 25.8% 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 % 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 %. 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 22.9% to %; African-American students from 22.9% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 20.6% to %. School Performance Plan for Cherry Hill Elementary/Middle School 13 of 48

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 9.5% to %; African-American students from 9.5% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to % and FARM students from 10% to %. Objective #4: Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Reading portion of the Alt MSA will increase a minimum of 15 percentage points from the previous year from % to %. (Only applies to schools administering the Alt MSA.) Objective #5: Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Mathematics portion of the Alt MSA will increase a minimum of 15 percentage points from the previous year from % to %; (Only applies to schools administering the Alt MSA.) Objective #6: Between June 2012 and 2013 the student attendance will increase from 92.3% to % to meet the annual measurable objective. School Performance Plan for Cherry Hill Elementary/Middle School 14 of 48

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 2012-13 School Performance Plan. Record your answers below. 1. What do your data tell you about students overall performance? Benchmark C data tells us that we have increased the number of students who are proficient or above in reading from 30.3% to 43.1% and a slight increase from 33.5% to 39.2% in mathematics compared to Benchmark B. The 2011-2012 benchmark scores for grades 1-8 improved throughout the year with the highest scores achieved on Benchmark D. Reading Benchmark A - 33% advanced/proficient, Reading Benchmark B - 31% advanced/proficient, Reading Benchmark C - 44% advanced/proficient, Reading Benchmark D - 53% advanced/proficient. Math Benchmark A - 47% advanced/proficient, Math Benchmark B - 34% advanced/proficient, Math Benchmark D - 53% advanced/proficient. On Wireless Generation there was decrease at grades 1 and 2 (11 percentage points and 22 percentage point decrease respectively), scores remained statisically unchanged at grade 3, and there was an increase at the Kindergarten level (20 percentage point increase). Based on RISE data there was an increase in the number of scholars scoring in the "warning" (basic/low basic) category from 2010-2012 to this year. 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. When comparing reading 2011 Benchmark C to 2012 Benchmark C, there are at least 12% or greater improvements in grades 1, 4, and 5. A slight decrease in grades 2, 3 and 7. The largest achivement gaps in reading are grades 6 and 8. When comparing math 2011 Benchmark C to 2012 Benchmark C, there is an increase of 14% for grades 5 and 7 and 29% improvements in grade 3. A slight increase in grade 4 and a slight decrease in grade 8. The largest achievement gaps in math were grades 1, 2, and 6. 3. How did my teachers perform (test results by grade level, teacher/class, subject area/and subgroup. e.g. SWD)? When comparing 2011 Benchmark C to 2012 Benchmark C, there are at least 12% or greater improvements in grades 1, 4, and 7. A slight decrease in grades 2, 3, and 7. The largest achivement gaps are in grades 6 and 8. When comparing math 2011 Benchmark C to 2012 Benchmark C, there is an increase of 14% for grades 5 and 7 and 29% improvements in grade 3. A slight increase in grade 4 and a slight decrease in grade 8. The largest achievement gaps in math were grades 1, 2, and 6. Guidance: Based on the answers to the questions above, generate a list of school strengths and needs, and record them below. Consider the contributing factors and identify the sources of data that demonstrate these trends, and record them below. Limit your Strengths and Needs to the three most important. Examples of Cause Data (Contributing Factors): Professional Practices that Create Effects or Results School Performance Plan for Cherry Hill Elementary/Middle School 15 of 48

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 Use of collaborative planing time to focus on math calculation/computation skills.---------- structural analysis ---------- Creating a master schedule that allowed staff to meet to plan and discuss areas of improvement and how to address these deficits. This will be done during Data Talks and Collaborative Planning sessions that were facilitated and focused. Data Talks collaborative planning Benchmark Assessments Informal and Formal Observations Benchmark Assessments Informal Observations Wireless Generation Data Talks with colleagues and students/parents---- ------ Teachers use Daily Formative Assessment Trackers to gather data on daily objective attainment. Plans were adjusted based on data. Data was shared and discussed with students. Teachers developed Individual Learning Plans for each students that was shared and discussed with parents. Daily Tracker Forms ILPs Parent Communication Logs Needs Contributing Factors Data Source Professional development in best practices for teaching informational text.---------- Lack of reteaching strategies Poor differentiation techniques Benchmark scores Informal and formal observations RISE data Professional development in best practices for teaching word study and vocabulary.---------- Lack of reteaching strategies Poor differentiation techniques Benchmark scores Informal and formal observations RISE data Wireless Generation Data School Performance Plan for Cherry Hill Elementary/Middle School 16 of 48

