school progress plan for continuous school improvement ... · 2016 actual 2017 target 2016 actual...

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 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




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.




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%




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)




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%




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.




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.




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?]: 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




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




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




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




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


Special Educators

Resource Staff

Paraeducators

The DCES

onboarding

process

HR, Title I Funds Ongoing, through

informal/formal

feedback and


data analysis

Instructional time will be

maximized.


Resource Staff

Support Staff

Classroom

Teachers

BCPS PD Staff

Classroom Teachers


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


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


data analysis.

Formative

assessments from

guidance lessons




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?]




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




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




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




Mathematics


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? 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


be implemented? How

will feedback be

provided?]

Building teacher capacity

for implementation of

mathematical conversations


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


around mathematical

concepts


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


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


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


and planning

Ongoing, through

informal/formal

feedback and

observation, data

analysis




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?]




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):


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




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):


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




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):




Reading/Language Arts


Outcome(s)

ILO

Leadership


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


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


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




[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?]


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


be implemented? How

will feedback be

provided?]


around foundational skills/

word work

Sequence of Skill

Instruction

Grade Level

Standards

Authentic skill

application


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


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


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




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




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



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

school progress plan for continuous school improvement ... · 2016 actual 2017 target 2016 actual...

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