baltimore county public schools (featherbed lane...

“Creating a culture of deliberate excellence for every student, every school, every community.”

School Progress Plan forContinuous School Improvement: Raising the Bar and

Closing Gaps

Featherbed Lane ElementarySchool

Submitted by

______Renee Johnson____ ____________________ Signature of Principal Signature of Executive Director

____August 28, 2017__ Date

Office of Performance Management Office of the Community Superintendents Last Template Revision: June 2016

BALTIMORE COUNTY PUBLIC SCHOOLS (Featherbed Lane Elementary) (August 30, 2017)

IntroductionThe 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 TargetsSection 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 2016-2017 for these indicators to determine goals and targets for the 2017-2018 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 Reading2017

Actual2018

Target2017

Actual2018

Target2017

Actual2018

TargetElementary

Attendance

Suspensions

Our suspension rate decreased from 3.24 to 2.0

Our suspension rate will decrease from 2.0 to 1.5

MAP Growth The math MAP growth target was 70% meeting or exceeding the growth target. During the 2016-17 school year actual

The growth target will again be for 70% of students to meet or exceed their growth target.

MAP Growth

Percentage of G3 Students at or above the 50th Percentile based on Fall MAP in Reading

The math MAP growth target was 70% meeting or exceeding the growth target. During the 2016-17 school year actual

The growth target will again be for 70% of students to meet or exceed their growth target

Office of Performance Management Office of the Community Superintendents Last Template Revision: June 2016 2


Climate Mathematics Reading2017

Actual2018

Target2017

Actual2018

Target2017

Actual2018

Targetgrowth percentage was 60%

growth percentage was 57%

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

Comprehensive Needs AssessmentData 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?

The Thrive report indicates that 100% of all suspended students were suspended for physical aggression/fighting.

40 % of class removals were for physical aggression/fighting19% of class removals were

The Thrive report indicates a gap between the performance of the majority subgroup and the performance mean with only 32.9% of students on track/thriving.

“Raise the bar” initiatives for all students which targeted customized small group math

The Thrive report indicates a gap between the performance of the majority subgroup and the performance mean with only 32.3% of students on track/thriving.

“Raise the bar” initiatives for all students which targeted small group reading



for non-compliance14% of class removals were for general disruption10% of class removals were for inappropriate behavior

52% of suspended students participated in intervention programs; however, based on the data, the interventions did not seem to impact the students’ suspension data as some of the students were suspended repeatedly.

instruction and personalized opportunities for math skill practice (at home and at school) resulted in no increase in the students meeting their growth target as measured by MAP.

In the primary grades, the curriculum based performance data more closely matches or exceeds performance on norm referenced summative assessments.

In the intermediate grades, the curriculum based performance data reflects student performance at a level lower than the norm referenced summative assessments.

instruction resulted in a 7% increase from 53% to 60% of students meeting their growth target as measured by MAP.

In the primary grades, DIBELS data suggests that in 2nd grade 52% of the students met or exceeded end of year benchmark for ORF, 61% of 1st grade students met or exceeded for ORF. 82% of kindergarten students met or exceeded end of year benchmark for WRC.

2. What performance gaps exist for subgroups of students? Identified below are those subgroups with the largest gaps.

Subject/Grade Level 50% of all suspensions were in 4th grade.

The percentage of students meeting or exceeding their MAP growth target in 4th grade was 14% below the percentage of the “all students” category.

The percentage of students meeting or exceeding their MAP growth target in 5th grade was 10.7% below the percentage of the “all students” category.

Race/ethnicity 75% of all suspensions were African American males.

No substantial gap noted in the data

No substantial gap noted in the data



Students participating in Advance Academics 0% N/A N/A

Students receiving special education services Thrive Report: 12.5% of students receiving special education services were suspended one or more times from school.

A student performance gap exist between Spec Ed students and all students on the following measures of achievement:

Thrive report: 3.7% vs. 36%.

PARCC: 0% vs. 31.2%

A student performance gap exist between Spec Ed students and all students on the following measures of achievement:


The percentage of students meeting or exceeding their MAP growth target in the Spec Ed subgroup was 10% below the 60.3% of the “all students” category.

Students participating in the Free and Reduced Meals program

A student performance gap exist between LEP students and all students on the following measures of achievement:


PARCC: 0% vs. 31.2%

Gender 100% of the students suspended were male.

