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BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous Improvement of School Performance
“Creating a culture of deliberate excellence for every student, every school, every community.”
Elementary School Progress Planfor Continuous Improvement of School Performance
2014-2015
Featherbed Lane Elementary School School
Submitted byRenee Johnson
_______________________ ______________________ Signature of Principal Signature of Assistant Superintendent
_________ 10/10/14_____________ Date
Office of Performance Management Office of the Assistant Superintendents 1
BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous Improvement of School Performance
Step 1: Comprehensive Data Review
Consider your school’s performance and instructional metrics from 2013-2014. Use the Comprehensive Data Review Worksheet for Priority Area Identification worksheet to assist your team.
Performance and Instructional Metrics
Academic Climate
MAP Data,ELA/Math Data,
Observation/Evaluation Data
(Domains 1-3)
Attendance, Suspension
Teacher Perception, Student Perception Parent Perception
Step 2: Identify Three Priority Areas For Your School.
After carefully analyzing your school’s data, identify a reason for continuous improvement in each priority area noted in the chart below.
Priority Area Justification1. Reading/English Language Arts: 47% of the first through fifth grade students are in
the “danger” category as measured by MAP.
2. Mathematics: 48% of the first through fifth grade students are in the “danger” category as measured by MAP.
3. Climate: There is a need to target students that are in “danger” based on attendance only.
Step 3: Root Cause Analysis.For each priority area, perform a root cause analysis. Start by crafting a “why” question that asks why performance in each priority area has not reached expected levels. Drill down on potential contributing factors to discover the root cause. The root cause is the deepest underlying
Office of Performance Management Office of the Assistant Superintendents 2
BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous Improvement of School Performance
cause/causes of positive or negative symptoms that, if dissolved, would result in the elimination or a substantial reduction of the symptom. The goal of root cause analysis is to seek cause rather than assign blame.
Priority Area 1—Reading/English Language Arts1st Why Question: Why are 47% of students in danger on MAP in Reading/English Language Arts?
Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions,
the factor is eliminated
Lack of rigor in core curriculum and instruction
QuestionYes
DataYes
ControlYes
Inconsistent monitoring of student achievement data
QuestionYes
DataYes
ControlYes
Teacher capacity QuestionYes
DataYes
ControlYes
Foremost Factor Validity Test QDC(Question, Data, Control)
Lack of rigor in core curriculum and instruction
QuestionYes
DataYes
ControlYes
2nd Set of Whys? Why is there a lack of rigor in the instruction?
Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions, the factor is
eliminated
Office of Performance Management Office of the Assistant Superintendents 3
BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous Improvement of School Performance
High number of non-tenured teachers QuestionYes
DataYes
ControlNo
Need to build teacher capacity QuestionYes
DataYes
ControlYes
Recent change in curriculum expectations QuestionYes
DataYes
ControlNo
Foremost Factor Validity Test QDC(Question, Data, Control)
Building Teacher Capacity QuestionYes
DataYes
ControlYes
3rd Set of Whys? Why is there a lack of teacher capacity?
Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions, the factor is
eliminated
Inconsistencies with daily reading instruction QuestionYes
DataYes
ControlYes
Lack of familiarity with new curriculum and the Common Core State Standards
QuestionYes
DataYes
ControlYes
Inconsistencies with expectations for student work QuestionYes
DataYes
ControlYes
Foremost Factor and Root Cause Validity Test QDC(Question, Data, Control)
Inconsistencies with daily reading instruction QuestionYes
DataYes
ControlYes
Root Cause for Priority Area 1—Reading/English Language Arts:Inconsistences with daily reading instructionCore data associated with this priority area:MAP, DIBELS, Observational data, and BCPS Culminating Events
Priority Area 2—Mathematics1st Why Question: Why are 48% of students in danger on MAP in in Mathematics?
Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may,
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor”
Office of Performance Management Office of the Assistant Superintendents 4
BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous Improvement of School Performance
in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions, the factor is
eliminated
Lack of rigor in core instruction QuestionYes
DataYes
ControlYes
Inconsistent monitoring of student achievement data QuestionYes
DataYes
ControlYes
Teacher capacity QuestionYes
DataYes
ControlYes
Foremost Factor Validity Test QDC(Question, Data, Control)
Lack of rigor in core instruction QuestionYes
DataYes
ControlYes
2nd Set of Whys? Why is there a lack of rigor in the core instruction?
Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions, the factor is
eliminatedNeed to use data to inform instructional decisions Question
YesDataYes
ControlYes
High number of non-tenured teachers QuestionYes
DataYes
ControlYes
Need to build teacher capacity QuestionYes
DataYes
ControlYes
Foremost Factor Validity Test QDC(Question, Data, Control)
Need to build teacher capacity QuestionYes
DataYes
ControlYes
3rd Set of Whys? Why is there a lack of teacher capacity?
Office of Performance Management Office of the Assistant Superintendents 5
BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous Improvement of School Performance
Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions, the factor is
eliminated
Inconsistencies with daily math instruction QuestionYes
DataYes
ControlYes
Lack of familiarity with new curriculum and the Common Core State Standards
QuestionYes
DataYes
ControlYes
Inconsistencies with expectations for student work QuestionYes
DataYes
ControlYes
Foremost Factor and Root Cause Validity Test QDC(Question, Data, Control)
Inconsistencies with daily math instruction QuestionYes
DataYes
ControlYes
Root Cause for Priority Area 2 – Mathematics:Inconsistencies with daily math instructionCore data associated with this priority area:MAP, Observational data, and BCPS Assessment Resources and Tasks
Priority Area 3—Climate1st Why Question: Why have 37% of our students not met the MSDE 94% attendance expectation?
Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions, the factor is
eliminatedLack of parental transportation Question
YesDataYes
ControlNo
Lack of parental understanding of the importance of Question Data Control
Office of Performance Management Office of the Assistant Superintendents 6
BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous Improvement of School Performance
attendance Yes Yes Yes
Need to develop and implement cohesive attendance monitoring system
QuestionYes
DataYes
ControlYes
Foremost Factor Validity Test QDC(Question, Data, Control)
Need to develop and implement a cohesive attendance monitoring system
QuestionYes
DataYes
ControlYes
2nd Set of Whys? Why is there a need to develop and implement a cohesive attendance monitoring system?
Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions, the factor is
eliminatedCurrent attendance rates are not improving Question
Yes DataYes
ControlYes
Failure to effectively monitor effectively intervene repeatedly absent students
QuestionYes
DataYes
ControlYes
Lack of parental and student incentives QuestionYes
DataYes
ControlYes
Foremost Factor Validity Test QDC(Question, Data, Control)
Failure to effectively monitor effectively intervene repeatedly absent students
QuestionYes
DataYes
ControlYes
3rd Set of Whys? Why have we failed to effectively monitor and intervene? Contributing Factors
Because schools are complex social systems, it may be difficult to identify a single root cause for a given component. It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:
The problem may have occurred even if the factor had not been present.
The problem may reoccur as the result of the same factor if the cause is dissolved.
Dissolution of the factor leads to similar events.
Validity Test QDC(Question, Data, Control)
(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor” address the original theme question? D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?
Note: If a contributing factor does not pass all three Validity Test questions, the factor is
eliminated
Office of Performance Management Office of the Assistant Superintendents 7
BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous Improvement of School Performance
Inconsistencies with personnel QuestionYes
DataYes
ControlNo
Upgrade the current monitoring system QuestionYes
DataYes
ControlYes
Inconsistencies with resources QuestionYes
DataYes
ControlYes
Foremost Factor and Root Cause Validity Test QDC(Question, Data, Control)
Upgrade the current monitoring system QuestionYes
DataYes
ControlYes
Root Cause for Priority Area 3—Climate:Need to develop and implement a cohesive attendance monitoring systemCore data associated with this priority area:STARS attendance reports MAP Data
Step 4: Goal Setting, Key Action Selection, and Professional Learning Planning.
Given the root cause determined for each priority area above, state one goal for each priority area for the 2014-2015 school year. Through an equity-based lens, for each priority area, identify key actions, persons responsible for leading and monitoring implementation, a timeline for implementation, measures of success, and barriers that should be removed in order to ensure success. Key actions and high-impact strategies will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, and/or the assistant superintendents of schools.
In the process of goal setting, your school improvement team should consider the following logic model for think-alouds and discussion, as appropriate:
“We believe that ‘X’ is our major challenge in priority area 1/2/3 with ‘A’ as its foremost root cause.
We further believe that if we implement ‘Key Action Y’ for all students, over time root cause ‘A’ will be dissolved and we will reach an improved outcome for students.
