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Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016
“Creating a culture of deliberate excellence for every student, every school, every community.”
School Progress Plan for
Continuous School Improvement: Raising the Bar and
Closing Gaps
Deep Creek Elementary School
Submitted by
_______________________ ______________________ Signature of Principal Signature of Executive Director
_____8/19/16______
Date
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 2
Introduction The purpose of this School Progress Plan (SPP, or the “plan”) document is to establish what the school will do to raise the academic achievement of all its
students and to address the needs of students who are at-risk academically and/or currently underperforming. The plan identifies specific strategies in the areas
of climate, mathematics, and reading that the school intends to implement in the coming year. The plan also specifies strategies, as applicable, that will be used to
promote parent involvement and incorporate Title I components, as required by federal and state law.
School Performance Indicators and Targets Section Purpose: BCPS is committed to the use of academic and school climate data to assess school performance and progress towards the attainment of
the goals established in its 5-year strategic plan, Blueprint 2.0. Student progress in reading and mathematics for the elementary and middle school grades is
measured by the Measures of Academic Progress (MAP) assessment. Similarly, progress in high school is measured by graduation requirements, such as results
on the Maryland High School Assessments (HSA), as well as graduation and dropout rates, SAT participation and scores. Both MAP and HSA are aligned with
the college and career-ready standards. Climate is measured by performance on certain indicators such as suspension, attendance, and stakeholder (i.e. student,
parent, and staff/teacher) perception survey.
Each school is measured against its own goals and must work to strengthen academic growth and achievement for all students. Therefore, the plan begins with an
assessment of the key academic and climate performance indicators noted below. Schools will use actual data for 2015-2016 for these indicators to determine
goals and targets for the 2016-2017 school year. The school’s performance relative to the targets should lead to conversations about any gaps in performance and
potential causes. By identifying a root cause, schools can then establish goals that ensure that any gaps in performance can be eliminated in the future.
Climate Mathematics Reading
2016
Actual
2017
Target
2016
Actual
2017
Target
2016
Actual
2017
Target
Elementary
Attendance
Suspensions
94.46%
3.63%
95%
2%
Reduce
office
referrals
by 20%
MAP Growth 65.4% 70% MAP Growth
Percentage of G3 Students
at or above the 50th
Percentile based on Fall
MAP in Reading
68.2%
15.3%
70%
30%
Middle
Attendance MAP Growth MAP Growth
Suspensions Algebra I Completion by
G8 with a “B” or better
High
Attendance
Suspension
Graduation Rate
SAT Participation SAT Participation
Dropout Rate Mean SAT Score Mean SAT Score
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 3
Comprehensive Needs Assessment Data Analysis
Section Purpose: In this section, a comprehensive assessment of the entire school is reflected based on analysis of the academic and climate data noted
previously as well as additional data available in schools, including, but not limited to, the results of curriculum-based assessments, grades, teacher
observation/evaluation, and homework/quizzes.
Schools: Use the DATA ANALYSIS WORKSHEET to prepare this section.
Analysis Questions Climate Mathematics Reading
1. What do the data indicate about overall student
performance?
114,435 minutes of
missed instructional time
during the 15-16 school
year
65.3% of students met their growth target on MAP
68.5% of students met their growth target on MAP 41.2% of students met DIBELS ORF Benchmark 54% of students met DIBELS Accuracy Benchmark
2. What performance gaps exist for subgroups of
students? Identified below are those subgroups
with the largest gaps.
Subgroup Discrepancies: 1st Grade Special Education 3rd Grade Hispanic, LEP, Special Education 4th Grade Special Education Schoolwide: LEP (38.9% met their growth target)
MAP Data:
3rd grade Special Ed: 72% of 3rd graders met their growth target while only (50%) special ed students made their growth target.
3rd grade LEP: (33%) LEP students made their growth target.
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 4
25% Hispanic students met their growth target.