A gap exists between the performance of male students in 5th grade when compared to all 5th grade students; 32.4% vs. 50.8% as measured by MAP.

A gap exists between the performance of male students in 4th grade when compared to all 4th grade students; 41.5% vs. 51.1% as measured by MAP.

A gap also exists between the 4th grade male and 4th grade female students; 41.5% vs. 63.4% as measured by MAP.



Students receiving English language services 0% A student performance gap exist between LEP students and all students on the following measures of achievement:


PARCC: 0% vs. 31.2%



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: to decrease the number of office referrals and suspensions to decrease the amount of lost instructional time.

The root cause of the performance issues or gaps in climate is: Systems and structures need to be developed to address chronic referrals, differentiated supports for teachers and PD needs to be established for building classroom communities.

The greatest need for the priority area of mathematics is: the development of student proficiency with foundational math skills

The root cause of the performance issues or gaps in mathematics is:Teacher capacity to use data to plan effective responsive small group instruction based on an understanding of the Common Core Standards.

The greatest need for the priority area of reading is: Students need to increase their proficiency with reading and responding to text on their instructional level

The root cause of the performance issues or gaps in reading is:Teacher capacity to use data to plan effective responsive small group instruction that includes Guided reading and skill groupings based on an understanding of the Common Core Standards.



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 StatementThe vision of Featherbed Lane Elementary School is to provide a positive and safe school environment where students and adults feel welcomed and respected at all times. Featherbed Lane Elementary, being part of the Woodlawn cluster, is committed to providing rigorous instructional opportunities designed to meet the needs of all students. Staff and students will work to create skilled problem solvers, collaborative partners and effective communicators. We believe that together with parents, we will encourage the development of lifelong learners and productive members of a global society as we transform possibilities into realities through hard work and perseverance.

School Mission StatementCreating opportunities for all through a culture of success by: Transforming Possibilities into Realities Through Hard Work and Perseverance.



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.


https://intranet.bcps.org/offices/accountability/performance-mgmt.html


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?]: Reducing referrals to the focus room by 20% as compared to last year (approx. 700 referrals last year to 560 or less).

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 Title I Components: 1, 2, 3

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:Develop and implement strategies and activities to improve students’ executive functioning skills including self-regulation and self-management skills in the classroom, the focus room, and at home. Reestablish expectations for referring students to the focus room and protocol that students follow when they are in the focus room.

Calm down strategies with self-

Monthly Behavior Support Team,

Administration

Teaching (teacher behaviors:Teachers provide movement breaks, brain breaks, and sensory breaks.

Teachers have designated areas in the classroom (such as a chill zone) for students to use their relaxation techniques.

Teachers have

Learning (student behaviors):Students engage in movement breaks, brain breaks, and sensory breaks when experiencing difficulty.

Students effectively utilize visual reminders, tools, and/or designated areas in order to self-regulate.

Office and Focus Room Referrals

Behavior Interventionist Log

Suspensions Rate



assessment meter. Think sheet Time to process with an adult and

developing a plan to fix the problem.

visuals posted in their classroom referencing self-management or self-regulation skills.

Key Action 2:

Develop and implement strategies to identify and teach the importance and acceptance of interpersonal boundaries and respect to improve student to student and/or student to adult relationships through the use of community meetings.

Daily

Classroom Teachers

Teacher Behavior

Teachers teach, model, and embed the importance of interpersonal boundaries and respect in incidental learning opportunities.

Teachers acknowledge and reinforce respectful student to student and/or student to adult interactions.

Learning (student behaviors):

Students demonstrate respectful student to student and/or student to adult interactions

Formal and informal

classroom observations.

Office and Focus Room Referrals

Key Action 3:

Design and implement strategies and activities for students to engage in social skills instruction.

Chronic offenders will receive intensive small group social skills instruction.

Weekly Behavior Support Team

Teaching (teacher behaviors):Behavior staff provide explicit lessons on character education and self-regulation of emotions.

Behavior staff provide explicit instruction on

Learning (student behaviors):Students effectively utilize visual reminders, tools and /or designated areas in order to self-regulate emotions.

Student will verbalize and demonstrate appropriate

Office Referrals *Office Referrals*Focus Room Referrals*Behavior Interventionist Logs*Bus Referrals



calming techniques.

Teachers have visuals posted in classroom referencing self-management or self -regulation skills.

classroom behavior.

