school performance plan - baltimore city public … · school performance plan for roland park...

School Performance Plan for Roland Park Elementary/Middle 1 of 30

SY 2016-2017

School Performance Plan

233, School NumberRoland Park Elementary/Middle, School Name

Nicholas D’Ambrosio, PrincipalTammie McIntire Miller, ILED

SER Visit in SY 2015-16:

Purpose:The School Performance Plan (SPP) is a tool designed to support principals and school leadership teams in improving overall school performance, with an emphasis on instruction and student achievement. The tool acts as an anchor in a year-round reflective evaluation process that relies on data-informed decision making to drive documented school-level strategic planning. It is designed to capture strategies aligned with resources that support instructional priorities, a culture of achievement, and community and parent engagement to promote improved student outcomes.


Contents

I. COMPOSITION of ILT and CLIMATE AND CULTURE TEAM....................................................................................................................................................................3

II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION...........................................................................................................................................................................5

III. INQUIRY..............................................................................................................................................................................................................................................6

IV. SCHOOL'S DATA SECTION...................................................................................................................................................................................................................7

V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS (Refer to Appendix A to assist)...................................................................................................................8

VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .........................................................................................................................................9

ACADEMIC SMART Goal #1: ................................................................................................................................................................................................................9

ACADEMIC SMART Goal #2: ..............................................................................................................................................................................................................11

CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................13

ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................14

VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN ..........................................................................................................................................................15

VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION ..........................................................................................................................................16

IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION .......................................................................................................................................18

APPENDIX A: TEMPLATES AND TOOLS ..................................................................................................................................................................................................20

APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS .....................................................................................................................................21

Appendix B.1: Family and Community Engagement Plan .................................................................................................................................................................21

Appendix B.2: Title I School Wide Plan..............................................................................................................................................................................................23

Appendix B.3: Title I Targeted Assistance .........................................................................................................................................................................................26

APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................29

SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................30


I. COMPOSITION of ILT and CLIMATE AND CULTURE TEAM

• In this section, document your school’s Instructional Leadership Team members and additional points of contact at your school.

Instructional Leadership Team Members

Name Position

Nicholas D'Ambrosio Principal

Melanie Carter Assistant Principal

Daniel Hellerbach Assistant Principal

Michele Ferris Assistant Principal

Catherine Gearhart Literacy Representative/Support teacher

Stephanie Bass Math Representative/Support teacher

Heidi Mozoki Kindergarten teacher

Justin Holbrook Fourth grade teacher

Kathy Bacon Science teacher/Support teacher

Victoria Phillips Math teacher/Content lead

Dave Hallam ELA teacher/Content lead

Alexandra Fleming SS teacher/Content lead

Michelle Ruth IEP chair

Janet Fonda Guidance counselor


Climate and Culture Team Members

Name Position

Daniel Hellerbach Assistant principal

Christopher Matthews Behavior management specialist

Cindy Thorne Psychologist/PBIS team

Nancy Salmon Social worker/PBIS team

Curtisha Wilson Social worker/PBIS team

Janet Fonda Guidance counselor

Samantha Bookman Guidance counselor


II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION

• In this section, document the outcomes from last year's goals and reflect on the root causes surrounding why your school met or did not meet those goals.

Outcomes (Effect Data): Complete the chart below

Last Year's Goals (auto-populate) Final Outcome (Do not analyze here, just state end outcome)

Was the goal met or not met?

Analyze and provide reflection on last year’s outcome(s)

Goal 1: Increase the percentage of students on or above level in reading from 64% to 73% as measured by end of year iReady assessments.

74% of students in grades 3-8 scored at or above level in reading based on end of year iReady assessment

Met Most grade levels met or exceeded their identified goal leading to school-wide achievement of SPP goal

Goal 2: Increase the percentage of students on or above level math from 58% to 71% as measured by end of year iReady assessments.

72% of students in grades 3-8 scored at or above level in math based on end of year iReady assessment

Met Most grade levels met or exceeded their identified goal leading to school-wide achievement of SPP goal

Goal 3: Decrease the percentage of ARCA students from 7% (97 students) to 5% (71 students) as measured by end of year attendance report.

End of year ARCA was 4.2% Met Attendance team worked diligently on following through with all identified strategies and actions to work with students and families to reduce the percentage of students at-risk for chronic absenteeism

Goal 4:

Reflections on SER Visit: If your school had SER visit then reflect on your SER visit to answer the following questions.

Reflection Questions Responses

Did the findings from the SER align with your perception of your school’s performance at the time of the site visit? Which findings were surprising? Deflating? Encouraging?