Needs Contributing Factors Data Source Professional development that addresses the diverse learning needs of scholars and how to approach instruction that will benefit the whole class as well as the individual child.---------- Lack of reteaching strategies Poor differentiation techniques Benchmark scores Informal and formal observations RISE data Wireless Generation Data School Performance Plan for Cherry Hill Elementary/Middle School 17 of 48

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 In school year 2012-2013, there will be a school-wide increase from 43.1% to 58.1% in the number of students writing at proficient or above in response to informational text in multiple content areas as measured by quarterly prompts using BCPS rubrics on Benchmark Assessments and Units of Study. School-Level Strategies High Yield Instructional Strategy: Explicit Teaching Small Group Instruction Gradual realease model Word Study Text dependent questioning or close reading CCSS - Text Complexity (word difficulty, text structure, genre, characteristic features of the text, degree of familiarity with content, format/length, and level of reasoning) Responding to text through written questions. General Funds Funding Resources Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. Professional Development will be provided to all staff on creating high academic and behavioral expectations using explicit instruction. (See attached Cycle of Professional Learning) Professional Development Strategy: School-Based Professional Development; Engaged Family and Community Strategy: Quarterly Family Literacy Nights - Students and their families are invited to attend quarterly academic nights in literacy to learn strategies for assisting their children with studying and completing homework in reading, vocabulary development, word study and writing. School Performance Plan for Cherry Hill Elementary/Middle School 18 of 48

School Performance Plan for Cherry Hill Elementary/Middle School 19 of 48

School-Level Goal #2 In school year 2012-2013, there will be a school-wide increase from 39.2% to 54.2% in the number of students in all subgroups scoring at proficient or above by building basic computation skills at all grade levels using non-linguistic representations and cooperative learning strategies as measured quarterly on Units of Study and/ or BCPS Benchmark Assessments. School-Level Strategies High Yield Instructional Strategy: Explicit Teaching Automaticity Gradual realease model On-going Learning and Practice (Differentiation) Teaching New Concepts CCSS - Text Complexity (word difficulty, text structure, genre, characteristic features of the text, degree of familiarity with content, format/length, and level of reasoning) Blended Learning Other Funding Resources SIG Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. Professional Development will be provided to all staff on creating high academic and behavioral expectations using explicit instruction. (See attached Cycle of Professional Learning) Professional Development Strategy: School-Based Professional Development; Engaged Family and Community Strategy: Quarterly Family Math Nights - Students and their familes are invited to attend quarterly academic nights in math to learn strategies for assisting their children with studying and completing homework in math computation, math word problems, and data analysis. School Performance Plan for Cherry Hill Elementary/Middle School 20 of 48

School-Level Goal #3 School-Level Strategies High Yield Instructional Strategy: Funding Resources Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal. Professional Development Strategy: School-Based Professional Development; Engaged Family and Community Strategy: School Performance Plan for Cherry Hill Elementary/Middle School 21 of 48