Subject/Grade Level Grade Level Performance First Grade 79.2 % Second Grade 56.5% Third Grade 68.8% Fourth Grade 54.0% Fifth Grade 65.7%
MAP-% students meeting MAP growth target:
1st grade: 68.8% 2nd grade: 59.4% 3rd grade: 71.9% 4th grade: 55.6% 5th grade: 86.6%
DIBELS-% of students meeting ORF benchmark: 1st grade: 53% 2nd grade: 37% 3rd grade: 26% 4th grade: 48% 5th grade: 42% DIBELS-% of students meeting ACCURACY benchmark: 1st grade: 53% 2nd grade: 60% 3rd grade: 32%
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 5
4th grade: 70% 5th grade: 55%
Grade 1 students
entering DCES
2 out of 25 benchmarked for CLS DIBELS
52% made LNF benchmark
38.4% were intensive at the beginning of the school year for NWF.
15 first grade students stayed intensive all year.
Race/ethnicity BL 62.7% WH 68.9%
MU 73.7%, LEP 66.1%
BL 67.2%, WH 73.3%
MU 89.5%, LEP 38.9%
Students participating in Advance Academics 64.3% 78.6%
Students receiving special education services Special Education Students meeting MAP growth target:
1st grade: 30% (3 out of 10)
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 6
2nd grade: 44% (4 out of 9)
3rd grade: 50% (6 out of 12)
4th grade: 41.7%
Students participating in the Free and Reduced
Meals program
66.2% 67.9%
Gender M 69.5% F 60.8% M 68.8% F 68.3%
Students receiving English language services 50% 38.9%
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 7
Identification of Priority Needs
Section Purpose: This section identifies the priority needs of the school, based on an analysis of the data and underlying causes. Priority needs are
opportunities that the school has identified to close achievement gaps for targeted groups of students and to raise the academic bar for all students. If the root
cause is properly identified and addressed through the implementation of appropriate strategies, the issues or gaps in student performance will be eliminated or
mitigated in the future.
Schools: Use the ROOT CAUSE ANALYSIS WORKSHEET to facilitate dialogue about possible root causes for the priority areas of climate, mathematics,
and reading.
Priority Need Based on Data
Root Cause
The greatest need for the priority area of climate is:
According to referral data, students missed 114,435 minutes of instructional time.
The root cause of the performance issues or gaps in climate is:
Need to prioritize proactive behavior management procedures in order to create a classroom that is safe, orderly and conducive to learning.
The greatest need for the priority area of mathematics is:
65.3% of students met MAP math growth target, however we do not see evidence of that in the unit assessments?
The root cause of the performance issues or gaps in mathematics is:
Prioritize teaching/learning needs in order to provide focused professional plan that transfers into the classroom.
The greatest need for the priority area of reading is:
15% of our students reading on grade level in the third grade?
The root cause of the performance issues or gaps in reading is:
Prioritize teaching/learning needs in order to provide focused professional plan that transfers into the classroom.
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 8
Vision and Mission
Section Purpose: Having a shared vision and mission for a school is key to improving its effectiveness. A vision is a clear statement of the shared values of
the school community. A mission statement is typically a more detailed description of the general purpose of and goals for the school. The vision and mission
together create a powerful framework for monitoring how well a school is doing against its commitments to students and the community. The goals or objectives
identified in this school progress plan for the next school year reflect the vision and mission of the school.
School Vision Statement
Deep Creek Elementary students will receive an education that prepares them for the 21st Century. Students will acquire skills in core knowledge, metacognition, technology, and life skills. Teachers will provide rigorous instruction that is accessible, relevant, and responsive to students. Students will learn in classroom environments that allow them to thrive and become confident individuals with a passion for learning. “Discovering, Cultivating, and Reaching Our Potential”
School Mission Statement
Deep Creek Elementary School’s mission is to provide a quality education that develops the content knowledge, skills, and attitudes that will enable all students to reach their maximum potential as responsible, life-long learners and productive citizens.
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 9
Goals, Strategic Initiatives, Key Actions, and Professional Learning Selections
Section Purpose: In this section, goals are determined based on the priority needs identified during data analysis and are aligned with the goals established in
Blueprint 2.0. Goals are Specific, Measurable, Achievable, Relevant, and Timely (SMART) and describe the objectives for improved student performance which
can be monitored for progress and reported on a regular basis. The goals that are identified for this school progress plan will address the root cause of the issues
or gaps in performance in the areas of climate, mathematics, and reading.