In reviewing the SER findings along with your performance data (qualitative and quantitative) what is the school identifying as an area of focus?

Define your current state. What preferred state would you like to reach?

What actions you would take to reach your preferred state?


III. INQUIRY

In this section, document your questions that your Instructional Leadership Team has regarding teaching, learning, and leadership to support planning for the next academic school year. Keep a focus on past and future shifts in instructional programming in response to standards; and expectations regarding programmatic goals, scheduling and collaborative planning.

This is a tool to support the activity of Inquiry which should come before looking at data. o Generating questions before looking at your school’s data supports a focus for the data analysis.o Questions focused on a deeper understanding of contents and grade level expectations for MCCRC and PARCC assessments.o Ask questions directly related to raising the “Bar” for every student.

Teaching (Adult Actions) Questions Learning (Student Outcomes) Questions Leadership (ILT Actions) Questions

What planning strategies and structures are teachers using to align tasks to MCCR standards?

How often are students exposed to complex texts? What supports does the ILT have in place to support planning and instruction around MCCR standards?

How consistently to teachers accomplish the many components of the instructional models?

How often are students required to cite textual evidence when responding to prompts?

How does the ILT use summative and formative data to design structures and strategies for support?

How do teacher created lessons align to required and prioritized MCCR standards?

What do feedback conversations look and sound like?


IV. SCHOOL'S DATA SECTION

In this section, provide additional data that supports your school's understanding of previous years' performance. Schools can also find the following data in their EOY ILT tool or in other district data systems (e.g. Data Link).

K-8 Academic Data 1 year DIBELS/TRC: SY15-16 BOY, MOY, and EOY 1 year Literacy Modules I-Ready scores SY1516 Math and ELA PARCC scores Early Warning Indicators LDC

HS Academic Data i-Ready scores SY1516 Math and ELA PARCC Scores End of Course test data HSA May and January Pass Rates by subgroup and test GPA and At Risk Indicators Key Course Pass-rates Early Warning Indicators LDC

Climate 2 year attendance, chronic absence rates, unsubmitted attendance, suspensions, and percent of students feeling safe in school Last year’s attendance data is also available through your end of year ILT tool.

College and Career Readiness Data SAT CTE enrollment and certification AP data

For previous years' State Assessment data, please refer to the student-level files on Data Link and/or Principal's Dashboard.

List additional school based data here:Additional School-Based Data (if applicable)


V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS (Refer to Appendix A to assist)

Select the data that can answer your inquiry questions and analyze it to document top three strengths and needs within your school. Use this data to identify the problem(s) of practice by conducting a root cause analysis (strengths and needs based on evidence) Prioritize the problem of practice (needs)

Prioritized Strengths based on Effect Data (Student Outcomes) Inferences (Why is this an area of strength?)

1. overall percentage of students performing at or above level on iReady assessments

student readiness to learn

2. students' ability to solve problems related to numbers in base ten operations

explicit teaching of foundational math skills through automaticity and review block of the math instructional model

3. students' acquisition of grade level vocabulary explicit teaching of the meaning of word roots, prefixes, and suffixes; explicit teaching of academic and content based vocabulary

Prioritized Needs based on Effect Data (Student Outcomes) Inferences (Why is this an area for growth?)

1. students' ability to comprehend informational text lack of exposure and intentional planning to incorporate more informational text sources in daily lessons

2. students' ability to compare two complex texts and cite evidence from the text sources

lack of exposure and intentional planning of the many skills required to read and analyze two complex texts prior to formulating a written response

3. students' ability to solve complex geometry problems poor pacing of math curriculum leaving little to no room for teaching end of year units of which includes geometry concepts


VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS

In this section, document your school's SMART goals, strategies, and results indicators for the year. SMART goals are derived from prioritized needs (Problems of Practice). Strategies should be directly related to prioritized needs. A Result Indicator will be identified for each strategy. A result indicator refers to the measurable interim steps that take place to progress towards an

identified goal: If we use (strategy), then the following will result (student impact, effective implementation behavior).

ACADEMIC SMART Goal #1:Increase the percentage of students on or above level in reading from 63% to 71% as measured by end of year iReady assessments.

Strategies (If...) Results Indicators (Then...)