Students demonstrate respectful student to student and/or student to adult interactions.

Climate

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?]

ImplementationDocumentation

[When will the professional learning be implemented? How

will feedback be provided?]

Staff will use effective classroom management strategies for students’ at all three tiered levels.

Behavior Support Team

All Staff Grade Level meetings, faculty meetings, 1:1 professional development

Planning opportunities for behavior support teamEvidenced based management strategy resources

Monthly;Survey, checklists

Staff will participate in morning meetings/community

Positive Climate Action Team

All Staff Action team meetings,

TBD MonthlyInformal and formal



circles. grade level meetings and SPP meetings

observations and Checklists

Teachers will establish a positive classroom climate

STAT, School Climate Action Team

All Staff Faculty meetings and grade level meetings

Danielson FrameworkPBIS and Restorative Circles

OngoingInformal and Formal observations



Goal [What goals for raising the bar and/or closing the gap will be achieved in order to improve student academic performance in mathematics?]: The percentage of students meeting their math MAP growth target will increase from 60% on the winter 2016 benchmark to 70% on the 2017 winter benchmarkStrategic 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 Title I Components : 1, 2






Key Action 1:

Teachers will utilize research informed instructional strategies to design effectivefirst, responsive instruction.*

Ongoing

Staff

Teaching (teacher behaviors) Teachers will design lessons that develop concepts from concrete to representational/pictorial. Teachers will use of variety of

Learning (student behaviors): Students solve problems using manipulatives or pictorial representation. Students are able to explain how they solved the problem

Informal observation tool

Part 2 Unit assessments



manipulatives to represent numbers. Teachers will use pictorial models to represent numbers. Teachers will make explicit connections between representations (words, numbers, pictures and symbols).

using the manipulative or pictorial model.

Key Action 2:

Teachers will integrate ongoing fluency practice which focuses on strategies ratherthan rote memorization.*

OngoingStaff Teachers

will explicitly model fluency strategies (doubles, doubles plus one, etc.). Teachers will promote students’

Learning (student behaviors):Students will use efficient strategies to

flexibly solve problems.

Students will compare

strategies and use the most efficient one.

Assessing Basic Fact Fluency Checklist

Observation Tool

XtraMath data



flexible use of strategies. Teachers will make explicit connections between varying strategies to solve problems. Teachers will promote using efficient strategies through class discussions.

Key Action 3:Teachers will use information gathered during data analysis meetings to provide targeted small group instruction daily with their students and coordinate supplemental small group instruction with resource staff.

Ongoing

C&I Resource Staff, STAT and

Data Coach

Teaching (teacher behaviors):lesson planning reflect small group instruction and customizationProgress monitoring of student performance.

Learning (student behaviors):Students will actively participate in ongoing small group instruction focused on the Common Core Standards

Small group data sheetsUnit Assessments Informal observation tool

Mathematics



Mathematics

Professional Learning Plan[What professional learning will teachers and staff need?]

Outcome(s)


ILO


will be addressed?]

Leadership



learning?]


[Who will receive the professional learning? Differentiate groups of learners

as appropriate and necessary.]

Learning Designs


Resources

[What human, technological, fiscal,

and time-related resources are

needed?]




Teachers/Staff will provide/facilitate small group instruction based on student performance data that reflects use of manipulatives and pictorial representations.

STAT, Teacher for Professional Development, C&I Staff,

All Staff Faculty meeting, Grade Level Meetings1:1 Professional Development

enVision Materials Investigations Materials ManipulativesCommon Core StandardsRelease Time

Monthly;Formal/informal observationsChecklistsConferences

Staff will use classroom strategies regularly to increase students’ fluency

STAT, Teacher for Professional Development, C&I Staff,

Classroom teachers, Resource Staff and Para Educators

Grade Level Meetings and individualized PD

Mastering the Basic FactsThe Basic Facts KitsRelease timeenVision Materials Investigations Materials

Monthly;Formal/informal observationsChecklistsConferences



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?]: The percentage of students meeting their reading MAP growth target will increase from 57% on the winter 2016 benchmark to 70% on the 2017 winter benchmark.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 Title I Components: 1, 2






Key Action 1: OngoingResource Teachers

Learning(teacher

Learning (student

Agendas and notesPD Evaluations



Teachers will meet monthly to analyze data in order to determine flexible grouping and plan targeted small group instruction.

behaviors)Teacher will administer the Fountas & Pinnell benchmark to identify students that need additional assessment.