In addition, we recognize that we have students who are at additional risk and need intervention in above and beyond, and in addition to, the implementation of ‘Key Action Y.’
We, therefore, intend to implement ‘Key Action Z’ for students whose needs are not sufficiently met by Key Action Y.”
Office of Performance Management Office of the Assistant Superintendents 8
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
PRIORITY AREA 1—Reading/English Language Arts: Priority Area 1—Reading/English Language Arts Target:MAP Reading growth scores will increase from 44% in 2014 to 50% in 2015.
Theory of Action
(Key Actions/High-Impact Strategies to be implemented. Address by student subgroup. Title I schools must add Title I Components to each Key Action, as appropriate.)
Owner
(Person(s) Leading Implementation, Monitoring, and
Evaluation)
Timeline
(Indicate specific dates whenever
possible)
Measures of Success
(Formative and summative data, data analysis, and
dialogue to monitor progress, determine results, and make
adjustments.)
Necessary Shifts to Implement the
Key Actions
Identify and Select Key Actions that address the needs of students, parents and teachers. Key actions must reflect the following: A clear focus on equity and cultural competencies High expectations for staff and students High impact actions, including timely and effective assistance, leading to
progress of all student groups Alignment between targets and key actions Research-based instructional strategies Monitoring implementation and analyzing results Data analysis for decision making Follow-up actions based on data analysis Parent/guardian and community engagement Communication of plans, processes, and results with stakeholders
(Use specific dates whenever possible.)
(Identify specific data sources, participants, and communication of monitoring results.)
(Identify actions that are no longer priorities that can be altered or removed. Identify barriers to success that can be removed.)
Key Action 1Ensure all students receive high quality, differentiated instruction
with the new ELA curriculum.
ILO3
Title I Components Research-
based instructional strategies
OwnerPrincipal
Assistant Principal STAT Teacher
Resource Teacher Reading Specialist
TimelineBi-Weekly
MeasuresELA Culminating Events
Shift- Increasing consistency of ELA
instruction
Key Action 2Analyze student work to inform
ILO5
Title I Components Monitorin
OwnerPrincipal
TimelineMonthly
MeasuresIncreased scores on culminating events
Shift- Teacher will increase their
Office of Performance Management Office of the Assistant Superintendents 9
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
instruction g implementation and analyzing results
Assistant Principal STAT Teacher
Resource Teacher Reading SpecialistELA Teachers of
RecordSpecial Educators
proficiency in analyzing student work and
making instructional decisions
Key Action 3Increase independent reading levels by addressing phonics,
fluency and basic comprehension.
ILO6
Title I Components Parent/
guardian and community engagement
OwnerAll School
Stakeholders
TimelineDaily intervention
during core instruction with opportunities for
independent reading at school
and at home.
MeasuresDIBELS
Shift- Increased opportunities
intervention for underperforming
students
Quarterly Review Cycle (Use leading data to monitor key actions on at least a quarterly basis in order to make adjustments)
Monitoring and Adjustments(Implementation status and data-based changes resulting from data analysis and dialogue. Identify specific data sources, plan adjustments, and communication strategies, as appropriate).
Necessary Shifts to Implement the Key
Actions
Quarter 1 ELA Culminating Events, DIBELS
Quarter 2
Quarter 3
Quarter 4
Professional Learning Plan for Priority Area 1—Reading/English Language ArtsCreate a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate.
Outcome(s) Leadership Learning Communities Learning Resources Implementation
Office of Performance Management Office of the Assistant Superintendents 10
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
(What is the desired result of the professional learning?)
ILO
(Which Outcomes?) (Who are the
owners?)
(Who’s receiving the professional learning? Differentiate groups of learners
as appropriate and necessary.)
Designs
(How will this be delivered?)
(What human, technological, fiscal,
and time resources are needed?)
(When will the professional learning
be implemented? How will feedback be
provided?)Instructional Leadership Team will facilitate-weekly grade level meetings.
3 Leadership Team
Grade Level Teams and Special Educators
Small group face to face
Leadership teamTime for planning
Bi-weeklyformal and informal observational feedback
Implement monthly data analysis meetings.
5 Leadership Team
Grade Level Teams and Special Educators
Small group face to face
Leadership team Time for planning
Bi-weeklyformal and informal observational feedback
Target underperforming students reading below grade level.