What strategies will your school use to support new teachers? 1. Provide first and second year teachers with a mentor teacher. Provide new teachers with a highly qualified academic coach to assist with lesson development, instructional rigor, and high academic expectations. Consultants work with new teachers using real time coaching to create a safe learning environment with high academic and behavioral expectations. Funding Resources 2. Weekly Data Talks are attended by collaborative planning teams and facilitated by a member of the Instructional Leadership Team. Data from the previous week is analyzed and discussed. The team then makes suggestions for re-teaching, intervention, or acceleration based on data. Weekly Lesson plans are submitted to members of the Instructional Leadership team for monitoring of activities with timely feedback so adjustments can be made. Weekly collaborative planning sessions are facilitated by a member of the Instructional Leadership Team. These sessions provide an opportunity for peer review of current and future plans, as well as ways to integrate instruction across content and grade levels. Informal and Formal Observations provide instructional staff with timely feedback on instructional goals and lesson rigor and ways to promote high academic achievement. School principal conducts one formal observation and multiple informal observations with written feedback for each staff member throughout the school year. 3. Maintain a strong Hospitality Committee to ensure monthly recognition and celebration for all staff members accomplishments and dedication to the school. "Open door" policy with the school administration to have concerns addressed in a timely fashion and foster high morale. The external partner celebrates teacher dedication at least three times a year with a Convocation, a banquet, and an award ceremony. School Performance Plan for Cherry Hill Elementary/Middle School 22 of 48

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 In school year 2012-2013, there will be a school-wide increase from 43.1% to 58.1% in the number of students writing at proficient or above in response to informational text in multiple content areas as measured by quarterly prompts using BCPS rubrics on Benchmark Assessments and Units of Study. School-Level Goal #1 Strategies Results Indicator Reporting Mechanism Explicit Teaching Small Group Instruction Gradual realease model Word Study Text dependent questioning or close reading CCSS - Text Complexity (word difficulty, text structure, genre, characteristic features of the text, degree of familiarity with content, format/length, and level of reasoning) Responding to text through written questions. Teachers will use flexible grouping to determine the level of support needed based on data from RISE/Wireless Generation, benchmarks, and teacher created/collected data. Teachers will use accountable talk and shared writing strategies to develop deeper understanding before and during writing. High academic expectations as determined by formal and informal observations of the learning environment. Rigorous and differentiated instruction as determined by formal and infomal observations of instruction and monitoring of lesson plans. DICE (Data, Instruction, Culture, Environment) Checklist, Lesson Planning and Unit Review, Learning Walks Feedback sheets from observations, minutes from data and collaborative planning sessions, and evaluation sheets from professional development sessions. School Performance Plan for Cherry Hill Elementary/Middle School 23 of 48

School-Level Goal #1 In school year 2012-2013, there will be a school-wide increase from 43.1% to 58.1% in the number of students writing at proficient or above in response to informational text in multiple content areas as measured by quarterly prompts using BCPS rubrics on Benchmark Assessments and Units of Study. School-Level Goal #1 Strategies Results Indicator Reporting Mechanism Quarterly Family Literacy Nights - Students and their families are invited to attend quarterly academic nights in literacy to learn strategies for assisting their children with studying and completing homework in reading, vocabulary development, word study and writing. Sign in Sheets and evaluations. Increased student proficiency in literacy as determined by teacher created assessments, Benchmarks and MSA. FCE Binder DataLink School-Level Goal #2 In school year 2012-2013, there will be a school-wide increase from 39.2% to 54.2% in the number of students in all subgroups scoring at proficient or above by building basic computation skills at all grade levels using non-linguistic representations and cooperative learning strategies as measured quarterly on Units of Study and/ or BCPS Benchmark Assessments. School-Level Goal #2 Strategies Results Indicator Reporting Mechanism Explicit Teaching Automaticity Gradual realease model On-going Learning and Practice (Differentiation) Teaching New Concepts CCSS - Text Complexity (word difficulty, text structure, genre, characteristic features of the text, degree of familiarity with content, format/length, and level of reasoning) Blended Learning Evidence of: 1. the integration of technology throughout units of instruction; 2. the use of manipulatives and hands on learning activities throughout units of instruction; 3. the development of student projects to show mastery of content skills. DICE (Data, Instruction, Culture, Environment) Checklist, Lesson Planning and Unit Review, Learning Walks High academic expectations as determined by formal and informal observations of the learning environment. Rigorous and differentiated instruction as determined by formal and infomal observations of instruction and monitoring of lesson plans. Feedback sheets from observations, minutes from data and collaborative planning sessions, and evaluation sheets from professional development sessions. School Performance Plan for Cherry Hill Elementary/Middle School 24 of 48