This section also captures the strategic initiatives, key actions, and professional learning that will be implemented in order to accomplish the goal. Specific
strategic initiatives identify what the school intends to do instructionally to 1) improve performance for all students, based on best practice research and
evidenced by the observable behaviors of teachers and staff and 2) meet the needs of historically underserved populations or low-performing subgroups of
students. Key actions are the specific activities or tasks that must occur to ensure that the strategic initiatives are implemented. Key actions should consider
activities that might need to involve parents, schedule changes, additional staffing, etc. The school must also sufficiently plan for professional learning that builds
capacity in teachers and staff to accomplish the goals of the plan. The professional learning plan identifies high-quality professional learning activities that are
ongoing and use data to support the effectiveness of the learning and its impact on student achievement.
Schools:
Schools should reference the training and resources on the Office of Performance Management intranet site for examples and guidance on the development of
goals, strategic initiatives, key actions, and professional learning.
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 10
Goal [What goals for raising the bar and/or closing the gap will be achieved in order to create a positive school climate that supports improved student
performance?]: Reduce the number of referrals (office/focus room) by 20% (at least 417). During the 2015-2016 school year
there were 2,088 focus/office referrals. Strategic Initiatives [What will be done instructionally to accomplish the
goal?]:
To support a safe and secure environment, develop
the ability to make constructive and respectful choices
about personal behaviors and social interactions.
Develop the ability to recognize and regulate
emotions and thoughts and their influence on behaviors.
Develop the ability to engage, establish and maintain
healthy student to student and student to adult
relationships.
ILO
1, 2, 7, 9,
Title I Components
2, 4, 6, 8
Key Actions [What specific activities must take place in
the classroom to implement the strategic initiatives?] Completion
Date(s)
[When will the
key action
occur?]
Persons
Responsible [Who will make sure
that the key action is
completed
successfully?]
Observable Evidence of Teaching
and Learning [What observable teacher and student
behaviors in the classroom will
demonstrate implementation of the key
action?]
Documentation/Data [What documentation or
data, quantitative and
qualitative, will be
reviewed as evidence of the
change in teaching and
learning?]
Key Action 1: Support staff (“grade level ambassador”) will be
assigned specific grade levels to assist teachers in
establishing relationship building and
classroom/school community.
*Be located in the designated hallway to greet
students
in AM and PM
*Assist teacher to determine social emotional needs
of
students
*Check in throughout the day to provide
reinforcement
to certain students
*Meet with grade level teams to debrief about
climate/culture issues at least bi-weekly
*Grade level hero team meet bi-weekly
*Grade level ambassadors will communicate with
parents and assist teachers in building relationships
with parents and community members.
ongoing
“Grade Level
Ambassadors”
K- Bagnall
1- Fowler
2- Rosenthal
3- Luddy
4- Collins
5-Thompson
Administration
Behavior
Interventionist
Teaching (teacher
behaviors):
Be located in
the designated
hallway to
greet students
in AM and
PM
Assist teacher
to determine
social
emotional
needs of
students
Check in
throughout the
day to provide
reinforcement
to certain
students
*Meet with
grade level
teams to
debrief about
Learning
(student
behaviors):
Students
will interact
with the
ambassador
Students
will seek
out
assistance
when
needed from
the adults.
Students
will begin to
demonstrate
problem
solving
skills
Referral data
Class incentives
PBIS Rewards
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 11
climate/culture
issues
Key Action 2: Teachers will use strategies to
promote, model, and facilitate a respectful
environment.
(specific norms will be established during Back
to School Week with staff: looks like/sounds
like teacher to kid, kid to teacher, kid to kid,
teacher to teacher)
*The PBIS Committee will prepare newsletter
articles to communicate incentives for our
students this will go home monthly.
