Students receiving special education services 92.6% SE students math growth = from 46.9 to 65.1 Achievement is significantly lower than Non SE students across 3 yrs… SE= 22.9, 16.7, 12.2% SE students reading growth is a gap compared to non- SE SE= 46.5 SE achievement is a significant gap SE= 38.5% at 50th %tile Students participating in the Free and Reduced Meals program 93.3 FARMs growth 66.3 FARMS N=79.6% Achievement FARMS 42% -compared to NFarms =48% FARMS growth Y=59.2 N=63.6 Achievement FARMS 48% -compared to NF=49% Gender No gap in male/female attendance (males 93.6, females 93.8) Gaps in students of students are NOT excited to come to school, 69% of them are males. Males rate “belonging, relationships with teachers, confidence in getting help, value in learning and respect” indicators more negatively than females. 12/19 students who feel they do NOT belong are males Male students achievement in math across 3 years is a gap m=35.2, females=43.6 Male students achievement compared to females across 3 years M= 48.4 and F=54.3 at 50th %tile=31 Females at 50thtile = 68.6 Students receiving English language services 96.6 16% of EL students at 50th tile 8% EL students at 50th tile
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?]: 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 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 1.0, 2.0 6.2 and 6.3 8.0 Title I Components 1 Comprehensive needs assessment, 3 Highly qualified teachers 6 Parent involvement Key Actions [What specific activities must take 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: Back to inservice and ongoing SPP Focus Strands Leah Scarafile, Caitlyn McGing and PBS committee. Teachers Teachers will teach, model, and embed the importance of interpersonal boundaries and respect through explicit instruction, class meetings, restorative circles, and explicit planning and implementation of the Virtues Language. Teachers will acknowledge and reinforce respectful student to student and/or student to interactions through systematic implementation of PBIS and Virtues Language. Teachers will acknowledge and respect students with genuine care and support. Students will demonstrate respectful student to student and student to adult interactions. Students will earn and use bear paws as a result of acknowledgment of respectful behaviors. Students will seek adult support and assistance. Referral data Classroom observations Data- walk through look fors, Key Action 2: Teaching (teacher behaviors): Learning (student behaviors): Key Action 3: Teaching (teacher behaviors): Learning (student behaviors): 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 resources are needed?] Implementation Documentation [When will the professional learning be implemented? How will feedback be provided?] All teachers will implement the PBS plan using an equity lens 2.0 6.2 and 6.3 8.0 AP and PBS committee New teachers- NTO Returning teachers- (sustaining initiative) Back to School PD NTO and B-S PD Time, EYE pay for STAT to provide new teacher PD Back to school and ongoing. Back to school surveys and monthly data reviews- disaggregated to monitor equity All teachers will implement Restorative Practices- (Justice circles and virtues language Every Monday or first day of week, one additional day and after holidays) 2.0 6.2 and 6.3 8.0 AP and PBS committee All teachers and staff- (grades to School PD-Piloting Back to School PD Time Restorative Handbook purchased for teacher leaders Back to school and ongoing-weekly and periodic feedback from parents, PIP and compact, and parent, teacher, students surveys at end of year. Teachers in Pk and K will implement Conscious Discipline 2.0 6.2 and 6.3 8.0 BCPS curriculum offices Pk and K teachers- Piloting Curriculum and summer PD Time and attendance at PD sessions Curriculum. September PD, teacher feedback, referrals and attendance data, parent and student surveys at end of year.
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: August-June 2018 Classroom teachers, STAT, administrative team Teachers will design lessons that develop concepts from concrete to Teachers will use a variety of manipulatives to model and represent numbers. Teachers will make explicit connections between numbers, pictures, and symbols) Teachers will explicitly model and teach (explain) their thinking using the visuals and models. Students will solve problems using manipulatives or pictorial representations. Students will be able to explain how they solved problems manipulatives, pictures and models. Students will be able to explain how varying models represent the same equation, etc…using visuals and tools such as sentence stems, math talk. Informal observation data- look fors, reflecting use of manipulatives and teacher explanations. Key Action 2: Teaching (teacher behaviors): Learning (student behaviors):
assessment and summative assessment data guide instruction. Teachers will use math Talk sentence stems for modeling and supporting students with explaining their problem-solving 4.0 7.0 STAT-leadership corp All math teachers will participate in the Sentence Stems/ MATH talk PD Whole group/grade levels- Math online PD 2016 We will revisit this PD at our Back to School meetings. 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?]: 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. Title I Components 1 2 4 8 9
with songs, nursery rhymes, poems etc… Teacher administer phonological awareness screenings to determine student’s needs. Teachers routinely progress monitor students’ performance. multiple modalities that develop an increase in their phonological awareness skills. Key Action 3: and phonics including decoding, encoding, syllable types, and sight words aligned with the CCSS. October-June Teachers model clear expectations of skill/strategy and gradual release of responsibility. Teachers provide daily opportunities for students to orally manipulate sounds. Teachers provide activities to increase word reading fluency, decoding and sight words. Teachers differentiate instruction to meet the needs of students varying proficiency levels. Students engage in hands on materials/manipulatives including multiple modalities. Students engage in flexible groups. Students demonstrate familiarity with routines for group instruction. Class data Online data collection with progress monitoring, evidence of data used to inform small groups, Informal observational data. Reading/Language Arts Reading/Language Arts Professional Learning Plan [What professional learning will teachers and staff need?] Outcome(s) ILO Leadership Learning Communities Learning Designs Resources Implementation