Instructional 1. If teachers provide targeted small group reading instruction

2. If teachers provide informational text sources when teaching reading comprehension skills

1. Then teachers will use assessment data toprovide guided reading instruction to students using leveled non-fiction texts

2. Then student will have exposure to additional informational text sources and strategies to improve comprehension of topical material

Organizational Strategies 1. If support staff develops enrichment and intervention plans andschedules - pull-out services for identified students

1. Then teachers and support staff will provideexplicit instruction in small group pull-outservices to identified students

Then students will improve ability to comprehend informational text through receiving smallgroup pull-out services

Family Involvement Strategy 1. If school staff conducts evening parent workshops 1. Then staff will model best practices for literacyinstruction through the facilitation ofparent training sessions

Then students will receive reinforcement andon-going practice and learning at home

Leadership Strategies 1. If the ILT plans and conducts staff training on differentiated 1. Then teachers will implement structures and


Increase the percentage of students on or above level in reading from 63% to 71% as measured by end of year iReady assessments.


instruction routines in the classroom to allow for smallgroup instruction

Then students will receive regular small groupdifferentiated instruction based on their needs

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. If the school utilizes on-line support services - RAZ Kids

2. If the school utilizes Direct Instruction reading program materials for targeted students in grades K-4

1. Then students will receive additional support in developing reading comprehension levels through self-guided learning and practice

2. Then students will develop foundational skills necessary to improve reading comprehension levels


ACADEMIC SMART Goal #2:Increase the percentage of students on or above level math from 50% to 66% as measured by end of year iReady assessments.


Instructional 1. If teachers provide targeted small group math instruction

2. If teachers implement cross-curricular activities incorporating geometry skills and concepts

1. Then teachers will use assessment data toprovide explicit instruction and modeling tostudents in the area of geometry

2. Then students will improve performance with geometry skills and concepts by receiving instructional reinforcement in other content areas

Organizational Strategies 1. If support staff develops enrichment and intervention plans andschedules - pull-out services for identified students

1. Then teachers and support staff will provideexplicit instruction in small group pull-outservices to identified students

Then students will improve performance on geometry skills and concepts through receiving small group pull-out services

Family Involvement Strategy 1. If school staff conducts evening parent workshops 1. Then staff will model best practices for math instruction through the facilitation ofparent training sessions

Then students will receive reinforcement andon-going practice and learning at home

Leadership Strategies 1. If the ILT plans and conducts staff training on differentiatedinstruction

2. If the ILT supports teachers with the planning and implementation of cross-curricular geometry mini-lessons and activities

1. Then teachers will implement structures androutines in the classroom to allow for smallgroup instruction

Then students will receive regular small groupdifferentiated instruction based on their needs

2. Then students will improve performance with geometry skills and concepts by receiving


Increase the percentage of students on or above level math from 50% to 66% as measured by end of year iReady assessments.


instructional reinforcement in other content areas


1. If the school utilizes IXL

2. If the school implements Mentoring Mathematical Minds - abovelevel students

3. Do the Math - Special education; below level students

1. Then students will improve math fact fluency

2. Then students will achieve deeper mathematicalthinking and problem solving


CLIMATE/SCHOOL CULTURE SMART Goal #3:Decrease the number of office referrals from 79 to 70 as measured by end of year ILT tool report.


Shared School Wide Values, Systems, and Routines Strategy 1:

1. If staff implements PBIS practices 1. Then students will be recognized for demonstrating expected behaviors


1. If staff utilizes Classroom Dojo to identify students meeting PBIS expectations

1. then students will be able to view and analyze their behavioral performance


1. If staff utilizes Brain Targeted Teaching strategies to assess and create a positive emotional climate

1. then students' emotional needs will be met prior to learning

Campus Monitoring Strategy 1: 1. If staff fulfills daily responsibilities of monitoring student entry, transitions, and exit of the building

1. then students will be sufficiently supervised and safe at all times

Campus Monitoring Strategy 2:

Campus Monitoring Strategy 3:

Attendance Strategy 1: Recognize good and improved Attendance through the Monitoring of Attendance Data and Practices

If we recognize good and improved attendance by....

Attendance Strategy 2: Provides Personalized Early Outreach to Engage Students, Parents, and Community

If we provide personalized early outreach to () by....

Attendance Strategy 3: If we identify barriers to daily student attendance by...

Family Involvement Strategies 1. If school staff conducts evening parent workshops that teachparents instructional strategies to be used at home to supportstudent learning

1. Then students will be more engaged in theschool and learning program by receivingreinforcement and on-going practice andlearning at home


ADDITIONAL SMART Goal #4:Note: For schools serving grade 9-12, this SMART goal should be focused on college and career preparation


Instructional

Organizational Strategies

Family Involvement Strategy

Leadership Strategies



VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN• In this section, develop a monitoring plan for how your school will collect data and monitor progress towards your goals.