* Parents will be invited to awards assemblies
and celebrations.
ongoing
Administration
Resource/Support
Staff
Classroom
Teachers
Teaching (teacher
behaviors):
Teachers will
model
appropriate
behaviors
when rotations
to small
groups,
working
independently,
and moving
throughout the
building
Teachers will
use the
classroom
reward system
fill your
bucket to
reward
students for
class wide
initiatives
Teachers will
pass out Frog
Dollars for
positive
interactions
Teachers will
assign a
classroom
student
ambassador to
work with the
Learning
(student
behaviors):
Students
will
demonstrate
respectful
behavior in
the
classroom,
hallway,
and
cafeteria
Students
will utilize
the cool-
down
stations and
reflect on
choices.
Referral data
Class incentives
PBIS Rewards
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 12
new student
and assist
him/her in
getting to
know their
way around
the school
Key Action 3: Develop an ongoing onboarding
process for students new to Deep Creek.
*Video commercials for
expectations/routines/norms
*Welcome Lunch with grade level ambassador to
introduce new friends to “The Deep Creek Way”
*Grade level “New Kid Ambassador”
*Plan for classroom teachers to welcome/introduce
classroom routines/norms/etc.
*PSC, Grade Level Ambassadors, and teachers will
reach out to the new families to build relationships.
ongoing
Administration
Resource/Support
Staff
Classroom
Teachers
Teaching (teacher
behaviors):
Teachers will
model
appropriate
behaviors
when rotations
to small
groups,
working
independently,
and moving
throughout the
building
Teachers will
use the
classroom
reward system
fill your
bucket to
reward
students for
class wide
initiatives
Teachers will
pass out Frog
Dollars for
positive
interactions
Teachers will
utilize class
meetings to
welcome and
Learning
(student
behaviors):
New
students
will be
assimilated
to the
“DCES
way”, they
will
demonstrate
proficiency
following
the PBIS
matrix in
the
classroom,
cafeteria,
and
hallways.
New DCES
will be
paired with
teacher and
student
ambassador
in order to
assist with
transitioning
to a new
school.
Referral data
Informal Records,
meeting notes, feedback
from parent and student
surveys
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 13
Climate
Professional Learning Plan [What professional learning will teachers and staff need?]
Outcome(s)
[What is the desired result of the
professional learning?]
ILO
[Which
instructional
leadership
outcomes
will be
addressed?]
Leadership
[Who will be
responsible for the
design and/or
delivery of the
learning?]
Learning Communities
[Who will receive the professional
learning? Differentiate groups of
learners as appropriate and
necessary.]
Learning
Designs
[How will this
be delivered?]
Resources
[What human,
technological,
fiscal, and time-
related resources
are needed?]
Implementation
Documentation
[When will the
professional learning
be implemented? How
will feedback be
provided?]
Building teacher capacity for
relationship building
1, 2, 7, 8, 9 Administration
Resource Staff
Support Staff
Classroom Teachers
“Grade Level Ambassadors”
Special Educators
Resource Staff
Through
grade level
meetings, co-
planning with
Title I Funds to
purchase
materials/pay for
PD and planning
Ongoing, through
informal/formal
feedback and
get to know
the new
student
Teachers will
assign a
classroom
student
ambassador to
work with the
new student
and assist
him/her in
getting to
know their
way around
the school
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 14
Classroom
Teachers
BCPS PD Staff
Paraeducators resource staff,
faculty PD,
BCPS PD
observation, referral
data analysis
Students new to DCES will
assimilate to the school
culture established by the
school community.
1, 8, 9 Administration
Resource Staff
Support Staff
Classroom
Teachers
BCPS PD Staff
Classroom Teachers
“Grade Level Ambassadors”
Special Educators
Resource Staff
Paraeducators
The DCES
onboarding
process
HR, Title I Funds Ongoing, through
informal/formal
feedback and
observation, referral
data analysis
Instructional time will be
maximized.
1, 2, 3, 8, 9 Administration
Resource Staff
Support Staff
Classroom
Teachers
BCPS PD Staff
Classroom Teachers
“Grade Level Ambassadors”
Special Educators
Resource Staff
Paraeducators
Committees
meetings and
follow up,
grade level
meetings,
ambassador
meetings,
HR, Title I Funds Ongoing, through
informal/formal
feedback and
observation, referral
data analysis
School Counselor will teach
and reinforce character
education, through monthly
classroom guidance.
