School Performance Plan - Baltimore City Public · PDF fileSchool Performance Plan for Western...

School Performance Plan for Western High 1 of 34

SY 2016-2017

School Performance Plan

407, School NumberWestern High, School Name

Michelle White, PrincipalStarletta Jackson, 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..............................................................................................................................................................................................................................................7

IV. SCHOOL'S DATA SECTION...................................................................................................................................................................................................................8

V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS (Refer to Appendix A to assist)...................................................................................................................9

VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .......................................................................................................................................10

ACADEMIC SMART Goal #1: ..............................................................................................................................................................................................................10

ACADEMIC SMART Goal #2: ..............................................................................................................................................................................................................12

CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................14

ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................16

VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN ..........................................................................................................................................................18

VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION ..........................................................................................................................................20

IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION .......................................................................................................................................22

APPENDIX A: TEMPLATES AND TOOLS ..................................................................................................................................................................................................24

APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS .....................................................................................................................................25

Appendix B.1: Family and Community Engagement Plan .................................................................................................................................................................25

Appendix B.2: Title I School Wide Plan..............................................................................................................................................................................................27

Appendix B.3: Title I Targeted Assistance .........................................................................................................................................................................................30

APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................33

SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................34


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

Michelle White Principal

Terah Collins Assistant Principal

Monica Williams-Truitt Assistant Principal

Anitra Washington Teacher/Dep't Lead

Glenna Broaddus Teacher/Dep't Lead

Kenya Britt Teacher/Dep't Lead

Zachary Palmer Teacher/Dep't Lead

Heather Romney Teacher/Dep't Lead

Amy Lang Teacher/Dep't Lead

Kyle Eichman Lead Teacher


Climate and Culture Team Members

Name Position

Latarsha Townsend Lead Behavior Specialist

Terah Collins AP

Monica Williams-Truitt AP

Iredell Wood Hall Monitor

Craig Carter Hall Monitor

Mr. Curry Behavior Specialist

Mr. Rollins Behavior Specialist

Ms. Parker Hall Monitor


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: By June 2016, there will be an increase in the mean percent score on the Algebra I EOC assessment from 46.6% to 60%.

We did not meet the goal. Not Met Large number of students performed "basic" on the EOC assessment.

Goal 2: By June 2016, students in grades 9 - 11 will increase proficiency by 10% in routine writing tasks, as measured by third quarter assessments.

Students were able to move by 10% in routine writing tasks as measured by third quarter assessments

Met Based off of SLO data, which included a writing section and progress monitoring of writing, we were able to meet our goal.

Goal 3: By June 2016, there will be an increase in student attendance from 88.8% to 92%.

According to the ILT tool, we did not meet this goal. We did increase to 90.6% attendance, however.

Not Met We provided monthly incentives to improve grade wide attendance, and we hired a fulltime attendance monitor.

Goal 4: By June 2015, the overall grade point average for Western High School students will increase from 2.24% to 2.5%, as measured by BCPS ILT Tool.

School-wide GPAs increased to 2.5. Met According to the ILT tool, we did not meet this goal, but the ILT tool is only accounting for two (2) of our seniors' GPAs. Based off of our quarterly reports and progress monitoring, we did meet this goal.

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


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.

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

1.


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:By June 2017, the percent of students scoring 4's or higher on the Algebra I and Algebra II PARCC assessments will increase from 26.9% to 40% combined.

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

Instructional 1. Teachers implement the Stein Model and engage students in Mathematical reasoning and discussion

2. Teachers embed relevant real world problems

3. Teachers use Agile Mind and distric assessments to align practice

4. Teachers increase exposure to PARCC-like questions.

5. Teachers implement Khan Academy.

1. Students will enhance problem solving skills and persist in mathematical practices, particularly MP 2 & and MP 3.

2. Students will access multiple strategies to solve diverse problems.

3. Students will understand test format and strategies to succeed on Agile Mind, district, and PARCC assessments.

4. Students will increase their knowledge of skills and concepts.

Organizational Strategies 1. Students use their individual data and progress monitor towards standards mastery

2. Students are given opportunities for itierative practice, which includes the opportunity to redo assignments and/or assessments

1. Students will know their strengths and weaknesses and engage in more purposeful learning; decrease failure rates on interim and EOC assessment and increased course and PARCC pass rates.