Goals Data To be Collected Data Collection Dates

Person(s) Responsible for Collection and

Reporting

ILT Meeting Dates to Review Data Outcomes

Goal 1:Increase the percentage of students on or above level in reading from 63% to 71% as measured by end of year iReady assessments.

MOY iReady January 2017 Principal January 17, 2017

Goal 2:Increase the percentage of students on or above level math from 50% to 66% as measured by end of year iReady assessments.

MOY iReady January 2017 Principal January 17, 2017

Goal 3:Decrease the number of office referrals from 79 to 70 as measured by end of year ILT tool report.

ILT tool January 2017 Principal January 17, 2017


VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION The purpose of this section is for ILTs to evaluate progress towards accomplishing the SMART goals and decide whether the school will stay the course or

make midcourse corrections to the strategies.

Mid-Year Evaluation Plan

GoalsAre you on pace

to meet your goal?

What data point(s) support your

answer?

What is the progress of strategy implementation

Will you continue to use these strategies in the future? Why or

why not?

What will you do differently to implement these strategies at a

higher level?

New strategies? (As applicable)


Yes No

Not Implemented: Partially Implemented: Implemented Fully:


Yes No



GoalsAre you on pace

to meet your goal?


answer?


Will you continue to use these strategies in the future? Why or

why not?

What will you do differently to implement these strategies at a

higher level?


Decrease the number of office referrals from 79 to 70 as measured by end of year ILT tool report.

Yes No


Yes No


To be checked by the Executive Director:

I confirm that in consultation with the Principal, I have reviewed the progress of the school’s goals and implementation of strategies. I approve changes made to the strategies detailed in the table above.


IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION The purpose of this section is for ILTs to evaluate progress towards accomplishing the SMART goals and decide which strategies will be implemented for

the following school year and which new strategies will be added.

End of Year Evaluation Plan

Goals Are you on pace to meet your goal?


answer?


Do you need to make a change in your strategy?

Why?



Yes No



Yes No


Decrease the number of office referrals from 79 to 70 as measured by end of year ILT tool report.

Yes No



Goals Are you on pace to meet your goal?


answer?


Do you need to make a change in your strategy?

Why?


Yes No


To be checked by the Executive Director:

I confirm that in consultation with the Principal, I have reviewed the progress of the school’s goals and implementation of strategies. I approve changes made to the strategies detailed in the table above.


APPENDIX A: TEMPLATES AND TOOLS

Template 1: ILT Team Data Analysis

Strengths and Needs Identification (Refer to Guidance Page 9 for More Detail)

Performance Behaviors Inferences

Strengths:

Needs Prioritization (Refer to Guidance Page 10 for More Detail)Leverage (Biggest Return on Investment)

Low HighHigh Low Leverage, High Readiness (Second Priority) High Leverage, High Readiness (Top Priority)

Stud

ent N

eed

(Crit

ical

to S

tude

nt S

ucce

ss)

Low Low Leverage, Low Readiness (Lowest Priority) High Leverage, Low Readiness (Second Priority)


APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS

Appendix B.1: Family and Community Engagement Plan

Goal #1 Increase the percentage of students on or above level in reading from 63% to 71% as measured by end of year iReady assessments.

Family Involvement Strategy #1 1. If school staff conducts evening parent workshops

Goal #2 Increase the percentage of students on or above level math from 50% to 66% as measured by end of year iReady assessments.

Family Involvement Strategy #2 1. If school staff conducts evening parent workshops

Goal #3 Decrease the number of office referrals from 79 to 70 as measured by end of year ILT tool report.

Family Involvement Strategy #3

1. If school staff conducts evening parent workshops that teachparents instructional strategies to be used at home to supportstudent learning

Family Involvement Strategy #4

Back to School Night Parent and Meeting WorkshopsDate: Time: Families are invited to attend the Back to School Night to learn about our programs and requirements. Families will gain further knowledge on grade-level expectations, curriculum, and student progress. Families will have opportunities to review and provide feedback in the following areas:

School Performance Data (State Assessment results; Common Core State Standards; District Benchmark results)

School Budget

Parent Involvement Plan

Service Learning

Parent Portal

College and Career Readiness

Parents please join us throughout the school year for the following meetings and workshops:(Insert topic and brief description)

Workshop/Meeting #1:




Communications Accessibility


We will communicate with all families through:

The Monthly Newsletter

The website

Monthly parent and community meetings

Quarterly Parent – Teacher Conferences

Parent Link

Flyers

Marquee

Other:

We will accommodate all families by providing:

Timely notification of school events.

Updated school website(www.baltimorecityschools.org/xxxx)

Flexible meeting times

Staff available via email or by setting up a parent teacher conference with the specific teacher.

