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 95.1% 2 94.0% 0 MAP Growth 69.2% 70% MAP Growth Percentage of G3 Students at or above the 50th Percentile based on Fall MAP in Reading 65.7% 22.9% 70% 50% 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
Comprehensive Needs Assessment Data Analysis Section Purpose: In this section, a comprehensive assessment of the entire school is reflected 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 What do the data indicate about overall student performance? Specific social skills have not been taught to students. Teachers need more support in how to teach the appropriate skills. There is a lack of understanding of specific strategies that can be used to promote positive behavior. In our primary grades, our African American students out performed our Caucasian students. In our intermediate grades, our Caucasian students outperformed our African American students. Our Hispanic students are achieving at proportionate rates with their subgroup counterparts ( African American and Caucasian ). This is an upward trend in overall data from the previous year. There has been inconsistent reading instruction. Instruction needs to be more rigorous. There has not been enough emphasis on phonemic awareness skills, vocabulary and language development. In addition, more opportunity is needed to address critical thinking skills through questioning. What performance gaps exist for subgroups of students? Identified below are those subgroups with the largest gaps.
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: Implement a school wide manners program to develop a culture of learning that supports positive student behaviors. Parents will receive the school-wide manner targets each month. Monthly Guidance Counselors Teaching (teacher behaviors): Teachers will display visuals and model positive student behavior. Teachers will participate in the Dojo program to support target manners. Learning (student behaviors): Targeted positive manners Class Dojo Report Key Action 2: Implement Class Dojo to promote positive behaviors and to improve schoolwide behavior in all classrooms. Parents will be able to enroll in the online program in order to monitor their child's behavior progress. Daily Administration Guidance Classroom Teachers Teaching (teacher behaviors): Teachers will monitor student behavior through the use of Class Dojo. Learning (Student Behaviors): Improved student behavior on targeted goals set by each teacher Dojo Report Room Referral Key Action 3: Continue with restorative circles and holding daily class Daily Classroom Teachers Teaching (teacher behaviors): Teachers will facilitate Learning (student behaviors): Students engaged in daily Informal Observation Data collected from Domain 2- Component
meetings (Daily Rap) to build a positive classroom environment and build understanding of cultural differences. discussions to a positive classroom environment. circle discussions to build relationships and problem solve. A: Creating an Environment of Respect and Rapport 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?] Strategies will be taught to teachers on how to implement our School-wide Manners Program that will address ways for students to work through conflict. 2,7,9 Guidance Counselors, School Social Work, Behavior Specialist STAT All Staff Members Faculty Meetings School Operating budget for materials Ongoing throughout the school year. Staff evaluations will be provide to get feedback. Implementation of Class Dojo school-wide as our PBIS behavior measure 2,7,9 Guidance Counselors, PBIS Committee All Staff Members Faculty Meetings Class dojo App Once in the Fall and once in the Spring. Staff evaluation will be provided to get feedback.
for students not demonstrating proficiency on grade level standards based on Dream Box. administer assessments and analyze data to customize instruction to meet targeted needs math workshop model that provides opportunities for remediation of targeted skills and application of newly acquired skills Key Action 3: Teachers will use data gathered in to design and implement daily targeted, customized instruction around the identified skill deficits to improve student opportunities to develop foundational skills, mathematical reasoning and problem solving. Parents will be provided summative assessment data that will identify student progress. Biweekly Classroom Teacher Teaching (teacher behaviors): Teachers will meet weekly with grade levels to customize student needs and plan customized instruction. Learning (student behaviors): NA One Note Collaborative Team Notes and Agendas Mathematics Mathematics
Professional Learning Plan [What professional learning will teachers and 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?] A Closer Look at Data Teachers will participate in professional development that will help them to identify Essential Skills and knowledge that students will need in order to master grade level Common Core Standards in Reading 2,3,4,5,7 Administration STAT Teacher Leader Corp. All Teachers Group, Grade Level Teams, Individual Grade Level Reading CCSS, grade level curriculum and resource materials Ongoing- faculty meetings, extended grade level meetings, weekly planning meetings. Diving Deeper Into Data Teachers will participate in professional development that help them to learn effective ways to analyze math data and drill down in order to identify deficit skills. 2,3,4,5,7 Administration STAT All Teachers that Math Level Teams, Individual Math CCSS, curriculum and Resource materials Ongoing- faculty meetings, extended grade level meetings, weekly planning meetings.
Taking Data Action Teachers will planning strategies to customize lessons that address students' deficit skills. 2,3,4,7 Administration STAT All Teachers Grade Level Teams, Individual, Whole Group Math and Reading Curriculum resources/CCSS Ongoing- faculty meetings, extended grade level meetings, weekly planning meetings. Math It All In! Teachers will participate in professional development that will help develop scheduling strategies to address deficit skills in conjunction with delivering grade level CCSS. 2,4,7 Administration STAT All teachers of record Grade Level Teams, Individual, Whole Group Reading and Math CCSS, Resource Materials Ongoing-faculty meetings, extended grade level meetings, weekly planning meetings.
Key Action 2: Teachers will administer additional literacy assessments for students who are identified as not reading on grade level based on MAP and Fountas & Pinnell Benchmark Assessment data in order to build critical reading/thinking skills. Daily Teachers Teaching (teacher behaviors): Classroom teachers will each hold 5 student conferences a week. Learning (student behaviors): Engaged in dialogue with teacher about their progress in reading. Conference Log Key Action 3: skill deficits. Parents will be provided resources to use at home to support reading deficit areas. Teachers Teaching (teacher behaviors): Classrooms teachers will meet weekly with their grade level team to discuss student needs and plan customized instruction. Learning (student behaviors): NA One Note Collaborative Team Meeting Agenda Reading/Language Arts Reading/Language Arts 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 [Who will be responsible for the 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 technological, fiscal, and time-related Implementation Documentation
leadership outcomes will be addressed?] design and/or delivery of the learning?] resources are needed?] [When will the professional learning be implemented? How will feedback be provided?] Benchmark Assessment Series Teachers will receive professional development concerning the components of the system and how to administer running records. 3,5,7 STAT Reading Specialist Administration All staff members that teach reading in Grades 1-5 Whole group Grade level teams Benchmark Assessment resources September/October Staff evaluations will be provided for feedback Formal/Information observations Teachers will receive professional development on ways to use data to organize guided reading groups and use the data to make daily instruction decision in small group. 3,4,5,7 STAT Reading Specialist Administration All members that teach reading in Grades K-5 Whole group level teams Benchmark Assessment Resources Guided Reading resources staff evaluations will be provided for feedback Formal/informal observations Teachers will receive professional development on conferencing with students. 3,5,7 STAT Reading Specialist Administration All staff members that teach reading in Grades K-5 Whole Group Level Team Guided Reading resources On going staff evaluations will be provided for feedback Formal/Informal observations Professional development will be provided to teachers about planning for 3,5,7 STAT All staff members that teacher reading in Grades Whole Group Grade Level Teams Data Analysis Reading resources On going Staff evaluations Formal/Informal observations