2. Students will demonstrate growth and proficiency in standards.

Family Involvement Strategy 1. Teachers update Parent Portal weekly and send home progress reports every two weeks notifying students and families of academic progress

2. Teachers contact parents when students are experiencing academic challenges

1. Parents will more frequently monitor student progress and advocate for support; teachers, parents and students will implement intervention plans more consistently.

2. Parents will frequently contact teachers when academic concerns arise.


By June 2017, the percent of students scoring 4's or higher on the Algebra I and Algebra II PARCC assessments will increase from 26.9% to 40% combined.


Leadership Strategies 1. ILT provides PD on collaborative planning and DDI, including specific strategies to enhance rigor and student intellectual engagement

2. Math Lead and administrator provide ongoing PD on strategies that enable deeper thinking and learning of content

3. Principal and AP assigned to Math conduct weekly informal observations and coaching/feedback on rigor (task, process, and product) and strategies like Stein Model

4. Principal and AP monitor sudent achievement (interim assessments and course grades) and provide ongoing coaching and support to teachers

1. Teachers will collaborate weekly to monitor student progress and plan more intellectually engaging lessons that address student needs and align to standards and assessments.

2. Teachers will implement effective mathematics instruction and student achievement will increase.

3. Students will increase assessment scores and course pass rates.

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. Teachers use Aglie Mind as a core curriculum

2. Teachers register students for Khan Academy.

1. Planning and pacing will reflect a student-centered approach to teaching and learning

2. Students will be able to increase their knowledge of skills and concepts.


ACADEMIC SMART Goal #2:By the end of 3rd quarter, school-wide writing assessment scores will improve by 20%.


Instructional 1. All teachers utilize the XYZ method of responding to Text Based Questions (TBQs) in all courses

2. Teachers plan collaboratively to ensure that instruction is consistent and pushes student thinking beyond current levels of performance

3. Teachers provide opportunities for students to engage with informational texts in daily instruction

4. Teachers implement routine writing tasks in their daily lessons.

1. Students will be able to grapple with complext text: informational text, historical documents, primary and secondary sources.

2. Students will be able to think critically when engaging with all text in all content areas.

3. Students will think more critically, speak more succinctly, and perform more efficiently in writing tasks.

Organizational Strategies 1. English Department Lead creates opportunities to increase teacher capacity in XYZ strategies

2. Teachers plan collaboratively to enhance routine writing tasks and XYZ prompts, and regularly use them in daily lessons

3. Teachers of all contents provide opportunities for students to analyze text, write routinely, respond to text using XYZ, and evaluate student writing using a schoolwide writing rubric

4. Students are given opportunities for itierative practice, which includes the opportunity to redo assignments and/or assessments to demonstrate growth and mastery of standards

1. PD is provided to teachers to supoort understanding of the effective use of routine writing and XYZ strategies.

2. Teachers will implement strategies with greater effectiveness

3. Students will demonstrate growth in writing skills aligned to CCSS and SAT

Family Involvement Strategy 1. ILT posts exemplars of XYZ strategies across content areas so parents and students can interact with this format

1. Parents will understand what mastery of writing standards look like and support students at home.

Leadership Strategies 1. ILT provides continuous PD, informal and formal observation cycles and DDI to support high quality instruction and increased student achievement

2. Teachers submit quarterly writing prompts to administrative team for approval and administrators approve using task analysis protocol

3. Teachers submit quarterly results and reflections to administrators who use them to provide specific feedback to teachers to support instruction and improve the quality of teacher feedback

1. Teachers will implement strategies with greater effectiveness.

2. Teachers will implement rigorous common core aligned writing prompts and strategies to promote student growth.

3. Teachers will implement effective strategies and give high quallity feedback o improve student performance


By the end of 3rd quarter, school-wide writing assessment scores will improve by 20%.



1. All teachers implement quarterly writing tasks consistent with PARRC and LDC

1. Students will improve critical thinking and writing skills as described by CCSS


CLIMATE/SCHOOL CULTURE SMART Goal #3:By June 2017, there will be an increase in student attendance from 91% to 94%.


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

1. Celebrate academic achievement 1. Students qualifying for Honor Roll will increase.

2. Students qualifying for Merit Roll will increase.

3. Students qualifying for Distinction Roll will increase.


1. Reduce suspensions by implementing Restorative Practices 1. The number of physical altercations will decrease during the school year.