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: Cherry Hill Elementary/Middle School --------------- Goal 1: In school year 2012-2013, there will be a school-wide increase from 43.1% to 58.1% in the number of students writing at proficient or above in response to informational text in multiple content areas as measured by quarterly prompts using BCPS rubrics on Benchmark Assessments and Units of Study. Instructional Strategy 1: Explicit Teaching Small Group Instruction Gradual realease model Word Study Text dependent questioning or close reading CCSS - Text Complexity (word difficulty, text structure, genre, characteristic features of the text, degree of familiarity with content, format/length, and level of reasoning) Responding to text through written questions. 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 Cherry Hill Elementary/Middle School 26 of 48

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Cherry Hill Elementary/Middle School --------------- Goal 1: In school year 2012-2013, there will be a school-wide increase from 43.1% to 58.1% in the number of students writing at proficient or above in response to informational text in multiple content areas as measured by quarterly prompts using BCPS rubrics on Benchmark Assessments and Units of Study. Professional Development Strategy 1: School-Based Professional Development; 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 Cherry Hill Elementary/Middle School 27 of 48

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Cherry Hill Elementary/Middle School --------------- Goal 1: In school year 2012-2013, there will be a school-wide increase from 43.1% to 58.1% in the number of students writing at proficient or above in response to informational text in multiple content areas as measured by quarterly prompts using BCPS rubrics on Benchmark Assessments and Units of Study. Engaged Family and Community Strategy 1: Quarterly Family Literacy Nights - Students and their families are invited to attend quarterly academic nights in literacy to learn strategies for assisting their children with studying and completing homework in reading, vocabulary development, word study and writing. 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 Cherry Hill Elementary/Middle School 28 of 48

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Cherry Hill Elementary/Middle School --------------- Goal 2: In school year 2012-2013, there will be a school-wide increase from 39.2% to 54.2% in the number of students in all subgroups scoring at proficient or above by building basic computation skills at all grade levels using non-linguistic representations and cooperative learning strategies as measured quarterly on Units of Study and/ or BCPS Benchmark Assessments. Instructional Strategy 2: Explicit Teaching Automaticity Gradual realease model On-going Learning and Practice (Differentiation) Teaching New Concepts CCSS - Text Complexity (word difficulty, text structure, genre, characteristic features of the text, degree of familiarity with content, format/length, and level of reasoning) Blended Learning 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 Cherry Hill Elementary/Middle School 29 of 48

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Cherry Hill Elementary/Middle School --------------- Goal 2: In school year 2012-2013, there will be a school-wide increase from 39.2% to 54.2% in the number of students in all subgroups scoring at proficient or above by building basic computation skills at all grade levels using non-linguistic representations and cooperative learning strategies as measured quarterly on Units of Study and/ or BCPS Benchmark Assessments. Professional Development Strategy 2: School-Based Professional Development; 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 Cherry Hill Elementary/Middle School 30 of 48

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Cherry Hill Elementary/Middle School --------------- Goal 2: In school year 2012-2013, there will be a school-wide increase from 39.2% to 54.2% in the number of students in all subgroups scoring at proficient or above by building basic computation skills at all grade levels using non-linguistic representations and cooperative learning strategies as measured quarterly on Units of Study and/ or BCPS Benchmark Assessments. Engaged Family and Community Strategy 2: Quarterly Family Math Nights - Students and their familes are invited to attend quarterly academic nights in math to learn strategies for assisting their children with studying and completing homework in math computation, math word problems, and data analysis. 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 Cherry Hill Elementary/Middle School 31 of 48

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Cherry Hill Elementary/Middle School --------------- Goal 3: Instructional Strategy 3: 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 Cherry Hill Elementary/Middle School 32 of 48

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Cherry Hill Elementary/Middle School --------------- Goal 3: Professional Development Strategy 3: School-Based Professional Development; 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 Cherry Hill Elementary/Middle School 33 of 48