1, 2, 8, 9 School Counselor Classroom Teacher, School
Counselor,
Monthly
Classroom
lessons
Title I Funds to
purchase materials
for lessons,
School funds to
purchase materials
Ongoing, through
informal/formal
feedback and
observation, referral
data analysis.
Formative
assessments from
guidance lessons
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 15
Goal [What goals for raising the bar and/or closing the gap will be achieved in order to improve student academic performance in mathematics?]:
70% of students grades 1-5 will meet or exceed their growth target as measured by MAP
Strategic Initiatives [What will be done instructionally to accomplish the
goal?]:
Develop strong foundational skills in mathematics
through systematic, explicit instruction that addresses the
level of rigor (conceptual understanding, procedural skill
and fluency, application) of the mathematics standards.
Develop students’ ability to express their reasoning
about mathematics through written and spoken
communication.
Develop students’ ability to apply their understanding
of mathematical concepts and skills to solve real-world
problems.
ILO
3, 4, 6 ,7, 9
Title I Components
2, 4, 6, 8
Key Actions [What specific activities must take place in
the classroom to implement the strategic initiatives?] Completion
Date(s)
[When will the
key action
occur?]
Persons
Responsible [Who will make sure
that the key action is
completed
successfully?]
Observable Evidence of Teaching
and Learning [What observable teacher and student
behaviors in the classroom will demonstrate
implementation of the key action?]
Documentation/Data [What documentation or
data, quantitative and
qualitative, will be
reviewed as evidence of
the change in teaching
and learning?]
Key Action 1:Teachers in K-5 will plan for
opportunities to engage students in questions
that require reasoning, problem solving, and
offer multiple approaches.
ongoing
Administration
Resource/Support
Staff
Classroom
Teachers
Teaching
(teacher
behaviors):
Observable
Evidence of:
Routines and
Structures
Teachers
will use the
explore/expl
ain model
Preplan
questions
that promote
thinking and
conversation
Learning (student
behaviors):
Observable
Evidence of:
Students
demonstrating
knowledge of
routines,
structures, and
expectations
Students can
navigate the
classroom
efficiently and
explain to
others how to
Unit Assessments
Anecdotal Notes
Journals
Informal and
Formal
observations
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 16
Questions
will be pre-
written and
will be
referenced
throughout
the lesson
Scheduling
opportunities
for
discussion
Teachers
will stop
throughout
the lesson
and provide
opportunities
for students
to talk about
the
mathematics
locate and
utilize
resources
Participation
in
conversations
Students will
engage in
conversation
focused on the
mathematics
topic of the
lesson
Key Action 2:Teachers in K-5 will implement
instructional strategies that provide
opportunities for students to express their
reasoning through meaningful mathematical
conversation.
ongoing
Administration
Resource/Support
Staff
Classroom
Teachers
Teaching
(teacher
behaviors):
Utilize
varying
questioning
strategies
Provide
opportunities
for writing
in journals
Utilize
concept
maps to
encourage
math talk
Promote the
use of talk
stems
Learning (student
behaviors):
Utilization of
talk stems
Sharing/compa
ring of
solutions
Writing and
representing
mathematics
Communicatin
g orally about
solutions
Questioning
each other
Unit Assessments
Anecdotal Notes
Journals
Informal and
Formal
observations
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 17
Mathematics
Key Action 3: Teachers will collect informal data during
mathematical conversations among students.
ongoing
Administration
Resource/Support
Staff
Classroom
Teachers
Teaching
(teacher
behaviors):
Record
keeping
Anecdotal
notes in
regards to
participation
in whole
group, small
group or
during
student
collaboration
Lesson
planning
reflects
opportunities
for data
collection
Identified
“look fors”
Learning (student
behaviors):
Utilization of
talk stems
Sharing/compa
ring of
solutions
Writing and
representing
mathematics
Communicatio
n orally about
solutions
Questioning
each other
Unit Assessments
Anecdotal Notes
Journals
Informal and
Formal
observations
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 18
Mathematics
Professional Learning Plan [What professional learning will teachers and staff need?]