Partner Programs

The following partners provide resources for our school community:

Community Partner Opportunities Offered

Parent Activities/Resources

Please list all activities and resources that will empower parents to support their children automatically.

Is Funding Required?Parent Activities Describe how this activity or resources supports

the identified SMART Goals DateYes/No Amount Funding Source


Appendix B.2: Title I School Wide PlanDoes your school receive Title I Schoolwide funds?• If yes, complete Appendix II below.• If no, continue to Appendix III.

Questions Title I Schoolwide Strategies Person(s)Responsible Timeline Title I Funding

1. Please explain: a) What priorities are indicated by your comprehensive needs assessment?b) How will Title I funds be used to support school priorities?

2. What scientific research-based strategies will be implemented to support low performing students achieve at proficient or advanced levels?

3. What scientific research-based strategies will be implemented to support student achievement among high achieving students?

4. What are the processes within your school for:a) identifying students struggling to meet high academic standards?b) providing and mentoring instructional interventions?

5. What does your school do to recruit and retain highly qualified and effective teachers in core subjects? Include a description of supports provided by the principal.



6. How will your school increase the amount of quality learning time? a) before / after school, b) summer programs c) Saturday

7. What are your school’s plans for assisting children and families in transition from:a) Early learning programs to

elementary school;b) Elementary to middle

school;c) Middle to high school; andd) High school to college and

career?8. How will your school ensure

that teachers actively engage in collaborative planning and instructional adjustment strategies?

9. How will the school support capacity building for staff (Administrators, Teachers, and Paraprofessionals) to implement new learning?

10 a. What services and programs make up the educational program at your school?10 b. How will the services and programs work simultaneously?11. How will you ensure that Title l

parents have been provided multiple opportunities to offer feedback on the Title l Parent



Engagement Programming and funding?

12. How will you ensure that Title l Parent Involvement funds will be spent in a timely manner to build parent capacity in support of student achievement?


Appendix B.3: Title I Targeted AssistanceDoes your school receive Title I Targeted Assistance funds? By completing all areas within this Title I Targeted Assistance Plan will comply with federal requirements.

If yes, complete Appendix III below.

Essential Elements for Implementing a Title I Targeted

Assistance PlanTitle I Targeted Assistance Strategies Person(s)

Responsible Timeline Title I Funding

1. Based on your school’s comprehensive needs assessment and the multiple selection criteria what subject(s) (reading, math, and/or science) and grade levels will be serviced?

2. Explain how your school will deliver services to eligible targeted assistance (TA) students.3. What scientifically-based intervention strategies will be utilized to increase student achievement?4. How will the Title l TA Program extend learning opportunities (before, after, Saturday, summer programs) to minimize the removal of targeted assistance students from the regular class and support the use of a high quality curriculum?5. How will you monitor the progress of TA students to meet the state’s academic standards?





6. How will staff paid with Title l Part A funds collaborate with non-Title l staff on planning intervention strategies and supplemental instruction for TA students in their classes?7. How will you ensure that Title l TA parents have been provided multiple opportunities to offer their feedback on Title l Parent Engagement programming and funding?8. How will you ensure that Title I TA Parent Involvement funds will be spent in a timely manner to build parent capacity in support of student achievement?9. How will you ensure that all Title l staff (teachers and/or paraeducators) are licensed and certified?10. How will your school increase TA parents’ involvement and improve family literacy?11. How will your school communicate and coordinate with stakeholders in support of students transitioning from early childhood programs (ex.; Head Start, Even Start, Early Reading First, or state-run preschool programs) into elementary school programs, from elementary to middle, and middle to high school?12. How will your school provide professional development





opportunities with Title l Part A resources and other resources for administrators, teachers, and other school staff who work with participating children?13. How will your school coordinate and integrate federal, state, and local services and programs? (e.g., violence prevention, nutrition, housing, adult education, vocational)


APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE )

• This page must be attached to the SPP as SANE for schools receiving Title I targeted or schoolwide funds. SANE =

The School Performance Plan has been reviewed and approved by the School Family Council as indicated by the signatures below:

Name Signature Position Date

Principal

Teacher 1

Teacher 2

Student Support Service Provider

Classified Staff

Paraprofessional

Parent 1

Parent 2

Parent 3

School Family Council Chair

Community Representative 1

Community Representative 2


SPP SUBMITTAL PAGE

I am acknowledging completion of the School Performance Plan, and am submitting the document for review by my Executive Director. This School Performance Plan is completed in accordance with the SPP Guidance Manual and rubric.

X Press SAVE DATA to Submit.

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