6 All stakeholders
Push in support during small group instruction as well as pull out for tier III interventions
Small group instruction
Support staff Tier III Researched interventions Leveled Books
Mid Oct.-June informal observational feedback
Office of Performance Management Office of the Assistant Superintendents 11
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
Office of Performance Management Office of the Assistant Superintendents 12
PRIORITY AREA 2—Mathematics: Priority Area 2—Mathematics Target:MAP Math growth score will increase from 38% in 2014 to 50% in 2015.
Theory of Action
(Key Actions/High-Impact Strategies to be implemented. Address by student subgroup. Title I schools must add Title I
Components to each Key Action, as appropriate.)
Owner
(Person(s) Leading Implementation, Monitoring, and
Evaluation)
Timeline
(Indicate specific dates whenever
possible)
Measures of Success
(Formative and summative data, data analysis, and dialogue to monitor progress,
determine results, and make adjustments.)
Necessary Shifts to Implement the
Key Actions
Identify and Select Key Actions that address the needs of students, parents and teachers. Key actions must reflect the following: A clear focus on equity and cultural competencies High expectations for staff and students High impact actions, including timely and effective assistance, leading to progress
of all student groups Alignment between targets and key actions Research-based instructional strategies Monitoring implementation and analyzing results Data analysis for decision making Follow-up actions based on data analysis Parent/guardian and community engagement Communication of plans, processes, and results with stakeholders
(Use specific dates whenever possible.)
(Identify specific data sources, participants, and communication of monitoring results.)
(Identify actions that are no longer priorities that can be altered or removed. Identify barriers to success that can be removed.)
Key Action 1Ensure all students receive high quality, differentiated instruction
through consistent implementation of the BCPS
math curriculum.
ILO3
Title I Components Research-based
instructional strategies
OwnerPrincipal Assistant Principal
STAT TeacherResource Teacher Reading Specialist
TimelineBi-Weekly
MeasuresGrade Level Mtg. notes
Calendar
Shift- Increasing
consistency of Math instruction
Key Action 2Analyze Student Work to inform
instruction & provide meaningful feedback to students.
ILO5
Title I Components Monitoring
implementation and analyzing results
Data analysis for decision making
OwnerPrincipal Assistant Principal
STAT TeacherResource Teacher Reading Specialist
TimelineMonthly
MeasuresStudent performance on BCPS Math Assessment
Tasks
Shift/RemoveTeachers will increase
their proficiency in analyzing student work and making
instructional decisions
Key Action 3Provide extended day
opportunities to address math skill gaps
ILO5
Title I ComponentsHigh impact actions, including timely and effective assistance, leading to progress of all student groups
OwnerTeachers, students
TimelineNovember- December
&
MeasuresStudent performance on BCPS Math Assessment
Tasks
Shift/RemoveTargeted students will demonstrate greater
proficiency with
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
Professional Learning Plan for Priority Area 2—MathematicsCreate a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate.
Outcome(s)
(What is the desired result of the professional learning?)
ILO
(Which Outcomes?)
Leadership
(Who are the owners?)
Learning Communities
(Who’s receiving 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 resources are needed?)
Implementation
(When will the professional learning
be implemented? How will feedback be
provided?)Effective planning that results in implementation of the core curriculum
3 Leadership Team
Grade level and special education teachers
Face to face and digitally during grade level meetings
Leadership teamTime for planning
Professional learning will take place weekly using informal and formal observation feedback to monitor the effectiveness of the core implementation
Implementation of monthly data analysis meetings
5 Leadership Team
Grade Level and special education teachers
Monthly during face to face grade level meetings
Leadership team Time for planning
Use data to inform instruction
Target underachieving students
6 All stakeholders
Push in support during small group instruction
Small group instruction
Support staff Math manipulatives for re-teaching and concrete representation of
Mid Oct.-June informal observational feedback
Office of Performance Management Office of the Assistant Superintendents 13
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
abstract conceptsFASTT Math, Dreambox Learning
Office of Performance Management Office of the Assistant Superintendents 14
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
Office of Performance Management Office of the Assistant Superintendents 15
PRIORITY AREA 3—Climate: Priority Area 3—Climate Target:The percentage of students not meeting the MSDE attendance standard of 94% will decrease from 37% in 2014 to 30% in 2015.
Theory of Action
(Key Actions/High-Impact Strategies to be implemented. Address by student subgroup. Title I schools must add Title I
Components to each Key Action, as appropriate.)