Outcome(s)
[What is the desired result of
the professional learning?]
ILO
[Which
instructional
leadership
outcomes
will be
addressed?]
Leadership
[Who will be
responsible for the
design and/or
delivery of the
learning?]
Learning Communities
[Who will receive the professional
learning? Differentiate groups of learners
as appropriate and necessary.]
Learning
Designs
[How will this
be delivered?]
Resources
[What human,
technological, fiscal,
and time-related
resources are
needed?]
Implementation
Documentation
[When will the
professional learning
be implemented? How
will feedback be
provided?]
Building teacher capacity
for implementation of
mathematical conversations
1, 2, 3, 4, 7 Administration
Resource Staff
Support Staff
Classroom
Teachers
BCPS PD Staff
Classroom Teachers
Special Educators
Resource Staff
Paraeducators
Through
grade level
meetings, co-
planning with
resource staff,
faculty PD,
BCPS PD
Math Talk Moves
C&I Support,
Title I Funds to
purchase
materials/pay for PD
and planning
Ongoing, through
informal/formal
feedback and
observation, data
analysis
Building teacher capacity
around mathematical
concepts
1, 2, 3, 4, 7 Administration
Resource Staff
Support Staff
Classroom
Teachers
BCPS PD Staff
Classroom Teachers
Special Educators
Resource Staff
Paraeducators
Through
grade level
meetings, co-
planning with
resource staff,
faculty PD,
BCPS PD
C&I Support,
Title I Funds to
purchase
materials/pay for PD
and planning
Ongoing, through
informal/formal
feedback and
observation, data
analysis
Teachers will develop
knowledge and
understanding of the use
and implementation of
anecdotal notes and student
journals
1. Collect
2. Reflect
1, 2, 3, 4, 7 Administration
Resource Staff
Support Staff
Classroom
Teachers
BCPS PD Staff
Classroom Teachers
Special Educators
Resource Staff
Paraeducators
Through
grade level
meetings, co-
planning with
resource staff,
faculty PD,
BCPS PD
C&I Support,
Title I Funds to
purchase
materials/pay for PD
and planning
Ongoing, through
informal/formal
feedback and
observation, data
analysis
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 19
Reading
Goal [What goals for raising the bar and/or closing the gap will be achieved in order to improve student academic performance in Reading/English Language
Arts?]: 70% of students grades 1-5 will meet or exceed their growth target as measured by MAP
Strategic Initiatives [What will be done
instructionally to accomplish the goal?]:
Develop strong foundational skills
in literacy through systematic, explicit
instruction in the areas of phonemic
awareness, phonics, vocabulary and
fluency.
Deepen comprehension of complex
text through collaborative conversation
and higher levels of questioning.
Effectively communicate content
knowledge and ideas through evidence
based writing for a range of tasks,
purposes and audiences.
ILO
3, 4, 6 ,7, 9
Title I Components
2, 4, 6, 8
Key Actions [What specific
activities must take place in the
classroom to implement the strategic
initiatives?]
Completion
Date(s)
[When will the
key action
occur?]
Persons
Responsible [Who will make
sure that the key
action is completed
successfully?]
Observable Evidence of Teaching and Learning [What observable teacher and student behaviors in the classroom will
demonstrate implementation of the key action?]
Documentation/Data [What documentation or
data, quantitative and
qualitative, will be
reviewed as evidence of
the change in teaching
and learning?]
Key Action 1: Teachers in K-5 will
implement a systematic,
explicit foundational skills
reading structure that will
include opportunities for
phonemic awareness,
phonics, word work,
Ongoing
Administration
Resource/Support
Staff
Classroom
Teachers
Teaching (teacher behaviors):
Observable Evidence of:
Routines and Structures
o Teachers will be
utilizing the
phonics planner
created by the
resource staff
Use of VAKT strategies
o Teachers will
model and have
Learning (student behaviors):
Observable Evidence of:
Students demonstrating
knowledge of routines,
structures, and
expectations
o
Authentic Skill
Application
(Reading and
Writing)
Decoding
Surveys
Screeners
F&P Benchmark
Assessment
System
Running Records
Informal and
Formal
Observations
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 20
writing, spelling, and
decoding in connected text.