2. Classroom disruptions will decrease.


1. Advisory to include discussions about the proper use of social media

1. The occurrences of online bullying will decrease.

2. Students will report online bullying in order to deescalate a dispute.

Campus Monitoring Strategy 1: 1. Monitoring the building during arrival, class changes and dismissal, as well as student movement during class with required classroom passes (color-coded by floor).

1. Fewer students will leave the building without permission.

2. No unauthorized persons will enter the building.

Campus Monitoring Strategy 2: 1. Safe Zones will provide students who arrive to school early or leave late (but who are not participating in after school activities) safe, supervised locations to wait.

1. Students will be safely monitored inside the building.

2. Parents will know their children are safe outside of school hours.

Campus Monitoring Strategy 3: 1. All classroom teachers greet their students at the door at the beginning of each class session.

1. Students will feel welcome and adhere to the tone and expectation of the classroom environment

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

If we recognize good and improved attendance by....1. Quarterly individual attendance awards

2. Monthly attendance competitions between grade levels.(monthly awards to the winning grade level)

3. Daily attendance competitions/announcements

4. End of the year perfect attendance celebration


By June 2017, there will be an increase in student attendance from 91% to 94%.


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

If we provide personalized early outreach to () by....1. Phone calls home for any student who misses 3 consecutive days

or more2. Phone calls and written notification of all students missing 5

consecutive days or more3. Phone call, written notification, parent conference to discuss

student attendance and develop and an attendance action plan for student missing 7 days or more.

4. Referral to truancy court all students who have missed more than 10 consecutive days or more

Attendance Strategy 3: If we identify barriers to daily student attendance by...1. Know Better, Do Better Attendance Group

2. Site-based attendance monitor who manages and monitors school wide attendance; with a specific focus on those

3. a. Reinforce good attendance through school-wide attendance expectations, homeroom lessons, group and individual student meetings, teacher reinforcement, publishing of daily attendance statistics.

4. Make frequent parent contact through phone calls/e-mails by the attendance monitor, teachers and administrators. Issue weekly attendance notices to students who miss three or more days.

5. a. Attendance will be taken each period.b. Attendance will be reconciled daily.

Family Involvement Strategies 1. Administrators meet with parents to share attendance data and expactations for the WHS community during Back-to-School Night, class meetings, and monthly SPIN and SFC meetings

2. Attendance monitor contacts parents any time a student is absent more than three days from school

3. Attendance monitor conducts home visists when students are chronically absent

1. Families and students will understand attendance expectations and the implications for academic success, and work toward greater personal responsibility for attendance.


ADDITIONAL SMART Goal #4:Note: For schools serving grade 9-12, this SMART goal should be focused on college and career preparationBy June 2017, the overall grade point average for Western High School students will increase to 2.5, as measured by BCPS ILT Tool.


Instructional 1. The ILT conducts frequent informal observations, analyze data for trends, and provides relavent professional development to establish a standard of practice throughout the school

2. The Lead Teacher and administrators coach individual teachers and content teams in the application of effective strategies that support student's academic success and build efficacy (growth mindset)

3. Teachers plan collaboratively to provide students with consistent exposure to rigorous academic content

4. Teachers participate in grade level analysis of student grade and attendance data

1. Teachers will implement consistent, high quality instruction that promotes higher student achievement on classroom measures, as well as district and standardized assessments.

2. Teachers and students will demonstrate greater risk taking in the classroom. Classrooms will become more student-centered, with more students leading and engaging in rich and rigorous conversations about content.

3. Students develop higher level critical thinking skills and deeer content knowledge and earn higher course grades

4. Teachers will identify cross-curricular strategies to support struggling students

Organizational Strategies 1. The GPA committee leads the initiative to increase student awareness of the impact of GPA on college acceptance and career attainment

2. Advisory lessons focused on understanding GPA will further support the schoolwide initiative of increasing GPA

3. Create a school-wide display where GPA is tracked per grade level which will be updated at mid-quarter and end of quarter for the entire school year

1. Students will understand:1. How GPA is calculated2. the impact of GPA on college selection3. the importance of working hard and achieveing the best grades possible in each class to earn at least a 3.0 GPA4. how to develop successful habits of mind and practice that support college readiness in high school.

2. Students will gain exposure to a range of career oppurtunities within their field of interest, build relationships with alumnae who currently work in these fields.

3. The entire school community will have a visual representation of changes in GPA for each grade level several times throughout the year,


By June 2017, the overall grade point average for Western High School students will increase to 2.5, as measured by BCPS ILT Tool.


increasing overall awareness of GPA to emphasize the importance of progress monitoring.