Teachers attend monthly data meeting with pertinent staff and maintain records on student data.

Teachers engage in discourse around grouping students around data analysis.

Teachers routinely progress monitor students performing below benchmark (progress monitoring is built into daily instruction – running records)

behaviors):Students demonstrate knowledge of their personal areas of need, growth and goals.

Students demonstrate familiarity to classroom routines for small group instruction.

Instructional levels are increasing at appropriate rates.

Formal and informal observations

Foundational skill walk-through tool



Key Action 2:

Responsive Teaching

Teachers will use information gathered during data analysis meetings to provide targeted small group instruction (guided reading, phonemic awareness and/or skills-based) daily with their students and coordinate supplemental small group instruction with resource staff a minimum of three times per week (double dose).

Ongoing

Classroom teachers

Teaching (teacher behaviors):

*Schedules and lesson planning reflect small group instruction and customization*Progress monitoring of student performance.*Record keeping (i.e. Intervention logs, running records with error analysis)

Learning (student behaviors):

*Students actively engaged in learning (active participation, individual reading, questioning, discussion)*Independent application of teaching points from small group instruction. *Increased performance

Informal Observation look-for tool

F&P LevelsDIBELS Next

Periodic Assessments

Key Action 3: Grade 1-5 teachers and support staff will implement the LLI program to targeted students performing more than 1.5 year below grade level.

Ongoing

Staff

Teaching (teacher behaviors):Instructional routines demonstrate explicit systematic instruction. *Running records

Learning (student behaviors):Independent application of word work skills.

Dibels Next Increase in students’Guided Reading levels* Primary periodic assessments (foundational skills)

Reading/Language Arts



Reading/Language Arts

Professional Learning Plan[What professional learning will teachers and staff need?]

Outcome(s)


ILO


will be addressed?]

Leadership



learning?]


[Who will receive the professional learning? Differentiate groups of

learners as appropriate and necessary.]

Learning Designs


Resources

[What human, technological, fiscal,

and time-related resources are

needed?]




Teachers/ staff will provide and facilitate effective small group instruction based on student performance data that reflects flexible grouping based on student needs. (guided reading and skill based groups)

C&I Staff, STAT, Reading Specialist, Special Educators

All Staff Faculty meetings Grade level meetings and 1:1 Professional Development

F&P Assessment kitLeveled reading materialsLearning ContinuumDibels Next

Monthly starting 9/17Informal and formal observationsData meeting notes

Teachers will participate in data analysis meetings to look analytically at student reading behaviors from varied assessments for planning. *running records*F&P data*Dibels Next data*MAP data *small group data sheets

C&I Staff, STAT, Reading Specialist, Special Educators

Teachers and Support Staff Grade level meetings and 1:1 Professional development

Data analysis toolsF&P Assessment kitLeveled reading materialsLearning ContinuumDibels Next

Monthly beginning 9/17Informal and formal observationsData Meeting notesSmall Group Data Sheets



Provide refresher training on the implementation of LLI and monitoring of student progress.

Reading Specialist, Spec. Educator

Targeted teachers for grades 1-5 Professional Development

F&P Assessment kit

Monthly as needed

For Title I Schools Only

Title IComponents Required Title I Actions

Timeline [When will the action be

completed?]

Resource Staff[Who will be responsible

for the design and/or delivery of the

learning?]

Monitoring Effectiveness

[What data will be collected to monitor effectiveness

or document completion?]

4 Implement strategies to attract teachers

who meet applicable state certification and licensure requirements.

5

Dissemination of Right to Know Letter informing parents of their right to request information regarding professional qualifications of teachers and paraeducators)

6

Plan for assisting students in the transition to elementary, middle or high school programs (Preschool to Kindergarten, Grade 5 to Grade 6, or Grade 8 to Grade 9)



School Progress Team Membership

Name Title Signature of Stakeholder

Renee Johnson Principal

Shelia Thomas Assistant Principal

Hope L. McGuire Assistant Principal

Kimberly McMillon S.T.A.T. Teacher

Teacher

Teacher

Teacher

Parent

Parent

Student

Wellness Representative

Office of Performance Management Office of the Community Superintendents Last Template Revision: June 2016

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