* Phonics and decoding
work will be sent home for
fluency practice.
*At home reading logs will
go home and be a part of
the nightly homework
expectation.
*Lending Library Games
will be available for parents
and students to work at
home.
students utilizing
multiple learning
modalities for
students to
engage in
phonics
instruction
Formative Assessment
o Teachers will
take anecdotal
notes in whole
and small group
to show
students’
progress towards
student.
Customized learning
opportunities
Student participation
Anecdotal
Records
Key Action 2: Teachers will administer
additional literacy
assessments (i.e. phonemic
awareness screening, Quick
Phonics Screener,
Beginning/Advanced
Decoding Survey, etc.) in
order to develop and
monitor a comprehensive
literacy profile for all
students.
Ongoing, At
Least Monthly
Meetings with
Support Staff
and
Administration
Administration
Resource/Support
Staff
Classroom
Teachers
Teaching (teacher behaviors):
Observable Evidence of:
Multiple data points
collected
Flexible groups
o Teachers
will be
pulling
small
groups for
phonics
based on
informal
data. The
groups will
be fluid.
Articulation of
strengths and needs
o Teachers
will be able
to speak to
Learning (student
behaviors):
Observable Evidence
of:
Evidence of
learning and
application
of skills
reflected in
oral reading
and written
expression
Independent
application
of teaching
points from
small group
instruction
and
identified
Decoding
Surveys
Screeners
F&P Benchmark
Assessment
System
Running Records
Informal and
Formal
Observations
Anecdotal
Records
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 21
which
students are
working on
which skill,
the progress
they are
making and
wheat the
next steps
will be for
those
students.
Customized learning
o Teachers
will have
centers
prepared,
small
groups,
devices, and
opportunities
Differentiated
assessments
o Assessments
will be
developed
based on the
specific skill
or level for
each
student.
Assessments
will be
aligned to
grade level
expectations
but may be
scaffolded.
targeted
skills
Increased
performance:
running
records with
error
analysis,
Decoding
Surveys,
guided
reading
levels
Administration Teaching (teacher behaviors): Learning (student behaviors):
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 22
Reading/Language Arts
Professional Learning Plan [What professional learning will teachers and staff need?]
Outcome(s)
ILO
Leadership
Learning Communities
Learning
Designs
Resources
Implementation
Key Action 3: Teachers will use
information gathered
during data analysis to
design and implement
daily targeted, customized
instruction
around the identified
deficit skill(s).
Ongoing,
Daily
Resource/Support
Staff
Classroom
Teachers
Observable Evidence of:
Schedules and lesson
planning reflect small
group instruction and
customization.
o Teachers will
have a visual for
the rotations for
small group
o Teachers will
have objectives
posted with a
schedule.
Progress Monitoring of
student performance.
Record Keeping (ie.
intervention logs)
o Teachers will be
taking anecdotal
notes while
working with
students in
whole group
and/or small
group.
o The anecdotal
notes will be
either on
Observable Evidence of:
Students actively
engaged in learning
(active participation,
individual reading,
questioning,
discussions)
Independent
application of
teaching points from
small group
instruction
Increased
performance:
Running Records
with error analysis,
Diagnostic Decoding
Survey, guided
reading levels
Decoding
Surveys
Screeners
F&P Benchmark
Assessment
System
Running Records
Informal and
Formal
Observations
Anecdotal
Records
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 23
[What is the desired result of
the professional learning?]
[Which
instructional
leadership
outcomes
will be
addressed?]
[Who will be
responsible for the
design and/or
delivery of the
learning?]
[Who will receive the professional
learning? Differentiate groups of
learners as appropriate and
necessary.]
[How will this
be delivered?]
[What human,
technological, fiscal,
and time-related
resources are
needed?]
Documentation
[When will the
professional learning
be implemented? How
will feedback be
provided?]