Owner
(Person(s) Leading Implementation, Monitoring, and
Evaluation)
Timeline
(Indicate specific dates whenever
possible)
Measures of Success
(Formative and summative data, data analysis, and dialogue to monitor progress,
determine results, and make adjustments.)
Necessary Shifts to Implement the
Key Actions
Identify and Select Key Actions that address the needs of students, parents and teachers. Key actions must reflect the following: A clear focus on equity and cultural competencies High expectations for staff and students High impact actions, including timely and effective assistance, leading to progress
of all student groups Alignment between targets and key actions Research-based instructional strategies Monitoring implementation and analyzing results Data analysis for decision making Follow-up actions based on data analysis Parent/guardian and community engagement Communication of plans, processes, and results with stakeholders
(Use specific dates whenever possible.)
(Identify specific data sources, participants, and communication of monitoring results.)
(Identify actions that are no longer priorities that can be altered or removed. Identify barriers to success that can be removed.)
Key Action 1Identify students with chronic
absenteeism to develop an action plan for improvement
ILO1,8
Title I Components High expectations
for staff and students
Communication of plans, processes, and results with stakeholders
OwnerGuidance,
Social Worker, Nurse, PPW and Administrative
Team
TimelineMonthly from
October through June
MeasuresSTARS, PPW reports,
MAP
Shift/RemoveParents and students will understand the
importance of attending school.
Key Action 2Continue to communicate to parents the importance of
attendance and its impact on student achievement and high
school graduation.
ILO8
Title I Components Communication of
plans, processes, and results with stakeholders
OwnerGuidance,
Social Worker, Nurse, PPW and Administrative
Team
TimelineAt least monthly,
all year long
MeasuresSTARS, PPW reports,
MAP
Shift/RemoveParents will
understand the importance of
children attending school.
Key Action 3Recognize and celebrate
students that meet the attendance requirements.
ILO2, 8
Title I Component Communication
of plans, processes, and
results with stakeholders
OwnerGuidance,
Social Worker, Nurse, PPW and Administrative
Team
TimelineQuarterly
All year long
MeasuresSTARS, PPW reports,
MAP
Shift/RemoveStudents will
understand the importance of
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
Professional Learning Plan for Priority Area 3—ClimateCreate a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate.
Outcome(s)
(What is the desired result of the professional learning?)
ILO
(Which Outcomes?)
Leadership
(Who are the owners?)
Learning Communities
(Who’s receiving 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 resources are needed?)
Implementation
(When will the professional learning
be implemented? How will feedback be
provided?)Targeted students will demonstrate understanding of the impact of attendance in learning.
2 School Counselor PPWSocial Worker
Small groups of students in the targeted groups
Small group instruction with the School Counselor, Social Worker and PPW
Human resources, lunch bunch and tangible incentives
October- JuneMonthly meetingsQuarterly Celebrations
Targeted parents will demonstrate understanding of the impact of attendance in learning.
2 School Counselor PPWSocial WorkerSchool AdministratorsParent Service Coordinator
Targeted parent groups RPC with targeted parentsParent Training meetings
Human resourcesIncentives
October- JuneMonthly meetingsQuarterly Celebrations
Staff will understand how they can make a positive impact on student attendance.
School Counselor PPWSocial WorkerSchool Administrators
All staff Faculty Meetings
Human resourcesIncentives
October- JuneMonthly meetingsQuarterly Celebrations
Office of Performance Management Office of the Assistant Superintendents 16
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
Office of Performance Management Office of the Assistant Superintendents 17
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
Title I Requirements (As Applicable)
For Title I Schools Only
Title IComponents
(See component numbers below.)
Key Actions to Implement Strategies
(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 October 2, 2014
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
5 Implement strategies to attract
high-quality highly qualified teachers to high need schools
Principal Ongoing Ongoing conferencing with HR Staff
7
Plan for assisting preschool children in the transition to elementary school programs (Gradual Entrance)
Principal/Leadership Team Fall Enrollment completion
Office of Performance Management Office of the Assistant Superintendents 18
BALTIMORE COUNTY PUBLIC SCHOOLS Featherbed Lane Elementary School 10/10/14
School Improvement Team Membership
Name Title Signature of Stakeholder
Principal
Assistant Principal
Assistant Principal
S.T.A.T. Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Parent
Parent
Office of Performance Management Office of the Assistant Superintendents 19
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