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date: Cherry Hill Elementary/Middle School --------------- Goal 3: Engaged Family and Community Strategy 3: 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 Cherry Hill Elementary/Middle School 34 of 48

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: 9/20/2012 Date 2: 10/4/2012 Date 3: 11/1/2012 File SANE School-Parent Compact The School-Parent Compact is an agreement between families, students, and school staff to support each other in ensuring that students are successful. The compact addresses communication between teachers and parents on an ongoing basis about their children s progress and achievement. Your school should provide opportunity for families to take part in the development of the School-Parent Compact. Provide the dates of at least one school-level opportunity that will contribute to building parent capacity for involvement. Date 1: 9/13/2012 Date 2: File SANE School Performance Plan for Cherry Hill Elementary/Middle School 35 of 48

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: 9/20/2012 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: 9/13/2012 File SANE School Performance Plan for Cherry Hill Elementary/Middle School 36 of 48

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 3. Title 1 Schoolwide Strategies Person(s) Responsible Timeline Title I Funding 1. How will your school support student achievement among high achieving students? Development of Individual Learning Plans for all students so goals can be clearly defined and strategies identified to accelerate learning. Differentiated instruction and flexible grouping will provide opportunities for targeted learning that is rigorous and promotes extension of Common Core Standards beyond the noted assessment limits. Compass Learning and Study Island are online intervention, acceleration, and support programs that allow students to work at their functioning level; advanced students will be able to accelerate their learning pathway as they work on teacher determined content. Algebra I will be offered to students who scored proficient.advanced on MSA and performed well on teacher created/collected data. Enrichment opportunities will be provided including exposure to the visual/performing arts, after school academics/extra-curricular activities, and Saturday school Tours of local and out of state colleges and universities for every grade level PreK-8. Administrators Teachers Support staff August 2012 - June 2013 Title I SIG FSF School Performance Plan for Cherry Hill Elementary/Middle School 37 of 48

2. How will your school support low-performing students achieve at proficient or advanced levels? Title 1 Schoolwide Strategies Development of Individual Learning Plans for all students so goals can be clearly defined and strategies identified to accelerate learning. Differentiated instruction and flexible grouping will provide opportunities for targeted learning that supports Common Core Standards. Compass Learning and Study Island are online intervention, acceleration, and support programs that allow students to work at their functioning level; low performing students will be able to pace their progress in a learning pathway as they work on teacher determined content. Extended day programming with support in reading and writing. Sudents will be placed in leveled groups so instruction can be targeted to individual needs and paced accordingly. After school programming will allow additional time in a small setting for targeted instruction of high need skills in reading and math. Tours of local and out of state colleges and universities for every grade level PreK-8. Person(s) Responsible Administrators Teachers Support staff Timeline August 2012 - June 2013 Title I SIG FSF Title I Funding School Performance Plan for Cherry Hill Elementary/Middle School 38 of 48

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 Individual Learning Plans (ILPs) are developed for each student and updated quarterly so staff know strengths and weaknesses for each student. Strategies for assisting students to make improvements are developed and shared with all stakeholders (inlcuding parents/guardians). Weekly Data Talks are attended by collaborative planning teams and facilitated by a member of the Instructional Leadership Team. Data from the previous week is analyzed and discussed. The team then makes suggestions for re-teaching, intervention, or acceleration based on data. Weekly Lesson plans are submitted to members of the Instructional Leadership team for monitoring of activities with timely feedback so adjustments to the lesson plan and instructional activities can be made. Weekly collaborative planning sessions are facilitated by a member of the Instructional Leadership Team. These sessions provide an opportunity for peer review of current and future plans, as well as ways to integrate instruction across content and grade levels. Informal and Formal Observations provide instructional staff with timely feedback on instructional goals and lesson rigor and ways to promote high academic achievement. Person(s) Responsible Teachers Adminstrators Support staff Timeline August 2012-June 2013 Title I SIG FSF Title I Funding School Performance Plan for Cherry Hill Elementary/Middle School 39 of 48