Building teacher capacity
around foundational skills/
word work
Sequence of Skill
Instruction
Grade Level
Standards
Authentic skill
application
1, 2, 3, 4, 7 Administration
Resource Staff
Support Staff
Classroom
Teachers
BCPS PD Staff
Classroom Teachers
Special Educators
Resource Staff
Paraeducators
Through
grade level
meetings, co-
planning with
resource staff,
faculty PD,
BCPS PD,
book study
C&I Support,
Title I Funds to
purchase
materials/pay for
PD and planning
Ongoing, through
informal/formal
feedback and
observation, data
analysis
Teachers will understand the
components of the
Foundational Skills
Template or Daily Word
Work Schedule (Developing
a high quality core program)
Multisensory
Strategies
Opportunities for
Customization
Accessing Support
Resources and
Strategies
1, 2, 3, 4, 7 Administration
Resource Staff
Support Staff
Classroom
Teachers
BCPS PD Staff
Classroom Teachers
Special Educators
Resource Staff
Paraeducators
Ongoing
support from
resource staff,
administration
look-fors
during walk
throughs
Modeling, co-
teaching with
support staff
C&I Support,
Title I Funds to
purchase
materials/pay for
PD and planning
Ongoing, through
informal/formal
feedback and
observation, data
analysis
Teachers will develop
knowledge and
understanding of the use and
implementation of informal
assessments to design and
implement customized
instruction
1, 2, 3, 4, 7 Administration
Resource Staff
Support Staff
Classroom
Teachers
BCPS PD Staff
Classroom Teachers
Special Educators
Resource Staff
Paraeducators
Quarter 1-
types of
assessments,
administration
of
assessments
Quarter 2-
Analyzing
C&I Support,
Title I Funds to
purchase
materials/pay for
PD and planning
Ongoing, through
informal/formal
feedback and
observation, data
analysis
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 24
Informal
Assessment
Training
1. Collect
(Classroom
Teacher)
2. Analyze (With
administration,
support staff
assistance)
3. Plan (With
support staff
assistance)
data to
identify
student
strengths and
needs
Quarter 3-
Designing
customized
learning
experiences
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016 25
Title I Requirements (As Applicable)
For Title I Schools Only
Title I
Components
(See component
numbers below.)
Key Actions to
Implement
(Address by student group.)
Person(s) Leading
Implementation,
Monitoring, and
Evaluation
Timeline
(Indicate specific dates
whenever possible)
Measures and
Monitoring
(Formative and summative
data, data analysis, and
dialogue to monitor
progress, determine
results, and make
adjustments.)
Status and Modifications
(Implementation status and
data-based changes
resulting from data
analysis and dialogue.)
The green-shaded actions below apply to all Title I schools and should appear in school progress plans as they are written.
3
Dissemination of Right to Know
Letter informing parents of their
right to request information
about teacher credentials)
Principal September Current Staffing Report
Distribute
September, 2016
add to website
3
Dissemination of Four Week
Notice Letter informing parents
of instruction provided by non-
HQ teacher for 4 consecutive
weeks or longer, as appropriate
Principal Ongoing Current Staffing Report N/A
5 Implement strategies to attract
high-quality highly qualified
teachers to high need schools
Principal Ongoing
Summer
Recruitment,
Ongoing
7
Plan for assisting preschool
children in the transition to
elementary school programs
(Gradual Entrance)
Principal/Leadership Team Fall Enrollment completion August/September
2016
BALTIMORE COUNTY PUBLIC SCHOOLS Deep Creek Elementary August 18, 2016
Office of Performance Management
Office of the Community Superintendents Last Template Revision: June 2016
26
School Progress Team Membership
Name Title Signature of Stakeholder
Laura Kelly Principal
Heather Insley Assistant Principal
Valerie Luddy S.T.A.T. Teacher
Tracey Collins Reading Specialist
Amy Fowler Reading Resource
Dawn Bronushas Special Educator
Gina Ruppenkamp Teacher
April Taylor Parent
Asia Smith Student
Nicole Torbit Wellness
Representative
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