Family Involvement Strategy 1. Adminstrators, counselors and College Bound staff engage families in college and career readiness sessions (indicators of college readiness, financing college)

2. Administrators, counselors and support staff consistently update families on student progress and action plans

1. Families will become versed in college readiness strategies to support their students. The number of families participating in workshops will increase, especially in the 9th and 10 grades.

2. Families will have wrap around support for their daughters' academic, mental, and persnal success

Leadership Strategies 1. Grade level administrators monitor each students' quarterly grades and outcomes on assessment, and collaborate with guidance counselors and support staff to provide interventions

2. The ILT participate in end of quarter data analysis of student grades by teacher and content area to reveal trends and plan supports

3. Teachers reflect on quarterly grades and action plan to support students with Ds and Fs

1. All staff takes an active role in assuming the responsibility for improving student performance/GPA.

2. Students will earn higher course grades which result in increased grade point averages.

3. Teachers will employ more effective strategies to support individual students, decrease their D and F rates, and increase percentage of stduents earning As and Bs in their classes.


1. College Bound provides site-based suporrt for students as they pursue college acceptance.

1. Administrators and teachers will have additional resources to enhance advisory sessions, parent workshops, and teacher supports.


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:By June 2017, the percent of students scoring 4's or higher on the Algebra I and Algebra II PARCC assessments will increase from 26.9% to 40% combined.

Agile Mind, interim, midterm and EOC assessments, as well as course grades

Ongoing for Agile Mind and interim assessments; January and June for midterm and end of quarter data; end of marking period for quarters 1-4

Teachers, Lead Teacher. Department Leads

Ongoing

Goal 2:By the end of 3rd quarter, school-wide writing assessment scores will improve by 20%.

Writing data End of quarters 1, 2, and 3 ILT Ongoing

Goal 3:By June 2017, there will be an increase in student attendance from 91% to 94%.

Weekly attendance data daily Gilmer, Walton Ongoing

Goal 4:By June 2017, the overall grade point average for Western High School students

Quarter grades End of quarters 1- 4 ILT Ongoing


Goals Data To be Collected Data Collection Dates

Person(s) Responsible for Collection and

Reporting

ILT Meeting Dates to Review Data Outcomes

will increase to 2.5, as measured by BCPS ILT Tool.


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?



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



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 By June 2017, the percent of students scoring 4's or higher on the Algebra I and Algebra II PARCC assessments will increase from 26.9% to 40% combined.

Family Involvement Strategy #1

1. Teachers update Parent Portal weekly and send home progress reports every two weeks notifying students and families of academic progress

2. Teachers contact parents when students are experiencing academic challenges

Goal #2 By the end of 3rd quarter, school-wide writing assessment scores will improve by 20%.

Family Involvement Strategy #2 1. ILT posts exemplars of XYZ strategies across content areas so parents and students can interact with this format

Goal #3 By June 2017, there will be an increase in student attendance from 91% to 94%.


1. Administrators meet with parents to share attendance data and expactations for the WHS community during Back-to-School Night, class meetings, and monthly SPIN and SFC meetings

2. Attendance monitor contacts parents any time a student is absent more than three days from school

3. Attendance monitor conducts home visists when students are chronically absent

Goal #4 By June 2017, the overall grade point average for Western High School students will increase to 2.5, as measured by BCPS ILT Tool.


1. Adminstrators, counselors and College Bound staff engage families in college and career readiness sessions (indicators of college readiness, financing college)

2. Administrators, counselors and support staff consistently update families on student progress and action plans

Back to School Night Parent and Meeting WorkshopsDate: 9/7/16 Time: 5:30pmFamilies are invited to attend the Back to School Night to learn about our programs and requirements. Families will gain further knowledge on grade-

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


level expectations, curriculum, and student progress. Families will have opportunities to review and provide feedback in the following areas:

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

School Budget

X Parent Involvement Plan

Service Learning

Parent Portal

College and Career Readiness

Workshop/Meeting #1:




Communications AccessibilityWe will communicate with all families through:

X The Monthly Western High School Newsletter

X The Western High School website

X Monthly parent and community meetings

X Quarterly Parent – Teacher Conferences

X Parent Link

Marquee

Other:

We will accommodate all families by providing:

X 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.

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Date post:	09-Mar-2018
Category:	Documents
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School Performance Plan - Baltimore City Public · PDF fileSchool Performance Plan for Western...

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